Transcript Assisting Developmental Students in “Fulfilling the Promise of Their Potential” ROSE STATE COLLEGE “CLICK” Community Learning in Critical Knowledge DEVELOPMENTAL LEARNING COMMUNITY PROGRAM Prepared by Professors Lori.

Assisting Developmental Students in
“Fulfilling the Promise of Their Potential”
ROSE STATE COLLEGE
“CLICK”
Community Learning in Critical Knowledge
DEVELOPMENTAL LEARNING COMMUNITY PROGRAM
Prepared by Professors
Lori R. Morrow, Dianne Krob, and Chris E. Knox on behalf
of
Rose State College
Opening Doors, 4e
Chapter Eight
Fulfill the Promise of Your Potential
Background
Developed in 2003
by RSC faculty
Teaching developmental courses
in several different disciplines
Background
Goal
Improve the success of students
entering college
with high motivation but many
risk factors
Background
Students Identified
Test scores indicating need
for remediation in reading,
math, or English
Background
Areas identified as the most
important
to help our students succeed
Background
Create a sense of belonging and a peer
support network
Provide more faculty mentoring and
encouragement
Help with academic material
Early identification of academic problems
in a study lab
Structure
Continually reexamined for
effectiveness and modification after
2003
Current structure for two years
A culmination of those years of experience
STRUCTURE
• Professors
• Students
• Learning Community Lab
• Orientation, Midterm, Final
•D2L
• Mentoring, Office Visits
• Grade Checks
• Budget
Professors
Eight to Thirteen committed professors
English, math, reading, and educational
planning/academic advisement
Team teach an additional one credit hour
course per semester
Students
Up to 50 students
Students are self-selected with
encouragement from professors and
advisors
Students
Eligibility
Enrolled in a developmental course
Taught by or approved by at least one
professor on the teaching team
Enrolled in an additional one credit
hour course: SOSC 2091 Lab
14
Learning Community Lab
 Offered for one hour at three or four different times
per week
 Staffed by team professors from at least two different
disciplines
 Students are required to attend one session per week
can come to any session they wish
 Professors work with those students who attend,
providing intensive tutoring as needed
Virtual Classroom
Online classroom is used: Desire2Learn
Students post ten directed journal writings
Prompts focus on self-reflection and academic
skill building
Provide support and interaction among all
students enrolled
Orientation
Midterm
Final
Two hour mandatory orientation, Hour and half
midterm and final
Main focus on team building activities among
the students, attempting to create a sense of trust
with the professors
Professor takes responsibility for mentoring a
specific small group of the students throughout
the semester
Grade Checks and Intervention
Students report two times per semester on their
progress
LC teaching team then meets to discuss and evaluate
the progress of each student
Determining whether or not they need to take
additional action to ensure students’ success
Budget
Initially no budget
Program emerged from the ideas of professors who
were willing to donate their time
Currently, college costs payment of one credit hour of
instruction time divided among all professors on the
team
Budget
$2,000 per year
 Refreshments at orientation, midterm, and finals
 Supplies such as flash drives, calculators and other
necessities to students for whom these are a financial burden
Professors donate their pay for this course
Fund with the RSC Foundation has been set up which is
used to provide scholarships for some of the students in the
program
Outcomes
National statistics for
developmental students
A 50% pass rate in the class shows a significant success
Completion Rates
Outcomes:
Rose State College Learning Community
Students that passed class after Administrative Withdrawals
2008:
2009:
2010:
2011:
pass rate 44.8%
pass rate 75.69%
pass rate 84.93%
pass rate 86.37%
More than numbers, we are concerned with
identifying those students entering our college
who have tremendous potential and
motivation...
…but who, without some initial help, would
fall through the cracks in the academic
system
The teaching can occasionally be
challenging, but we have had some amazing
successes
Success
One student came to us after dropping out of high
school at 16 and without a G.E.D. He made As and Bs
in all his classes (including credit classes) and has
raised his Compass Test scores enough to qualify for the
federal grants needed to keep himself in college.
Two students, that received As in Reading classes,
are both enrolling in the Learning Community again for
next semester because they have found it such a
positive experience this semester.
Success
A student in one professor’s Basic Communication class was
once on drugs. When she was in Learning Community, she
never missed a week. She made an A in the class and is
really excited about and dedicated to this program.
Another student in Basic Communication rarely spoke;
however, during the Learning Community midterm project, he
was very comfortable working with a partner and presenting
his project. He was a different person
.
Conclusion:
Program Evolution
Doubled in scope from the original four professors
Hoped that it has also influenced other developmental
programs around the country
Conclusion
Program provides Rose State College
with a valuable tool to help ensure
the success of our most challenged
but dedicated students
Permits the team of professors to
mentor and teach those students in
more meaningful, practical ways