DEV. ED. IN TRANSITION Academic Support Center

What We Have: ASC Vision and Mission Vision Statement  The Academic Support Center will engage and empower individuals to become confident, capable, independent learners while providing academic instruction and support in a safe and encouraging environment. Mission Statement: Developmental Coursework  The Academic Support Center’s mission is to provide a solid foundation that enables students to become confident, capable, independent learners. Competent and caring instructors will guide students in identifying, acquiring, and enhancing the knowledge, skills, and attitudes they need to reach their goals, in a safe and encouraging learning environment. Mission Statement: Learning Lab  The Academic Support Center Learning Lab’s mission is to empower students to become confident, capable, independent learners. The Lab will provide qualified tutors and resources that support students in their quest to reach their goals, in a safe and encouraging learning environment.

What Works by Hunter Boylan “Centralized developmental programs have consistently been found to be more successful than decentralized developmental programs” (Donovan, 1974; Boylan, Bliss, Bonham, 1997; Roueche & Baker 1987; Roueche & Snow, 1977) Developmental Education High-End Centralized Departments contain the following: High coordination of services Coursework Learning Labs Support Services Active role in course placement/preparedness

Remediation v. Developmental Education Remediation  Teaching missing or unlearned skills, usually in a particular academic subject – e.g. Math, Reading, Writing Developmental education is holistic  Remediation + Support  Helps underprepared students succeed in college through skills foundation building and affective areas  Ties students into support structure

National Association of Developmental Education (NADE) Certified: The only NADE certified program in Montana (Great Falls and Gallatin are in progress) Centralized Highly Coordinated Well managed expectations Clear mission, goals, and objectives Mandatory Class Assessment Professional Development Tutoring Adjunct instructors treated as important resources Monthly instructor meetings Monitoring of student performance Class/labs well incorporated Utilization of a wide variety of instructional methods Use of multiple assessments Informal learning communities

Instructors as Tutors Instructors as Staff Student Centered Accessible teachers Broad view of curriculum Adaptive instructors meet needs of student population Importance of learning styles Actively engaged with enrollment concerns – COMPASS, cut-scores, needs of Dev. Ed. students Performance Alerts – First Week Outreach, APA’s, and Mid-term reporting Unique Roles for Unique Perspectives

MSUB City College 331 (60% of Incoming MSUB Students) M sections* M sections M 090 – 5 sections Writ 095 – 16 sections RD 101 – 6 sections 173 (44% of Incoming City College Students) M 095 – 6 sections M 090 – 3 sections M 065 – 2 sections Writ 095 – 3 sections RD 101 – 2 sections Dev. Ed. Students

Tutoring Fall 2010 – 1,800 individual students for 15, 778 hours of utilization at MSUB/CC Fall 2011 – 1,785 individual students for 17,989 hours of utilization at MSUB/CC COB tutoring has just begun tracking with same data system Online tutoring not counted in data CRLA certifies all tutors at a minimum of level I training during first semester CRLA certifies most tutors in level II by end of second semester Hires students and instructors in order to integrate courses and tutoring Spring % of tutors had a degree in their area of tutoring

MSUB City College Tutoring

ASC: Designated Worrier ASC focuses on evolving issues  Performance based funding  Data  Best Practices  Non-traditional delivery methods  Fusion of academic support and classrooms  Integration into retention/early alert initiatives  Ensure support responsiveness