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Vincent Bates

Vincent Bates. Miami Dade College (no slides, but it was a great presentation ). Evelyn Finklea. St. Petersburg College. Where We’ve Been. Began offering redesigned upper level developmental reading and writing courses in spring 2011 Part of Florida Developmental Initiative Grant

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Vincent Bates

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  1. Vincent Bates Miami Dade College(no slides, but it was a great presentation )

  2. Evelyn Finklea St. Petersburg College

  3. Where We’ve Been • Began offering redesigned upper level developmental reading and writing courses in spring 2011 • Part of Florida Developmental Initiative Grant • Program called My Bridge to Success

  4. My Bridge to Success: Reading/Writing • Traditional structure: • 16 week, 4- credit hour courses offered online, face-to-face, or blended (hybrid) • My Bridge Structure: • 8 week, 2-credit hour delivery offered as blended courses (option for early exit) • Classes meet in computer labs twice a week for a total of two and a half hours (blended delivery)

  5. Scope: My Bridge Reading/Writing • Upper level developmental courses redesigned as new courses, ENC 0990 and REA 0990 • Offered on 5 campuses beginning Spring, 2011 • 200 enrollments for spring 2011 in ENC 0990 and REA 0990 • 281 enrollments in ENC 0990 for 2012-13 academic year (37 sections) • 399 enrollments in REA 0990 for 2012-13 academic year (34 sections)

  6. Curriculum Delivery: My Bridge Reading/Writing • Diagnostic testing and content delivery through MyWritingLab and MyReadingLab (tailored for specific state competencies) • Students work only on areas assessed as “deficient” • Multiple attempts for quizzes (set at 80% mastery) • Faculty lectures supported through ANGEL (learning management system) • All sections offered in computer labs with close ties to Learning Support Commons

  7. Success Rates: My Bridge Reading/Writing Spring 2011 • ENC 0990 = 69% passing with C or better (100 students) • Compared to 53.4% for Dev. Writing 2 (774 students) • REA 0990 = 73% passing with C or better (89 students) • Compared to 57.4% for Dev. Reading 2 (744 students) 2012-13 • ENC 0990 = 71% passing with C or better (281 students) • Compared to 64% for Dev. Writing 2 (1084 students) • REA 0990 = 83% passing with C or better (399 students) • Compared to 70% for Dev. Reading 2 (1270 students)

  8. Persistence Data: Tracked from Spring 2011 to Spring 2013 • ENC 0990: My Bridge to Success (N = 100 in Spring 2011) • Passed ENC 0990 on first or second attempt– 72% • Finished Composition 1 “D” or better by Spring 2012– 63% • Still enrolled in college one year later– 54% • Still enrolled in college two years later—40%

  9. New: Piloting This Session • ENC 1101 (3 credits) for 16W + ENC 0055 (1 credit, developmental course, 8 weeks, twice a week for 50 minutes) • Faculty teach both courses, courses linked • “Flipped” classroom style

  10. Where We’re Headed • Additional co-requisite sections of ENC 1101 + ENC 0055 • Continuation of My Bridge to Success, 8 week, 2 credit classes • Combined sections of ENC 0015/ENC 0025 and REA 0007/REA 0017 (same classroom, same time, same faculty, same textbooks) • Possible contextualized courses: Human Anatomy and Physiology I with REA 1105 • ENC 0027 Integrated Reading and Writing II (6 credit hours)

  11. Training for This Sessionfor Dev Ed and Gen Ed Faculty • Overview of Developmental Education Reform at SPC • Understanding the Developmental Student in the General Education Classroom • Embedding Instructional Strategies in the General Education Classroom • Enhancing Instructional Strategies in the General Education Classroom

  12. Concerns/Struggles • How to provide effective course redesign for online delivery • How to attract newly “exempt” students • How to build other accelerated/compressed courses • 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 faculty engaged in developmental education reform statewide and nationally

  13. Caroline Seefchak Edison State College

  14. SB 1720 Redesign at Edison State College Caroline Seefchak, Ph.D. Chair, Developmental Studies Professor, English Edison State College, Fort Myers, FL

  15. Edison State College • Established in 1962 • 13th largest community college in Florida • Served 24,034 students 2011-2012 • Serves five counties: Lee, Collier, Charlotte, Hendry, and Glades • Three campus locations and one regional center • Programs: 17 Associate and 10 Bachelors Degrees

  16. Edison State College Enrollment Annual Enrollment Data: Academic Year 2011 - 2012

  17. Edison State College: Students • One in four students receives financial aid • 32% of overall population are enrolled in one or more developmental course or courses

  18. Edison State College: Students • 64.2% of students are 24 years old or younger, 35.8% of students are over the age of 24 • Female - 59.7% • Male - 39.4%

  19. Edison State College: Students • 58.0% White • 22.9% Hispanic/Latino • 10.9% African American • 3.5% other minorities

  20. Edison State College: Students • One in four students receive financial aid • 32% of overall population are enrolled in one or more developmental course(s)

  21. Edison State College: Students • One in four students receive financial aid • 32% of overall population are enrolled in one or more developmental course(s)

  22. Edison State College: Faculty and Staff Academic Year 2012 - 2013 • Full-Time Instructional Faculty - 169 • Part-Time Instructional Faculty - 362 • Full-Time Administration & Staff - 334 • Part-Time Administration & Staff - 301

  23. Edison State College: Faculty • The Department of Developmental Studies is presently a centralized department with 22 full-time faculty on three campuses and 40-60 adjunct faculty on three campuses and one center. • Oversight: District Dean of College and Career Readiness, District Department Chair, and Lead Faculty in Developmental Mathematics

  24. SB 1720 at Edison State College • Communication • Within Department • Throughout entire College • VPAA-appointed Task Forces: Reading/Writing Math

  25. SB 1720: Communication An EXEMPT student is NOT REQUIRED to take the P.E.R.T. or to submit placement scores such as the SAT or ACT. To be considered EXEMPT, a student must: Have entered 9th grade in a Florida public school in the 2003-2004 school year or any year thereafter. Remained in a Florida public high school until completion Have earned a Florida standard high school diploma OR Is presently serving as an active duty member of any branch of the United States Armed Services

  26. SB 1720: Communication A NONEXEMPT student must take the P.E.R.T., or submit placement scores, and will be advised of options available for remediation and must enroll in the developmental education option or his or her choice. A student is NONEXEMPT if he or she: Entered a Florida public high school before the 2003-2004 school year Completed high school through GED completion Attended any high school other than a Florida public high school, including: Private school Home school High school in any other state

  27. SB 1720: English and Reading • Developmental Writing and Developmental Reading will remain separate classes. • There will be one level, each, of Developmental Writing and of Developmental Reading.

  28. SB 1720: English and Reading For NON-EXEMPT students, ENC classes will be taught as compressed, 8-week, courses, giving students the opportunity to take ENC 0025 and ENC 1101 in the same semester.

  29. SB 1720: English and Reading For students considered EXEMPT: There will be Diagnostic Testing • After admission to college • “Writing Practice” (Smart Thinking) • Faculty-created diagnostic

  30. SB 1720: English and Reading Based on exam score, EXEMPT student will go to ENC 1101 or will take concurrently take ENC 1101 and • Linked corequisite course • Required Writing Center Tutoring • Smart Thinking, online tutor • Connect, Learning Module

  31. SB 1720: English and Reading • Linked courses to work as corequisite courses: • ENC 1101 and ENG 1012, American English • ENC 1101 and LIN 1670, Basic Grammar • ENC 1101 and ENG 2061, English Grammar

  32. SB 1720: English and Reading Work with Advising: • Faculty to create a checklist that advisors can use with EXEMPT students to get a preliminary idea of placement needs • ENC 1101 professors to visit advising during peak times for consultation availability

  33. SB 1720: English and Reading Other ideas • Contextualized Reading to align with meta-majors • Co-Requisite Developmental Writing with ENC 1101

  34. SB 1720: Mathematics After piloting a modular redesign approach sponsored through the SIRIUS company and Florida State College at Jacksonville, 9 full time instructors at Edison State College have created a modular teaching approach, within the limits of the current textbook and resources.

  35. SB 1720: Mathematics • Entire MAT0018 and MAT0028 have been modularized • Several related concepts make up a Module, 2-3 modules make up a Unit. • There are 4 units in MAT0018, and the are 5 units in MAT0028

  36. SB 1720: Math Benefits to Students • Able to move through the curriculum at own pace (inside and outside of class) • Can catch up and succeed if they dedicate time to class • Have access to program/class 24/7 • Have access to all assignments for entire semester

  37. SB 1720: Math Benefits to Instructors • Tests are written as open-ended questions rather than all multiple choice questions • Can catch up and succeed if they dedicate time to class • Higher retention and completion rates (expected)

  38. SB 1720: Math Ideas and Plans • Textbook selection • Incorporate MAT1033 modules/units • Offer mini-lectures outside of “class” • Testing center • Training

  39. SB 1720: Assessments Strength: Assessments In each level of developmental courses, there are: - Common Course Assessments - Common Course Final Exams - Standard Course Mastery Exams

  40. SB 1720: Assessments Existing longitudinal data can help us monitor new course delivery options. We will continue to record data, which will be a vital component to the legislation’s mandated annual accountability report. (to begin 10-31-15)

  41. SB 1720: In Progress • Comprehensive Advising Plan • Description of Student Costs and Financial Aid Opportunities

  42. SB 1720: Challenges • Computer-equipped classrooms • Software • Support personnel in centers • Scheduling • Uncertain enrollment

  43. SB 1720 at Edison State College Thank you!

  44. Jerry Shawver Florida State College at Jacksonville

  45. Florida State College at Jacksonville Professor Jerry Shawver

  46. Overview of Developmental Education at FSCJ • 16,000 – 18,000 Developmental Education students annually (duplicated headcount) • Approximately 150 Dev. Ed. Faculty (About one-third are full-time faculty) • Current prediction is 60 – 75% of our students will be considered “exempt” under SB 1720

  47. Models Under Development • Accelerated Math Courses • Eight-week developmental math courses • MAT 0018 • MAT 0028 • Modularization • MAT 0018 4 credit modularized course • MAT 0028 4 credit modularized course • MAT 0055 1 credit modularized course • MAT 0056 2 credit modularized course • MAT 1033 3 credit modularized course • Embedded Remediation • MAT 1033C 4 credit modularized course • Alternative Math Pathways for non-STEM Meta-majors/Majors • MAT 0029 4 credit course for non-stem majors being considered

  48. So far we have … • Formed two teams comprised of one full-time faculty member from each of our 5 campuses • Agreed on using Pearson software in our courses • Presented recommendations of curriculum changes (MAT 1033) and developmental education options to our Mathematics Council last week for feedback

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