DEVELOPMENTAL EDUCATION SHAKE-UP: GATEWAY’S ACADEMIC REDESIGN Presenters: Dr. Kerri McKenna, Assistant Professor, English Chelsea Law, Instructor, Mathematics

SESSION OBJECTIVES Participants will review data, curriculum, and lessons learned for: MAT 65 + MT 50 co-requisite developmental math courses. RDG Gen. Ed. co-requisite developmental reading courses. ENG ENG 100 co-requisite developmental writing courses. Participants will be able to ask questions about our courses and our redesign.

STRUCTURE OF REDESIGN SubjectPrevious Sequence Revised Sequence Math MAT 55 MAT 65 6 credit hours / 2 courses MAT 65 + MT 50 co-requisite 5 credit hours / 1 semester All students enrolled in both courses Reading RDG 30 Gen. Ed. course 6 credit hours / 2 courses RDG Gen. Ed. course co-requisite 5 credit hours / 1 semester Students come from different Gen. Ed. courses WritingENC 91 ENG credit hours / 2 courses ENG ENG 100 co-requisite 5 credit hours / 1 semester Only half of the students are enrolled in ENG 100

MAT 65 + MT 50 5 credit hours / 1 semester Catalog Number Average Pass Rate Fall 2010 – Summer 2014 Pass Rate Fall 2014 Pass Rate Spring 2015 Pass Rate Fall 2015 MAT % MAT %62.64%65.79% MAT 65 + MT %70.69%69.44%

Entire curriculum sequencing available in handout MAT 65 + MT 50 Week MAT 65 Sequence (75-minute class) MAT 65 + MT 50 Sequence (75-minute class + 50-minute lab) 1Review Real Numbers Order of Operations 2Exponents Order of Operations Solving Simple Linear Equations 3Simplifying Expressions Fractions 4 Simplifying Expressions Solving Linear Equations Fractions 5Solving Linear Inequalities Exponents Simplifying Expressions 5 credit hours / 1 semester

Lessons Learned Balance between review and new topics Workshop time needs to be structured Very low-scoring students are not prepared for the accelerated course Group/active learning activities show greatest success Regular attendance is essential MAT 65 + MT 50 MAT 55 TimeMAT 65 TimeResult 2 weeks14 weeksNot prepared for 65 topics 4 weeks12 weeksBest fit 8 weeks Difficult, rushed transition to 65 5 credit hours / 1 semester

Expansion This co-requisite model has had preliminary success in math for Fall 2015 STA STA 96 is also being piloted All new co-requisite models utilize active learning methodology ADDITIONAL MATH COURSES MAT 110 Pass Rate MAT MAT 50 Pass Rate 69.44%89.47% MAT 146 Pass Rate MAT MAT 96 Pass Rate 66.67%74.34%

RDG GEN. ED. RDG GEN. ED. Catalog Number Average Pass Rate Fall 2010 – Summer 2014 Pass Rate Fall 2014 Pass Rate Spring 2015 Pass Rate Fall 2015** RDG % RDG %56.25%*96.55% RDG Gen. Ed.60.71%*68.97%*84.62% Gen. Ed.73.50%71.17%74.29% RDG Gen. Ed.57.14%*52.78%*77.78%* * Indicates that a sample size of less than 30 was used ** Indicates a curriculum change 5 credit hours / 1 semester

Implemented as a flipped classroom (all lectures and quizzes online) Gen. Ed. class textbook is used as course tool Entire curriculum sequencing available in handout RDG GEN. ED. WeekRDG 100 Sequence 1Strategic Reading Application 2Context Clues, Vocabulary Packet 3Skimming, Previewing, Outlining 4Cornell Note Taking, Summary 5Synthesis, Paragraph Patterns 5 credit hours / 1 semester

Lessons Learned Some course pairings work better than others o Pair with full-time faculty or well-trained part-time faculty o Consistency of course, textbook, and instructor commitment o Limit the courses that are paired with RDG minute sections are intensive The flipped classroom is successful RDG GEN. ED. 5 credit hours / 1 semester

ENG ENG 100 Catalog Number Average Pass Rate Fall 2010 – Summer 2014 Pass Rate Fall 2014 Pass Rate Spring 2015 Pass Rate Fall 2015 ENC % ENG %65.40%76.95% ENG ENG %72.88%76.12% 5 credit hours / 1 semester

** Entire curriculum sequencing in handout ENG ENG 100 WeekENG 101 SequenceENG 100 Sequence 1 Thinking about Writing; Invention and the Writing process Practice exercises: invention and the writing process; grammar concepts 2 Thesis statements, organization, paragraph development, topic and concluding sentences, transitions Practice exercises: thesis statements, organization, paragraph development, topic and concluding sentences, transitions; grammar concepts 3 Introduction and concluding paragraphs; working outlines Practice exercises: introductions, conclusions, and working outlines; grammar concepts 4 Revision practice: paragraph development and internal unity Practice exercises: paragraph development and internal unity; grammar concepts 5 Paper #1 – Narrative Essay; in-class readings for discussion Practice exercises: planning a narrative essay; grammar concepts Entire curriculum sequencing available in handout 5 credit hours / 1 semester

Lessons Learned The same faculty need to be used for both courses Mixed skill-sets in the classroom and scheduling are challenges Two-day scheduling and same-day scheduling present different options for classroom format Part-time faculty need to be well-trained before taking part in the paired courses Students are going on to succeed o 83.3% of Fall 2014 accelerated students passed ENG 102 in Spring 2015 ENG ENG credit hours / 1 semester

English and Reading Please meet in the front of the room Mathematics Please meet in the back of the room Q & A Subject Break-Outs