What we learned Recommendations & challenges

1. “Speaking of Success” A 15-credit Learning Community for Developmental English & College Communications What we learned Recommendations & challenges

2. How to grow a learning community with multi-diversity?

3. Why we developed this class? • As a college, we’re focused on student retention from Pre-College to College • Wanted to determine whether adding a College-level class with Developmental English would increase retention, provide greater access to English 101, and support equity • Participated in a national project on assessing integrative learning with The Washington Center - Led by Emily Lardner and Gilles Malnarich with leadership from Veronica Boix Mansilla (Project Zero) • Read “A New Era for Learning Communities” by Lardner and Malnarich (Change Magazine, 2008)

4. History of the development of this Course • Attended two College Readiness Retreats in ’09 • Planning for an Integrated Pre-College English/College to bridge to our Coordinated Studies program: “Beginnings” • 20+ years of Integrated Developmental English —10 Credit Course in Reading & Writing • A few courses combined in the late 90s or early 2000s • We have over 4,000 FTEs/6 sections of Pre-College English each quarter • AA Degree requires ENGL 101 & 102 + a Communications class

5. Meet 5 of our Students

6. Our Course Goals • create a learning community • have the students gain confidence in their reading, writing, and speaking skills • add a college course to give them “motivation” for doing well in the Developmental English course • combine skills from the 3 classes to be seamless and integrative and engage the students in active learning

7. Ryan—International Student • Came with a Master’s Degree in Engineering from South Korea • Compass Scores=95 in Writing; 77 in Reading • Placed into ENGL 101 but took our 15-credit class

8. Robel—Immigrant Student • Immigrated four years ago from Eritrea and Ethiopia where he studied some English in his school • High School Graduate • Immigrated to U.S. four years ago • Compass Scores: 08/09 60 in Writing and 55 in Reading; 12/09 35 in Writing and 75 in Reading

9. Gretchen – Native Speaker omplete when she started class. • Dropped out of school at grade 6. • Compass Scores: 43 in Writing and81 in Reading • Composite score placed her in ENGL 097-08; • Completed GED Writing during our course and passed • Recommended to go backwards and take ENGL 095-06 to learn writing skills that she missed

10. Reggie – Native speaker • GED & courses in Florida and Military; Training in Military as an Electronic Technician • Compass Scores: 67 in Writing; 74 in Reading • A poet who loves self-expression; • Didn’t want to do more distance courses

11. Vu – International Student • Working on his AA degree while completing a high school diploma; had taken several levels of ESL • From Vietnam and plans to pursue advanced college degrees • Compass Tested twice: Sept. 09 with a 25 in Writing & 55 in Reading; Dec. 09 with a 76 in Writing & 71 in Reading • Taking ENGL 099—5 credits-- after this course

12. Each table will focus on one student. We invite you to read two samples of their writing – a handwritten sample the first week and an excerpt from the final integrative essay. Valuing the Work*: Read in silence noticing general qualities of the work that you value. Share these observations in your small group. Raising questions*: Once everyone has had a chance in your small group to describe appreciated qualities, the group is to raise questions about what you read and see. Putting it all together: Hearing from each group. What did we learn? *Adapted from the Collaborative Assessment Protocol developed by Veronica Boix Mansilla (Project Zero, Harvard). What do you observe about these five students as writers?

13. What do you observe about these same five students as they share their future vision of success? Vu Ryan Gretchen Robel Reggie

14. Ryan in 2018 with a PhD in Design Engineering

15. Robel in 2022 as a Pharmacist

16. Gretchen owning an Art Gallery in 2015

17. Vu in 2017 with a law degree

18. Reggie in 2015 with a Master’s in Electrical Engineering

19. Challenges and Opportunitiesin pre-college and integrated learning communitiesdiscuss at your table and prepare to share your thoughts with the larger group“Every student– not just the fortunate few—will need wide-ranging and cross-disciplinary knowledge, higher-level skills, an active sense of person and social responsibility, and a demonstrated ability to apply knowledge to complex problems” (College Learning in the New Global Century, AAC&U 2007)