This document summarizes the process undertaken by the English Department at Wilbur Wright College to redesign their developmental education program. They analyzed research on acceleration and completion models, studied other college programs, and held discussions with faculty. Their proposed new structure combines developmental reading and writing into an accelerated 6-credit course to simplify pathways and integrate skills. This proposal aims to better serve students and promote long-term success through a rigorous holistic approach to placement and a redesigned first-year experience in English. Outstanding issues to resolve include deciding on the final program structure and securing support for implementation.

1. Redesign:
First-Year English & Reading
English Department
Wilbur Wright College
January 29, 2015

2. • National pressures to accelerate developmental education toward
improved completion/graduation rates.
• Potential policy decisions affecting education at the state level.
• Funding shortfalls in public education.
• CCC mission to address “socio-economic disparities and inequities of
access and graduation in higher education.”
Context
Draft - for discussion

3. Wright College
Placed into DE Reading class Placed into DE Writing class
Total 49.2% Total 56.4%
White 33.9% White 39.6%
Hispanic 51.3% Hispanic 59.4%
Black 66.7% Black 74.1%
Who places into Developmental Education (DE) courses?*
*Data from Fall 2013

4. Since the start of the Spring semester, January 12, 2015:
• Analyzed and discussed over 30 policy papers on topics including college
completion, acceleration, first-year experience, economics of college education,
current institutional models, development education pedagogy
• Studied existing models, noting structural, curricular and pedagogical
interventions
• Conducted multiple whole-group meetings and several small-group meetings to
review research and develop a model
• Held phone conversations with faculty and staff from other community colleges
• Met with faculty from other departments
Our Process
Draft - for discussion

5. • Developmental education is a college-wide responsibility that should be fully
integrated into the curriculum and mission of the college.
• Reading, writing and critical thinking are integrated skills that cannot be
artificially separated in the interest of institutional expediency. This integration
should be the backbone of any curricular redesign to our programs.
• Valid and reliable placement is vital to effective developmental education
instruction and student persistence.
• We are committed to students’ long-term success (completion).
Our Guiding Principles
. .
.
Draft - for discussion

6. • We believe in equal educational opportunity for all students, regardless of
entry-level academic skills, race, income or nationality.
• Students are individuals and not data points.
• Our curricular choices should be guided by processes that respect students’
humanity and individuality.
• Developmental education is a catapult and not an obstacle.
Principles (continued)
Draft - for discussion

7. Current
Structure
English 101
English 100
Reading
125
Reading
99
English 98
Foundational Studies
Disadvantages
• Multiple points of entry and exit
• Registration complexities and
confusion
• Decontextualized curricula for
reading and writing (split
curriculum)
Placement
Draft - for discussion

8. English 101
3 hours
Galileo program
Accelerated Reading &
Composition (ARC)
6 hours
Proposed
Structure
Placement*
Revamped
Rigorous
Holistic
Advantages
• Accelerated  fewer exit points
• Integrated reading and writing
• 4 currently-offered courses
compressed into one
• Continued commitment to
accurate placement and long-term
success
• Simplifies process for students
Draft - for discussion
Pre-Term
*Faculty readers assess multiple measures: critical thinking, reading and writing,
self-placement, demographics

9. Accelerated Reading &
Composition (ARC)
• Accelerates two levels of developmental education: compresses up to two
years of coursework into one semester
• Simplifies pathways and reduces exit points
• Integrates reading and writing  mirrors rigorous college-level coursework
• Meets students where they are and optimizes long-term success
• Nurtures student engagement through shared, sustained experience in a six-
hour learning community
• Transforms developmental education culture with exciting curricula and high
expectations
Draft - for discussion

10. Draft - for discussion
First-Year Experience in English
English 101
Galileo
Accelerated Reading &
Composition (ARC)
Placement
Revamped
Rigorous
Holistic
Pre-Term
English 101
Accelerated Reading &
Composition (ARC)
English 102
1st
semester
2nd
semester

11. Draft - for discussion
To move forward, we need to
resolve the question of structural
design.

12. Draft - for discussion
• Research suggests that ALPs are often addressing issues with flawed
placement.
• Our model places students in courses that best serve their needs. We’ve
gone from 35% to approximately 50% English 101 placement.
• The specific model presented (CCBC ALP) seems to most benefit students
who do not reflect our student population.
• Our ARC model adapts the acceleration model while best preparing students
for the rigor of English 101 and college coursework.
• We want students to be ready for English 101 and prepared for long-term
success (completion).
• Our goal is to maintain the integrity of English 101.
Why not co-reqs?

13. • Institutional support moving forward (FT hires, smaller class sizes)
• Robust professional development for Galileo instructors plus adequate pay and
benefits (following CUNY Start model)
• Professional development for Reading and Writing instructors
o Time for development and implementation (FDW and registration weeks)
o Compensation for adjuncts
• Placement: access to student records (transcripts, ACT scores)
• Expanded Writing Center as pivotal support component
• Credentialing issues in ARC
• Placement testing integration in application process (procedures, technology)
• Alignment with Math
• Integration with support services (e.g. embedded tutoring)
Draft - for discussion
Next Steps