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Making the “Write” Choices: MyWritingLabPlus at CSUB

Making the “Write” Choices: MyWritingLabPlus at CSUB. Pearson Online Course Redesign, 2011 Randi Brummett (rbrummett@csub.edu) Brooke Hughes (bhughes@csub.edu) CSU, Bakersfield. About California State University, Bakersfield. Quarter-based campus (10 weeks) Non-traditional students

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Making the “Write” Choices: MyWritingLabPlus at CSUB

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  1. Making the “Write” Choices: MyWritingLabPlus at CSUB

    Pearson Online Course Redesign, 2011 Randi Brummett (rbrummett@csub.edu) Brooke Hughes (bhughes@csub.edu) CSU, Bakersfield
  2. About California State University, Bakersfield Quarter-based campus (10 weeks) Non-traditional students Most do not live on campus Average age = 23 Enrollment: almost 8,000 Students 38% Hispanic (3,040 students) 73% of those students are ESL or Generation 1.5 62.5% First-Time Freshman Regular Admits requiring English Remediation Commuter Campus Budget Cuts/Furloughs Because of the items above, we decided to rethink our course design.
  3. Challenges that Lead to Using Technology We lacked Money Time Space Quality & Consistent Learning A Better Way to Track SLOs Small class sizes (from 23 to 35)
  4. Our Path to MyWritingLabPlus We piloted/tested 5 programs from different publishers Our decision was made by the students and instructors We chose MWL for these reasons: Intuitive; easy to use Price Diagnostic abilities Progression from literal comprehension to internalization in their own writing Capability to assess SLOs more easily Consistency of learning (esp. for a large group of students)
  5. Our MWL/MWLP Timeline, 2005-2009 2005: Piloted/Tested out Programs 2006: Replacement model with Required Lab Hours in Eng 80 Fully Online model in 277/477 2007: Replacement model with Outside Hours in Eng 80 and 100 Paired with Student Success Center (Probation/Dismissal students) as Fully Online model Paired with Athletics (Division 1 tutoring requirement) as Fully Online model 2008: Emporium model with Required Lab Hours in Eng 50 2009: Replacement model with Outside Hours in Eng 50
  6. Our MWL/MWLP Timeline, 2010-2012 2010: Paired with Reading and Writing Across the Curriculum courses as Supplemental and Fully Online models Paired with multiple Upper Division Writing Courses as Supplemental and Fully Online models Authored MWL integrated portions of the adopted text in Eng 80 (Mosaics - Flachmann) 2011: Paired with Graduate Studies Center as Fully Online model Adoption of MyLabsPlus University Adoption of MyLabsPlus version of MyWritingLab Customized 4-year Access via Student Fee Optional Supplemental model in Eng110 Worked with two universities to redesign based on our model MyWritingLabPlus Support Headquarters opening on campus 2011-2012: Bridging with two local high schools using MWL
  7. English 50 – Basic SkillsModel used: Replacement Summer only, grant funded Entrance program
  8. English 80 – Reading and WritingModel used: Replacement Developmental course Focuses on paragraph to essay
  9. English 99 – Writing and Critical ThinkingModel used: Replacement Developmental course Focuses on essay and modes
  10. English 110 – Writing and ResearchModel used: Supplemental Freshman composition Focuses on research paper
  11. Humanities 207 & 407 Model used: Fully Online One unit, Credit/No Credit course
  12. Non-English Courses & 277/477 We are working with multiple courses across disciplines as a grammar supplement. Two Options Linked Option: Students sign up for the one-unit course 277/477 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 27% of our faculty!
  13. Impact On Our Campus FACULTY/STAFF Have more time in class to go over content, rather than grammar topics Closely monitor the class’s activity in the program and hone in on class problems Provide extra immediate help to students who need it Explain grammar in a different way, especially for students who have different learning styles Create consistency of information given Use the alert system as a teaching tool to focus in on one student having difficulty Faster, more efficient grading (via Pearson Tutor Services) Read better papers STUDENTS Learn about a topic as many times as they need Work on their own time, at their own pace Become responsible for their own learning process Write better papers
  14. Course Redesign data CSU, Bakersfield LOOKING AT THE NUMBERS
  15. Our Cost Benefits Per Year *NOTE: Another benefit is that we are now able to accommodate more students in 277/477. Before, we had 50 students enrolled. Currently, we have 200+ a quarter enroll in this course.
  16. Redesigned Compared to Traditional with Mini-Lectures/Tutoring Component
  17. Average Retention (in %) of Students in English Courses
  18. Average Length of Time (in Quarters) Students Spend in English Courses
  19. Percentage of Grades Comparing Preparedness for Freshman Composition
  20. Pre- to Post-Diagnostic Comparison
  21. Advice Start small, and don’t rush it. Before you start, make a list of the problems/issues you need to solve. Find others (admin/faculty) who want the same things Try to find schools that have done the redesign you want to do. Apply for grants. Don’t get discouraged. Keep an open mind. Make friends with your Pearson technology specialist. Keep all data, even if it seems insignificant. Check out the NCAT website (http://www.ncat.org)

  22. Any Questions?

    Pearson Online Course Redesign, 2011 Randi Brummett (rbrummett@csub.edu) Brooke Hughes (bhughes@csub.edu) CSU, Bakersfield
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