1. Change Agent Leadership CHANGE MANAGEMENT: Developmental Education Reform A Case Study

2. Geri Anderson Aims Community College 970-339-6617 Geri.Anderson@aims.edu

3. Why Change?

4. The Colorado Problem Students stop out or drop out of the developmental sequence before they complete the gateway Students who begin at the developmental level in one or more subjects complete college at significantly lower rates Time, not student learning, is the greatest barrier to student success

5. The DETF Charge Review and clarify the purpose of developmental education and analyze implications for policy and practice resulting from a clarified purpose. Review current system policies and practices related to developmental education and propose revisions that will promote greater student success in alignment with sound academic principles and practice On the basis of a comprehensive review, recommend broad strategies and specific initiatives related to developmental education that should be pursued by Colorado's Community College System Colleges, leading to enhanced outcomes for student learning and success. Investigate and analyze measures of success, data reports and studies on success of developmental education students. Examine structures for developmental education, highlighting innovative and successful strategies, improving the student experience and identifying barriers to success

6. 5 Principles: Curricular work Use reverse curriculum design to redesign courses Design courses for what students need to know for success in college Encourage active learning by including active and/or experiential learning experiences with each lesson Make curriculum design and assessment of student learning and success a continuous process (see National Center for Academic Transformation work) Provide students with individualized assistance through embedded affective skills, professionalism, and support services as much as possible in the process

7. HistoricState Redesign Time to First ENG100+ 5,0935,598 Zero Term 5.3%81.4% One Term 44.7%12.8% Two Terms 15.9%5.3% Three Terms 13.7%0.6% Four Terms or More 20.3%0% Time to First GT 6,8595,024 Zero Term 55.2%74.7% One Term 19.6%18.2% Two Terms 8%6.5% Three Terms 7%0.6% Four Terms or More 10.2%0% Time to ENG 121 4,8095,539 Zero Term 4.7%82% One Term 46.1%12.4% Two Terms 16.3%5% Three Terms 13.8%0.5% Four Terms or More 19.2%0% The Good News

8. More Good News Historic State Redesign Time to MAT 100+ course 14621900 Zero Term 1.0%8.7% One Term 28.2%51.0% Two Terms 13.7%28.8% Three Terms 18.5%11.5% Four Terms or More 38.5%0%

9. Tools to Facilitate Change Managing Complex Change Force Field Analysis Consensus Building

10. Management of COMPLEX CHANGE =CHANGE =CONFUSION =ANXIETY = GRADUAL CHANGE = FRUSTRATION = FALSE STARTS ++ ++ +++ + +++ + + + + + + + + + + + + VISIONSKILLSRESOURCESINCENTIVES ACTION PLAN SKILLSINCENTIVES ACTION PLAN RESOURCES INCENTIVESRESOURCESVISION SKILLS INCENTIVES RESOURCES ACTION PLAN ACTION PLAN ACTION PLAN

11. Lessons Learned/Challenges Give Up the Notion of the “Hero-Leader” Develop Broad-Based Leadership Encourage Individual Initiative Take a Balcony View Integration of DE and Transfer Level Faculty Elimination of Reading as a Separate Discipline Re-conceptualizing DE Math Pedegogy Faculty Jobs Student Advising and Student Services Open Access vs. Student Success