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

2. 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

3. 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 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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)

10. 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

11. 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%

12. 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

13. 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