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Dr. Barbara Buchanan, Instructional Dean

Where Do We Go From Here? Developmental English Course Re-Design at LSC-M. Dr. Barbara Buchanan, Instructional Dean Beverley Turner, Developmental English, Chair Elizabeth Pena, Assistant Professor of English

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Dr. Barbara Buchanan, Instructional Dean

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  1. Where Do We Go From Here? Developmental English Course Re-Design at LSC-M Dr. Barbara Buchanan, Instructional Dean Beverley Turner, Developmental English, ChairElizabeth Pena, Assistant Professor of English EuraDell Davis, Assistant Professor of EnglishDr. Lana Myers, Professor of English Communication Across the CurriculumOctober 24, 2012

  2. Presentation Agenda • Where we started • Where we are now • Where we want to go

  3. Where We Started

  4. The Problem • Nationwide, Developmental students experience low success, completion, and retention rates • Developmental Education Research Suggests: • “Among those who take remedial classes, the more remedial coursework taken [is associated] with the least likelihood of educational success” (Russell, 2008, p. 3). • “About one-quarter of all students referred to three levels below college level for both math and reading drop out between courses” (Bailey, 2009, p. 14). Stop out Drop out

  5. A First Step to Course Re-DesignDemonstration Projects Grant • LSC-M Receives Developmental Education Demonstration Project (DEDP) Grant Award (Two year grant - Summer 2010 through Summer 2012) • Five Texas community colleges received a DEDP grant from the Texas Higher Education Coordinating Board (THECB) in July 2010 • LSC-Montgomery is the only single-college campus to receive funding • Original award $1.5 million Vision for the DEDP Grant: • To accelerate and encourage students’ progress and success in the developmental sequence and support their transition into credit-bearing academic/technical certification programs or degrees

  6. A First Step to Course Re-DesignDemonstration Projects Grant (Cont.) DEDP Goals Increase developmental student success Accelerate the progress of students through the developmental sequence Increase organizational capacity to provide student advising, counseling and mentoring Provide professional development for training and support of developmental education faculty, counselors, advisors, and mentors

  7. Status of Developmental English Prior to DEDP Grant • Zero full-time faculty were100% dedicated to Developmental English • Selected full-time faculty typically taught 1 DE course per semester • The remainder of the sections were taught by adjuncts • Little professional development available which focused on Developmental English • Reading and writing were taught as separate courses with specialized curricula, syllabi, and textbooks • Two levels of reading (ENGL 0304 and ENGL 0305) • Two levels of writing (ENGL 0306 and ENGL 0307) • A homegrown, faculty developed lab comprised the 1 hour lab component of the course • There were few opportunities for accelerating the Developmental sequence

  8. Where We Are Now

  9. Developmental English Department’s DEDP Curriculum Re-Design • Fall 2010 to Present • Additional Linked / Accelerated class options for students: • HUMD and EDUC 1300 linked to 0309 or 0302 (4 sections) (fall 2012) • All four Dev. English classes + 1 student success course (fall 2010; fall 2011) • One upper-level Dev. English reading or writing course combined with speech, psychology, or sociology • Gateway Developmental English (Developmental Writing II) paired with Composition and Rhetoric I (college-level English) • Developmental Writing Review (four week course) paired with Composition and Rhetoric I (12 weeks of college-level English) • Integrated Reading and Writing Courses • Integrated Reading and Writing I (ENGL 0302) • Advanced Developmental Reading and Writing (ENGL 0309)

  10. Genesis of Integrated Reading and Writing at LSC-M • Texas Higher Education Coordinating Board (THECB) charge (Granting agency): • Combine upper-level reading and writing to accelerate students’ progress through the developmental sequence • During the DEDP grant, all five DEDP colleges piloted upper-level IRW courses with identical: • Textbooks (Bedford textbooks) • Syllabi • Learning Outcomes • Curricula • Lab Software (from Bedford)

  11. Integrated Reading and Writing at LSC-M (Cont.) • College and Universities Combining Reading and Writing • All five DEDP colleges • Lone Star College – Montgomery • Alamo Colleges • El Paso Community College • San Jacinto College • Tarrant County College • Other institutions across the country • UT Austin • UT Pan American • San Francisco State University • Chabot College (California) • North Carolina Community Colleges

  12. Integrated Reading and Writing at LSC-M (Cont.) Two new, integrated courses developed: • ENGL 0302: Integrated Reading and Writing I (full-scale in fall 2012) • [Dev. Writing I (0306) + Dev. Reading I (0304)] • ENGL 0309: Advanced Developmental Reading and Writing(piloted spring 2011, fall 2011, and spring 2012; full-scale in fall 2012) • [Dev. Writing II (0307) + Dev. Reading II (0305)] • Each course meets four hours per week – 3 lecture; 1 hour lab (An additional hour of classwork per week is required to be completed in the Dev. English Homework Lab – 10% of students’ grade)

  13. Integrated Reading and Writing at LSC-M (Cont.) • Scaling of Integrated Reading and Writing Pilots • Spring 2011 – 25 students; 2 sections (ENGL 0309) • Fall 2011 – 60 students; 3 sections (ENGL 0309) • Spring 2012 – 44 students; 3 sections (ENGL 0309) • Fall 2012 (44 sections; 850+ students; 20 student cap) • 6 sections (ENGL 0302) • 38 sections (ENGL 0309)

  14. Dev.English Classrooms and Class Caps • Dev. English Computer Classrooms- 24 computers each • Class caps • Previously - 24 students • Starting in fall 2012 - 20 students

  15. Dev.English Course Sections Prior to Full-Scale IRW 6 course options

  16. Dev.English Course Sections after Full-Scale IRW Fall 2012 ENGL 0302 5 sections F2F at MC ENGL 0302 1 sections F2F at Conroe Center ENGL 0309 30 sections F2F at MC ENGL 0309 4 sections F2F at Conroe Center ENGL 0309 4 Sections online Total: 44 sections Spring 2013 (Planned) ENGL 0302 6 sections F2F at MC ENGL 0302 1 sections F2F at Conroe Center ENGL 0309 28 sections F2F ENGL 0309 6 sections F2F at Conroe Center ENGL 0309 4 Sections online Total: 45 sections 2 course options

  17. Cost and Time Savings of IRW • Cost and time savings for students in the integrated classes • ENGL 0302: • 1 semester of time;$256 for the tuition for one, four hour class; $80 textbook; and transportation expenses • ENGL 0309: • 1 semester of time; $256 for the tuition for one, four hour class; $80 textbook; and transportation expenses • Students who complete both 0302 and 0309 • 2 semesters of time; $512 for the tuition for two, four hour classes; $160 in textbooks; and transportation expenses

  18. Theoretical Shift to Integrated Reading and Writing • “Better writers tend to read more than poorer writers and better readers tend to produce more mature prose than poorer readers” (Goen-Salter, 2012, p. 3). • “Some particular writing experiences teach students to be more effective readers” (Salvatori, 1996) • “When reading and writing are taught as separate subjects, these beneficial effects [generative effects of reading on writing] are all but lost” (McCormick, 1994). • Research suggests that there is an especially beneficial effect to combining writing with reading activities (Graham & Perin, 2007).  • Tierney et al. (1989) notes that "reading and writing in combination have the potential to contribute in powerful ways to thinking.”  • Langer (1986) purports, "When writing essays, students seem to step back from the text after reading it - they reconceptualize the content in ways that cut across ideas, focusing on larger issues or topics. In doing this, they integrate information and engage in more complex thought.”

  19. Marketing IRW Courses Fall 2012 Spring 2012

  20. Two, Permanent Full-Time Dev. English Faculty Hired • 17 Full-time faculty in the English Department • Starting fall 2012, two, permanent, full-time faculty hired and dedicated to DE • Course load for full-time DE faculty is four courses per semester • Other full-time English faculty teach one, or more, DE courses per semester • Approximately 20 adjuncts teach DE

  21. New In-Class and Out-of-Class Labs • Transition from In-Class “Homegrown Labs” to Online Labs • In fall 2011, 50% of instructors used MyReadingLab / MyWriting Lab; 50% used “In-House” labs • In spring 2012, comparative data prompted transition to 100% use of online labs (lab paid for by grant) • In fall 2012, students purchased lab codes for Aplia Lab (Cengage product) with their Cengage textbooks • Starting in fall 2012, students are required to complete an extra lab hour in the Developmental English Lab (G 202/203) each week • Students are assigned a lab software as determined by faculty cohort structure: • MySkillsLab – Pearson Product • USA Today Program – Reading and writing about current events • Aplia – Cengage Product

  22. Drop Policy Change Spring 2011 to summer 2012 • Drop-Policy Change – spring 2011 – summer 2012, students with 8 hours of absences (two weeks of class) were dropped for non-attendance • Fall 2012 • Drop-Policy Change – starting in Fall 2012, students are not dropped after the census date. They will remain on the roll and earn an “F.”

  23. Concurrent Enrollment in Credit Courses Fall 2012 • Developmental students were encouraged to enroll in credit course options while concurrently enrolled in ENGL 0302 or ENGL 0309

  24. Standard Syllabi for IRW Courses Fall 2012 • All faculty teaching 0302 or 0309 follow a standard syllabus and, in general, teach the same conceptsduring each module • The syllabus is divided into four, four-week modules and the modules reflect the learning outcomes for the course • The curriculum requires three essays, a final exam combining reading and writing, and multiple reading/writing assignments throughout the course of a semester • The textbooks for the course are Fusion I and Fusion 2by Cengage

  25. New Focus on Affective Efficacies • Beverley Turner, Chair of Developmental English, developed a methodology for engaging students’ self strategies for affective efficacy. • These strategies are incorporated into all IRW courses.

  26. Themes and Novels in IRW Courses Themes and novels used in some sections starting in fall 2012 • EuraDell DavisTheme:  The Olympic Spirit: Motivational Coaching for Life • Novel: Making the Most of Your Life:  Eight Motivational Stories and Essays • Lori HughesTheme:  Education and Its Impact • Novel: Waiting for Superman: How We Can Save America's Failing Public Schools. Editor Karl Weber • Lana Myers • Theme: Our Furry Friends, Reading and Writing about Animals • Novels: The Art of Racing in the Rain by Garth Stein and In the Shadow of Man by Jane Goodall • Elizabeth PenaTheme: Finding Your Adventure • Novels:  Drive by Daniel Pink and Wild by Cheryl Strayed

  27. Faculty Mentoring Fall 2012 • Full-time faculty were asked to serve as mentors to groups of 4-5 adjunct faculty • Beverley Turner • EuraDell Davis • Elizabeth Pena • Lana Myers • Lori Hughes • Martina Kusi-Mensah • Cohorts offer support and resources for adjunct faculty • Cohorts meet, on average, twice per month face-to-face • Cohort groups also communicate via Angel groups and via email

  28. Professional Development • Integrated Reading and Writing Workshops • March 23, 2012 (29 attendees) new concepts design for LSC-Montgomery developmental English courses • April 13, 2012 (26 attendees) teaching strategies for the integrated reading and writing class, including assessments, assignments, and affective concerns • April 27, 2012 (26 attendees) Leta Deithloff, Ph. D., University of Texas, spoke about “Creating Meaningful Learning Experiences in the Reading and Writing Classroom.” • Summer Institute at Lone Star College – Montgomery • Wednesday, July 11 – Thursday, July 12, 9:00 a.m. – 3:00 p.m. • Featured speaker: Dr. Sugie Goen-Salter - Integrated Reading and Writing Expert from San Francisco State University • Sessions include: Integrating Reading and Writing – Theoretical Background, Pedagogy, and Hands-On Classroom Strategies for Integration

  29. Professional Development (Cont.) • San Francisco State University (SFSU) – Site Visit, Oct. 7-9, 2012 • Romana Cortese, Martina Kusi-Mensah, and Lana Myersperformed a site visit at SFSU which included discussions with a leader in the field (Dr. Sugie Goen-Salter), classroom observations, and one-on-one Q&A with IRW instructors. • Kingwood College – IRW Workshop, Nov. 2, 2012 • Beverley Turner, EuraDell Davis, and Elizabeth Pena will present an overview of LSC-M’s IRW program • Houston Community College – IRW Panel • Elizabeth Pena and EuraDell Davis will provide background and context for IRW coursework at LSC-M

  30. Professional Development (Cont.) • Graduate Coursework • As a cohort, faculty have pursued 12 hours of graduate coursework in Developmental Reading / Developmental Education from Texas State University - San Marcos; some of the coursework applies to a Certificate in Developmental Education offered by TSU-SM. • Summer 2010: Five ENGL faculty completed RDG 5320 Foundations of Literacy Instruction • Fall 2011: Five ENGL faculty completed READ 5324 Content Literacy • Spring 2012: Three ENGL faculty enroll in DE5324Teaching Learning Strategies and Critical Thinking • Fall 2012: Two ENGL faculty plan to complete DE 5375 The Underprepared Learner in Postsecondary Education • Strategies learned through the graduate coursework are shared with FT and PT faculty through Dev. English workshops • Three faculty are pursuing the 15 hour Developmental Education Certificate • Elizabeth Pena • Lana Myers • Lori Hughes

  31. Continuous Evaluation • Faculty Survey • The DE faculty were surveyed in mid October 2012 to gain faculty perspectives and suggestion concerning the labs, the textbook, the software, the syllabus, etc. • Student Survey • Over 90 students were surveyed in mid October 2012 to gain student perspectives and suggestion concerning the labs, the textbook, the software, the syllabus, etc. • Faculty Meetings held throughout the semester • Cohort group meetings held throughout the semester

  32. Data Average Number of DE Courses Taken by Students 1.5 courses

  33. Data Pre-IRW, Reading I to Reading II and Writing I to Writing II Success Rates 67% 69%

  34. Data ENGL 1301 Success Rate after completion of 1 to 4 DE Courses 59% 61% 57% 54%

  35. Data ENGL 1301 Success RatesNo DE Courses vs. At Least 1 DE Course 8,935 students 69% 2,442 students 60%

  36. Data Aggregate Data – Baseline Data Vs. Cohort Data 5,028 students 67% 6, 033 students 66% 0309: 121 students 73%

  37. Data Developmental Education English Courses Success RateFall 2011 - Summer 2012 Fall 2011 74% Spring 2012 74% Summer 2012 77%

  38. Where We Want to Go

  39. Pursuing NADE Certification • Developmental English is pursuing National Association for DevelopmentalEducation (NADE) Certification • Data collected and analyzed by Rajiv Malkan • Application materials should be submitted by late November 2012 • In four-to-six months, a review team will follow-up with LSC-M to ask additional questions and, possibly, perform a site visit

  40. Continue Pedagogical Shift • Continue to Shift DE pedagogy to more intensely focus on: • Affective Efficacies • Integration of reading and writing skills • Avoid: reading to write and writing to read (separate skills) • Self-regulatory behaviors • Learning skills

  41. Continue Focus on Professional Development • Continue focus on professional development through: • Workshops • Cohort groups • Conference presentations • CASP / CRLA Conference, November 7-9, 2012 • NADE Conference, March 2013

  42. Continue to Monitor Dev. English Data • Continue to monitor Developmental English data for success, retention, and completion information

  43. Questions? _________________ Thank you for your time!

  44. Bibliography Bibliography • Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community college. New Directions for Community Colleges, (145), 11-30. • Goen-Salter, S. (2012). The Conversion to IRW "Stretch" English at San Francisco State University. Unpublished paper. • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools - A report to Carnegie Corporation of New York.  Washington, DC: Alliance for Excellent Education. • Langer, J. (1986). Learning through writing: Study skills in the content areas.  Journal of Reading, 29, 400-406. • McCormick, K. (1994). In The Culture of Reading and the Teaching of English. New York: Manchester University Press.

  45. Bibliography (Cont.) Bibliography (Continued) • Russell, A. (2008, August). Enhancing college student success through developmental education. American Association of State Colleges and Universities: Higher Education Policy Brief. Washington, DC: American Association of State Colleges and Universities. Salvatori, M. (1996). “Introspective Reading: Conversations With Texts.” College English, 55.4: 19-36. • Stotsky, S. “Research on Reading/writing Relationships: A Synthesis and Suggested Directions.” Composing and Comprehending. Ed. J. Jensen (Urbana, IL: Eric Clearninghouse on Reading and Communication Skills and NCRE. 1984. 7-22. • Tierney,R., Soter, A., O'Flahavan, J., & W. McGinley.  (1989). The effects of reading and writing upon thinking critically.  Reading Research Quarterly, 24, 134-173. • Zamel, V. (1992). “Writing One’s Way into Reading.” TESOL Quarterly, 26.3: 463-85.

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