1. Shifting the Developmental Education Paradigm
11/27/2018 1:07 AM
Shifting the Developmental Education Paradigm
Jackson College
September 2018
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

2. Shifting the Paradigm Ted Miller, Professor & Department Chair
Our co-requisite model
Shaking up the Paradigm
Lessons from Scaling up
Questions & Advice
Ted Miller, Professor & Department Chair
Clarinda Flannery, Assistant Professor & Lead Faculty
Charlotte Finnegan, Data Nerd

3. Lots of studies over many years and lots of observations shape how we view learning and ‘being college-ready’. Sometimes we see only what we believe we will.

5. How we think they will progress in College

6. What tends to happen

7. ALP Model Promptly called ALP our Blended Course model (BC)
2011 – Started small with a few sections of developmental writing
2013 – Reading adapted the model and paired up a few sections with Introduction to Psychology
2016 – Writing scaled to 100%
2017 – Reading expanded to pair with an introductory Business course and a Communications course

8. Enrolls in College Writing within 3 years
Traditional Fate of DE Writers
Enrolls in College Writing within 3 years

9. Enrolls in Developmental Writing & College Writing Same Semester
Fate of BC Writers
Enrolls in Developmental Writing
& College Writing Same Semester

10. Passes College Writing…
Traditional
ALP Model

11. We’ve come to believe… REAP model of instruction
Structured course with rigor and accountability
More time, support, teaching and guidance from instructor
Embedding of DE into college level courses
We’ve come to believe…

14. Apply
Apply

19. 3 Cohorts: Fall 2011, Fall 2012 and Fall 2013
Success rates of ALP students were three times higher than those of traditional developmental writing students.
3 Cohorts: Fall 2011, Fall 2012 and Fall 2013
Traditional DE
828
ALP
184
College Writing
3269

21. What Our Students Like about ALP
Instructor support
Questions answered; help on problem areas; feedback on papers
Time
Built into schedule; time to work, think, confer
Practice
Apply to our college-level class essays; practice the writing process
Relaxed setting
Comfortable, supportive, not rushed
Rigor
High expectations; work hard at writing; confidence
Peer support 
Small class, learn and practice together; receive peer feedback
Acceleration
Complete two semesters in one

22. What is Important to Our ALP
Plan with faculty peers
Reach consensus on grading rubrics, shared syllabus, grading, genres, textbooks, portfolios
Address non-cognitive aspects, reinforcing what is introduced in first-year seminar
Professional development and a handbook
Focus on writing
Balance of agreed-upon structure and instructor flexibility

23. Critical Factors in Scaling Up
Conversation with colleagues. ALP is part of the composition curriculum and sequence.
Conversation and data sharing with Student Services, advising, registration, and scheduling.
Visibility at New Student Orientation.
Student testimonials.
Resolving online registration challenges with creativity and cooperation.

24. ALP Model Adaptation: Co-requisite Reading

25. Semester 1 College Reading 20 students
Traditional path. Reading is a pre-req to most 100-level college courses. Intro to Psych is a popular Gen Ed course.
Semester 1
College Reading
20 students
Semester 2
Intro to Psychology
40 students
Students spend one or two semesters on reading skill development. 67% pass reading. 64% of those who pass reading then pass Intro to Psych.

26. Blended—Reading and Intro to Psych in same semester
Psychology class meets 9am to 11am – Mon/Wed
= 24 students in Psychology only
= 16 developmental students in Psychology and Reading
(Reading instructor sits in on Psych class)
After a lunch break, developmental students have reading class.
40 students total
Reading class – Meets 11:30am to 1pm – Mon/Wed
Review material from the Psychology class. Practice active reading, note taking, vocab learning and study strategies.
Evaluate understanding, using practice quizzes.
Work together on lab and homework assignments for deep processing and application of Psychology material
Preview material for next Psychology class

27. Traditional reading (n=409)
After 1 year, co-req reading students accumulated more credits than students in traditional reading classes.
Ted
12+ credits
24+ credits
30+ credits
Co-req reading (n=43)
75%
35% 5%
Traditional reading (n=409)
59%
17% 3%

28. Traditional reading (n=346)
Even after 2 years, co-req reading students still accumulated more credits than students in traditional reading classes.
12+ credits
24+ credits
30+ credits
Co-req reading (n=33)
84%
51%
45%
Traditional reading (n=346)
53%
40%
27%

29. How do we decide?

30. We have believed that:
Students should be well prepared before the next course
Students will take the next course, especially if they pass the pre-requisite
Co-requisites will move too fast for students and be overwhelming
Students will just give up if they are over- challenged

31. 5 academic years Updated data Reading students: Writing students:
1500 traditional Reading students
300 BC Reading students
Writing students:
7525 not-DE Writing students
1543 BC Writing students
534 traditional Writing students
Updated data

32. do BC students Pass the College level course?

35. do BC students do okay overall?

38. do BC students accumulate Credits or do they bolt?

45. Relational Instruction
Lev Vygotsky: social learning; engaging in a challenging task with the support of person more skilled in the task.
Willard Daggett: rigor, relevance, relationship
Amelia Leighton-Gamel* (With Arms Wide Open, 2017)
If we want students to learn and be successful, we have to get students on our side; the way to do that is by being on the students’ side.
If there is no relationship, there is no learning.
*ameliagamel.com

46. Benefits of Blended Format
Instructor support:  models effective reading and study strategies; a non- threatening resource when there are questions; a coach when students need advice or a push
Time:  built into schedule; time to review the day’s Psych material when still fresh
Review and rehearsal:  student groups learn and present material; review games; practice quizzes; jigsaw activities
Relaxed setting:  comfortable, supportive, not rushed
Rigor:  high expectations; Psych assignments and quizzes provide incentive for high engagement and trying out recommended strategies
Peer support:  students challenge and coach each other; structured study groups
Confidence: Psych class successes are a powerful antidote to DE stereotype threat
Acceleration:  completion of a developmental and a Gen Ed course in one semester

47. Philosophy and purpose
Faculty curriculum development
Administrative support
Professional development
Processes (such as registration, scheduling)
Advising and student services
Marketing
Data plan

49. Feel free to contact us
Finnegan, Charlotte Director of Occupational Pathways Flannery, Clarinda Assistant Professor and Lead Faculty Miller, Ted Professor and Department Chair