LEAP at Union County College

1. LEAPat Union County College Title V Grant: Learning Enhanced Through Accelerated Paths

2. Facts about Developmental Education at Union County College • 62% of incoming freshman require one or more courses in developmental math or English. In Fall 2011 42% required reading and 37% required writing. • In Fall 2011, Dev English passing rates were: • Eng 087 63% • Eng 088 64% • Eng 089 65% • Eng 098 68% • Eng 099 70%

3. 79% of students who take English 099 pass English 101 • Number one reason students fail their Developmental English classes is attrition. Second reason is a failure to turn in required work • Studies show that the more levels of Developmental courses students are required to take, the more likely they are to drop out (see research at the CCRC: http://ccrc.tc.columbia.edu

4. Title V Grant Details • Targeted student cohorts (special placement score parameters/application process) • Specialized counseling • Professional tutors • Students will be tracked as a cohort through their next level of credit English classes

5. Accelerated English Courses at Union County College • English 101 paired with 2 credit English 091 COURSE DESCRIPTION: English 091 is an accelerated version of the last course in a multi-level sequence designed to help the under-prepared student to improve writing skills and successfully complete freshman composition. Placement is determined by scores on the College's placement test. Course program includes intrusive counseling and professional tutors.

6. ENGLISH 091COURSE OUTCOMES 1.  Respond in writing to a broad range of expository readings. 2.  Develop text-based writings on a variety of themes, making use of a variety of genres, including narrative and description, analysis and interpretation of a text, and the persuasive essay.  These papers go through several drafts and a final editing. 3.  Write at least one essay utilizing library databases and including MLA citations and bibliography 4. Write focused in-class essays free of surface errors. 5. Reflect on writing practices in other college courses.

7. 091/101 Curriculum Development and Pedagogy UConn UMass Content or Skill Investigating Literacy - The Five Unit Sequence Suresh Canagarajah - Code Meshing Peter Elbow - Code Switching MinZhanLu - Negotiation Theory of Language as Gateway

8. 091/101 Teaching Strategies • Introduce Key Concepts In 101/workshop in 91 Exs: transitions, introductions, note-taking • Facilitate Focused Free writing to every class • Assign essay writing through a progression of tasks • Discuss and write about published texts on a weekly basis • Facilitate student translation and application of writing handbook • Peer Review • Individual Conferencing • Maintain Class discussion forum on-line

9. ENGLISH 097:NEW 6-CREDIT COMBINEDUPPER-LEVEL DEVELOPMENTAL READING AND WRITING Introduction to College Reading and Writing II is an upper level course designed to help students whose reading and writing abilities indicate the need for concentrated involvement in the reading process, particularly to improve comprehension, critical reading and vocabulary, and in the writing process, particularly to learn and practice the conventions of college-level writing Course program includes intrusive counseling and professional tutors

10. ENGLISH 097 OUTCOMES Upon completion of the course, students will be able to • Read critically from a variety of texts (primarily non-fiction): improve note-taking, ask their own questions, reflect on what is significant in a text, consider in what way(s) texts relate to their own personal experience. • Develop text-based writings, making use of a variety of genres, including narrative and description, analysis and interpretation of a text, and the persuasive essay. • Follow the steps of the writing process, taking papers through several drafts and a final editing. • Through the use of a writing skills handbook or computer based program, master the skills necessary to write essays free of surface errors. • Respond to readings by means of informal writing and objective questions. • Demonstrate information literacy through library database and Internet assignments and the completion of a short research paper. • Write focused in-class essays • Work on building vocabulary.

11. ENGLISH 097 TEACHING STRATEGIES Assign full-length work of non-fiction and periodical readings Use full-length text to practice reading skills Use full-length text selections to teach grammar and style through modeling exercises Demonstrate strategies for responding to text and developing text-based in-class essay writing Use peer review for reading responses and summaries Teach research techniques and demonstrate the process for developing a research paper utilizing full-length work of non-fiction and additional secondary periodical resources Group work on reading response and grammar review Individual conferencing with professor and professional tutor

12. ENGLISH 097-002Accelerated Reading and Writing in Context • Contextualization involves teaching a skills course with material from a “content course.” • According to Dolores Perin from the CCRC (2011): • “Contextualization seems to be a promising direction for accelerating the progress of academically underprepared students.” Perin, Dolores (2011). Facilitating student learning through contextualization. New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/publications/facilitating-student-learning-contextualization.html

13. Benefits of Contextualization for Learners of Basic Skills (Perin, 2011) • Reading or Writing skills taught “generically” often seem irrelevant to students’ personal goals. • Studies show that students do not necessarily transfer basic skills learned in a writing or reading class to their content courses. • There is some evidence that teaching basic skills through a content area improves student engagement and enhances student ability to transfer skills.

14. Culture, Identity, and Immigration • Mary Fjeldstad’sThe Thoughtful Reader (Cengage)with excerpts from sociology texts  Definition of culture and cultural elements  How culture determines our behaviors and beliefs though norms of behavior and values  Cultural diversity • A number of expository essays from more traditional Composition sources about the immigrant experience in America  Various topics that relate to ways culture shapes our identities • Memoir Brother, I’m Dying by EdwidgeDanticat (Vintage)  Cultural diversity and American attitudes toward immigration

15. Essay ICulture, Norms and Values • Scaffolded assignment using writing responses to sociology essays that defined “norms,” “values,” and the relationship of these concepts • Students then wrote an essay building upon those responses. • The essays incorporated a range of rhetorical modes: narration, comparison and contrast, definition, and/or description. • Students used quotations. • The sequence grounded students in concepts they would apply to other texts throughout the semester.

16. Example from Essay Comparing Norm of Polygamy (Nigerian Yoruba Tribe) and Monogamy (US). • “As far as values, tradition is more important in Nigeria, which mean [sic] the women do as the men say. In America we value equality more, which mean [sic] rights for women are more important.”

17. OTHER AREAS OF ACCELERATION AT UNION COUNTY COLLEGE Improved placement process LEAP Ahead Summer Sessions Portfolios for final assessment Professional development