1. Prolonging the ALP Effect
March 19, 2015

2. Video removed for uploading the presentation.

3. Introductions Presenters: Nora Beerline, M.A. – English Faculty
John Fallon, Ph.D – English Faculty
Jacob King, M.A. – English Faculty
Elizabeth Fallon, M.S. – Professional & Online Tutor

4. Please consider texting your questions to us.

5. Agenda
Innovation
Fall 2014 Outcomes
Fall 2014 Interventions
Our Plans

6. Background of our Research
Jacob to introduce John and Directed Self Placement, aka our first writing “innovation”

7. History of Innovation at RSC
Directed Self Placement

8. Directed Self-Placement
Informed students enrolling into the writing class of their choice.

9. The Self-Place Process
Letter sent to students prior to orientation
Letter informs students about writing course options
Students “place” themselves

10. Rationale for choosing self placement
We don’t “should” on students
Student ownership of college decisions begins Day One
Decisions have consequences
Students know what they’re ready for better than teachers who take a one- time writing assignment

11. Best Reason for Implementing Self Placement
It’s the right thing to do.
The right message (student agency)
At the right time (Day One)
For the right reasons (respecting that an informed student has the capacity to make a personal placement decision)

12. 33% to 22% 26% to 33% Placement Results Grand Valley State University
Rhodes (community college):
26% to 33%
* John to introduce Nora who has the next section about ALP “Innovation” Our students want the support, so they signed up for Dev Writing at a higher rate than University students with the DSP option. They want the extra time on task They want more time with a teacher

13. New Innovation at RSC ALP (Accelerated Learning Program)
*Nora starts here – ALP is the next level of innovation after DSP which was our first level of innovation.

14. A Discussion Question
What is your definition of ALP (Accelerated Learning Program) or co-requisite enrollment?

15. What is a Co-Requisite Model?
First Semester
Second Semester
Developmental
Courses
Credit Course
Traditional Model
Credit Course
Co-Requisite Model
Developmental
Courses

16. ALP Reduces stigma Produces stronger role models
Encourages cohort effect
Allows individual attention
Allows time for non- cognitive issues
Allows coordination of the two courses
English Composition
Developmental Course

17. Co-Requisite Model
“West Virginia is quickly replacing its traditional remedial classes, which were often barriers to credit-bearing courses, with a ‘co-requisite’ approach, [which] places students into regular courses with extra supports and instruction that focus on the skills they need to pass the credit course.” (Skidmore qtd. in Kelderman 2015).
Stan Jones, president of Complete College America, discussing rationale for ALP as a Best Practice: "Our point has never been to put [students] in college classes and let them fail Our point is to put them in and give them support” (qtd. in Mangan 2014).
Nora introduces Jacob who is coming up next.

18. New Innovation at RSC
Solving Problems with ALP

19. Jenkins, et al 2010
“ALP is associated with substantially better outcomes in terms of English 101 completion….
“However, we found no evidence that ALP students’ greater likelihood of completing English 101 correlates with increased rates of college persistence or passing other college-level courses.”

20. ALP Persistence and Retention
Non-ALP students persist to the next term and year at a higher rate than ALP students. (BCCC)
Source: Jenkins, et al., 2010, Table A.4

22. Two Challenges #1
BCCC’s Model Works Developmental Writing transition to English Comp.
However, completion success is NOT felt in other college level courses.
We want that success across the board at RSC! #2
Theoretically, increased access to the instructor leads to OVER- DEPENDENCE on that instructor.
Often the instructor is the ONLY RESOURCE for many ALP students.

23. 2 CHALLENGES 1 SOLUTION
Jacob and Nora to tell stories about student over dependence.

24. CONNECT STUDENTS TO RESOURCES
…. TO CLOSE THE GAP

25. RESOURCES
Inside of Class
Outside of Class
Around Campus

26. Fall 2014 Successes
Jacob who will be doing this slide and will transition to Nora.

27. Success #1

28. Success #1
Students who finished the ALP class with a B or better passed both classes: Developmental Writing & English Composition

29. Placement Results for ALP
First semester of ALP (Fall 2014) Nine sections of Developmental Writing • 5 ALP sections 38 total students • 4 non-ALP sections 46 total students • 38 / 84 Developmental Writing students chose ALP
We offered it and student took it (ALP).

30. Grades by Modality Developmental Writing
Students who scored “C” or better:
75% Non-ALP
76% ALP
72% Entire college
Students self selected developmental and performed better than entire college curriculum. There’s something to be said for DSP.
Because of self-efficacy?
Because taking the class was their idea?
Because they knew what class “fit” them best?

31. 100% ALP More Results on GRADES
83% Non-ALP
100% ALP
Grade B or better in Developmental Writing followed by a C or better in English Composition.
Everyone who got a “B” in Dev Writing (ALP) passed English Comp with a “C” or better. Every student.

32. ALP is about completing courses in an accelerated manner

33. Success #2

34. Success #2 The Jenkins concern is improved
Successful Completion also means SUCCESS POINTS for Rhodes

35. Jenkins’ Concern Improved (Persistence)
Persistence to the next term (fall 2014 to spring 2015)
ALP = 74%
Non ALP = 74%
Entire college = 79%

36. ALP Persistence and Retention
Non-ALP students persist to the next term and year at a higher rate than ALP students. (BCCC)
Source: Jenkins, et al., 2010, Table A.4

37. ALP’s Impact on the Ohio Community College Funding Model
50% Course Completion 25% Success Points 25% Completion Milestones

38. Success Points
1 pt. – Complete Developmental Math (DM) and enroll in College Math within 1 year of completing DM.
1 pt. – Complete Developmental English (DE) and enroll in College English within 1 year of completing DE.
1 pt. – Completion of 12 credit hours at the college level
1 pt. – Completion of 24 credit hours at the college level
1 pt. – Completion of 36 credit hours at the college level
* Add dot for Jacob who is doing this slide.

39. 1 Success Point for EVERY ALP Student
75% of Non-ALP DEV students enrolled in English Comp % of ALP students enrolled in English Comp.
96% of ALP completers also completed English Comp.

40. Success #3
Nora starts here.

41. Success #3
Reducing overdependence on the instructor and relying more on campus resources to promote student success.

42. Who do you go to for help with difficult writing assignments?
“Other” Examples:
Internet Resources
Purdue OWL
Previous assignments
Nora will do this slide. Shift from overdependence on friends and teacher to tutors and other resources.

43. Confident about earning an associate degree at Rhodes State College
Started confident; stayed confident, even though some students dropped out. This confidence was “earned,” e.g., the post-testers here finished the class.

44. Fall 2014 Intervention Stories
Nora still. Describing the tutoring we used.

45. Tutoring - Study Skills & Writing

46. Project Background – Why Tutoring?
Bloom’s 1984 study demonstrated that one-on-one, face-to-face tutoring is effective. A B C D
Large classroom & NO Tutoring
Classroom & REGULAR Tutoring
MKO = “More Knowledge Other,” e.g., Peer Tutor, Professional Tutor, E-Tutor, Instructor
MKO

47. Tutoring 3 Methods Topics Face-to-Face Study Skills Synchronous Online
Etutoring.org
Asynchronous Online
Innovative Educators;
Study Skills
Time Management
Reading Comprehension
Note Taking Skills
Writing
Reader Response Paper
Annotated Bibliography
Research Paper

48. Katelyn’s Home Away From Home
Tutoring Discussion
Katelyn’s Home Away From Home

49. Career Services & Financial Aid
* Add dot for Jacob

50. Scholarship Application Assignment Discussion
Foundation Scholarship

51. Scholarship Application Assignment Discussion
ALL of our ALP Dev students completed the Personal Statement as a course requirement
MANY of our ALP Dev students also completed a Resume as a course requirement
EIGHT of our ALP Dev students were selected to receive Rhodes Foundation Scholarships
Scholarship winners were each awarded the maximum amount of $500
Nora

52. Peer Relationships & Non-Cognitive Discussion

53. Peer Relationships
Discussing Math (classrooms without walls) + Pregnant student + birthday party + tattoo

54. Our Model of Success Going Forward

55. Proposed Improvements
Optimized tutoring
Different counseling experience

56. Counseling addresses a real need: Depression among students*
150,000 students surveyed in “The American Freshman: National Norms 2014”
9.5 percent “felt depressed” during the past year
A significant rise over the 6.1 percent reported five years ago
Those who “felt overwhelmed” by schoolwork and other commitments rose to 34.6 percent from 27.1 percent
*Source: UCLA Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA, NY Times, February 5, 2015

57. Action Items: The Fine Print
Credit Hour Debate—how many hours are too many?
Ghost Course registration process
Partnering with Advisors

58. More Action Items: Proposed Improvements
Increase ALP class sizes
Increase the number of ALP sections
Day & Evening
Reduce the number of stand-alone sections of Developmental Writing
Continue to allow for student choice (i.e., student agency) and maintain stand alone sections of Dev Writing. That being said, still promote, and make the most accessible, our best practice model of Dev Ed instruction (ALP).

59. ALP is more than increased time on task
Conclusions:
ALP is more than increased time on task
It’s about providing resources (cognitive and non-cognitive) for students—in class; outside of class; and around campus
ALP builds strong peer relationships early in the students’ academic careers
ALP builds campus relationships early in the students’ academic careers

60. Thank You!

61. Continue texting us your questions and action items during the conference.

63. Rhodes State College Information
Appendix A

64. Rhodes Demographics 3,400 total enrollment 10 rural counties
32% male, 68% female,
88% white, 12% minorities
87% receive financial aid
$43,000, median household income
Age of non dual enrolled student

65. First-Generation Students at Rhodes
Fall Semester
% First Generation
2010
50%
2011
51%
2012
48%
2013
43%

66. Grades by delivery modalities (Fall 2014)
All Rhodes courses: 72.1% of student grades were “C” or higher
Grades “C” or higher for the following delivery modalities:
63.1% Online
70.3% Blended
73.5% On-campus
98.6% High-school PSEOP courses
Not germane to our research, but interesting data to John. See note below
Shows that our “C” or better grades in ALP are about average. What is not average is the high persistence rate for ALP students.
Steve Miller has been asked to get us the data on the overall college persistence rate fall to spring.

67. Possible Discussion Questions
Appendix B

68. Quick discussion
How are your students placed into developmental writing classes? Compass, ACT, Accuplacer, Self-Place, Other?
Are you getting what you want from your placement process?

69. Notes for Presentation Team (this slide will not be included in the presentation)
Proposed presentation flow of project successes & key information
Introductions & Review Agenda
Background of our research
History of Innovation at RSC = Directed Self Placement (John)
New Innovation at RSC = ALP (Nora)
Solving problems at RSC with New Innovation (Jacob)
Describe 2 problems and solution
Outline proposed interventions
Fall 2014 successes
Success #1 - If students finished the ALP class, they passed both classes (Nora)
Success #2 - Persistence to the next term? – Addresses problem #1: Persistence (Nora)
Success #3 - Student use of and attitudes about campus resources other than the instructor – Addresses problem #2: Dependence (Elizabeth)
Fall 2014 intervention stories
Tutoring (Elizabeth & Jacob)
Scholarship Essay - Career Services & Financial Aid (Nora & Jacob)
Peer Relationships & Non-Cognitive Discussions (Nora & John)
Our Plan
Improvements (Nora)
Next steps (Jacob)