1. Acceleration Models: Comparing 101 PLUS and ALP Lisa Bernhagen
Wendy Swyt
Highline Community College

2. Our Own Pipeline Data English 91 67% English 81 47% English 71 32%
Initial placement
in developmental English
Enrolled in English 101 (data shows enrolled)
English 91
67%
English 81
47%
English 71
32%
…the costs of remediation, for both society and student, outweigh the benefits.
-- Thomas Bailey
Lisa

3. Acceleration Models: Ways to Shorten the Pipeline
Mainstreaming
Place students directly into college level with support (Baltimore, HCC)
By-pass dev ed courses
bridge courses, high school transcript placement, placement prep/retake (Seattle CC’s)
Compression
Offer content of two courses compressed into one quarter
Curricular redesign
Change sequence and structure (TCC, Chabot)
Embedded learning
Dev ed courses linked to college level “content”, I-BEST

4. Highline CC: What we are doing
English 101 combined with extra support in 10-credit course. (5 credits credits 91)
Though students get 10 credits and a grade in 101 and 91 at the end, like ALP, it is a mainstreaming model, not a compression model.
Students work on English 101 assignments and readings
Support time is used for just-in-time remediation: what do students need to do the readings and assignments?
Completion statistics for college level English
Non-accelerated sequence: 56%
Accelerated course: 79%

5. Accelerated Learning Project (ALP) Community College of Baltimore County
Students placing into the course below College English are mainstreamed into a College English class.
In each ALP section, there are 8 “dev ed” students with 12 “regular” English 101 students.
Rather than taking English 101 as 3 credits (on a semester system), the “dev ed” students enroll for 5 credits.
The 8 students meet separately with the same instructor in support course each week (2 credits).
Completion statistics for college level English
Non-accelerated sequence: 40%
Accelerated course: 75%

6. Baltimore CC Traditional ENG 052 to ENG 101
semester 2
ENG 052
semester 1 A L P
The Accelerated Learning Project

7. ALP ENG 101 ( 3 credit) semester 1 ENG 052 (2 credit) semester 1 A L P
After discussing this slide, Peter turns it back to Sarah. A L P
The Accelerated Learning Project

8. HCC Traditional ENGL 91 and 101 sequence
quarter 2
ENGL 091
quarter 1 P

9. ENGL 101 PLUS
ENGL 91
quarter 1
ENGL 101
quarter 1 P

10. Benefits side by side HCC’s PLUS Course ALP Model Cohort model
Gets students through 101 – evades traditional placement pipeline
Fits the 15 credit load: instructor teaches 10 credit Plus course and one other 5 credit
Easier to schedule – not taking up classroom for 8 students
More time for scaffolding/instruction
Cohort model
Gets students through 101 – evades traditional placement pipeline
Uses zone of proximal development --students in with “regular English 101 placers”
Less credits for support course
Small (study group size) support course

11. What allowed us to do our model:
AtD intervention: money for faculty development meetings, culture of evidence, attention to pipeline problems (Bailey, etc.)
Supportive administration: pilots are encouraged, institutional researcher on board
Faculty experienced in both pre-college and college level writing
Wendy

12. Steps from pilot and beyond
Set up first course “Acceleration 91/101”
Linked courses, figured out to funnel students in
Promoted to advisors and precollege instructors
Added more sections of 101 Plus
Began quarterly mini-retreats for plus instructors
Changed course name: “English 101 PLUS”
Adjusted prerequisites
Added English 91 PLUS
Adjusted scheduling structure to make waiting lists work
Changing “support course” numbers
Scaling up in terms of sections and faculty development
Looking at student demographics
Gathering data on PLUS students moving to gatekeeper courses

13. Our results so far… Instructors are challenged, excited, galvanized
Students are passing English 101 at a higher rate than “regular English 101 students” (79/100 versus 76/100)
We are rethinking our entire sequence
Lisa

14. Out of every 100 students … 90 retained in 091 79 pass 091 (2.0+)
(90% retention rate) LOSE 10%
79 pass 091 (2.0+)
(88% pass rate)
67 enroll in 101 within 3 years
(85% enrollment rate) LOSE 15%
60 retained in 101
56 pass 101 (2.0+)
(93% pass rate)
Lisa
Office of Institutional Research, x3205
7/31/2012

15. Accelerated Pedagogy: Eng 101 with support (10 credits; one quarter).
92 retained in 101 with support
(92% retention rate)
83 pass the support (2.0+)
(90% pass rate)
79 pass Engl 101 (2.0+)
(86% pass rate)
Lisa
Office of Institutional Research, x3205
7/31/2012

16. 100 start in Eng 101 with support
Pipeline No Pipeline
100 start in English 91
56 pass Eng (2.0+)
79 pass Eng 101 (2.0+)
100 start in Eng 101 with support
41 percentage points increase in the college course pass rate (23 percentage).
Lisa
Modified 10/10/12 from the Office of Institutional Research, created
7/31/2012

17. How did students do in gatekeeper courses after Eng 101?
23% MORE students make it into gatekeeper courses from Eng 101 with support than 91, 101; 5.3% MORE than from Eng 101.
COMM 101
ENGL 205
PSYC&100, PSYCH100
SOC 110, SOC 101
Median
Eng 091, then 101 (n=2,815) (56% complete)
2.9
2.7
2.1
3.5
Eng 101 (n = 10,293) (76% complete)
3.1
3.0
2.5
3.4
Eng 101 with support (n=340) (79% complete)
3.2

18. Challenges we face:
Our computer system (registration mechanisms, waiting lists)
Faculty wedded to what they teach
Getting the right students into the PLUS courses
Numbering and names
Placement (COMPASS)
Historical political structures: a separate reading department

19. I’m attracted to this whole acceleration thing, but _________________________________. OR I have serious reservations about acceleration because __________________________________.

20. Challenges…
Our computer system (registration mechanisms, waiting lists)
Faculty wedded to what they teach
Numbering and names
Getting the right students into the PLUS courses
Placement (COMPASS)
Historical political structures: a separate reading department

21. Acceleration: Big ideas
High challenge, high support.
Meaningful and integrated with college content
Outcomes measure college-readiness, not next-step readiness.
Acceleration doesn’t mean “faster”; it means deeper and better.
Wendy

22. Principles for Accelerated Pedagogy-- Katie Hern, Chabot College
#1: Engages students in intellectually challenging experiences that develop the most essential skills and ways of thinking required in college. #2: Attends to the affective issues that get in the way of students’ learning and success. #3: Facilitates an ongoing metacognitive conversation with students about what they are learning, why they are learning it, where the process breaks down for them, and how they can successfully approach it. #4: Recognizes that mastery doesn’t happen all at once – celebrates emerging strengths, maintains a constructive, non-shaming orientation toward problems in student work, focuses on growth. (“College-readiness” ≠ Mechanical perfection)
Even if the sequence is not accelerated, all dev ed courses should be operating on these principles – high challenge, high support. Real reading. Whole books.

23. Accelerated Pedagogy Activity
What do assignments in our accelerated English 101 Plus look like?
How are they different from what has been traditionally done in pre-college writing courses?
In your small groups, look at the two assignments we’ve passed out:
How do these assignments differ?
How does one more clearly reflect the pedagogy of acceleration?
Lisa