Transcript Finally Getting It All Together: Fully Integrated Academic

Retaining Underprepared Students:
Building a Comprehensive
Developmental Education Program
Gwen Braun, Director
Leanne Frost, Asst. Director
Academic Support Center
© Montana State University-Billings
Developmental Education
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What do you think about
developmental education?
What is Developmental Education?
Arriving at a Common Definition
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Developmental education is a field of
practice and research within higher
education with a theoretical foundation
in developmental psychology and
learning theory.
National Association for
Developmental Education
What is Developmental Education?
Arriving at a Common Definition

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Developmental education promotes the
cognitive and affective growth of all
postsecondary learners, at all levels of the
learning continuum.
Developmental education is sensitive and
responsive to individual differences and
special needs among learners.
National Association for
Developmental Education
What is Developmental Education?
Arriving at a Common Definition

Developmental education programs and
services commonly address:
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Academic preparedness
Diagnostic assessment and placement
Development of general and discipline-specific
learning strategies
Affective barriers to learning
National Association for
Developmental Education
What is Developmental Education?
Arriving at a Common Definition

Developmental education includes, but is not
limited to:
•
All forms of learning assistance
•
•
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•
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Tutoring
Mentoring
Supplemental Instruction
Personal, academic, and career counseling
Academic advisement
Coursework
National Association for
Developmental Education
Objectives

To share our successes and challenges,
primarily through causes and effects of some
misconceptions

To encourage using diagnostic assessment
to improve both placement and retention
and to enhance students’ opportunities
for success
© Montana State University-Billings
Assumptions

Even if they have more experience with failure
than with success, students who can overcome
fear of failure will take consistently higher risks,
both academic and intellectual.
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For both students and faculty, conquering fear
and actively pursuing an education depend
upon both teaching and learning.
© Montana State University-Billings
Rationale
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Academic, career, and life goals can be achieved
when students are both well-prepared and wellmotivated by developmental courses.
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Retention can be enhanced when students experience
academic success, supported by developmental
coursework, assessment, and tutoring.
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Programs that are truly student-centered will more
successfully produce independent, lifelong learners.
© Montana State University-Billings
Retention: A National Issue
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Access to postsecondary education has
increased during the past 30 years, but
completion rates have not risen accordingly.
National Completion Rates
– 53% for 4-year universities
–
24%-28% for 2-year community colleges
(U.S. Dept. of Education, 2004)
Underpreparedness: A Major
Cause for Non-completion
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Researchers agree underpreparedness
represents a significant cause of
non-completion.
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Researchers estimate between 50% and 70% of
postsecondary students are underprepared in
math, writing and/or reading.
Developmental Education as a Solution
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Many postsecondary institutions turn to
developmental education to bridge the gap
between previous learning and collegiate
demands.
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76% of postsecondary schools offered Dev. Ed. courses
Fall 2000.
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28% of incoming freshmen enrolled in Dev. Ed. courses
Fall 2000.
(U.S. Dept. of Education, 2004)

What ideas will you use to improve your
program and increase student retention?
?
© Montana State University-Billings
The Academic Support Center:
Montana State University–Billings’
Dev. Ed. Solution
Best Practice: Creating a “One-Stop Shop”
•Reorganized in 2001 to consolidate academic department
“help centers”
•Brought Math and English tutoring centers together in a
“reclaimed” building on campus
•Expanded to the College of
Technology Summer 2004
© Montana State University-Billings
The Academic Support Center:
Montana State University–Billings
Dev. Ed. Solution
Best Practice: Seeing the student as a whole
• In addition to providing tutoring, in 2001 offered the following
Dev. Ed. courses:
• English 100: English Essentials
• Math 101: Introductory Algebra
• Math 105: Algebra for College Students
•Funded by student fees
•Operated as part of Student Services
© Montana State University-Billings
Montana State University–Billings
Academic Support Center

Currently staffs, administers, schedules and develops
curricula for:
– 4 sections Math 085: Math Fundamentals (added Fall 2005)
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12 sections Math 101: Introductory Algebra
19 sections Math 105: Algebra for College Students
12 sections English 100: English Essentials
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4 sections RD 101: Reading Improvement (added Fall 2006)
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Fall 2006
No. of Dev. Ed. Course Sections
60
50
40
Fall
Spring
30
20
10
0
2001
2002
2003
2004
2005
Total sections increased from 40 Fall 2001 to 56 Fall 2005,
a 40% increase.
Montana State University–Billings
Academic Support Center
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Recruits, trains and manages staff, including:
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1 director & 2 assistant directors, who
also teach
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An additional 5 FT and 15 PT instructors, who
also tutor
•
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30 tutors
2 part-time administrative assistants
Fall 2006
Montana State University–Billings
Academic Support Center
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Expanded tutoring beyond Math and English
to include:
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Reading, Business, Accounting, Anatomy & Physiology,
Biology, Chemistry, Physics, Statistics, German,
Spanish, French, Psychology, ESL
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Plus, specialty tutors at the COT in Automotive, Drafting
& Design, Medical Coding, Computer Systems, Process
Plant Technology
Montana State University–Billings
Academic Support Center
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Equips, manages and staffs a main campus
Learning Lab with:
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56 computers
14 tutoring stations
Serves 600
students per day
Montana State University–Billings
Academic Support Center
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Equips, manages and staffs a COT Learning
Lab with:
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14 computers
5 tutoring stations
Serves nearly 100
students per day
Factors of Success
1. Student-Centered Vision
2. Team-Building Efforts
3. Quantitative Measures
Factor of Success
1.
A Student-Centered Vision
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The ASC serves a diverse population of students:
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with physical and learning disabilities
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whose COMPASS scores may not accurately
reflect their academic abilities
–
who would be better served by Adult Ed. programs
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who are emotionally unprepared
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with ESL challenges
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with diverse socio-economic and ethnic
backgrounds
Factor of Success
1.
A Student-Centered Vision
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The ASC serves a diverse population of students:
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who are first-generation college students
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who are academically challenged but technically
proficient in other areas
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who are non-traditional
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with criminal backgrounds
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who are in recovery
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with GEDs
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who were home-schooled
A Student–Centered Vision
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Lab hours
Technology-assisted instruction
(computers, calculators, and multimedia tutorials)
Coordinated services with DSS and SOS/TRIO
Conscientious staff selection
Workshops based on student needs
Continual assessment
Classroom visits
Lab Tours
ASC website (www.msubillings.edu/asc)
Cookies on Fridays
© Montana State University-Billings
Retention Efforts
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Intervention strategies for At-Risk students
Calls
– Letters
– Shared lists
– Advisors
– Mentors
– Referrals
– Security
**Hall visits!
–
© Montana State University-Billings
Retention Effort Results
15-Day No-Show
Letters
10%
Absolute Drop
Letters
Midterm Warning
Letters
19%
12%
5%
35%
48%
Success
(dropped,
w ithdrew or
achieved a C o
higher)
Failed (receive
an F or D)
40%
85%
Failed on multip
attempt
46%
Success: dropped, withdrew, or achieved a C or better
Did not pass: received an F or a D
Failed on a multiple attempt: received an F or a D, not first time
taking the class
Spring 2005
Retention Effort Results
Retention rates for Dev. Ed. students
are increasing at MSU-Billings:
86%
84%
82%
80%
78%
76%
74%
72%
70%
68%
Dev. Ed.
University
F01Sp02
F02Sp03
F03Sp04
F04Sp05
Additional Retention Efforts
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Skills-Based Workshops
(Based on expressed/demonstrated student needs)
– Graphing Calculator
– Algebra Refresher
– APA Writing Skills
– Reading Skills
– Job Search Skills
– Word-Processing Skills
© Montana State University-Billings
Celebrate Successes
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Support techniques for Dev.Ed. graduates
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Congratulatory letters
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Making the Honor Roll
Getting off Academic Probation
Outstanding Student nominations
Wall-of-Honor
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Graduates
Students of the Month
Instructors
© Montana State University-Billings
Factor of Success
2.
Team-Building Efforts
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Within the Department
In the Learning Labs
Across Campus
© Montana State University-Billings
Team-Building Techniques:
Within the Department
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Students and teachers as lifelong learners
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Professional development for teachers
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Professional development for tutors
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Handbook, conferences, workshops
CRLA Tutor Training and Certification
Teaching opportunities for exceptional graduates
Tutors as teaching assistants
ASC alumni as classroom presenters
© Montana State University-Billings
Team-Building Techniques:
Within the Department
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Team building
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Potlucks
Flextime
Bookbucks
Content-specific
teaching aids
Employee workspace
Holiday decorations
Lobby honors for
graduates
© Montana State University-Billings
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Birthday lists
“I’m a Regular” stickers
Marching together at
graduation
Team-Building Efforts:
In the Learning Lab
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All teachers as tutors
Peer tutors
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Professional tutors
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Work-study
English & Math 390 students
Hourly
Retirees
Second income
Entry-level employees
Graduate students
Many tutors dual-qualified
© Montana State University-Billings
Team-Building Efforts:
Across Campus
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Advising
Housing
Academic Departments
DSS
TRIO/SOS
Campus Security
Financial Aid
© Montana State University-Billings
Factor of Success
3.
Assessment and Placement
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COMPASS
Pre- and post-testing
Traditional class assessment
Teacher/course evaluations
Post-DevEd assessment
Continual attendance tracking/analysis
Daily log-ins and door counters
© Montana State University-Billings
Assessment Cycle
Share Results
Ask, “What do I
want to know?”
“I wonder if…”
“Why do…”
Analyze Data
Gather
Information
Quantitative Measures: The Benefits
• Dispel “myths”
• Add validity to programs and
recommendations
• Justify staffing and funding
• Discover trends and needs
• Prepare for accreditation
Using Pre- and Post-Tests:
COMPASS Gain Scores
Math
Fall 03
Pre
Spring 04
Post
Pre
Post
Fall 04
Spring 05
Pre
Post
Pre
Post
Overall (all)
< 15
22.66%
10.20%
23.58%
9.85%
21.48%
8.08%
19.77%
9.01%
15 < % < 25
56.15%
24.63%
41.59%
27.22%
61.16%
30.89%
56.03%
27.68%
> 25%
21.19%
65.17%
34.83%
62.93%
17.35%
61.03%
24.20%
63.31%
< 16
27.76%
11.90%
27.09%
11.90%
26.76%
10.03%
24.51%
10.75%
16 < % < 26
55.13%
26.31%
42.06%
32.93%
59.89%
33.22%
56.00%
29.77%
> 26
17.11%
61.79%
30.85%
55.17%
13.35%
56.75%
19.49%
59.48%
average
19.84
29.46
21.51
27.23
19.58
27.55
20.47
28.38
median
18
27
19
26
18
26
19
27
6.49
11.43
9
9.49
5.79
8.99
6.45
10.01
Overall - (ALL)
S.D
Using Pre- and Post-Tests:
COMPASS Gain Scores
ENGLISH 100
Fall 03
Pre
Spring 04
Post
Pre
Post
Fall 04
Spring 05
Pre
Post
Pre
Post
Overall (all)
< 87
91.77%
76.73%
91.47%
77.64%
91.77%
75.17%
90.99%
77.64%
>87
8.23%
23.27%
8.53%
22.36%
8.23%
24.83%
9.01%
22.36%
average
57.21
70.6
58.32
68.86
57.42
70.83
59.31
68.35
median
63
74
61
72.5
65
74
65
72
24.42
22.6
20.91
23.94
21.3
23.89
20.6
24.42
Overall - (ALL)
S.D
Using Pre- and Post-Tests:
COMPASS Gain Scores
Examination of COMPASS pre- and post-test gain
scores and DWF lists led to several decisions:
• Adjusted Math 101 COMPASS exit score
because success rate in 105 was not as great
• Considering English 085 because of large
standard deviation in gain scores for English 100
Using Post-Developmental Education
Assessment to Dispel Myths
Myth: Dev. Ed. students don’t do well in next
courses; Dev. Ed. classes don’t work.
• 48%
of students taking post-Dev. Ed. Math
courses without a previous Dev. Ed. Math course
achieved a “C” or better
• 52% of students taking post-Dev. Ed. courses
with a previous Dev. Ed. Math course achieved a
“C” or better
© Montana State University-Billings
Spring 2005
Using Post-Developmental Education
Assessment to Dispel Myths
Myth: Dev. Ed. students don’t do well in next
courses; Dev. Ed. classes don’t work.
• 45% of students taking English 150 without a
previous Dev. Ed. English course achieved a “C”
or better
• 55% of students taking English 150 with a
previous Dev. Ed. English course achieved a “C”
or better
© Montana State University-Billings
Spring 2005
Using Post-Developmental Education
Success Rates to Dispel Myths
Myth: Dev. Ed. students don’t graduate.
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Of MSU-Billings’ 2005 graduates:
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18% of all graduates completed at least
one Dev. Ed. course.
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21% of those receiving baccalaureate
degrees completed at least one
Dev. Ed. course.
Using Daily Log-ins and Door Counters
to Justify Staffing and Funding
Learning Lab usage is increasing on both campuses.
Average Daily Visits
600
500
400
Fall
Spring
300
200
100
0
2002
2003
2004
Senior Campus
100
90
80
70
60
50
40
30
20
10
0
Fall 2004 Spring Fall 2005
2005
COT Campus
Using Assessment to
Prepare for Accreditation
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College Reading and Learning Association
(CRLA) 2006
National Association for Developmental
Education (NADE) 2007
Northwest Commission on Colleges and
Universities (NWCCU) 2008
Share Results
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Throughout the University System
– Individual Departments
– Administration
– Advising
– Housing
– DSS/TRIO/SOS
– Campus Security
– Financial Aid
– Newsletter
Share Results
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With the Community
– School District
– Adult Education
– Alumni
– General Public
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With the Discourse Community
– State, Regional and National Conferences
– Publications
– Webinars

What ideas will you use to improve your
program and increase student retention?
?
© Montana State University-Billings
What do you think about
developmental education?
1. Do institutions of higher education have an
obligation to provide access to all learners who
desire to be educated?
2. Should DevEd instructors receive equal
compensation?
3. Is DevEd a new concept that came on the scene in
the 70’s?
4. Does providing developmental courses mean
lowering the curriculum standards so students can
pass?
5. Are remedial education and developmental
education the same?
What do you think about
developmental education?
6. Do DevEd programs only belong in two-year
community colleges and not four year
universities?
7. Do DevEd programs increase freshman attrition
rates?
8. Will there always be a need for DevEd at all
institutions of higher education?
9. Even if students succeed in their DevEd courses,
can they succeed in higher level courses?
10. Do DevEd courses always qualify for financial aid?
11. Do DevEd programs cost too much to run?
Resources
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National Association for Developmental Education (NADE)
www.nade.net
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Publications/Speeches tab for “Must-Read” articles
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College Reading and Learning Association (CRLA)
www.crla.net
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Montana State University-Billings Academic Support Center
(ASC) www.msubillings.edu/asc or www.msubillings.edu/asccot

Learning Assistance Discussion Group
[email protected]
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Conference on Basic Writing listserve
[email protected]
Q&A
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Assessment
Retention
Successes
Challenges
© Montana State University-Billings
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Gwen Braun, Director
Leanne Frost, Assistant Director
Academic Support Center
Montana State University – Billings
1500 University Drive
Billings, MT 59101-0298
(406) 657-1641 front desk
www.msubillings.edu/asc
© Montana State University-Billings
Follow-up Information
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Slides and Recording
–
https://www.innovativeeducators.org/underprepared.ppt
–
We will send you a link to view the recording by
Friday, September 29th
–
Evaluation
Thank You