Making the “Write” Choices: MyWritingLabPlus at CSUB

1. Making the “Write” Choices: MyWritingLabPlus at CSUB Pearson Course Redesign, February 2012 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. MAKING THE TRANSITION Course Redesign data CSU, Bakersfield

5. 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)

7. 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 207/407 2007: • Replacement model with Outside Hours in Eng 80 and 99 • 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

8. 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 • 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 Headquarters opened on campus 2012: • Bridging with two local high schools using MWLP • Running two pilots (Required hour & Unlock pilot)

10. 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 • Grade faster and more efficiently (via Pearson Tutor Services) • Are able to get help immediately (via MWLP Headquarters) • 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 • Are able to get help immediately (via MWLP Headquarters) • Write better papers

11. To Infinity and Beyond! • Obtain more assistants and hours for the MWLP Headquarters • Work with the community college and more high schools to create a MWLP “bridge” for students • Keep working with faculty outside of English • Roll out MWLP 2.0 (Fall 2012) • Offer instructors a choice for the required MWLP Integrated text in Eng 80 (Mosaics or our forthcoming text) • Continue pilots from 2012 • Work on non-English data • Work on MWLP impact on students later in academic career

12. TIPS FOR REDESIGNING Course Redesign Data CSU, Bakersfield

13. Ways for Faculty to Buy in • Start with a small pilot & show the data • Single them out (i.e., take them to lunch/coffee/etc.) • Bribe them (i.e., gift cards, sweepstakes, etc.) • Provide a mentor system • Make additional support available (i.e., MWLP Headquarters, IT, tutoring center, etc.) • Use an integrated textbook (i.e., we use Mosaics in Eng 80) • Include them into decision making (committees deciding topics, mastery, etc.)

14. Ways for Admin/Staff to Buy in • Present data frequently • Keep them in the loop • Find admin/staff that share your common problems/concerns to fight for you • Get them involved early on (especially IT)

15. 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.thencat.org)

16. Course Redesign data CSU, Bakersfield LOOKING AT THE NUMBERS

17. Our Cost Benefits Per Year Since our redesign, we’ve saved almost $60,000 and almost 3 years (9,000 hours) worth of room/instructor time! *NOTE: Another benefit is that we are now able to accommodate more students in 207/407. Before, we had 50 students enrolled. Currently, we have 200+ a quarter enroll in this course.

18. Data We’ve Collected • Retention rates • MWLP Impact on developmental students’ success in Freshman composition (with/without MWLP) • MWLP Impact on developmental students’ success in developmental classes (with/without MWLP) • Length of time students spend before Freshman composition (with/without MWLP) • Pre to Post diagnostic comparison • Non-English success rates using MWLP vs. not Some examples will be provided at our breakout.

19. QUESTIONS? Randi Brummett rbrummett@csub.edu Brooke Hughes bhughes@csub.edu