1. Jennifer Willcutt – READ, STSK, ELL Anoka-Ramsey Community College
Session #70
Jennifer Willcutt – READ, STSK, ELL
Scott Stankey – ENGL
Anoka-Ramsey Community College

2. Focusing Our Topic
Acceleration, Co-requisites, modularization, and other alternatives to traditional course delivery models
Navigating Current Options in Developmental Education
Navigating the Choice of an Acceleration Model

3. Non-Acceleration pilots at anoka-ramsey community college
Summer 2012 research group – Faculty group created by Dean to do research
Modularization (individualized learning) – ENGL 0950
Learning communities – ENGL 0890 & READ 0910 / ENGL 0950 & FYE / READ 0990 & SOC 1111
Supplemental instruction – with ameri-corps grant / with Local ABE
“FAST FORWARD” – informally Combined ENGL / READ Course on our smaller, RURAL campus
“early exit” – ENGL 0950
THEMed COURSE / Linked to Health career pathways Grant – ENGL 0950

4. Some Acceleration Models we’ve studied or heard about
Accelerated learning program (ALP) at Baltimore County Community College
The most popular “Co-requisite” model
California acceleration project (CAP)
An integrated reading and writing (IRW) model
See Also: Colorado, Texas, KSU,
The “Triad MODEL” at Atlantic cape community college
Modularization and individualized learning
Accelerated study in associate programs (asap)

5. Discussion #1
Attendees will have the opportunity to discuss (1) the various models and ways of adapting developmental curriculum designed to move students through their developmental coursework faster.
What are you doing right now at your own colleges, if anything, about accelerating developmental courses? What have you considered? What have you adopted?

6. Audience Reponses

7. Discussion #2
Attendees will have the opportunity to discuss (2) their thoughts about the advantages and disadvantages to the various models.
Why did you consider and adopt the models you did? What have you heard about these various models? What are their strengths and weaknesses?

8. What we are considering at anoka-ramsey community college
Keeping the status quo – read and engl separate / 2 dev. ed. Levels
Keep read separate but Combine into one read course / keep ENGL separate but combine into one engl course  GO TO 1 LEVEL
Two combined Read-engl courses – a modified “cap” model  keep 2 dev. ed. levels
A combined READ-ENGL course – based on the “cap” model  go to 1 level

9. Option #1: The status quo (12-15 cr. / 2 levels)
0910
READ
0990
1106, 1108
0890
ENGL
0950
1121

10. option #2 (12-15 cr. 10 cr. / only 1 level)
0999
READ
(4 cr.)
0910
(3 cr.)
0990
(5 cr.)
0999
ENGL
(4 cr.)
0890
0950

11. option #3 (12-15 cr.  10 cr. / still 2 levels)
READ/ENGL 0900
(5 cr.)
(4 cr.)
0910
READ
0890
ENGL
READ/ENGL
(5 cr.)
0970
(3 cr.)
0990
READ
(4 cr.)
0950
ENGL

12. option #4 (12-15 cr.  5 cr. / Only 1 level)
READ/ENGL
(5 cr.)
0999
(4 cr.)
0910
READ
(3 cr.)
0990
0890
ENGL
0950

13. Why we are “Stuck” / What we are talking about
Should we just keep the status quo and wait for a mandate from mnscu?
What we are doing right now is working – data from ir last spring.
Credentialling concerns for a combined course (e.g., can we cross-list?)
We only have 4 uft faculty (2 in read, 2 in engl) to do all this work.
We have 3 possible Upcoming sabbaticals for this group.
We Lack “incentivization”: uncertain support from admin, including release time.
We are “split” in our focus on 2 very different groups and how to best serve them: the students who probably could be in ENGL 1121, and those who can barely pass ENGL and read 0910.

14. Discussion #3
Attendees will have the opportunity to discuss (3) how to make decisions about which approach(es) to choose for their own colleges.
How did your college come to the decision to accelerate developmental courses? What was your process? What do you see for the future – at your college? Statewide? Nationwide? Do you have any recommendations for us at arcc?

15. THANK YOU! / contact us Jennifer Willcutt, ph.d. – READ, STSK, ELL
Scott Stankey, m.a. and post-grad Cert. in dev. ed. – ENGL