Christine W. Heilman, Ph.D. Transforming Remedial Education at Georgia Gwinnett College: the Segue Initiative CCCCs, March 15, 2013

georgia gwinnett college Founded in 2006 in Gwinnett County, the first four-year public institution constructed in the 21st century Created an access institution, offering an undergraduate liberal arts education for Gwinnett County and the Atlanta Metropolitan area Enrolled 118 students in 2006 Enrolled nearly 9400 students in Spring 2013

ggc student population 56% of students come from minority/ethnic backgrounds 47% of student population test into one or more learning support classes (Reading, English, and Mathematics) Of this percentage, 50% report heavy family responsibilities, 27% work more than 20 hours per week, and 38% work 11-19 hours per week Of this percentage, 82% represent minority populations, and 15% are non-traditional students 9.3% of all incoming freshmen must take developmental English, which is 5.7% of all incoming students

complete college america grant: ggc’s role In August 2011, GGC received $150,000 from Bill Gates Foundation to participate in Complete College America Initiative Goal of grant to transform developmental English and Math that resulted in improving college completion rates Board of Regents of GA mandated implementation of accelerated developmental courses to allow students to move faster through curriculum GGC chose ALP model of accelerated learning from Baltimore County Community College for developmental English

Differences between BCCC and ggc 77,000 students 9,400 students Two-year community college Four-year open access USG Metropolitan Baltimore location 30 miles NE of Atlanta 81% in DE 47% in DE 68% in Basic English 9.3% in Basic Composition Pilot in 2007 Pilot in 2012 ALP Model Segue “Triangle Model” 160 Sections 11 Sections

english discipline at ggc 39 full-time English Discipline faculty; 9 rhet/comp No department chair—”flat structure” 180 faculty report to Dean of School of Liberal Arts Work groups do chair work—staff classes, etc. “Point of contact” communicates with Dean

PILOTING ALP at ggc: The process August 2011: Dr. Heilman named coordinator of pilot and recruit six full-time faculty August-December 2011: Weekly meetings, reports, recruit and train tutors, develop curriculum, choose computer hardware and software for classrooms November 2011: Host ALP Workshop with Peter Adams from Baltimore County Community College for faculty and admin January 2012-December 2012: Pilot Segue “Triangle Model” of ALP

Snapshot of segue pilot Placement: Segue faculty placed students at orientation Supplemental Instruction: Tutors in classrooms Technology: Classroom laptop carts and online self-paced grammar modules Textbooks: Chose different textbooks from discipline Exit method: essay instead of Compass exit (BOR exemption) Placement criteria : 60-79 on Compass plus eWrite Score of 1 (2-7) eligible for Segue 46-59 on Compass plus eWrite Score of 2 (8-12) eligible for Segue

Segue Model: Concurrent 0099 & 1101 Based on the Baltimore County Community College’s Accelerated Learning Program Enrolled students in developmental and college-level composition courses concurrently with the same instructor (6hrs credit)

Segue Model: Preliminary Data We have two semesters of data on the Segue Model. We started with 6 sections in the spring of 2012 and expanded to 11 sections in the fall of 2012 Compared with traditional 099 data, which ranges from 58-60%, this number represents significant improvement. However, the data are for reference only, as the two models are too different to compare. Spring 2012 (79 stud) Fall 2012 (132 stud) 86% passed English 099 80.3% passed English 099

Segue Data related to engl 1102 Number of 0099c/1101c Sections offered Total Number of Students Enrolled Pass/Exited Remediation Spring 2012 6 79 86% Fall 2012 11 132 80.3% Course Total # of Segue Students (Spring 2012) Attempting Pass (A,B,C) Fail (D,F,FN) ENGL 1102 38 76.3% 23.6%

Differences using alp versus non-accelerated learning Utilizes Technology : computer carts in classroom Student Driven: ALP model for companion/studio class Process Oriented: Focus on learning model of experienced writers with multiple drafts Individuated Instruction: Conferences with faculty/tutors Scaffolding of Assignments for ENGL 1101, English Composition Support, Bonding and Affective Issues: Community in 0099

Considerations Before Adopting ALP: Planning prior to implementation Involvement of experienced DE writing faculty Training for faculty and tutors in DE best practices and ALP model Strategic placement criteria and exit criteria Multimodal (Compass and eWrite) Exemption from Compass exit Holistic approach Cognitive objectives & socio-emotional factors