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The Stretch Approach: Possibilities and Perils. Based on Stretch at 10: a Progress Report on Arizona State University's Stretch Program." Journal of Basic Writing 26.2 (fall 2007): 30-48.. The Stretch Approach: Possibilities Dave Schwalm
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1. The Stretch Approach: Possibilities and Perils Greg Glau Northern Arizona University gregory.glau@nau.edu
2. The Stretch Approach: Possibilities and Perils Based on “Stretch at 10: a Progress Report on Arizona State University’s Stretch Program.” Journal of Basic Writing 26.2 (fall 2007): 30-48.
3. The Stretch Approach: Possibilities Dave Schwalm & John Ramage: pilot 1993-1994: Stretch / Jumbo Concept: BW students need more time, but are capable of doing college-level work – so, same textbooks, curriculum, and assignments as ENG 101 – a “version” of ENG 101
4. Every ASU student has to take one of three “sequences” through first-year writing: (Placement based on ACT, SAT, AccuPlacer scores)
5. International students take one of two tracks: ENG 107 ? ENG 108
(traditional)
WAC 107 ? ENG 107 ? ENG 108
(stretch)
6. ASU’s Stretch Program
7. ASU’s Stretch Program
8. ASU’s Stretch Program
9. ASU’s Stretch Program
10. ASU’s Stretch Program: ENG 101
11. ASU’s Stretch Program
12. ASU’s Stretch Program: ENG 102
13. Students from under-represented groups Asian-American, African-American, Hispanic, and Native American students
Over ten academic years (1995-96—2004-2005), 21.62 % of the students registered in traditional ENG 101 were from these under-represented groups.
Over ten fall semesters (1994—2004), 36.49 % of the students registered in WAC 101 were from these under-represented groups.
14. Undergraduate Student population ENG 101
15. Undergraduate Student population ENG 102
16. Project 85 In the fall of 2004, President Crow asked the Department of English to implement “Project 85,” with the goals of:
increasing student success
increasing student retention
and, by coincidence, increasing ASU’s US News & World Report rankings into the 85th percentile of universities . . .
17. Project 85, after spring 2007 (3 years of data) The pass rate for WAC 101 students was higher for the three fall semesters (after Project 85 started) than its average since the inception of the program in 1994
18. Project 85, after spring 2007 (3 years of data) compared to the previous ten academic years (1994-95 -- 2003-04):
pass rates for both ENG 101 and 102 were higher
The “continuation rate” (students who take ENG 101 in the fall followed by ENG 102 in the spring) was better
Student evaluations for 100-level classes were better for all ranks of faculty than they‘d been for the previous 12 semesters
19. The Stretch Approach: Perils Logistical issues sequenced classes / same teacher Too much familiarity? Retention issues fall ? spring = good spring ? fall = not so good summer ? fall = not so good Budget issues: hard to add a new class
20. The Stretch Approach: Perils Still a target Award for Innovation in 2003 still raised class sizes the Friday before classes started, fall 2007 (didn’t track that group) 2010 budget = higher caps in all ENG classes
21. The Stretch Approach: Perils Students from under-represented groups
Asian-American, African-American, Hispanic, and Native American students
Native American students have significantly lower pass rates than do the other groups: we don’t know why
22. The Stretch Approach: Perils Better models? Studio approach University of Arizona’s ENG 100+ My own dilemma @
