Maximizing Success and Retention in Developmental Courses and Beyond

In this session we will discuss strategies that have increased the success and retention of students enrolled in developmental courses. These strategies promote early connections, high expectations, and provide strong academic support.

* Annual data only includes Fall 2010 (official) and Spring 2011 (unofficial)

Total Number of Students in 031 Level Developmental Studies Courses

Growth in Average Class Size

Total Number of Sections

Average Class Size

Student Success Rates This year’s goal

Successful Completion of Courses

Strategies 1) the creation of student success teams, 2) the use of unified texts, tests, and pacing guides for courses, 3) the use of academic coaches, 4) increased support for adjunct faculty 5) modified learning communities.

Required for Developmental Courses Same Textbook Same Syllabus for Each Course Departmental Exams Select Assignments

Lead Teacher/Mentor Schedule meetings with adjunct instructors to discuss the course, teaching issues, etc. Develop and provide sample lessons. Develop and provide pacing guides. Develop and provide tests for each course.

Lead Teacher/Mentor Serve as a resource for questions and concerns about the courses. Work with discipline specific teams on course development and improvement. Provide developmental education workshops for adjunct instructors. Serve as course specialist & liaison with other academic departments.

Electronic Resources Pacing Guides EXAMPLE from RDG 100

Electronic Resources Calendar EXAMPLE from ENG 031

Electronic Resources Calendar EXAMPLE from COL 103

Electronic Resources Course Mapping EXAMPLE from MAT 031

Electronic Resources Course Mapping EXAMPLE from MAT 031

Electronic Resources Required Assignments EXAMPLE from RDG 101

Electronic Resources Rubrics EXAMPLE from RDG 101

Tests EXAMPLE from MAT 031

Step by Step Software Guides EXAMPLE from MAT 031

Student Review Tools EXAMPLE from MATH 031

Teaching Strategy Ideas EXAMPLE from MAT 031

Sharing PowerPoint Slides and Sample Lectures EXAMPLE from ENG 031

Sample Lessons EXAMPLE from ENG 031

Ideas for Using Supplemental Material EXAMPLE from RDG 031

Video Resources EXAMPLE from COL 103

Teacher Sharing Faculty D2L Online Communities adjunct and full-time faculty members upload and share lessons, ideas, and resources Math Community Reading Community English Community College Skills Community

Online Faculty Communities and Resources

Adjunct Workshop Topics Expert Learners Actively engage with the material, take responsibility for learning, motivate themselves, use learning strategies selectively and strategically, based on personal learning style, attribute failures to correctable causes, and know HOW to learn What learning strategy can you teach that might improve student performance in your course?

References Five Principles for Powerful Classrooms: Lessons from Strengthening Precollegiate Education in Community Colleges Pat Hutchings and Molly Breen The Carnegie Foundation for the Advancement of Teaching High Structure High challenge Intensity Learning How to Learn Make Learning Visible

References How People Learn: Brain, Mind, Experience, and School John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors Expert and Novice Learners Modeling Expert Behavior Metacognition Full Text free online at: http://www.nap.edu/openbook.php?record_id=6160

Idea Time What ideas do you have to maximize student success and retention in developmental courses?

York Technical College Thank you Taunya Paul York Technical College paul@yorktech.edu