Retaining Underprepared Students: Building a Comprehensive Developmental Education Program

1. Retaining Underprepared Students: Building a Comprehensive Developmental Education Program Gwen Braun, Director Leanne Frost, Asst. Director Academic Support Center © Montana State University-Billings

2. Developmental Education • What do you think about developmental education?

3. What is Developmental Education? Arriving at a Common Definition • Developmental education is a field of practice and research within higher education with a theoretical foundation in developmental psychology and learning theory. National Association for Developmental Education

4. What is Developmental Education? Arriving at a Common Definition • Developmental education promotes the cognitive and affective growth of all postsecondary learners, at all levels of the learning continuum. • Developmental education is sensitive and responsive to individual differences and special needs among learners. National Association for Developmental Education

5. What is Developmental Education? Arriving at a Common Definition • Developmental education programs and services commonly address: • Academic preparedness • Diagnostic assessment and placement • Development of general and discipline-specific learning strategies • Affective barriers to learning National Association for Developmental Education

6. What is Developmental Education? Arriving at a Common Definition • Developmental education includes, but is not limited to: • All forms of learning assistance • Tutoring • Mentoring • Supplemental Instruction • Personal, academic, and career counseling • Academic advisement • Coursework National Association for Developmental Education

7. Objectives • To share our successes and challenges, primarily through causes and effects of some misconceptions • To encourage using diagnostic assessment to improve both placement and retention and to enhance students’ opportunities for success © Montana State University-Billings

8. Assumptions • Even if they have more experience with failure than with success, students who can overcome fear of failure will take consistently higher risks, both academic and intellectual. • For both students and faculty, conquering fear and actively pursuing an education depend upon both teaching and learning. © Montana State University-Billings

9. Rationale • Academic, career, and life goals can be achieved when students are both well-prepared and well-motivated by developmental courses. • Retention can be enhanced when students experience academic success, supported by developmental coursework, assessment, and tutoring. • Programs that are truly student-centered will more successfully produce independent, lifelong learners. © Montana State University-Billings

10. Retention: A National Issue • Access to postsecondary education has increased during the past 30 years, but completion rates have not risen accordingly. National Completion Rates • 53% for 4-year universities • 24%-28% for 2-year community colleges (U.S. Dept. of Education, 2004)

11. Underpreparedness: A Major Cause for Non-completion • Researchers agree underpreparedness represents a significant cause of non-completion. • Researchers estimate between 50% and 70% of postsecondary students are underprepared in math, writing and/or reading.

12. Developmental Education as a Solution • Many postsecondary institutions turn to developmental education to bridge the gap between previous learning and collegiate demands. • 76% of postsecondary schools offered Dev. Ed. courses Fall 2000. • 28% of incoming freshmen enrolled in Dev. Ed. courses Fall 2000. • (U.S. Dept. of Education, 2004)

13. What ideas will you use to improve your program and increase student retention? ? © Montana State University-Billings

14. The Academic Support Center: Montana State University–Billings’ Dev. Ed. Solution • Best Practice: Creating a “One-Stop Shop” • Reorganized in 2001 to consolidate academic department “help centers” • Brought Math and English tutoring centers together in a • “reclaimed” building on campus • Expanded to the College of • Technology Summer 2004 © Montana State University-Billings

15. The Academic Support Center: Montana State University–Billings Dev. Ed. Solution • Best Practice: Seeing the student as a whole • In addition to providing tutoring, in 2001 offered the following Dev. Ed. courses: • English 100: English Essentials • Math 101: Introductory Algebra • Math 105: Algebra for College Students • Funded by student fees • Operated as part of Student Services © Montana State University-Billings

16. Montana State University–Billings Academic Support Center • Currently staffs, administers, schedules and develops curricula for: • 4 sections Math 085: Math Fundamentals (added Fall 2005) • 12 sections Math 101: Introductory Algebra • 19 sections Math 105: Algebra for College Students • 12 sections English 100: English Essentials • 4 sections RD 101: Reading Improvement (added Fall 2006) Fall 2006

17. No. of Dev. Ed. Course Sections Total sections increased from 40 Fall 2001 to 56 Fall 2005, a 40% increase.

18. Montana State University–Billings Academic Support Center • Recruits, trains and manages staff, including: • 1 director & 2 assistant directors, who also teach • An additional 5 FT and 15 PT instructors, who also tutor • 30 tutors • 2 part-time administrative assistants Fall 2006

19. Montana State University–Billings Academic Support Center • Expanded tutoring beyond Math and English to include: • Reading, Business, Accounting, Anatomy & Physiology, Biology, Chemistry, Physics, Statistics, German, Spanish, French, Psychology, ESL • Plus, specialty tutors at the COT in Automotive, Drafting & Design, Medical Coding, Computer Systems, Process Plant Technology

20. Montana State University–Billings Academic Support Center • Equips, manages and staffs a main campus Learning Lab with: • 56 computers • 14 tutoring stations Serves 600 students per day

21. Montana State University–Billings Academic Support Center • Equips, manages and staffs a COT Learning Lab with: • 14 computers • 5 tutoring stations Serves nearly 100 students per day

22. Factors of Success • Student-Centered Vision • Team-Building Efforts • Quantitative Measures

23. Factor of Success 1. A Student-Centered Vision • The ASC serves a diverse population of students: • with physical and learning disabilities • whose COMPASS scores may not accurately reflect their academic abilities • who would be better served by Adult Ed. programs • who are emotionally unprepared • with ESL challenges • with diverse socio-economic and ethnic backgrounds

24. Factor of Success 1. A Student-Centered Vision • The ASC serves a diverse population of students: • who are first-generation college students • who are academically challenged but technically proficient in other areas • who are non-traditional • with criminal backgrounds • who are in recovery • with GEDs • who were home-schooled

25. A Student–Centered Vision • Lab hours • Technology-assisted instruction (computers, calculators, and multimedia tutorials) • Coordinated services with DSS and SOS/TRIO • Conscientious staff selection • Workshops based on student needs • Continual assessment • Classroom visits • Lab Tours • ASC website (www.msubillings.edu/asc) • Cookies on Fridays © Montana State University-Billings

26. Retention Efforts • Intervention strategies for At-Risk students • Calls • Letters • Shared lists • Advisors • Mentors • Referrals • Security **Hall visits! © Montana State University-Billings

27. Retention Effort Results Absolute Drop Letters 15-Day No-Show Letters Midterm Warning Letters Success: dropped, withdrew, or achieved a C or better Did not pass: received an F or a D Failed on a multiple attempt: received an F or a D, not first time taking the class Spring 2005

28. Retention Effort Results Retention rates for Dev. Ed. students are increasing at MSU-Billings:

29. Additional Retention Efforts • Skills-Based Workshops (Based on expressed/demonstrated student needs) • Graphing Calculator • Algebra Refresher • APA Writing Skills • Reading Skills • Job Search Skills • Word-Processing Skills © Montana State University-Billings

30. Celebrate Successes • Support techniques for Dev.Ed. graduates • Congratulatory letters • Making the Honor Roll • Getting off Academic Probation • Outstanding Student nominations • Wall-of-Honor • Graduates • Students of the Month • Instructors © Montana State University-Billings

31. Factor of Success 2. Team-Building Efforts • Within the Department • In the Learning Labs • Across Campus © Montana State University-Billings

32. Team-Building Techniques: Within the Department • Students and teachers as lifelong learners • Professional development for teachers • Handbook, conferences, workshops • Professional development for tutors • CRLA Tutor Training and Certification • Teaching opportunities for exceptional graduates • Tutors as teaching assistants • ASC alumni as classroom presenters © Montana State University-Billings

33. Team building Potlucks Flextime Bookbucks Content-specific teaching aids Employee workspace Holiday decorations Lobby honors for graduates Birthday lists “I’m a Regular” stickers Marching together at graduation Team-Building Techniques: Within the Department © Montana State University-Billings

34. Team-Building Efforts:In the Learning Lab • All teachers as tutors • Peer tutors • Work-study • English & Math 390 students • Hourly • Professional tutors • Retirees • Second income • Entry-level employees • Graduate students • Many tutors dual-qualified © Montana State University-Billings

35. Team-Building Efforts: Across Campus • Advising • Housing • Academic Departments • DSS • TRIO/SOS • Campus Security • Financial Aid © Montana State University-Billings

36. Factor of Success 3. Assessment and Placement • COMPASS • Pre- and post-testing • Traditional class assessment • Teacher/course evaluations • Post-DevEd assessment • Continual attendance tracking/analysis • Daily log-ins and door counters © Montana State University-Billings

37. Assessment Cycle

38. Dispel “myths” Add validity to programs and recommendations Justify staffing and funding Discover trends and needs Prepare for accreditation Quantitative Measures: The Benefits

39. Using Pre- and Post-Tests:COMPASS Gain Scores

40. Using Pre- and Post-Tests:COMPASS Gain Scores

41. Using Pre- and Post-Tests:COMPASS Gain Scores • Examination of COMPASS pre- and post-test gain scores and DWF lists led to several decisions: • Adjusted Math 101 COMPASS exit score because success rate in 105 was not as great • Considering English 085 because of large standard deviation in gain scores for English 100

42. Using Post-Developmental Education Assessment to Dispel Myths • Myth: Dev. Ed. students don’t do well in next courses; Dev. Ed. classes don’t work. • 48% of students taking post-Dev. Ed. Math courses without a previous Dev. Ed. Math course achieved a “C” or better • 52% of students taking post-Dev. Ed. courses with a previous Dev. Ed. Math course achieved a “C” or better Spring 2005 © Montana State University-Billings

43. Using Post-Developmental Education Assessment to Dispel Myths • Myth: Dev. Ed. students don’t do well in next courses; Dev. Ed. classes don’t work. • 45% of students taking English 150 without a previous Dev. Ed. English course achieved a “C” or better • 55% of students taking English 150 with a previous Dev. Ed. English course achieved a “C” or better Spring 2005 © Montana State University-Billings

44. Using Post-Developmental Education Success Rates to Dispel Myths • Of MSU-Billings’ 2005 graduates: • 18% of all graduates completed at least one Dev. Ed. course. • 21% of those receiving baccalaureate degrees completed at least one Dev. Ed. course. Myth: Dev. Ed. students don’t graduate.

45. Using Daily Log-ins and Door Counters to Justify Staffing and Funding Learning Lab usage is increasing on both campuses. Average Daily Visits COT Campus Senior Campus

46. College Reading and Learning Association (CRLA) 2006 National Association for Developmental Education (NADE) 2007 Northwest Commission on Colleges and Universities (NWCCU) 2008 Using Assessment to Prepare for Accreditation

47. Share Results • Throughout the University System • Individual Departments • Administration • Advising • Housing • DSS/TRIO/SOS • Campus Security • Financial Aid • Newsletter

48. Share Results • With the Community • School District • Adult Education • Alumni • General Public • With the Discourse Community • State, Regional and National Conferences • Publications • Webinars

49. What ideas will you use to improve your program and increase student retention? ? © Montana State University-Billings

50. What do you think about developmental education? • Do institutions of higher education have an obligation to provide access to all learners who desire to be educated? • Should DevEd instructors receive equal compensation? • Is DevEd a new concept that came on the scene in the 70’s? • Does providing developmental courses mean lowering the curriculum standards so students can pass? • Are remedial education and developmental education the same?