STRENGTHENING CONNECTIONS National Center for Developmental Education Academic Support Centers Conference “SUPPORTING DEVELOPMENTAL EDUCATION” October 20-21, 2011 STRENGTHENING CONNECTIONS Presented by Barbara S. Bonham, Ph.D. Senior Researcher National Center for Developmental Education Graduate Faculty - Adult & Developmental Education Appalachian State University Boone, NC

Appalachian State University

Appalachian State University Boone, NC

National Center for Developmental Education http://www. ncde. appstate

National Center for Developmental Education Programs and Services Kellogg Institute for Training and Certification of Professionals Research and Consulting Services Graduate Program in Adult and Developmental Education Publications Journal of Developmental Education Research in Developmental Education What Works: Research-Based Best Practices in Developmental Education http://www.ncde.appstate.edu

Who are you? Who are you?

STRENGTHENING

WHY are connections important? HOW to strengthen the connections? Academic Support Centers & Developmental Education STRENGTHENING CONNECTIONS Introduction WHY are connections important? HOW to strengthen the connections? What is GOAL 2025?

It takes a campus (all units) to educate a student.

WHY are connections important? HOW to strengthen the connections? Academic Support Centers & Developmental Education STRENGTHENING CONNECTIONS Introduction WHY are connections important? HOW to strengthen the connections? What is GOAL 2025?

Copyright, National Center for Developmental Education, 2011 The Research We Have Institutional studies Large sample studies w/o control groups Literature reviews Reports based on data from ATD Meta-analyses Case studies, ethnographic, and other qualitative studies Copyright, National Center for Developmental Education, 2011

Raising Academic Standards: A Guide to Learning Improvement By Ruth Keimig

Isolated Developmental Courses Comprehensive Learning System Integrating Courses and Support Services Course-Related Supplementary Learning Activities Learning Assistance to Individual Students Isolated Developmental Courses

Comprehensive support services tailored to students’ needs and connected to developmental education courses have been found to have a positive impact on students’ success. Sources: Keimig (1983); McCabe & Day (1998); Boylan (2002) Schwartz & Jenkins (2007); Center for Student Success (2007) & Sperling (2009);Rutschow & Schneider (2011)

Orientation and/or Learning Strategies Course Gardner, (1998); Zeidenberg, Jenkins & Calcagno (2007) Underprepared community college students participating in orientation or a learning strategies course were much more likely to be retained; have more credits earned; and higher pass rates than non-participants. Copyright, National Center for Developmental Education, 2011

Success Courses Zeidenberg, Jenkins, & Calcagno (2007) Found a correlation between developmental students completing success courses and achieving a credential, transfer, or retention after five years. Copyright, National Center for Developmental Education, 2011

Arendale (1997); Zachry (2008); Bowles, McCoy & Bates (2008) Tutoring Scrivener, Sommo,& Collado (2009) Tutoring when connected to developmental courses has positive effects on credits earned, course pass rates, and GPA Arendale (1997); Zachry (2008); Bowles, McCoy & Bates (2008) Developmental course-based small group tutoring with trained tutors was associated with lower withdrawal rates; higher persistence and graduation rates Copyright, National Center for Developmental Education, 2011

Copyright, National Center for Developmental Education, 2011 Mandatory Advising Boylan, Bonham, Bliss (1997); Pfleging (2002); Visher, Butcher, & Cerna (2010) Correlated with Success in math Increased use of student support services Decrease in course withdrawals Increase in credits earned Increase in student persistence Copyright, National Center for Developmental Education, 2011

Learning Communities Boylan (2002) “The overall effect of learning communities on developmental students is strengthened by weaving advising, counseling, tutoring, and other support services into the learning community.” Boroch (2010) comments on Boylan “This… salient point is perhaps overlooked in terms of the contribution of these features toward the documented successes of learning communities.” Copyright, National Center for Developmental Education, 2011

the connections between support services and developmental education? How can we strengthen the connections between support services and developmental education?

What do we mean by integration? It is often intrusive. It is ongoing. It has many levels.

Levels of Integration “The math lab is down the hall.” “I expect you to go to the math lab on a regular basis.” “You have the following assignments to be completed in the math lab.”

Academic Advising Meet regularly with academic advisors to share problems and issues. Developmental educators can provide copies of their syllabus and discuss course expectations.

Peer/Professional Tutoring Help train tutors in your subject area. Have a system for referring students to tutoring and receiving reports on their progress.

Learning Centers Review and recommend learning center materials in your subject area. Reserve class time for learning center staff to explain their services to your students.

Ongoing Orientation Participate in student orientation activities. Include class assignments that help orient students to the college.

Mentoring/Case Management Serve as a mentor for students as part of a systematic mentoring program. Meet regularly with those who are serving as mentors/case managers to discuss student issues and problems.

Career Counseling Meet with career counselors and identify class activities helping students to think about careers. Allow class time for the administration of interest inventories.

Math Labs and Writing Centers Develop a systematic way of referring students to the lab or center and monitoring their progress. Coordinate with managers to design course assignments and familiarize staff with class projects and activities.

Strengthening Connections SYSTEMATICALLY Plan the activity Engage in the activity, Monitor the activity, Evaluate the activity, and Revise based on what you have found out.

WHY are connections important? HOW to strengthen the connections? Academic Support Centers & Developmental Education STRENGTHENING CONNECTIONS Introduction WHY are connections important? HOW to strengthen the connections? What is GOAL 2025?

A Tale of Adventures in Learning Project funded by Lumina Foundation Title: TUNING USA A Tale of Adventures in Learning Project funded by Lumina Foundation http://www.youtube.com/watch?v=zLc7RaggvjY http://www.luminafoundation.org/our_work/tuning/

What is Goal 2025? Increase the higher education attainment rate of the United States to 60 percent by the year 2025.

We must work harder—and faster—to educate enough college graduates to sustain the vitality of our local communities and the nation’s economy.

out educates us today will out compete us tomorrow.” “The nation that out educates us today will out compete us tomorrow.” Obama

State of the Art In any given term 2 million students participate in developmental courses and services. Source: League for Innovation & NCDE (2002) One in four community college students earns a degree or certificate or successfully transfers

Adult Basic Education Data 90 million adults lack the academic skills to enter community colleges 2.5 million adult enroll in Adult Basic Education programs annually Only 2% Adult Basic Ed./ESL students earn the GED Of these only 3% earn a 2-year degree Source: Mwase (2008); National Commission on Adult Literacy

“If we are going to expand college graduation rates to the levels needed we will have to work with those who are typically unsuccessful or unready for college.” Source: Boylan (2011)

It takes a campus to educate a student.

Bachelor’s Degree Some college; No degree Less than high school Associate Degree Bachelor’s Degree Some college; No degree Graduate or Professional Degree Less than high school High school graduate or equivalency