Vincent Bates Miami Dade College (no slides, but it was a great presentation )

Vincent Bates

Miami Dade College(no slides, but it was a great presentation )

Evelyn Finklea

St. Petersburg College

Where We’ve Been

• Began offering redesigned upper level developmental reading and writing courses in spring 2011

• Part of Florida Developmental Initiative Grant

• Program called My Bridge to Success

My Bridge to Success: Reading/Writing

Traditional structure: • 16 week, 4- credit hour

courses offered online, face-to-face, or blended (hybrid)

My Bridge Structure:• 8 week, 2-credit hour

delivery offered as blended courses (option for early exit)

• Classes meet in computer labs twice a week for a total of two and a half hours (blended delivery)

Scope: My Bridge Reading/Writing

• Upper level developmental courses redesigned as new courses, ENC 0990 and REA 0990

• Offered on 5 campuses beginning Spring, 2011

• 200 enrollments for spring 2011 in ENC 0990 and REA 0990

• 281 enrollments in ENC 0990 for 2012-13 academic year (37 sections)

• 399 enrollments in REA 0990 for 2012-13 academic year (34 sections)

Curriculum Delivery: My Bridge Reading/Writing

• Diagnostic testing and content delivery through MyWritingLab and MyReadingLab (tailored for specific state competencies)

• Students work only on areas assessed as “deficient”

• Multiple attempts for quizzes (set at 80% mastery)

• Faculty lectures supported through ANGEL (learning management system)

• All sections offered in computer labs with close ties to Learning Support Commons

Success Rates: My Bridge Reading/Writing

Spring 2011

• ENC 0990 = 69% passing with C or better (100 students)

• Compared to 53.4% for Dev. Writing 2 (774 students)

• REA 0990 = 73% passing with C or better (89 students)

• Compared to 57.4% for Dev. Reading 2 (744 students)

2012-13

• ENC 0990 = 71% passing with C or better (281 students)

• Compared to 64% for Dev. Writing 2 (1084 students)

• REA 0990 = 83% passing with C or better (399 students)

• Compared to 70% for Dev. Reading 2 (1270 students)

Persistence Data: Tracked from Spring 2011 to Spring

2013

• ENC 0990: My Bridge to Success (N = 100 in Spring 2011)

• Passed ENC 0990 on first or second attempt– 72%

• Finished Composition 1 “D” or better by Spring 2012– 63%

• Still enrolled in college one year later– 54%

• Still enrolled in college two years later—40%

New: Piloting This Session

• ENC 1101 (3 credits) for 16W + ENC 0055 (1 credit, developmental course, 8 weeks, twice a week for 50 minutes)

• Faculty teach both courses, courses linked

• “Flipped” classroom style

Where We’re Headed

• Additional co-requisite sections of ENC 1101 + ENC 0055

• Continuation of My Bridge to Success, 8 week, 2 credit classes

• Combined sections of ENC 0015/ENC 0025 and REA 0007/REA 0017 (same classroom, same time, same faculty, same textbooks)

• Possible contextualized courses: Human Anatomy and Physiology I with REA 1105

• ENC 0027 Integrated Reading and Writing II (6 credit hours)

Training for This Sessionfor Dev Ed and Gen Ed

Faculty

• Overview of Developmental Education Reform at SPC

• Understanding the Developmental Student in the General Education Classroom

• Embedding Instructional Strategies in the General Education Classroom

• Enhancing Instructional Strategies in the General Education Classroom

Concerns/Struggles• How to provide effective course

redesign for online delivery

• How to attract newly “exempt” students

• How to build other accelerated/compressed courses

• 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 faculty engaged in developmental education reform statewide and nationally

Caroline Seefchak

Edison State College

SB 1720 Redesign at Edison State College

Caroline Seefchak, Ph.D.Chair, Developmental StudiesProfessor, EnglishEdison State College, Fort Myers, FL

Edison State College

Established in 196213th largest community college in FloridaServed 24,034 students 2011-2012Serves five counties: Lee, Collier, Charlotte,

Hendry, and GladesThree campus locations and one regional

centerPrograms: 17 Associate and 10 Bachelors

Degrees

Edison State College Enrollment

Annual Enrollment Data:Academic Year 2011 - 2012

Edison State College: Students

One in four students receives financial aid

32% of overall population are enrolled in one or more developmental course or courses


64.2% of students are 24 years old or younger, 35.8% of students are over the age of 24

Female - 59.7% Male - 39.4%


58.0% White

22.9% Hispanic/Latino

10.9% African American

3.5% other minorities


One in four students receive financial aid32% of overall population are enrolled in

one or more developmental course(s)

Fall 2012P.E.R.T. Subtest

Students taking test

# Placing “College Ready”

% Placing “College Ready”

Math 1,598 529 33.10%

Reading 1,281 829 64.72%

Writing 1,273 940 73.84%


One in four students receive financial aid32% of overall population are enrolled in

one or more developmental course(s)

Spring 2013P.E.R.T. Subtest

Students taking test

# Placing “College Ready”

% Placing “College Ready”

Math 2,008 498 24.80%

Reading 1,558 846 54.30%

Writing 1,540 996 64.68%

Edison State College: Faculty and StaffAcademic Year 2012 - 2013

• Full-Time Instructional Faculty - 169

• Part-Time Instructional Faculty - 362

• Full-Time Administration & Staff - 334

• Part-Time Administration & Staff - 301

Edison State College: Faculty

The Department of Developmental Studies is presently a centralized department with 22 full-time faculty on three campuses and 40-60 adjunct faculty on three campuses and one center.

Oversight: District Dean of College and Career Readiness, District Department Chair, and Lead Faculty in Developmental Mathematics

SB 1720 at Edison State College

•Communication•Within Department•Throughout entire College

• VPAA-appointed Task Forces:Reading/WritingMath

SB 1720: CommunicationAn EXEMPT student is NOT REQUIRED to take the P.E.R.T. or to submit placement scores such as the SAT or ACT.

To be considered EXEMPT, a student must:Have entered 9th grade in a Florida public school in the 2003-2004 school year or any year thereafter.Remained in a Florida public high school until completionHave earned a Florida standard high school diplomaORIs presently serving as an active duty member of any branch of the United States Armed Services

SB 1720: CommunicationA NONEXEMPT student must take the P.E.R.T., or submit placement scores, and will be advised of options available for remediation and must enroll in the developmental education option or his or her choice.

A student is NONEXEMPT if he or she:Entered a Florida public high school before the 2003-2004 school yearCompleted high school through GED completionAttended any high school other than a Florida public high school, including:

Private schoolHome schoolHigh school in any other state

SB 1720: English and Reading

•Developmental Writing and Developmental Reading will remain separate classes.

•There will be one level, each, of Developmental Writing and of Developmental Reading.


For NON-EXEMPT students, ENC classes will be taught as compressed, 8-week, courses, giving students the opportunity to take ENC 0025 and ENC 1101 in the same semester.


For students considered EXEMPT:There will be Diagnostic Testing

After admission to college“Writing Practice” (Smart Thinking) Faculty-created diagnostic


Based on exam score, EXEMPT student will go to ENC 1101 or will take concurrently take ENC 1101 and

•Linked corequisite course•Required Writing Center Tutoring•Smart Thinking, online tutor•Connect, Learning Module


Linked courses to work as corequisite courses:ENC 1101 and ENG 1012,

American EnglishENC 1101 and LIN 1670, Basic

GrammarENC 1101 and ENG 2061, English

Grammar


Work with Advising: Faculty to create a checklist that

advisors can use with EXEMPT students to get a preliminary idea of placement needs

ENC 1101 professors to visit advising during peak times for consultation availability


Other ideasContextualized Reading to align with meta-majors

Co-Requisite Developmental Writing with ENC 1101

SB 1720: MathematicsAfter piloting a modular redesign approach sponsored through the SIRIUS company and Florida State College at Jacksonville, 9 full time instructors at Edison State College have created a modular teaching approach, within the limits of the current textbook and resources.

SB 1720: Mathematics

•Entire MAT0018 and MAT0028 have been modularized

•Several related concepts make up a Module, 2-3 modules make up a Unit.

•There are 4 units in MAT0018, and the are 5 units in MAT0028

•Able to move through the curriculum at own pace (inside and outside of class)

•Can catch up and succeed if they dedicate time to class

•Have access to program/class 24/7•Have access to all assignments for entire semester

SB 1720: Math Benefits to Students

•Tests are written as open-ended questions rather than all multiple choice questions

•Can catch up and succeed if they dedicate time to class

•Higher retention and completion rates (expected)

SB 1720: Math Benefits to Instructors

•Textbook selection• Incorporate MAT1033 modules/units

•Offer mini-lectures outside of “class”•Testing center•Training

SB 1720: Math Ideas and Plans

SB 1720: AssessmentsStrength: Assessments In each level of developmental courses, there are:

- Common Course Assessments- Common Course Final Exams - Standard Course Mastery

Exams

SB 1720: Assessments

Existing longitudinal data can help us monitor new course delivery options. We will continue to record data, which will be a vital component to the legislation’s mandated annual accountability report. (to begin 10-31-15)

SB 1720: In Progress

-Comprehensive Advising Plan-Description of Student Costs and Financial Aid Opportunities

SB 1720: Challenges

-Computer-equipped classrooms-Software-Support personnel in centers-Scheduling-Uncertain enrollment

SB 1720 at Edison State College

Thank you!

Jerry Shawver

Florida State College at Jacksonville

Florida State College at JacksonvilleProfessor Jerry Shawver

Overview of Developmental Education at FSCJ16,000 – 18,000 Developmental Education

students annually (duplicated headcount)Approximately 150 Dev. Ed. Faculty (About

one-third are full-time faculty)Current prediction is 60 – 75% of our

students will be considered “exempt” under SB 1720

Models Under DevelopmentAccelerated Math Courses

Eight-week developmental math courses MAT 0018 MAT 0028

Modularization MAT 0018 4 credit modularized course MAT 0028 4 credit modularized course MAT 0055 1 credit modularized course MAT 0056 2 credit modularized course MAT 1033 3 credit modularized course

Embedded Remediation MAT 1033C 4 credit modularized course

Alternative Math Pathways for non-STEM Meta-majors/Majors MAT 0029 4 credit course for non-stem majors

being considered

So far we have …Formed two teams comprised of one full-time

faculty member from each of our 5 campusesAgreed on using Pearson software in our

coursesPresented recommendations of curriculum

changes (MAT 1033) and developmental education options to our Mathematics Council last week for feedback

In the future we will…Need to submit our final curriculum proposal to

the Mathematics Council and the college by the end of October

Align the curriculum (once approved college-wide) with a Pearson textbook and software by the end of November

Create courses by the end of January 2014Revise and finalize courses by the end of March

2014Offer pilots to take place Summer 2014Fully implement our changes by Fall 2014

Russell Takashima

Valencia College

Thank you!

Vincent Bates Miami Dade College (no slides, but it was a great presentation )

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