1. Miami Dade College (no slides, but it was a great presentation )
Vincent Bates
Miami Dade College (no slides, but it was a great presentation )

2. Evelyn Finklea
St. Petersburg College

3. Where We’ve Been
Began offering redesigned upper level developmental reading and writing courses in spring 2011
Part of Florida Developmental Initiative Grant
Program called My Bridge to Success

4. My Bridge to Success: Reading/Writing
Traditional structure:
16 week, 4- credit hour courses offered online, face-to-face, or blended (hybrid)
My Bridge Structure:
8 week, 2-credit hour delivery offered as blended courses (option for early exit)
Classes meet in computer labs twice a week for a total of two and a half hours (blended delivery)

5. Scope: My Bridge Reading/Writing
Upper level developmental courses redesigned as new courses, ENC 0990 and REA 0990
Offered on 5 campuses beginning Spring, 2011
200 enrollments for spring in ENC 0990 and REA 0990
281 enrollments in ENC for academic year (37 sections)
399 enrollments in REA for academic year (34 sections)

6. Curriculum Delivery: My Bridge Reading/Writing
Diagnostic testing and content delivery through MyWritingLab and MyReadingLab (tailored for specific state competencies)
Students work only on areas assessed as “deficient”
Multiple attempts for quizzes (set at 80% mastery)
Faculty lectures supported through ANGEL (learning management system)
All sections offered in computer labs with close ties to Learning Support Commons

7. Success Rates: My Bridge Reading/Writing
Spring 2011
ENC 0990 = 69% passing with C or better (100 students)
Compared to 53.4% for Dev. Writing 2 (774 students)
REA 0990 = 73% passing with C or better (89 students)
Compared to 57.4% for Dev. Reading 2 (744 students)
ENC 0990 = 71% passing with C or better (281 students)
Compared to 64% for Dev. Writing 2 (1084 students)
REA 0990 = 83% passing with C or better (399 students)
Compared to 70% for Dev. Reading 2 (1270 students)

8. Persistence Data: Tracked from Spring 2011 to Spring 2013
ENC 0990: My Bridge to Success (N = 100 in Spring 2011)
Passed ENC 0990 on first or second attempt– 72%
Finished Composition 1 “D” or better by Spring 2012– 63%
Still enrolled in college one year later– 54%
Still enrolled in college two years later—40%

9. New: Piloting This Session
ENC 1101 (3 credits) for 16W + ENC 0055 (1 credit, developmental course, 8 weeks, twice a week for 50 minutes)
Faculty teach both courses, courses linked
“Flipped” classroom style

10. Where We’re Headed
Additional co-requisite sections of ENC ENC 0055
Continuation of My Bridge to Success, 8 week, 2 credit classes
Combined sections of ENC 0015/ENC 0025 and REA 0007/REA (same classroom, same time, same faculty, same textbooks)
Possible contextualized courses: Human Anatomy and Physiology I with REA 1105
ENC 0027 Integrated Reading and Writing II (6 credit hours)

11. Training for This Session for Dev Ed and Gen Ed Faculty
Overview of Developmental Education Reform at SPC
Understanding the Developmental Student in the General Education Classroom
Embedding Instructional Strategies in the General Education Classroom
Enhancing Instructional Strategies in the General Education Classroom

12. Concerns/Struggles
How to provide effective course redesign for online delivery
How to attract newly “exempt” students
How to build other accelerated/compressed courses
How to design statistical model to “tell the story” (both qualitative and quantitative methodology)
How to support professional development of faculty so they can communicate with other faculty engaged in developmental education reform statewide and nationally

13. Caroline Seefchak
Edison State College

14. SB 1720 Redesign at Edison State College
Caroline Seefchak, Ph.D.
Chair, Developmental Studies
Professor, English
Edison State College, Fort Myers, FL

15. Edison State College Established in 1962
13th largest community college in Florida
Served 24,034 students
Serves five counties: Lee, Collier, Charlotte, Hendry, and Glades
Three campus locations and one regional center
Programs: 17 Associate and 10 Bachelors Degrees

17. Edison State College Enrollment
Annual Enrollment Data:
Academic Year

18. Edison State College: Students
One in four students receives financial aid
32% of overall population are enrolled in one or more developmental course or courses

19. Edison State College: Students
64.2% of students are 24 years old or younger, 35.8% of students are over the age of 24
Female %
Male %

20. Edison State College: Students
58.0% White
22.9% Hispanic/Latino
10.9% African American
3.5% other minorities

21. Edison State College: Students
Fall 2012
P.E.R.T. Subtest
Students taking test
# Placing “College Ready”
% Placing “College Ready”
Math
1,598
529
33.10%
Reading
1,281
829
64.72%
Writing
1,273
940
73.84%
One in four students receive financial aid
32% of overall population are enrolled in one or more developmental course(s)

22. Edison State College: Students
Spring 2013
P.E.R.T. Subtest
Students taking test
# Placing “College Ready”
% Placing “College Ready”
Math
2,008
498
24.80%
Reading
1,558
846
54.30%
Writing
1,540
996
64.68%
One in four students receive financial aid
32% of overall population are enrolled in one or more developmental course(s)

23. Edison State College: Faculty and Staff
Academic Year
Full-Time Instructional Faculty - 169
Part-Time Instructional Faculty - 362
Full-Time Administration & Staff - 334
Part-Time Administration & Staff - 301

24. Edison State College: Faculty
The Department of Developmental Studies is presently a centralized department with 22 full-time faculty on three campuses and adjunct faculty on three campuses and one center.
Oversight: District Dean of College and Career Readiness, District Department Chair, and Lead Faculty in Developmental Mathematics

25. SB 1720 at Edison State College
Communication
Within Department
Throughout entire College
VPAA-appointed Task Forces:
Reading/Writing
Math

26. SB 1720: Communication
An EXEMPT student is NOT REQUIRED to take the P.E.R.T. or to submit placement scores such as the SAT or ACT.
To be considered EXEMPT, a student must:
Have entered 9th grade in a Florida public school in the school year or any year thereafter.
Remained in a Florida public high school until completion
Have earned a Florida standard high school diploma OR
Is presently serving as an active duty member of any branch of the United States Armed Services

27. SB 1720: Communication
A NONEXEMPT student must take the P.E.R.T., or submit placement scores, and will be advised of options available for remediation and must enroll in the developmental education option or his or her choice.
A student is NONEXEMPT if he or she:
Entered a Florida public high school before the school year
Completed high school through GED completion
Attended any high school other than a Florida public high school, including:
Private school
Home school
High school in any other state

28. SB 1720: English and Reading
Developmental Writing and Developmental Reading will remain separate classes.
There will be one level, each, of Developmental Writing and of Developmental Reading.

29. SB 1720: English and Reading
For NON-EXEMPT students, ENC classes will be taught as compressed, 8-week, courses, giving students the opportunity to take ENC 0025 and ENC 1101 in the same semester.

30. SB 1720: English and Reading
For students considered EXEMPT:
There will be Diagnostic Testing
After admission to college
“Writing Practice” (Smart Thinking)
Faculty-created diagnostic

31. SB 1720: English and Reading
Based on exam score, EXEMPT student will go to ENC 1101 or will take concurrently take ENC 1101 and
Linked corequisite course
Required Writing Center Tutoring
Smart Thinking, online tutor
Connect, Learning Module

32. SB 1720: English and Reading
Linked courses to work as corequisite courses:
ENC 1101 and ENG 1012, American English
ENC 1101 and LIN 1670, Basic Grammar
ENC 1101 and ENG 2061, English Grammar

33. SB 1720: English and Reading
Work with Advising:
Faculty to create a checklist that advisors can use with EXEMPT students to get a preliminary idea of placement needs
ENC 1101 professors to visit advising during peak times for consultation availability

34. SB 1720: English and Reading
Other ideas
Contextualized Reading to align with meta-majors
Co-Requisite Developmental Writing with ENC 1101

35. SB 1720: Mathematics
After piloting a modular redesign approach sponsored through the SIRIUS company and Florida State College at Jacksonville, 9 full time instructors at Edison State College have created a modular teaching approach, within the limits of the current textbook and resources.

36. SB 1720: Mathematics Entire MAT0018 and MAT0028 have been modularized
Several related concepts make up a Module, 2-3 modules make up a Unit.
There are 4 units in MAT0018, and the are 5 units in MAT0028

37. SB 1720: Math Benefits to Students
Able to move through the curriculum at own pace (inside and outside of class)
Can catch up and succeed if they dedicate time to class
Have access to program/class 24/7
Have access to all assignments for entire semester

38. SB 1720: Math Benefits to Instructors
Tests are written as open-ended questions rather than all multiple choice questions
Can catch up and succeed if they dedicate time to class
Higher retention and completion rates (expected)

39. SB 1720: Math Ideas and Plans
Textbook selection
Incorporate MAT1033 modules/units
Offer mini-lectures outside of “class”
Testing center
Training

40. SB 1720: Assessments Strength: Assessments - Common Course Assessments
In each level of developmental courses,
there are:
- Common Course Assessments
- Common Course Final Exams
- Standard Course Mastery Exams

41. SB 1720: Assessments
Existing longitudinal data can help us monitor new course delivery options. We will continue to record data, which will be a vital component to the legislation’s mandated annual accountability report. (to begin )

42. SB 1720: In Progress Comprehensive Advising Plan
Description of Student Costs and Financial Aid Opportunities

43. SB 1720: Challenges Computer-equipped classrooms Software
Support personnel in centers
Scheduling
Uncertain enrollment

44. SB 1720 at Edison State College
Thank you!

45. Florida State College at Jacksonville
Jerry Shawver
Florida State College at Jacksonville

46. Florida State College at Jacksonville
Professor Jerry Shawver

47. Overview of Developmental Education at FSCJ
16,000 – 18,000 Developmental Education students annually (duplicated headcount)
Approximately 150 Dev. Ed. Faculty (About one-third are full-time faculty)
Current prediction is 60 – 75% of our students will be considered “exempt” under SB 1720

48. Models Under Development
Accelerated Math Courses
Eight-week developmental math courses
MAT 0018
MAT 0028
Modularization
MAT credit modularized course
MAT credit modularized course
MAT credit modularized course
MAT credit modularized course
MAT credit modularized course
Embedded Remediation
MAT 1033C 4 credit modularized course
Alternative Math Pathways for non-STEM Meta-majors/Majors
MAT credit course for non-stem majors being considered

50. So far we have …
Formed two teams comprised of one full-time faculty member from each of our 5 campuses
Agreed on using Pearson software in our courses
Presented recommendations of curriculum changes (MAT 1033) and developmental education options to our Mathematics Council last week for feedback

51. In the future we will…
Need to submit our final curriculum proposal to the Mathematics Council and the college by the end of October
Align the curriculum (once approved college-wide) with a Pearson textbook and software by the end of November
Create courses by the end of January 2014
Revise and finalize courses by the end of March 2014
Offer pilots to take place Summer 2014
Fully implement our changes by Fall 2014

52. Russell Takashima
Valencia College

53. Thank you!