Connecticut Coalition of English Teachers (CCET) Conversation
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Transcript Connecticut Coalition of English Teachers (CCET) Conversation
Preparing Underprepared Students for
Success:
A Collaborative Response to a Legislative
Challenge
James Gentile
Ken Klucznik
Manchester Community College,
Manchester CT
Public Higher Education In
Connecticut
From This:
University of Connecticut
Four State Universities
Twelve Community Colleges
Charter Oak College (online)
Each with its own administration, budget, support staff,
faculty, and curriculum
Each with unique service areas (rather than curricular or
vocational focuses)
CSUs and CCs with Chancellors and for CCs, President
and Dean Councils
To This:
ConnSCU
12 community colleges
4 state universities
(not University of Connecticut)
online state university
under a common Board of Regents
PA 12-40: An Act Concerning College Readiness and
Completion
[N]o public institution of higher education shall offer any
remedial support, including remedial courses, that is not
embedded with the corresponding entry level course. . . .
. . . except such institution may offer a student a maximum of one
semester of remedial support that is not embedded.
[I]f a public institution of higher education determines . . . that a
student is below the skill level required for success in college
level work, the public institution of higher education shall offer
such student the opportunity to participate in an intensive college
readiness program before the start of the next semester.
Interpretation of Law
Tiered System of Instruction
In response to Public Act 12-40, the Connecticut State Colleges and Universities (ConnSCU) faculty is re-designing developmental
education using a tiered system of instruction with three levels as described below.
College Level
College-level instruction; a course numbered 100 or higher
Embedded Level
College-level instruction with embedded developmental support designed for students with 12th grade skills (or
close to that) who are approaching college readiness but require some remediation; college-level components must
be numbered 100 or higher.
Intensive Level
A single semester of developmental education or an intensive readiness experience for students below the 12th
grade level; if structured as a course, must be numbered below 100.
In addition, institutions have joined together in four regional groups to devise strategies to address students who demonstrate
significant gaps in skills levels or are unsuccessful in an initial attempt in an intensive-level offering.
Transitional Strategies
Strategies for students with eighth grade skill levels or below developed by groups from colleges and universities
in each geographical region of the state.
http://www.ct.edu/initiatives/dev-education
Student Needs
Pre PA 12-49 (MCC)
003 (3 hours)
066 (6 hours)
093 (3 hours)
101 (college-level 3 credits)
Post PA 12-40 (MCC)
One developmental course with
outcomes leading to
101 (college-level 3 credits)
2012-2013 College Access Challenge Grant
ConnSCU Remediation Redesign Support
Outcomes
Created outcomes for a 6 credit
developmental course
Created (identical) outcomes for Composition
and Composition with embedded support
Proposed multiple measures for placement
Exchanged ideas on embedded models
through meetings and a conference
Faculty
General Consensus
CCs reached consensus on outcomes and placement
Several CCs wanted to maintain autonomy on
delivery methods due to
low-performing student populations
different philosophies (reading and writing split)
their institutions academic cultural norms and
scheduling needs
Administration
Ambivalence
Approved of consensus on outcomes
Concerns over scalability
Financial impact
Enrollment impact
Faculty work-load
Dependence on part-time faculty
Shared Concerns
Change in Mission
Distinct College Demographics and Student Needs
Distinct College Departmental Philosophies, Structures,
and Resources
Elimination of developmental sequence Less time to
remediate significant deficiencies
Impact on prerequisites across the college—degree of
student preparedness for college coursework
Scalability (Scheduling, Costs, Full-time Faculty
Workload, Part-time Faculty Dependence)
Positive Outcomes
Reflects cross-campus consensus on significant
placement, curriculum, and assessment issues
Develops possibility for seamless transfer of
developmental work across campuses
Emphasizes reading-writing connection
Accelerates student movement into college-level work
Provides individualized instruction / Provides
reinforcement gauged to student needs
Creates an atmosphere of support and engenders
confidence