Presentation is loading. Please wait.

Presentation is loading. Please wait.

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

Similar presentations


Presentation on theme: "Adventures in Course Redesign: Reducing Time in Developmental Education Dr. Martha Campbell St. Petersburg College CITE Conference April 11, 2012."— Presentation transcript:

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 – 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 enrollments for fall 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

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 LearnedReading/Writing 1.Open enrollment to all students testing into upper level of developmental reading/writing (pilot for spring 2012, some faculty concerns) 2.Simplify enrollment (students can self-enroll) 3.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 4.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 (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


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

Similar presentations


Ads by Google