1. Stephanie Natale-Boianelli (Assistant Professor of Developmental English) Richard Russell (Assistant Professor of English) Regina Van Epps (Assistant Professor of English) Maryann Flemming-McCall (Assistant Professor of Developmental English)

2. The Triad Model ENGL099 & ENGL101 are both three credit courses.

3. Sample Schedules Engl101 MD03/MD03A MW 9:30-10:45 Engl101 MD08/MD08A MW 11-12:15 Engl099 MD03A/MD08A MW12:30-1:45 Engl101 MD17/MD17A TR 9:30-10:45 Engl101 MD19/MD19A TR 11-12:15 Engl099 MD17A/MD19A TR 2-3:15 Engl101 MD23/MD23A TR 2-3:15 Engl099 MD23A/ME10A TR 3:30-4:45 Engl101 ME10/ME10A TR 5-6:15 Once a week, the Engl099 support course meets in a computer lab.

4. Scaling Up: Timeline Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Pilot with 11 students 4 triads; 3 campuses; 81 students 4 triads; 53 students 6 triads; 108 students 4 triads; 51 students 10 triads; 180 students; 4 adjuncts; part-time students eligible

5. ALP Students Fall 2012 & 2013 Traditional ENGL080 Students (AtD Cohort) Gateway Course Success No. of Students 1721503 English 101 Completion Rate 81%45% English 102 Attempt Rate 62%30% English 102 Completion Rate 53%26%

7. From “Replicating the Accelerated Learning Program: Preliminary But Promising Findings” study conducted by the Center for Applied Research. You can access a copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alp- study-just-released/http://alp-deved.org/2014/02/findings-from-a-nationwide-alp- study-just-released/

8. From “Replicating the Accelerated Learning Program: Preliminary But Promising Findings” study conducted by the Center for Applied Research. You can access a copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alp- study-just-released/http://alp-deved.org/2014/02/findings-from-a-nationwide-alp- study-just-released/

9. Triad Model Advantages Students Merging from two sections of Engl101 allows students to compare academic experiences. Larger class size fosters class discussion, creates a typical classroom environment, and allows for more diversity among the students. Faculty Merging from two sections of Engl101 allows for authentic discussions of the diversity of the student experience. Scheduling is easy: two days, three classes in a row; a full load for adjuncts; 9 credits total is 3/5 of a full-time load. Administration Class size is comparable to the developmental course.

10. Triad Model Challenges Students Gaps can make the course schedule inconvenient. Faculty Reaching every student individually in a single class session is difficult. Two Engl101 experiences must be united. Coordinators Triads are complicated and difficult to schedule. Finding and training faculty can be difficult, especially part-time faculty.

11. ALP Syllabus Student Learning Outcomes/Objectives, similar to ENGL101 syllabus, with important additions: Students will learn the value of being an active participant in a learning community: how to prepare for/attend classes; actively participate; respectfully/responsibly interact with learners; ethically collaborate/study for other classes. Students will choose a program path for the next two years, study the schedule in the tabloid, make effective decisions for scheduling an academic semester. Students will discuss the pros and cons of shortened summer semesters and of online classes. Students will become familiar with the college culture: make use of available and appropriate resources; meet with the instructor to discuss individual program; learn about essential services/procedures for registration and about extracurricular activities; etc.

12. Curriculum Planning First day of each week: discuss questions from previous week in 101 and/or reading/writing concerns from other classes. Instructor consideration: What should be reinforced in both 101 class and in ALP? What should be addressed in only ALP? Design “just in time” exercises/group activities within learning communities. Sometimes student-generated concerns supersede planned activities. Active learning; NOT drill and practice. Personalize/contextualize learning for ALP students.

13. A Sample Week English 101 Day 1––Start The Alchemist. Read “The Prologue.” Discuss the four obstacles Coelho identifies. Discuss vocabulary terms (alchemist; narcissist). Discuss the Myth of Narcissus. Discuss age/characteristics of the protagonist (Santiago). Discuss geographical context for novel. Day 2––Review Paper #1 options. Review MLA style. Lecture/powerpoint and/or discussion and inductive activity. ALP Day 1 In-class writing: “What is your personal legend? How will you achieve it? What obstacles might deter you?” Preview next day’s reading. Day 2 (computer lab) Generate MLA (and APA) citations for three sources (article, movie, novel), using a style guide or online citation generator (Knight Cite).

14. Career Infusion Academic Support Services Student Affairs Curriculum & Faculty 14

15. Why Career Development? Helps students identify goals Empowers students to take ownership of those goals Enables informed decision making Connects education to goals Supports Atlantic Cape’s ALPs Learning Outcomes Computer and Information literacy Familiarity with college resources Retention goals Strengthens connection to college and to instructor

16. Initial Activities Collaborated with Vice President of Student Affairs Visited class Conducted Values Clarification Activity Writing Assignment: reflection piece on the experience Added benefits: Connected students with Student Affairs personnel Students were given preparatory information for registration

17. Follow-up Activities Took Holland Career Codes Quiz http://www.roguecc.edu/counseling/hollandcodes http://www.roguecc.edu/counseling/hollandcodes Researched using Occupational Outlook Handbook www.bls.gov/oco/ Writing Assignment: connection of goals/values with career choices

18. Thank you! Stephanie Natale-Boianelli snatale@atlantic.edu Richard Russell rrussell@atlantic.edu Regina Van Epps vanepps@atlantic.edu Maryann Flemming-McCall mccall@atlantic.edu