Assisting Developmental Students in “Fulfilling the Promise of Their Potential”

1. Assisting Developmental Students in “Fulfilling the Promise of Their Potential” ROSE STATE COLLEGE   “CLICK”  Community Learning in Critical Knowledge DEVELOPMENTAL LEARNING COMMUNITY PROGRAM Prepared by Professors Lori R. Morrow, Dianne Krob, and Chris E. Knox on behalf of Rose State College

2. Opening Doors, 4e Chapter Eight Fulfill the Promise of Your Potential

3. Background Developed in 2003 by RSC faculty Teaching developmental courses in several different disciplines

4. Background Goal Improve the success of students entering college with high motivation but many risk factors

5. Students Identified Test scores indicating need for remediation in reading, math, or English Background

6. Background Areas identified as the most important to help our students succeed

7. Create a sense of belonging and a peer support network Background • Provide more faculty mentoring and encouragement • Help with academic material • Early identification of academic problems in a study lab

8. Structure Continually reexamined for effectiveness and modification after 2003 Current structure for two years A culmination of those years of experience

9. STRUCTURE • Professors • Students • Learning Community Lab • Orientation, Midterm, Final • D2L • Mentoring, Office Visits • Grade Checks • Budget

10. Professors Eight to Thirteen committed professors English, math, reading, and educational planning/academic advisement Team teach an additional one credit hour course per semester

11. Students Students are self-selected with encouragement from professors and advisors Up to 50 students

12. Students Eligibility • Enrolled in a developmental course • Taught by or approved by at least one professor on the teaching team • Enrolled in an additional one credit hour course: SOSC 2091 Lab

13. Learning Community Lab • Offered for one hour at three or four different times per week • Staffed by team professors from at least two different disciplines • Students are required to attend one session per week can come to any session they wish • Professors work with those students who attend, providing intensive tutoring as needed

14. Virtual Classroom • Online classroom is used: Desire2Learn • Students post ten directed journal writings • Prompts focus on self-reflection and academic skill building • Provide support and interaction among all students enrolled

15. Orientation Midterm Final • Two hour mandatory orientation, Hour and half midterm and final • Main focus on team building activities among the students, attempting to create a sense of trust with the professors • Professor takes responsibility for mentoring a specific small group of the students throughout the semester

16. Grade Checks and Intervention • Students report two times per semester on their progress • LC teaching team then meets to discuss and evaluate the progress of each student • Determining whether or not they need to take additional action to ensure students’ success

17. Budget • Initially no budget • Program emerged from the ideas of professors who were willing to donate their time • Currently, college costs payment of one credit hour of instruction time divided among all professors on the team

18. Budget $2,000 per year • Refreshments at orientation, midterm, and finals • Supplies such as flash drives, calculators and other necessities to students for whom these are a financial burden • Professors donate their pay for this course • Fund with the RSC Foundation has been set up which is used to provide scholarships for some of the students in the program

19. Outcomes National statistics for developmental students A 50% pass rate in the class shows a significant success

20. Completion Rates Outcomes: Rose State College Learning Community Students that passed class after Administrative Withdrawals 2008: pass rate 44.8% 2009: pass rate 75.69% 2010: pass rate 84.93% 2011: pass rate 86.37%

21. More than numbers, we are concerned with identifying those students entering our college who have tremendous potential and motivation... …but who, without some initial help, would fall through the cracks in the academic system The teaching can occasionally be challenging, but we have had some amazing successes

22. Success • One student came to us after dropping out of high school at 16 and without a G.E.D. He made As and Bs in all his classes (including credit classes) and has raised his Compass Test scores enough to qualify for the federal grants needed to keep himself in college. • Two students, that received As in Reading classes, are both enrolling in the Learning Community again for next semester because they have found it such a positive experience this semester.

23. Success A student in one professor’s Basic Communication class was once on drugs.  When she was in Learning Community, she never missed a week.  She made an A in the class and is really excited about and dedicated to this program.  Another student in Basic Communication rarely spoke; however, during the Learning Community midterm project, he was very comfortable working with a partner and presenting his project.  He was a different person.

24. Conclusion: • Program Evolution • Doubled in scope from the original four professors • Hoped that it has also influenced other developmental programs around the country

25. Conclusion Program provides Rose State College with a valuable tool to help ensure the success of our most challenged but dedicated students Permits the team of professors to mentor and teach those students in more meaningful, practical ways