REDESIGNING TRANSITIONAL EDUCATION AT CARROLL COMMUNITY COLLEGE: ENGLISH AND READING Magdeleine Vandal, Associate Professor Department Chair, Transitional Studies and Academic Services Spring 2014
Impetus for the Redesign Findings from Program Review Lumina Grant for Course Redesign Growing Student Frustration Growing Controversy over developmental Education
Goals for our Transitional Program Increase pass rates on 1 st attempts Identify student needs to provide targeted instruction Accelerate students through transitional courses Provide opportunity for self-paced instruction Provide opportunities for success (eliminating 2 nd and 3 rd attempts) Lower DWF rates Improve Course Integrity
Redesign Model: Modular Formatting Individualized Instruction Self-paced Active Learning Flexibility
Traditional Program READ 091: Basic Reading 4 hours READ 099: Reading in the Content Areas 4 hour Students starting at the lowest level in read, Eng, and math could take up to two semesters to complete transitional course work. ENG 091: Basic Writing 4 hours ENG 097: Writing Effective Paragraphs and Essays 4 hours
Modular Program Reading - 6 modules Read A: College Readiness Read B: Main Idea Read C: Supporting Detail Read D: Inference Read E: Author’s Purpose and Tone Read F: Sentence Relationships and Critical Reading English – 5 modules ENG A: Information Literacy ENG B: Review of Grammar, Mechanics and Punctuation ENG C: Writing Process and Paragraph Development ENG D: Essay Development ENG E: Argumentation
Traditional vs. Modular Format Lecture 4 billable hours (students must take the entire course) Set start and end date 70% passing grade Failure means student repeats the entire course Students must come to class Students work at the instructor’s pace Text and computer based 1 billable hour per module – students take only the modules needed Staggered start dates Pass/Fail (minimum 75% to pass – must master each objective within the module) Students work at their own pace Students have the flexibility to work from home TraditionalModular
Module Format Objective Introduction Practice Application Assessment
Improvements to Instruction Individualization Self-paced format Personalized help Immediate feedback Student engagement Mastery Learning
Changes to Curriculum Adding College Readiness Added more on critical reading skills Increased passing grade from 70 to 75% Mastery Learning Added Information Literacy component Increased he complexity of assignments Increased passing grade from 70 to 75% Mastery Learning ReadingEnglish
Results: Reading Academic Year Reading Course Passed/ Successful Failed/ Unsuccessful Traditional Reading* 72%28% (pilot) Traditional Reading* 72%28% Reading Modules** 84%16% Reading modules* 79%21%
Results: English Academic Year English Courses Passed/ Successful Failed/ Unsuccessful Spring 2013 Traditional English* 56%44% Fall 2013 (Pilot) Traditional English* 70%30% Modular English** 75%25% Spring 2014Modular English 64%36%
Challenges to Overcome Motivation Poor work and study habits Life Weather!
What Works – The Good Students are engaged Students are responsible for their work Students determine the pace – accelerate or slow down as needed Students demonstrate mastery Students have flexibility
What Doesn’t Work - The Bad Students think they don’t have to come to class Students don’t do homework Students underestimate time needed to complete an objective Students don’t read and follow instructions Other classes take priority
What Doesn’t Work – The Ugly! Students stop attending Students do not complete the sequence in one semester
Addressing the Challenges! Modularized Transitional English and Reading Bridge Programs for Traditional and Adult Ed students Placement Test Preparation
Resources Accuplacer/Reading and English Diagnostics Accuplacer/MyFoundationsLab – Pearson Accuplacer Online Course and Practice Tests
Acknowledgements Dr. Faye Pappalardo, College President Dr. James Ball, Academic Vice-President Mr. Steve Geppi, Dean Redesign Advisory Committee Full-time and adjunct faculty for Transitional Reading and English: Jennifer Dunn, Jennifer Gertz, Carolyn Gulmi, Diane Wittig, Linda Brown Lumina Foundation - Redesign Grant
Contact Information Magdeleine Vandal Carroll Community College 1601 Washington Road Westminster, MD