Shifting the Paradigm: An Academic Literacy Model for Reading Acceleration

1. Shifting the Paradigm:An Academic Literacy Model for Reading Acceleration Dr. Jeanine L. Williams The Community College of Baltimore County

2. Overview of Presentation • Why and how we moved toward an academic literacy model • What this model entails • How we implement this model • How we are able to sustain this model • How things are going so far • What our plans are for moving forward • How to start a similar initiative at your institution

3. How Did We Get Here?

4. Developmental Reading and English at CCBC • Reading 051 –5 hours (36-60) • Reading 052—4 hours (61-78) • English 051—4 hours (up to 57) • English 052—3 hours (58-89) • Reading 052/English 101 Learning Community—8 hours • English 052/101 Accelerated Course—6 hours

5. Why Rethink Developmental Reading? • Successful accelerated courses in developmental English and math • Persistence issues—compounded by multi-level sequence • Problems with placement testing • Affective issues and changing student population • Lack of skill transfer from developmental reading to credit courses • Changes in federal aid guidelines • The Completion Agenda • College Readiness and Completion Act of 2013 • Common Core State Standards

6. What is ACLT 052? • 5-hour integrated Reading and English course focused on critical thinking • Students with the following placements are eligible to enroll in ACLT 052: ENGL 051 and RDNG 051 ENGL 051 and RDNG 052 ENGL 052 and RDNG 051 ENGL 052 and RDNG 052 • Successful students move directly into credit courses with developmental reading and English pre-requisites 85% of enrolled ACLT 052 students placed in our lowest level of developmental reading!

7. Benefits of ACLT 052 • Authentic college-level experience • Multiple low-risk opportunities for students to discuss, think, and write • Increases students' familiarity with academic culture by attending to the affective domain • Eliminates exit points and shortens pipeline for students • Lowers cost of developmental coursework for students • Capitalizes on the heterogeneous class environment and eliminates the mental classifications of 051 and 052

8. Logistical Challenges • Separate Reading and English Departments • Support from Administration • Faculty Commitment and Paradigm Shift • Time for Development • Preserving Academic Freedom

9. QUESTIONS?

10. What Are We Doing?

11. Guiding Principles: Curriculum • Not based on the outcomes for the existing courses • College-level tasks with an emphasis on English 101 and other 100-level credit courses • Students “practice college” instead of working on pre-college skills • Whole, complex reading instead of paragraphs • Address affective issues through course assignments and activities • Not a literature course

12. Guiding Principles: Pedagogy •  Turn our assumptions on their head or “before they can do this, they have to do this.” Start with the real academic tasks right away—not baby steps • Use a thematic approach • Use active learning techniques • Use triage to deal with student areas that need support rather than lowering the entire curriculum to sub-skills—“just in time remediation” • Have a “growth mindset” towards students and their progress • Help grow student sense of responsibility

13. Guiding Principles: Assessment • Holistic approach to assessing student work—look at content as well as grammar • Progressive approach to grading: tolerance for less than perfect work early in the semester • Provide a lot of “low-risk” opportunities to talk, think, and write before graded, higher-stakes assignments • Embrace the 3 goals : • Independently read and understand complex academic texts • Critically respond to the ideas and information in those texts • Write essays integrating ideas and information from those texts

14. Embedded Course Topics • Academic literacy and academic discourse • The reading-writing process • Critical reading, writing, and thinking • Reader response • Using source materials • Writing and evaluating arguments • Grammar, punctuation, spelling, and usage • Audience awareness • Essay organization and development

15. Grading • Successful completion requires 70% average •  research-based project synthesizing 3+ sources • in-class writing assignments • individual presentations • technology-based assignment • four (4) essays that use a variety of rhetorical modes to make a convincing argument • common end-of-semester portfolio assessment worth 30% of the final grade

16. QUESTIONS?

17. How Do We Do It?

18. Unit Format • Themes and Texts • Reading/Writing Skills Mini-Lessons • Pre-reading/Pre-writing Activities • Independent Reading w/ Guide Questions • In-class, Post-reading Activities • Unit Exam (In-class Writing Assignment) • Essay

19. Love, Hate, and Hooking-Up: Relationships Redefined Essential Questions: What is love and how can we find it? Are marriage and monogamy still relevant? How has technology changed relationships? Reading/Writing Skills: Argument Using Sources Texts: “Against Love” (Laura Kipnis) “Baba and Daddy Gus” (bell hooks) “Hooking Up: What Educators Need To Know” (Kathleen Bogle) “Mobile Romance: An Exploration of the Development of Romantic Relationships Through Texting” (Randy Solis)

20. Discussion Group Questions • According to Bogle, why is it important to understand hookup culture on college campuses? • How does Bogle define “hooking up”? • Describe the differences in the role of alcohol in the dating era compared to the hookup era. •  Bogle argues that “the hookup system drives student alcohol consumption rather than the other way around” (p. 249-250). What reasons does she give to support this claim? • How has the shift from dating to hooking up changed the nature of the sexual assault problem? What is the ultimate result of this change? •  According to Bogle, how should college administrators respond to the culture of hooking up? What can college administrators do to address the impact of hooking up culture on alcohol abuse and sexual assaults?

21. Unit Exam Prompt Prompt #1: In “Against Love”, Kipnis presents an argument about the myths and realities of modern love. In a multi-paragraph response, complete the following: • Summarize Kipnis’ argument about modern love. • Take a position for or against her argument. Explain your position. • Discuss at least two reasons to support your position. • Use evidence from at least two reading selections other than “Against Love” to support your argument.

22. Unit Exam Prompt • Prompt #2: In “Hooking Up: What Educators Need to Know” and “Mobile Romance” Bogle and Solis discuss the changes in the formation of romantic relationships. In a multi-paragraph response, complete the following: • Summarize Bogle’s argument about how romantic relationships are formed. • Summarize Solis’ findings on romantic relationships and texting. • Discuss at least two benefits of hooking up and mobile romances. • Discuss at least two drawbacks of hooking up and mobile romances. • Use evidence from the reading selections to support your answers.

23. Unit Essay Instructions • In this essay you will consider the course readings on relationships and then take a stance on one of the “essential questions” for the unit. You will write an argument that synthesizes the assigned readings and your outside research in support of your stance. • In your essay, be sure to include the following: • Your answer/stance summarized in your thesis statement in your introduction. •  Support for your argument with relevant ideas, information, and quotes from at least two (2) of the assigned class readings. •  Support for your argument with relevant ideas, information, and quotes from at least two (2) of the readings from the list of “outside research sources”. •  The opposing viewpoint with evidence along with a discussion of whether this viewpoint has merit and why this evidence does not cause you to abandon your own stance.

24. Typical Class • Quiz on homework • Small group comprehension-based activity • Quick-write on theme-related critical thinking question • Mini lesson on a timely reading/writing skill • Exam preparation— “Speed Dating” • Essay planning and drafting • Peer editing • Instructor-student conferencing Everyday is different—“No Autopilot”

25. QUESTIONS?

26. How Is This Possible?

27. Professional Development • Monthly Faculty Inquiry Group (FIG) • Cross-training • Shadowing • Collaboration • Information Sessions • Summer Training Institute

28. Student Development • Advising, Advising, Advising! • Utilize the Writing Center • Specialized Tutors • Intrusive Teaching Techniques • Financial Literacy • Counseling and other Student Services 85% of ACLT 052 students placed in our lowest level of developmental reading!

29. QUESTIONS?

30. How Is It Working?

31. ACLT 052 Final Grades Fall 2012 177 students • S 57% • U 25% • I 1% • FX 14% • W 3% Fall 2013 331 students • A 14% • B 18% • C 26% • F 26% • FX 10% • I 1% • W 5%

32. Fall 2012 to Spring 2013 Retention Rates • Total Cohort 72% • Passing Students 83% • African Americans 72%

33. ENGL 101 and Credit Course Progress for Fall 2012 Cohort • 101 (57%) students passed ACLT 052 in Fall 12 • 69 (68%) students who passed ACLT 052 during Fall 12 enrolled in ENGL 101 in Spring 13 • 47 (68%) of the 69 enrolled students passed ENGL 101 in Spring 13 • 59 (58%) students who passed ACLT 052 in Fall 12 passed 1 or more credit courses other than ENGL 101 in Spring 13

34. Snapshot of Student Feedback • All of the students reported that they would recommend ACLT 052 to other students. • All of the students felt that the 5-hour, integrated course was more effective than taking stand-alone courses. • All of the students felt that while the course work was very challenging, it was useful in preparing them for 100-level courses. • Most students enjoyed the readings, activities, and assignments. • Most students expressed that as a result of this course, they feel prepared for credit coursework. • Some students did not feel ready to move on to credit coursework, but they feel like this course put them on the right track.

35. QUESTIONS?

36. What Is Next?

37. Ongoing Development and Assessment • Continue faculty training and professional development • Work with Institutional Research for a more comprehensive evaluation of the pilots • Follow students longitudinally—are they passing the 100-level courses? • Tweak and refine the course to better address student issues

38. Challenges and Strategies • College-wide buy-in (faculty, advising, students) • Faculty training • Quality control—sticking to the model • Protecting vulnerable students • Being patient with implementation • Scaling-up the initiative

39. How to Get Started • Know the political landscape • Connect with administrators • Assemble a core group • Decide on outcomes— “backward mapping” • Develop guiding principles • Work on common course outline • Develop curriculum plan • Run a small pilot • Assess the pilot and refine the model • Spread the word—build buy-in • Scale-up

40. QUESTIONS?

41. Contact Information Jeanine L. Williams, Ph.D. Assistant Professor of Reading Coordinator of Reading Acceleration Initiatives jwilliams4@ccbcmd.edu 443-840-3031