3. Spring Term Registration
Objectives for Day Two
Key Objectives for Day Two training include:
• Review key take-aways of Day One training
• Practice having conversations with students about their
course options
• Learn how to determine which developmental reading,
writing and mathematics courses to recommend to
students
• Learn about other new courses or course sequences
• Review how Student Services and Academic Services will
coordinate to support students
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5. Spring Term Registration
Review of Day One
• Mandatory new Three Step Process for registering all EXEMPT
students for Spring Term
• Step One: Verify Exempt Eligibility
• Step Two: Advise about Course Options
• Step Three: Assist with course selection and reinforce learning
support and engagement
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6. Spring Term Registration Process
Review of Day One
• ALL Exempt students who want to take college-level courses must
• Self-identify with a SPRING TERM ADVISOR
• Complete a Mandatory Student Questionnaire
• Receive appropriate advising
• Acknowledge in writing that they
• Have given MDC accurate information on the Mandatory Student
Questionnaire
• Been advised of their options
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7. Spring Term Registration Process
Review of Day One
• Mandatory Student Questionnaire has two sections
• Eligibility: this information is used to determine if a student is
Exempt and can take college level courses
• All SPRING TERM ADVISORS will need to verify type of high
school diploma using Odyssey (screen: AD CR HS)
• Advising: this information is used to determine which advising
conversation to have with a student
• Conversation 1: support choice of college-level courses and
reinforce importance of using supplemental resources
• Conversation 2: explain benefits of and recommend
developmental education courses
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8. Spring Term Registration Process
Review of Day One
• In addition to Questionnaire answers, consider/probe other areas,
including
• Does student have an assigned advisor (typically student who
started in 2012 or 2013)?
• Does student receive financial aid? How much of his financial aid
eligibility has s/he used already?
• Does student understand impact of a „D‟ or „F‟ grade in college level
classes?
• Has student “stopped out” before?
• Is student working? Other life issues?
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9. Spring Registration Process
Review of Day One
• For newer students, most compelling reasons to chose dev ed
option(s) are
• Advice/recommendation of advisor
• Financial aid issues
• Impact of „D‟ or „F” on GPA
• Effect on overall college success plan
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10. Spring Term Registration Process
Review of Day One
• For students who started before 2012, most compelling arguments
include
• Financial aid eligibility and amount used to date
• Period of time since student took last math course
• Time to completion
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12. Spring Term Registration
Step 2: Advising—Having the Conversation
• Hands-on exercise: Practice using the talking points to have
conversations with students
• Observe a model conversation
• Get comfortable “making the pitch”
• Pick a partner
• Every partnership assigned an advising scenario
• Each person role-plays both the student role and the advisor role
• Each person takes 10 minutes to make the pitch to his/her partner,
using the assigned scenario--and then receives feedback on the
pitch from your partner
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13. SPRING TERM REGISTRATION PROCESS
STEP 3: ADVISING
DETERMINING WHICH DEV ED COURSES TO RECOMMEND
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14. Spring Term Registration Process
Review of New Dev Ed Modalities
• Modularized instruction: customized and targeted to address specific
skills gaps, based on course diagnostic. Students taking modular
courses
• must have basic knowledge of computers and be comfortable
learning with an on-line program
• need reliable access to computers outside the classroom (at
home, at the library, in a lab, etc.)
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15. Spring Term Registration Process
Review of New Dev Ed Modalities (2)
• Compressed (or accelerated) courses: accelerated student
progression from developmental instruction to college-level
coursework, typically in one semester. Students who take
accelerated courses
• should not take more than one accelerated course per 8 week
term—but can take back to back (Term A and Term B) accelerated
courses within a semester
• must have access to course materials in the first week of the term
• need reliable transportation to campus to attend course every day
• 8 week term so 1 lost day equals as much as a week of lost time in
traditional course
• should not work FULL time outside of college
• some accelerated math courses meet 4-5 times per week
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16. Spring Term Registration Process
Review of the New Dev Ed Modalities (3)
• Contextualized instruction: course material related to student‟s
program of study (soon to be his/her meta-major)
• Co-requisite instruction or tutoring: supplements instruction while a
student is concurrently enrolled in a credit-bearing course
• Sometimes called “just in time remediation”
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17. Spring Term Registration Process
General Placement Rules
• Dev Ed Reading, Writing and Math courses have common course
numbering and course notations across all campuses for Spring Term
• None of the Dev Ed Reading, Writing or Math courses will have
registration holds
• Students can self-register for these courses
• Enrollment is open to all students, not just FTIC direct entry
students
• SLS course requirement still tied to Dev Ed course enrollment
• Students who have not completed SLS requirement should
complete it in the Spring Term
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18. SPRING TERM REGISTRATION PROCESS
DEV ED COURSE PLACEMENT RECOMMENDATIONS:
COLLEGE PREP READING AND WRITING
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19. Spring Term Registration Process
College Prep Reading/Writing Recommendations
• Accelerated and modular courses will be offered at all campuses
• If course is full, student should take traditional format course in
Spring Term
• General course placement rules:
• Student should start with reading/writing area with greatest skill gap
• PERT scores are a reliable indicator
• High school grade in English important if student relatively new
to MDC
• Student self-reporting/assessment is also helpful, as is intended
program of study
• If student needs both reading and writing, start with reading
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20. Spring Term Registration Process
College Prep Reading/Writing Recommendations
• General course placement rules
• PERT score guidance for student placement in reading and writing
• REA 0007: score of 50-83
• REA0017: score of 84-105
• ENC0015: score of 50-89
• ENC0025: score of 90-102
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21. Spring Term Registration Process
College Prep Reading/Writing Recommendations
General course placement rules
• If student needs both REA0007 and ENC0015, (s)he should be
advised to take REA0007 first
• If student needs both REA0007 and ENC0025, (s)he should be
advised to take REA0007 first
• If student needs both REA0017 and ENC0015, (s)he should be
advised to take ENC0015 first
• If student needs both REA0017 and ENC0025, (s)he should be
advised to take REA0017 first
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24. Spring Term Registration
Mathematics Recommendations
• Accelerated, modular and co-curricular (Math to Stats) course options
will be offered at all campuses
• Accelerated track has two options based on student‟s starting
proficiency level
• MAT 0022c plus MAT 1033 (8 credits)
• MAT 0028 plus MAT 1033 (7 credits)
• Modular track has three options
• MAT 0022c is 5 credit course first offered in Fall Term
• New 3 credit modular course for Spring Term for students who do
not complete all of modules in MAT 0022c
• MAT 0028 (also 3 credits) will be offered in modular form in
Spring Term
• Math to Stats track is 6 credit combination of MAT 0029 and MGF
1106
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25. Spring Term Registration
Mathematics Recommendations
• General course placement rules
• Math to Stats is good fit for students whose academic pathway
does not require algebra
• Criminal justice, hospitality, social science, etc.
• Math to Stats should be the default pathway for any student
whose program of study does not require algebra
• Modular math is best fit for students who will also take accelerated
reading and/or writing
• Modular math is good fit for students who do not want to take
MAT0018
• Combines both arithmetic and algebra
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26. Spring Term Registration Process
Mathematics Recommendations
• Modular math courses are designed to support students individually
by including
• A credentialed faculty member in the classroom at all times with
regular office hours every week to provide additional assistance
• 216 different topics covered separately with video vignettes, each
presented by a member of the math faculty
• Guided instruction using small groups to support computer learning
• Embedded tutors to assist students in the classroom, at least one
hour per week
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27. Spring Term Registration
Mathematics Recommendations
• Students should be advised to match career interests and skill gaps with
appropriate math courses based on
• PERT scores
• High school math performance
• Students who took rigorous math course like Algebra 2 Honors, Pre-
Calculus or Calculus and earned „C‟ grade or better have high
probability of success in MAT1033
• Other students do not have high probability of success, regardless of
grade in 12th grade math course
• Student‟s self-reporting and self-assessment of math proficiency
• Multiple course options at each level of proficiency
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28. Spring Term Registration Process
Mathematics Recommendations
• Course placement based on mathematics PERT scores
Score Placement
50-74 MAT0018
75-95 MAT0022C—Modular or Accelerated Options
96-113 MAT0028—Modular, Accelerated or Math to
Stats Options
114-122 MAT1033
123-134 MAC1105 / STA2023 / MGF1106 / MGF1107
135-150 Refer to Math Department/CLM Test
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35. SPRING TERM REGISTRATION PROCESS
SUPPORTING STUDENTS BY COLLABORATION
BETWEEN STUDENT AND ACADEMIC SERVICES
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36. Spring Term Registration Process
Academic and Student Services Collaboration
• Broad training so that students do not get
bounced around from department to department
• Everyone knows the process, can verify Exempt
eligibility and advise student
• “All hands on deck”
• Academic departments have identified resources
to support Student Services with program of
study questions
• Campus resources included
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37. Spring Term Registration Process
Academic and Student Services Collaboration
• Every Friday, Directors of Advisement and Academic Chairs report
number of students seeking overrides
• Enables effective resource allocation to support new processes
• Academic deans and chairs will monitor course enrollments closely to
add/delete sections as needed
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39. Spring Term Registration Process
Summary
• Exempt students who want to take college-level courses in spring
must
• Self-identify
• Seek an override
• Complete a Mandatory Student Questionnaire
• Acknowledge accuracy of information provided and receipt of
advisement options
• SPRING TERM ADVISORS who meet with students seeking an
override must follow mandatory new process
• Step 1: Verify Exempt eligibility
• Step 2: Advise about course options
• Step 3: Assist with course selection and reinforce learning support
and engagement
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40. Spring Term Registration Process
Summary
• There are NO exceptions to eligibility criteria for Exemption
• The process for determining which advice to give a student is
complex, nuanced and individual
• No blanket overrides—advisor should discuss EACH
developmental placement with student
• No right answer
• No one question alone provides enough information
• Base your recommendations on the student‟s responses, your
conversation with the student, and your professional judgment
• “Pick your battles” and focus on what is in best interest of student‟s
success and progress
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41. Spring Term Registration Process
Summary
• Many students will succeed in college level classes, especially those
who
• Have strong high school and/or MDC records
• Take advantage of learning support resources
• Course placement recommendations are critically important to all
students
• Students who have not taken any/many college level courses
previously
• Students who choose to take developmental courses but want to
progress rapidly and successfully to college-level
• New dev ed course modalities designed to help them do this
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42. Spring Term Registration Process
Summary
• We are undertaking an “all hands on deck” effort
• Everyone needs to know how to verify eligibility, advise students
and provide overrides, if appropriate
• Academic and student services will support each other to provide
effective support to students and process
• The learning from Spring Term Registration will enable us to
implement the changes at full scale in the fall
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43. Spring Term Registration
Next Steps
• Be sure to check the website every Friday for FAQ and other
updates
• http://bit.ly/MDCregistration
• The website will also accept questions
• Answers will be included in the weekly FAQ
• If you need an immediate answer, call your campus Student Services
or Academic Services team
• There will be a refresher webinar at the end of October
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