Presentation on theme: "Making the “Write” Choices: MyWritingLabPlus at CSUB Pearson Online Course Redesign, 2011 Randi Brummett Brooke Hughes"— Presentation transcript:
Making the “Write” Choices: MyWritingLabPlus at CSUB Pearson Online Course Redesign, 2011 Randi Brummett (email@example.com) Brooke Hughes (firstname.lastname@example.org) CSU, Bakersfield
About California State University, Bakersfield Quarter-based campus (10 weeks) Non-traditional students Most do not live on campus Average age = 23 Enrollment: almost 8,000 Students 38% Hispanic (3,040 students) 73% of those students are ESL or Generation 1.5 62.5% First-Time Freshman Regular Admits requiring English Remediation Commuter Campus Budget Cuts/Furloughs Because of the items above, we decided to rethink our course design.
Challenges that Lead to Using Technology We lacked Money Time Space Quality & Consistent Learning A Better Way to Track SLOs Small class sizes (from 23 to 35)
Our Path to MyWritingLabPlus We piloted/tested 5 programs from different publishers Our decision was made by the students and instructors We chose MWL for these reasons: Intuitive; easy to use Price Diagnostic abilities Progression from literal comprehension to internalization in their own writing Capability to assess SLOs more easily Consistency of learning (esp. for a large group of students)
Our MWL/MWLP Timeline, 2005-2009 2005: Piloted/Tested out Programs 2006: Replacement model with Required Lab Hours in Eng 80 Fully Online model in 277/477 2007: Replacement model with Outside Hours in Eng 80 and 100 Paired with Student Success Center (Probation/Dismissal students) as Fully Online model Paired with Athletics (Division 1 tutoring requirement) as Fully Online model 2008: Emporium model with Required Lab Hours in Eng 50 2009: Replacement model with Outside Hours in Eng 50
Our MWL/MWLP Timeline, 2010-2012 2010: Paired with Reading and Writing Across the Curriculum courses as Supplemental and Fully Online models Paired with multiple Upper Division Writing Courses as Supplemental and Fully Online models Authored MWL integrated portions of the adopted text in Eng 80 (Mosaics - Flachmann) 2011: Paired with Graduate Studies Center as Fully Online model Adoption of MyLabsPlus University Adoption of MyLabsPlus version of MyWritingLab Customized 4-year Access via Student Fee Optional Supplemental model in Eng 110 Worked with two universities to redesign based on our model MyWritingLabPlus Support Headquarters opening on campus 2011-2012: Bridging with two local high schools using MWL
English 50 – Basic Skills Model used: Replacement BeforeAfter DescriptionRequired writing tutoring hours after class every day 10 required topics and pre/post diagnostics in MWLP outside of class Work EnvironmentFull class (17-25) with one tutor (often inexperienced) Students work on their own % of Grade0% (required hours, but no category set aside in overall grade) 10% Grade Determined ByAttendanceScore in program Types of Topics CoveredVarious grammar and writing Basic & sentence level grammar Summer only, grant fundedEntrance program
English 80 – Reading and Writing Model used: Replacement BeforeAfter Description10 required separately scheduled grammar workshops (1 a week for 1 ½ hours each) outside of class 10 required topics and pre/post diagnostics in MWLP outside of class Work EnvironmentClass split into 2 groups (anywhere from 12-15 students) Students work on their own % of Grade10% Grade Determined ByAttendanceScore in program Types of Topics CoveredBasic & sentence level grammar Developmental courseFocuses on paragraph to essay
English 99 – Writing and Critical Thinking Model used: Replacement BeforeAfter Description10 required pick-and- choose grammar mini- lectures (1 a week for 1 hour each) outside of class 15 required topics and pre/post diagnostics in MWLP outside of class Work EnvironmentGroups can be anywhere from 2-200 Students work on their own % of Grade10% Grade Determined ByAttendance via sign up sheet Score in program Types of Topics CoveredWriting Developmental courseFocuses on essay and modes
English 110 – Writing and Research Model used: Supplemental BeforeAfter DescriptionThere was no clear before/after for this course, as we did not use the Replacement model. 5 – 15 topics, chosen by the instructor to best supplement their class Work EnvironmentStudents work on their own % of GradeNo more than 10% Grade Determined ByScore in program Types of Topics CoveredVaries by instructor from grammar to writing to research Freshman compositionFocuses on research paper
Humanities 207 & 407 Model used: Fully Online BeforeAfter DescriptionStudents work one-on- one with an instructor for 17 hours on grammar, writing, etc. 20 required topics and pre/post diagnostics in MWLP Work EnvironmentWalk-in and/or appointment only Students work on their own % of Grade100% Grade Determined ByCompleting all 17 hoursCompleting 20 topics & diagnostics Types of Topics CoveredWriting, Grammar, Documentation, etc. All topics in the program One unit, Credit/No Credit course
Non-English Courses & 277/477 We are working with multiple courses across disciplines as a grammar supplement. Two Options Linked Option: Students sign up for the one-unit course 277/477 where we manage it Incorporated Option: We train the instructor & help him/her create a course in MWLP, where he/she manages it Disciplines we’ve worked since 2006: Social Work, Sociology, History, Chemistry, Geology, Communications, Business, Music Beginning in 2011, we began offering trainings for non- English faculty throughout the year Thus far, we have trained 27% of our faculty!
Impact On Our Campus FACULTY/STAFF Have more time in class to go over content, rather than grammar topics Closely monitor the class’s activity in the program and hone in on class problems Provide extra immediate help to students who need it Explain grammar in a different way, especially for students who have different learning styles Create consistency of information given Use the alert system as a teaching tool to focus in on one student having difficulty Faster, more efficient grading (via Pearson Tutor Services) Read better papers STUDENTS Learn about a topic as many times as they need Work on their own time, at their own pace Become responsible for their own learning process Write better papers
LOOKING AT THE NUMBERS Course Redesign data CSU, Bakersfield
Our Cost Benefits Per Year ItemCost Cost Saved Total per Quarter Cost Saved Total per Year English 80 Grammar Workshops (1 a week for each class/10 weeks; 18 sections a year; split into two smaller grammar sections; 1.5 hours a piece ) $10/hour$1800$5400 Rooms for above12 classrooms/ week 180 hours of classrooms use 540 hours English 100 Mini-lectures (2 a week/10 weeks) $100/per lecture$2000$6000 Rooms for above 2 large lecture smart classrooms/ week 20 hours of classroom use 60 hours 277/477 Instructor Time Cost * (with, on average, 50 students) 17 hours/student enrolled 850 hours 3400 hours (offered in Summer) TOTAL:$11400 saved 4000 hours saved *NOTE: Another benefit is that we are now able to accommodate more students in 277/477. Before, we had 50 students enrolled. Currently, we have 200+ a quarter enroll in this course.
Redesigned Compared to Traditional with Mini-Lectures/Tutoring Component
Average Retention (in %) of Students in English Courses
Average Length of Time (in Quarters) Students Spend in English Courses
Percentage of Grades Comparing Preparedness for Freshman Composition
Advice Start small, and don’t rush it. Before you start, make a list of the problems/issues you need to solve. Find others (admin/faculty) who want the same things Try to find schools that have done the redesign you want to do. Apply for grants. Don’t get discouraged. Keep an open mind. Make friends with your Pearson technology specialist. Keep all data, even if it seems insignificant. Check out the NCAT website (http://www.ncat.org)