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“Writing” Our Wrongs: CSUB and MyWritingLabPlus

“Writing” Our Wrongs: CSUB and MyWritingLabPlus. Pearson Course Redesign, April 2012 Randi Brummett (rbrummett@csub.edu) Brooke Hughes (bhughes@csub.edu) CSU, Bakersfield. English 50 – Basic Skills Model used: Replacement. Summer only, grant funded – 200 students/year

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“Writing” Our Wrongs: CSUB and MyWritingLabPlus

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  1. “Writing” Our Wrongs: CSUB and MyWritingLabPlus Pearson Course Redesign, April 2012 Randi Brummett (rbrummett@csub.edu) Brooke Hughes (bhughes@csub.edu) CSU, Bakersfield

  2. English 50 – Basic SkillsModel used: Replacement Summer only, grant funded – 200 students/year Entrance program Textbook: None

  3. English 80 – Reading and WritingModel used: Replacement Developmental course – 450 students/year Focuses on paragraph to essay Textbook: Mosaics (Flachmann)

  4. English 99 – Writing and Critical ThinkingModel used: Replacement Developmental course – 930 students/year Focuses on essay and modes Textbook: Inst. Choice & Quick Access (Troyka)

  5. English 110 – Writing and ResearchModel used: Supplemental Freshman composition – 1350 students/year Focuses on research paper Textbook: Inst. Choice & Quick Access (Troyka)

  6. Humanities 207 & 407 Model used: Fully Online One unit, Credit/No Credit course - 450 students/year Textbook: None

  7. Non-English Courses • We are working with multiple courses across disciplines as a grammar supplement. • Two Options • Linked Option: Students sign up for the one-unit course 207/407 where we manage it • Incorporated Option: We train the instructor & help him/her create a course in MWLP, where he/she manages it • Disciplines we’ve worked since 2006: • Social Work, Sociology, History, Chemistry, Geology, Communications, Business, Music • Beginning in 2011, we began offering trainings for non-English faculty throughout the year • Thus far, we have trained 33% of our faculty!

  8. Our Training Process • English faculty are trained/re-trained every summer at orientation, regardless of previous experience (mandatory) • We offer frequent “brush up” trainings for English faculty throughout the year • Writing Resource Center tutors are trained at least once a year

  9. Our Training Process, cont. • Non-English faculty are trained in a five tier process: • Tier One: Demo/Informative Session (30 minutes) • Tier Two: Hands-On Session (1 hour) • At the end of the session, faculty are given a consultation form • Tier Three: One-on-One Consultation (30 minutes-2 hours) • Faculty meet with us one-on-one to go over the consultation form and discuss the best way to incorporate MWLP into his/her class • Tier Four: In-Depth Training (30 minutes-2 hours) • Faculty come in for hands-on, in-depth training to learn about how manage their course, set up the study plan, etc. • Tier Five: MWLP Learning Communities (1 meeting/quarter) • Faculty gather in small groups to discuss pedagogy and curricular policy when using MWLP. • Faculty receive a “comp buddy,” who keeps in contact with them for the year and can help with the implementation of MWLP in the course.

  10. LOOKING AT THE NUMBERS Course Redesign data CSU, Bakersfield

  11. Our Cost Benefits Per Year *NOTE: Another benefit is that we are now able to accommodate more students in 207/407. Before, we had 50 students enrolled. Currently, we have 200+ a quarter enroll in this course.

  12. Redesigned Developmental Courses Compared to Traditional with Mini-Lectures/Tutoring Component

  13. Average Retention (in %) of Students in English Courses

  14. Average Length of Time (in Quarters) Students Spend in English Courses

  15. Percentage of Grades Comparing Preparedness for Freshman Composition

  16. Pre- to Post-Diagnostic Comparison

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