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Redesigning Transitional Education at Carroll Community College: English and Reading

Redesigning Transitional Education at Carroll Community College: English and Reading. Magdeleine Vandal, Associate Professor Department Chair, Transitional Studies and Academic Services Spring 2014. Impetus for the Redesign. Findings from Program Review Lumina Grant for Course Redesign

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Redesigning Transitional Education at Carroll Community College: English and Reading

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  1. Redesigning Transitional Education at Carroll Community College:English and Reading Magdeleine Vandal, Associate Professor Department Chair, Transitional Studies and Academic Services Spring 2014

  2. Impetus for the Redesign • Findings from Program Review • Lumina Grant for Course Redesign • Growing Student Frustration • Growing Controversy over developmental Education

  3. Goals for our Transitional Program • Increase pass rates on 1st attempts • Identify student needs to provide targeted instruction • Accelerate students through transitional courses • Provide opportunity for self-paced instruction • Provide opportunities for success (eliminating 2nd and 3rd attempts) • Lower DWF rates • Improve Course Integrity

  4. Redesign Model: Modular Formatting • Individualized Instruction • Self-paced • Active Learning • Flexibility

  5. Traditional Program READ 091: Basic Reading 4 hours READ 099: Reading in the Content Areas 4 hour Students starting at the lowest level in read, Eng, and math could take up to two semesters to complete transitional course work. ENG 091: Basic Writing 4 hours ENG 097: Writing Effective Paragraphs and Essays 4 hours

  6. Modular Program Reading - 6 modules Read A: College Readiness Read B: Main Idea Read C: Supporting Detail Read D: Inference Read E: Author’s Purpose and Tone Read F: Sentence Relationships and Critical Reading English – 5 modules ENG A: Information Literacy ENG B: Review of Grammar, Mechanics and Punctuation ENG C: Writing Process and Paragraph Development ENG D: Essay Development ENG E: Argumentation

  7. Traditional vs. Modular Format Traditional Modular • Lecture • 4 billable hours (students must take the entire course) • Set start and end date • 70% passing grade • Failure means student repeats the entire course • Students must come to class • Students work at the instructor’s pace • Text and computer based • 1 billable hour per module – students take only the modules needed • Staggered start dates • Pass/Fail (minimum 75% to pass – must master each objective within the module) • Students work at their own pace • Students have the flexibility to work from home

  8. Module Format • Objective • Introduction • Practice • Application • Assessment

  9. Improvements to Instruction • Individualization • Self-paced format • Personalized help • Immediate feedback • Student engagement • Mastery Learning

  10. Changes to Curriculum Reading English • Adding College Readiness • Added more on critical reading skills • Increased passing grade from 70 to 75% • Mastery Learning • Added Information Literacy component • Increased he complexity of assignments • Increased passing grade from 70 to 75% • Mastery Learning

  11. Results: Reading

  12. Results: English

  13. Challenges to Overcome • Motivation • Poor work and study habits • Life • Weather!

  14. What Works – The Good • Students are engaged • Students are responsible for their work • Students determine the pace – accelerate or slow down as needed • Students demonstrate mastery • Students have flexibility

  15. What Doesn’t Work - The Bad • Students think they don’t have to come to class • Students don’t do homework • Students underestimate time needed to complete an objective • Students don’t read and follow instructions • Other classes take priority

  16. What Doesn’t Work – The Ugly! • Students stop attending • Students do not complete the sequence in one semester

  17. Addressing the Challenges! • Modularized Transitional English and Reading • Bridge Programs for Traditional and Adult Ed students • Placement Test Preparation

  18. Resources • Accuplacer/Reading and English Diagnostics • Accuplacer/MyFoundationsLab – Pearson • Accuplacer Online Course and Practice Tests www.longsdalepub.com

  19. Acknowledgements • Dr. Faye Pappalardo, College President • Dr. James Ball, Academic Vice-President • Mr. Steve Geppi, Dean • Redesign Advisory Committee • Full-time and adjunct faculty for Transitional Reading and English: Jennifer Dunn, Jennifer Gertz, Carolyn Gulmi, Diane Wittig, Linda Brown • Lumina Foundation - Redesign Grant

  20. Contact Information Magdeleine Vandal Carroll Community College 1601 Washington Road Westminster, MD 21157 mvandal@carrollcc.edu

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