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Accelerated Learning Program (ALP)
Introduction to: Accelerated Learning Program (ALP) Bob Miller, Associate Professor of English Jamey Gallagher, PhD, Assistant Professor of English CADE 2015
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Accelerated Learning Program (ALP) Start-Up Philosophy
“Adapt, don’t adopt” “Start small; plan large” “Spread”
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` Data showing disappointing results developmental education
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Data from Recent Studies
The Gates Foundation reports that three quarters of students placed in developmental courses do not receive a degree or certificate within four years. graduated in 4 years 25% did not graduate 75% placed in dev ed
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Data from Recent Studies
The Community College Research Center at Columbia (CCRC) has found that “that few students referred to developmental education progress through their developmental education sequence of courses to succeed in college-level courses: within four years, only percent of students in the study successfully completed a course in college-level English.” did not pass ENG101 in 4 years 55% passed 45% placed in dev ed
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Developmental Education Under Attack
“Why should American taxpayers be expected to pay for the same education twice?” “Not everyone belongs in college.” Responses: Many of our students are returning to college after many years have passed since high school. Developmental education supports the American dream and provides the possibility of a “second chance.” Developmental education in the most democratic aspect of higher education.
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81% of students entering CCBC test into one or more developmental
CCBC Demographics Number of credit students: 33,817 Average age: 29 Female/male ratio: 58/42% Students of Color: 51% Sixty-two percent work 20 hours or more per week Full/Part Time 34/66 Three main campuses; 3 extension centers 81% of students entering CCBC test into one or more developmental disciplines 65% Dev. Writing 77% Dev. Mathematics 58% Dev. Reading
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CCBC’s Developmental Education Courses:
MATH 081 082 083 RDG 051 052 ENGL 051 052 ENGL 101 ENGL 102 90% 10%
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ALP ENG 101 ENG 052 After discussing this slide, Peter turns it back to Sarah. A L P
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OTHER MODELS OF ALP ENG 101 ENG 052 A L P
After discussing this slide, Peter turns it back to Sarah. A L P
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OTHER ALP MODELS ENG 101 ENG 052 A L P
After discussing this slide, Peter turns it back to Sarah. A L P
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OTHER ALP MODELS ENG 101 ENG 101 ENG 052 A L P
After discussing this slide, Peter turns it back to Sarah. A L P
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OTHER ALP MODELS ENG 101 ENG 101 ENG 052 A L P
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traditional developmental students:
took ENG 101 2661 48% took no more writing courses 943 17% traditional developmental students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 5545 100% passed ENG 052 3604 65% did not pass 1941 35% ALP students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% didn’t pass 107 18% took ENG 101 592 100% took no more writing courses 0% data from Cho, Kopko, & Jenkins, 2012 (CCRC)
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traditional developmental students:
took ENG 101 2661 48% took no more writing courses 943 17% traditional developmental students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 5545 100% passed ENG 052 3604 65% did not pass 1941 35% passed ENG 101 1829 33% didn’t pass 832 15% ALP students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% didn’t pass 107 18% took ENG 101 592 100% took no more writing courses 0% passed ENG 101 438 74% didn’t pass 154 26% data from Cho, Kopko, & Jenkins, 2012 (CCRC)
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traditional developmental students:
fall 2007 – fall 2010 passed ENG 052 3604 65% did not pass 1941 35% took Fa07-Fa10 5545 100% ENG 101 2661 48% took no more writing courses 943 17% 485 82% didn’t pass 107 18% 592 0% 1829 33% 832 15% 438 74% 154 26% took ENG 102 721 13% haven’t taken 1109 20% passed ENG 102 554 10% F, I, or W in ENG102 167 3% ALP students: fall 2007 – fall 2010 took ENG 102 296 50% haven’t taken 142 24% passed ENG 102 195 33% haven’t passed ENG102 101 17% data from Cho, Kopko, & Jenkins, 2012 (CCRC)
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Critical Features of ALP—Appendix A
Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite. The same instructor teaches the ALP course and the credit course. At least half the students in the credit English course are students who placed into credit-level writing. The ALP cohort is no more than 12 students. ALP instructors recognize the importance of paying attention to the non-cognitive issues affecting their students. The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills.
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Timeline for ALP at CCBC
Fall 1993 Research Study Fall 2006 Pizza Hut Meeting Fall 2007 Launch of ALP Fall 2007 Spring 2008 Five-section pilot Fall 2008 to Spring 2012 Doubling number of sections each year 2012- 2013 120 sections each semester
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ALP Success Rates, 2007-09 75% 66% pass ENGL 101 65% pass ENGL 101 66%
64% pass ENGL 101 64% pass ENGL 101 59% pass ENGL 101 62% pass ENGL 101 50% 25% 27% pass ENGL 101 traditional 052 fall 06 ALP fall 07 ALP spring 08 ALP fall 08 ALP spring 09 ALP fall 09 ALP spring 10 ALP fall10 A L P The Accelerated Learning Program
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Percent Earning 12 or More Credits within 1 Year
Traditional Dev Writing ALP 40% 39% N=149 34% N=288 33% N=550 38% N=587 35% N=669 30% 20% 20% N=1406 14% N=1328 15% N=1042 16% N=884 13% N=687 10% Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
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Completion Rates (as of March 2015)
traditional dev writing ALP 24% N=34 7% N=68 11% N=149 8% N=288 5% N=549 20% 15% 10% 10% N=966 6% N=1142 5% N=1406 N=1328 3% N=1043 5% Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
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Number Taking ALP or Traditional Each Fall
966 1142 1406 1328 1042 884 687 590 1400 traditional dev writing ALP 1200 1000 800 149 34 68 288 550 587 669 700 600 400 200 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
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Write down a list of good and bad practices in basic writing pedagogy.
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How ALP encourages changes in Pedagogy
Not the old dev ed course slapped onto the credit class An entirely new way to think about course The goals of traditional developmental course vs. goal for ALP
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Smaller Cohort “It seemed to me… that the smaller class size made all the difference. It contributed to a greater sense of comfort and freedom than could be achieved in a larger class. Students were eager to read their own work or an assigned reading out loud, which is an invaluable aid in effectively editing and proofreading one’s own work. I observed that on the whole, they were more willing to take risks and to experiment in their own writing.” (Mary Eck, adjunct instructor) Workshops Able to diagnose students’ issues with writing Ability of students to diagnose their own issues
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Integrating the Two Courses
The two courses feed off each other Additional practice in writing: eg. making academic moves Scaffolding opportunities in ALP Sample Assignments: A Microethnography
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Discourse Communities: The Remix
Discourse Microethnography Discourse Communities: The Remix Professor Gallagher A Micro-Ethnography English 101 I want you to write a micro-ethnography for this paper. What is an ethnography, you ask? And why is this one micro? Good questions. An ethnography is a study of a certain group of people. Ethnographies have been written about just about any group of people you can think of—from truck drivers to South American tribes. They usually take years to complete—that’s why this one is “micro.”
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1. Think about a discourse community to which you belong
1. Think about a discourse community to which you belong. This should be more than just a random set of friends or family members. Somebody should be able to define you as belonging to this group. Think about sports you do and activities you’re involved in. I’ve done similar papers with other classes and people have written about: weight lifters, video gamers, vegans, French-Canadians. You belong to multiple discourse communities. Just pick one.
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2. Choose a time to observe this discourse community in action
2. Choose a time to observe this discourse community in action. While observing pay close attention to the way language is used in your community. Takes notes. You may want to record a conversation or meeting (with everyone else’s permission, of course). At the very least you should write down some phrases this group uses that no one else uses.
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3. Begin drafting your micro-ethnography
3. Begin drafting your micro-ethnography. Your microethnography should make the following moves: Explain your discourse community. b. Describe your observation c. Discuss how language is used in this community. Two things are important here. How does language help to define this group? And where does discourse get messy? d. Consider how your observations dialogue with the reading we’ve done. You can use these sources: “What is Literacy” James Paul Gee “The Achievement of Desire” Richard Rodriguez “Language” bell hooks “Renegade” Jay Z The Pura Principle” Junot Diaz e. Come to a final, tentative conclusion about language. Make a claim. This has to be more than just “people use language differently in different discourses/situations.” What does it mean? Why does it matter?
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Noncognitive Issues Listening to students List in ALP Handbook
Atlantic Cape Community College approach Two for the price of one assignments ----- Meeting Notes (5/31/13 13:28) ----- Need Linda's assignment
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Example The Balancing Act
You are now a few weeks into the semester! How well are you handling the main responsibilities and demands in your life? Write a short paper discussing the degree to which you are able to balance your school, work, family, and social life. If you are not balancing all those aspects of your life, consider whether there are strategies or resources available to you that might be helpful.
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Integrated Reading and Writing
More time to help students with their reading skills The Reading-Writing Cycle Group activity: how to integrate Assignment Example ----- Meeting Notes (5/31/13 13:28) ----- Need Reading-Writing Cycle
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Backwards Design College level work Belief in students’ abilities
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Nuts and Bolts of ALP Start-Up
Adapt, Don’t Adopt Getting Started—Start Small; Plan Large While planning, think about scaling up Building support Use our data—more than 100 ALP schools nationally Contact college media services/local newspapers Administration Advisors!
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Nuts and Bolts of ALP Start-Up
Research and Data Collection—Appendix B Webinar for ALP teams and IR staff (TBA) Meet face to face—be explicit Marketing to Students Advisors! Word of mouth Identifying ALP Faculty and Faculty Development The challenge of full-time faculty buy-in Funding and Costs ALP costs less per successful student than traditional dev ed classes Reassigned time for your ALP director Stipends for attending faculty development institutes
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Logistics Registration Advisors Non-Cognitive Issues
Student Eligibility for ALP Faculty Classrooms Computers ALP Student Privacy
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Going Forward Post a description of ALP at your college on the ALP website: Stay in touch and let us know what variations in our model you introduce; we may want to incorporate them, too!
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Faculty Development Half Day Workshops ALP Institute
Ideas moving forward
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Support Contact us: Visit the ALP website: jgallagher@ccbcmd.edu
Visit the ALP website:
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