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FACT 2 Developmental Education Task Group (DETG) Final Report

FACT 2 Developmental Education Task Group (DETG) Final Report. Chair: Nicole Adsitt, Cayuga Community College. FACT 2 2013 Task Group Progress. Developmental Education Task Group (DETG).

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FACT 2 Developmental Education Task Group (DETG) Final Report

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  1. FACT2 Developmental Education Task Group (DETG) Final Report Chair: Nicole Adsitt, Cayuga Community College

  2. FACT2 2013 Task Group Progress Developmental Education Task Group (DETG) Charge: To conduct an environmental scan of developmental online, open, and proprietary resources being used for academic support for students in developmental coursework as well as to support developmental students in college-level courses in a variety of formats. Timeline: • October 1, 2012 – January 1, 2013: Task Group exploratory phase. Subcommittees will begin the environmental scan as needed via conference call or webinar. Task group will meet via conference call periodically to share updates. • January 2013: Face-to-face meeting with subcommittee break-out sessions. Create a plan for synthesizing resources and recommendations. • January -May, 2013: Development of resources and recommendations. • May 2013: Presentation of findings to date at SUNY CIT • June 2013: Face-to-face meeting to review and finalize recommendations • August 30, 2013 (originally August 1st): Final report submitted to FACT2 Council

  3. Final Report A report on the three common themes across groups for our environmental scan has been drafted. The areas are: • course redesign models, • open educational resources, and • software and apps. Final Report Template: • Context/Background • Findings (promising practices and technology strategies) • Recommendations • Practical Considerations • Relevant Literature (citations) • Resource list

  4. Course Redesign Models: • NCAT Emporium (self-paced) • Accelerated remediation: Accelerated (Accelerated Learning Program) • Inquiry-Based Projects – In this program, Dr. Sara Armstrong discussed project-based learning approaches that incorporate internet-inquiry. Recommendations/considerations: • Create a course redesign committee that could look at different faculty load models at different institutions that allow for faculty to be more flexible and innovative. • Course redesign requires more technology infrastructure (space, computers, bandwidth, support personnel).

  5. Open Educational Resources Free, open enrollment MOOCs- The University of Wisconsin, in conjunction with the Gates Foundation, just launched their free, open College Readiness MOOC for math (http://www.uwlax.edu/mathmooc/index.html ). Cuyahoga Community College (Tri-C®) received a grant from the Gates Foundation to design, develop, and implement a MOOC for Developmental Education in Math.   The National Repository of Online Courses (NROC), SIRIUS Academics Educational Consortium, Kaleidoscope Project, and My Open Math: All provide different levels of course content and usually includes training, textbook resources, etc. Recover Writing (on Facebook): while the page is dedicated primarily to open-source tutoring for victims of Hurricane Sandy, Recover Writing provides an interesting template that we could begin to work from to lower writing remediation costs. Recommendations: • Look at NY Star Model and others to determine the feasibility of developing an online open source tutoring consortium for SUNY schools • Open educational resources for developmental education—this is a very important way that technology can be used to help our developmental students. We recommend creating a new FACT2 Task Group to work on this initiative and have this group submit an IITG Grant to support their work. • Keep tabs on the literature around MOOCS and developmental education. Continue conversations about how campuses address prior learning. (needs a volunteer)

  6. Software and Apps Self-paced skill development : A few schools have been experimenting with self-paced skill development products rather than a more traditional non-credit study. Use of iPad/apps in developmental courses: It is somewhat more difficult to find literature on the use of the iPad or other tablets to support students in developmental writing courses. As in much of the limited literature, note-taking apps, speech-to-text and text-to-speech apps, and of course reading and dictionary apps were beneficial. Committee members have made the observation that many students prefer reading on a tablet to reading the printed page. They seem to like the backlighting, the dictionary, and the ability to highlight and bookmark.   Social Reading Tools: social reading tools are still being explored as a technology that can help students understand texts. Through social reading tools, discussions become an extension of an assigned text, and students are granted access to the minds of others who have read the same document. Examples of social reading tools: CommentPress, Digress.it. Snagit (from techsmith.com): the program is used in an educational capacity to screen capture word documents as they are being edited. The program also records voice so students can hear the tutor/instructor assessing the essay.   MyAccess(from Vantage): MyAccess claims to use advanced technology to not only help developmental students, but to provide and profile specific problems those students have. Draft: Draft is a word processing program, which allows students to compare and contrast drafts, and make changes to their assignments. It can be used to help students visualize how their papers have changed and how they need to change.

  7. Other recommendations • Look at the immersion model that SUNY Orange has developed to see how this could be scaled up within the SUNY System • Create an opportunity for developmental education faculty across SUNY to gather and develop common definitions and outcomes in an effort to align curricula across SUNY to increase mobility. • Create a community of practice for SUNY focused on developmental education. Develop a structure that would be modeled after other professional organizations in order to provide low-cost regional professional development opportunities. • Non-cognitive variables play a role in college readiness and success in developmental education. It would be beneficial to explore how non-cognitive assessments and college success courses could address these variables to better support students.

  8. Other considerations • Initial findings have shown that students may experience “test fatigue” when taking placement exams. In particular, it may be beneficial to look at the order of specific tests within Accuplacer • Students often do not understand the role or importance of placement testing. SUNY Orange has developed videos to help students understand this information prior to testing through an IITG grant. • Online orientation programs have been created at other institutions that could serve as a model for SUNY (course shells could be used and shared in Angel) • The Learning Commons is a great resource to use to support many of the recommendations and considerations provided in our report

  9. Questions?

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