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Adventures in Course Redesign: Reducing Time in Developmental Education

Adventures in Course Redesign: Reducing Time in Developmental Education. Dr. Martha Campbell St. Petersburg College CITE Conference April 11, 2012. My Bridge to Success Project: St. Petersburg College. Part of Florida Developmental Initiative Grant Began Spring, 2011

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Adventures in Course Redesign: Reducing Time in Developmental Education

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  1. Adventures in Course Redesign: Reducing Time in Developmental Education Dr. Martha Campbell St. Petersburg College CITE Conference April 11, 2012

  2. My Bridge to Success Project: St. Petersburg College • Part of Florida Developmental Initiative Grant • Began Spring, 2011 • Key components: Course redesign based on NCAT principles www.thencat.org • Diagnostic assessment for placement into specific instructional modules • Use of individualized, “point in time” pedagogy grounded in best practices • Opportunity to exit development coursework into college-level courses in the same semester • Only college in Florida to redesign three developmental areas

  3. Scope: Reading/Writing • 5 campuses • 200 enrollments for spring 2011 in ENC 0990 and REA 0990 • 314 enrollments for fall 2011 • 32 sections of ENC 0990, 26 sections of REA 0990 in spring 2011, • 22 sections of ENC 0990, 18 sections of REA 0990 in fall 2011 • Offered day and night

  4. Course Organization: Reading/Writing • Classes meet twice a week for a total of two and a half hours (blended delivery) • Sections taught by 8 full-time faculty, 6 adjunct faculty, and 2 instructional assistants • 8 week 1 and 8 week 2 delivery (0ption for early exit) • Offered for2 credits

  5. Curriculum Delivery: Reading/Writing • Diagnostic testing through MyWritingLab and MyReadingLab (tailored for specific competencies on state exit exams) • Faculty lectures supported through ANGEL (learning management system) • Practice exit exams and exit exams given when faculty determines student is ready • Offered in computer labs with close ties to Learning Support Commons

  6. Target Population Plan A • Students scoring within desired range on placement test Plan B • Students scoring within desired range on placement test • Repeaters recommended by faculty • Students recruited from classes during first week of diagnostic testing

  7. Recruitment • Worked with Enrollment Management and Testing to identify students who had placed within the target population within the last year but had never attended and sent letters of invitation • Campus academic chairs worked with advisement to answer questions and visited campus testing centers • Faculty met with students who did not meet course exit requirements at the end of the fall session but who demonstrated “work ethic” and advised them to enroll • Faculty referred students who scored well on in-class diagnostic testing during first week

  8. Registration and Recruitment: Lessons Learned—Reading/Writing • Open enrollment to all students testing into upper level of developmental reading/writing (pilot for spring 2012, some faculty concerns) • Simplify enrollment (students can self-enroll) • Create 8W2 ENC 1101 sections and MAT 1033 sections of various lengths (with same faculty if possible) so students can attempt to complete ENC 1101 and/or MAT 1033 in same semester • Choose faculty carefully!

  9. Success Rates: Reading/Writing Spring 2011 • ENC 0990 = 69% passing with C or better (100 students) • Compared to 53.4% for ENC 0020 (774 students) • REA 0990 = 73% passing with C or better (89 students) • Compared to 57.4% for REA 0002 (744 students) Fall 2011 • ENC 0990 = 68% passing with C or better (172 students) • Compared to 57% for ENC 0025 (893 students) • REA 0990 = 86% passing with C or better (152 students) • Compared to 68% for REA 0017 (951 students)

  10. Persistence Data • ENC 0990(N = 100) • Passed ENC 0990 first attempt– 69 • Passed ENC 0990 second attempt-3 • Finished ENC 1101 “D” or better– 53 • Currently enrolled in ENC 1101 – 8 • Passed ENC 1102 “C” or better– 10 • Currently enrolled in ENC 1102 – 8 • Still enrolled one year later– 54

  11. Persistence Data • REA 0990 (N = 72) • Passed REA 0990 first attempt – 52 (72%) • Passed REA 0990 second attempt -2 (3%) • Finished ENC 1101 “C” or better – 31 (43%) • Currently enrolled in ENC 1101 – 8 (11%) • Passed ENC 1102 “C” or better– 9 (13%) • Currently enrolled in ENC 1102 – 8 (11%) • Still enrolled one year later – 41 (57%)

  12. Concerns/Struggles • How to advise students who do not complete within the session • How to continue to improve registration/advisement/ testing processes • How to design statistical model to “tell the story” (both qualitative and quantitative methodology) • How to support professional development of faculty so they can communicate with other course redesign faculty statewide and nationally

  13. For more information • See Jobs for the Future website www.jff.org (Click on Reports) Testing Ground: How Florida Schools and Colleges Are Using a New Assessment to Increase College Readiness by Pamela Burdman

  14. Contact information • campbell.martha@spcollege.edu

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