Transcript Document
Accelerated Learning Program (ALP) Start-Up Meeting
Accelerated Learning Program (ALP) Start-Up Meeting Philosophy “Adapt, don’t adopt” “Start small; plan large”
developmental education
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.
placed in dev ed graduated in 4 years 25% did not graduate in 4 years 75%
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 . . . 45 percent of students in the study successfully completed a course in college-level . . . English.”
placed in dev ed passed ENG101 in 4 years 45% did not pass ENG101 in 4 years 55%
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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.
CCBC DEMOGRAPHICS Number of credit students: 33,817 Average age: 29 Female/male ratio: 58/42% Students of Color: 50% Sixty-two percent work 20 hours or more per week Full/Part Time 34/66
81% of students entering CCBC test into one or more developmental disciplines 65% Dev. Writing 77% Dev. Mathematics 58% Dev. Reading
CCBC ’ s Developmental Education Courses:
MATH 081 MATH 082 RDG 051 ENGL 051
10%
MATH 083 RDG 052 ENGL 052
90%
ENGL 101 ENGL 102
ENG 101
ALP
ENG 052
A L P
OTHER MODELS OF ALP
ENG 101 ENG 052
A L P
ENG 101
OTHER ALP MODELS
ENG 052
A L P
ENG 101
OTHER ALP MODELS
ENG 101 ENG 052
A L P
ENG 101
OTHER ALP MODELS
ENG 101 ENG 052
A L P
traditional developmental students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 5545 100% passed ENG 052 3604 65% took ENG 101 took 2661 ENG 102 48% 721 13% did not pass ENG 052 1941 35% took no more writing 943 17% 1109 20% passed ENG 101 1829 33% 554 10% 832 15% 167 3% ALP students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% didn’t pass ENG 052 107 18% data from Cho, Kopko, & Jenkins, 2012 (CCRC) took ENG 101 592 took ENG 102 296 100% 50% took no more writing ENG 102 0 0% 142 24% 438 74% 195 33% didn’t pass 154 17%
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.
Fall 1993 Research Study
Timeline for ALP at CCBC
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
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!
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
Logistics
• • • • • • • • Registration Advisors Non-Cognitive Issues Student Eligibility for ALP Faculty Classrooms Computers ALP Student Privacy
Going Forward
• • Post a description of ALP at your college on the ALP website: http://alp-deved.org/ Stay in touch and let us know what variations in our model you introduce; we may want to incorporate them, too!
Support
• • Contact us: – [email protected]
Visit the ALP website: – http://alp-deved.org/