College no slides but it was a great presentation Evelyn Finklea St Petersburg College Where Weve Been Began offering redesigned upper level developmental reading and writing courses in spring 2011 ID: 692106
Download Presentation The PPT/PDF document "Vincent Bates Miami Dade" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Vincent Bates
Miami Dade
College
(no slides, but it was a great presentation
)Slide2
Evelyn Finklea
St. Petersburg CollegeSlide3
Where We’ve Been
Began offering redesigned upper level developmental reading and writing courses in spring 2011
Part of Florida Developmental Initiative Grant
Program called My Bridge to SuccessSlide4
My Bridge to Success: Reading/Writing
Traditional structure:
16 week, 4- credit hour courses
o
ffered online, face-to-face, or blended (hybrid)
My Bridge Structure:
8 week, 2-credit hour delivery offered as blended courses (option
for early exit
)
Classes meet in computer labs twice a week for a total of two and a half hours (blended delivery)Slide5
Scope: My Bridge Reading/Writing
Upper level developmental courses redesigned as new courses, ENC 0990 and REA 0990
Offered on 5 campuses beginning Spring, 2011
200 enrollments for spring 2011 in ENC 0990
and
REA 0990
281 enrollments in ENC 0990 for 2012-13 academic year (37 sections)
399 enrollments in REA 0990 for 2012-13 academic year (34 sections)Slide6
Curriculum Delivery: My Bridge Reading/Writing
Diagnostic testing and content delivery through
MyWritingLab
and
MyReadingLab
(tailored for specific state competencies)
Students work only on areas assessed as “deficient”
Multiple attempts for quizzes (set at 80% mastery)
Faculty lectures supported through ANGEL (learning management system)
All sections offered in computer labs with close ties to Learning Support CommonsSlide7
Success Rates: My Bridge Reading/Writing
Spring 2011
ENC 0990 = 69% passing with C or better (100 students)
Compared to 53.4% for Dev. Writing 2 (774 students)
REA 0990 = 73% passing with C or better (89 students)
Compared to 57.4% for Dev. Reading 2 (744 students)
2012-13
ENC 0990 = 71% passing with C or better (281 students)
Compared to 64% for Dev. Writing 2 (1084 students)
REA 0990 = 83% passing with C or better (399 students)
Compared to 70% for Dev. Reading 2 (1270 students)Slide8
Persistence Data: Tracked from Spring 2011 to Spring 2013
ENC
0990: My Bridge to Success
(N =
100 in Spring 2011)
Passed ENC 0990 on first or second attempt– 72%
Finished Composition 1
“
D” or better by Spring 2012– 63%
Still enrolled in college one year later– 54%
Still enrolled in college two years later—40%Slide9
New: Piloting This Session
ENC 1101 (3 credits) for 16W + ENC 0055 (1 credit, developmental course, 8 weeks, twice a week for 50 minutes)
Faculty teach both courses, courses linked
“Flipped” classroom styleSlide10
Where We’re Headed
Additional co-requisite sections of ENC 1101 + ENC 0055
Continuation of My Bridge to Success, 8 week, 2 credit classes
Combined sections of ENC 0015/ENC 0025 and REA 0007/REA 0017 (same classroom, same time, same faculty, same textbooks)
Possible contextualized courses: Human Anatomy and Physiology I with REA 1105
ENC 0027 Integrated Reading and Writing II (6 credit hours)Slide11
Training for This Session
for
Dev
Ed and Gen Ed Faculty
Overview of Developmental
E
ducation Reform at SPC
Understanding the Developmental Student in the General Education Classroom
Embedding Instructional Strategies in the General Education ClassroomEnhancing Instructional Strategies in the General Education ClassroomSlide12
Concerns/Struggles
How to provide effective course redesign for online delivery
How to attract newly “exempt” students
How to build other accelerated/compressed courses
How to design statistical model to “tell the story” (both qualitative and quantitative methodology)
How to support professional development of faculty so they can communicate with other faculty engaged in developmental education reform statewide and nationally Slide13
Caroline Seefchak
Edison State CollegeSlide14
SB
1720
Redesign
at Edison State College
Caroline Seefchak, Ph.D.
Chair, Developmental
Studies
Professor, English
Edison State College, Fort Myers, FLSlide15
Edison State College
Established in 1962
13
th
largest community college in Florida
Served 24,034 students 2011-2012
Serves five counties: Lee, Collier, Charlotte, Hendry, and Glades
Three campus locations and one regional center
Programs: 17 Associate and 10 Bachelors DegreesSlide16Slide17
Edison State College Enrollment
Annual Enrollment Data:
Academic Year 2011 - 2012Slide18
Edison State College: Students
One in four students
receives
financial aid
32% of overall population are enrolled in one or more developmental
course or coursesSlide19
Edison State College: Students
64.2% of students
are
24 years old or younger, 35.8% of students are over the age of
24
Female - 59.7
%
Male - 39.4
%Slide20
Edison State College: Students
58.0%
White
22.9
%
Hispanic/Latino
10.9
% African
American
3.5% other minoritiesSlide21
Edison State College: Students
One in four students receive financial aid
32% of overall population are enrolled in one or more developmental course(s)
Fall 2012
P.E.R.T. Subtest
Students taking
test
# Placing “College
Ready”
% Placing “College Ready”
Math
1,598
529
33.10%
Reading
1,281
829
64.72%
Writing
1,273
940
73.84%Slide22
Edison State College: Students
One in four students receive financial aid
32% of overall population are enrolled in one or more developmental course(s)
Spring 2013
P.E.R.T. Subtest
Students taking
test
# Placing “College
Ready”
% Placing “College Ready”
Math
2,008
498
24.80%
Reading
1,558
846
54.30%
Writing
1,540
996
64.68%Slide23
Edison State College: Faculty and Staff
Academic Year 2012 - 2013
Full-Time
Instructional Faculty - 169
Part-Time Instructional Faculty - 362
Full-Time Administration & Staff - 334
Part-Time Administration & Staff - 301Slide24
Edison State College: Faculty
The Department of Developmental Studies is presently a centralized department with
22 full-time faculty
on three campuses and
40-60 adjunct faculty
on three campuses and one center.
Oversight: District Dean of College and Career Readiness, District Department Chair, and Lead Faculty in Developmental MathematicsSlide25
SB 1720 at Edison State College
Communication
Within Department
Throughout entire College
VPAA-appointed Task Forces:
Reading/Writing
MathSlide26
SB 1720: Communication
An
EXEMPT
student is NOT REQUIRED to take the P.E.R.T. or to submit placement scores such as the SAT or ACT.
To be considered
EXEMPT
, a student must:
Have entered 9
th
grade in a Florida public school in the 2003-2004 school year or any year thereafter.
Remained in a Florida public high school until completion
Have earned a Florida standard high school diploma
OR
Is presently serving as an active duty member of any branch of the United States Armed ServicesSlide27
SB 1720: Communication
A
NONEXEMPT
student
must
take the P.E.R.T., or submit placement scores, and will be advised of options available for remediation and
must enroll in the developmental education option
or his or her choice
.
A student is
NONEXEMPT
if he or she:
Entered a Florida public high school
before
the 2003-2004 school year
Completed high school through GED completion
Attended any high school other than a Florida public high school, including:
Private school
Home school
High school in any other stateSlide28
SB 1720: English and Reading
Developmental Writing and Developmental Reading will remain separate classes.
There will be one level, each, of Developmental Writing and of Developmental Reading.Slide29
SB 1720: English and Reading
For
NON-EXEMPT
students,
ENC classes will be taught as compressed, 8-week, courses, giving students the opportunity to take ENC 0025 and ENC 1101 in the same semester.Slide30
SB 1720: English and Reading
For students considered
EXEMPT
:
There will be Diagnostic Testing
After admission to college
“Writing Practice” (Smart Thinking)
Faculty-created diagnosticSlide31
SB 1720: English and Reading
Based
on exam score,
EXEMPT
student
will go to ENC 1101 or will take
concurrently take ENC
1101
and
Linked corequisite course
Required Writing Center Tutoring
Smart Thinking, online tutor
Connect, Learning ModuleSlide32
SB 1720: English and Reading
Linked courses to work as corequisite courses:
ENC 1101 and ENG 1012, American English
ENC 1101 and LIN 1670, Basic Grammar
ENC 1101 and ENG 2061, English GrammarSlide33
SB 1720: English and Reading
Work with Advising:
Faculty to create a checklist that advisors can use with EXEMPT students to get a preliminary idea of placement needs
ENC 1101 professors to visit advising during peak times for consultation availabilitySlide34
SB 1720: English and Reading
Other ideas
Contextualized Reading to align with meta-majors
Co-Requisite Developmental Writing with ENC 1101Slide35
SB 1720: Mathematics
After piloting a modular redesign approach sponsored through the SIRIUS company and Florida State College at Jacksonville, 9 full time instructors at Edison State College have created a
modular
teaching approach, within the limits of the current textbook and resources. Slide36
SB 1720: Mathematics
Entire MAT0018 and MAT0028
have been
modularized
Several related concepts make up a Module, 2-3 modules make up a
Unit.
There are 4 units in
MAT0018, and the are 5
units in MAT0028 Slide37
Able to move through the curriculum at own pace (inside and outside of class)
Can catch up and succeed if they dedicate time to class
Have access to program/class 24/7
Have access to all assignments for entire
semester
SB 1720: Math Benefits to StudentsSlide38
Tests are written as open-ended questions rather than all multiple choice questions
Can catch up and succeed if they dedicate time to class
Higher retention and completion rates (expected)
SB 1720: Math Benefits to InstructorsSlide39
Textbook selection
Incorporate MAT1033 modules/units
Offer mini-lectures outside of “class”
Testing center
Training
SB 1720: Math Ideas and PlansSlide40
SB 1720: Assessments
S
trength: Assessments
In each level of developmental courses,
there are:
- Common Course Assessments
- Common Course Final Exams
- Standard Course Mastery ExamsSlide41
SB 1720: Assessments
Existing longitudinal data can help us monitor new course delivery options. We will continue to record data, which will be a vital component to the legislation’s mandated annual accountability report.
(to begin 10-31-15)Slide42
SB 1720: In Progress
Comprehensive Advising Plan
Description of Student Costs and Financial Aid OpportunitiesSlide43
SB 1720: Challenges
Computer-equipped classrooms
Software
Support personnel in centers
Scheduling
Uncertain enrollmentSlide44
SB 1720 at Edison State College
Thank you!Slide45
Jerry Shawver
Florida State College at JacksonvilleSlide46
Florida State College
at Jacksonville
Professor Jerry
ShawverSlide47
Overview of Developmental Education at FSCJ
16,000 – 18,000 Developmental Education students annually (duplicated headcount)
Approximately 150 Dev. Ed. Faculty (About one-third are full-time faculty)
Current prediction is 60 – 75% of our students will be considered “exempt” under SB 1720Slide48
Models Under Development
Accelerated Math Courses
Eight-week developmental math courses
MAT 0018
MAT 0028
Modularization
MAT 0018 4 credit modularized course
MAT 0028 4 credit modularized course
MAT 0055 1 credit modularized course
MAT 0056 2 credit modularized course
MAT 1033 3 credit modularized course
Embedded RemediationMAT 1033C 4 credit modularized courseAlternative Math Pathways for non-STEM Meta-majors/Majors
MAT 0029 4 credit course for non-stem majors being consideredSlide49Slide50
So far we have …
Formed two teams comprised of one full-time faculty member from each of our 5 campuses
Agreed on using Pearson software in our courses
Presented recommendations of curriculum changes (MAT 1033) and developmental education options to our Mathematics Council last week for feedbackSlide51
In the future we will…
Need to submit our final curriculum proposal to the Mathematics Council and the college by the end of October
Align the curriculum (once approved college-wide)
with a Pearson textbook and software by the end of November
Create courses by
the end of January 2014
Revise and finalize courses by
the end of March 2014
Offer pilots
to take place Summer 2014
Fully implement our changes
by Fall 2014Slide52
Russell Takashima
Valencia CollegeSlide53
Thank you!