Adventures in Course Redesign: Reducing Time in Developmental

Education

Dr. Martha CampbellSt. Petersburg College

CITE ConferenceApril 11, 2012

My Bridge to Success Project: St. Petersburg College

• Part of Florida Developmental Initiative Grant• Began Spring, 2011• Key components: Course redesign based on NCAT

principles www.thencat.org– Diagnostic assessment for placement into specific

instructional modules– Use of individualized, “point in time” pedagogy grounded

in best practices– Opportunity to exit development coursework into college-

level courses in the same semester• Only college in Florida to redesign three

developmental areas

Scope: Reading/Writing• 5 campuses• 200 enrollments for spring

2011 in ENC 0990 and REA 0990

• 314 enrollments for fall 2011• 32 sections of ENC 0990, 26

sections of REA 0990 in spring 2011,

• 22 sections of ENC 0990, 18 sections of REA 0990 in fall 2011

• Offered day and night

Course Organization: Reading/Writing

•Classes meet twice a week for a total of two and a half hours (blended delivery)•Sections taught by 8 full-time faculty, 6 adjunct faculty, and 2 instructional assistants•8 week 1 and 8 week 2 delivery (0ption for early exit)•Offered for2 credits

Curriculum Delivery: Reading/Writing

• Diagnostic testing through MyWritingLab and MyReadingLab (tailored for specific competencies on state exit exams)

• Faculty lectures supported through ANGEL (learning management system)

• Practice exit exams and exit exams given when faculty determines student is ready

• Offered in computer labs with close ties to Learning Support Commons

Target Population

Recruitment

Registration and Recruitment: Lessons Learned—Reading/Writing

1. Open enrollment to all students testing into upper level of developmental reading/writing(pilot for spring 2012, some faculty concerns)

2. Simplify enrollment (students can self-enroll)3. Create 8W2 ENC 1101 sections and MAT 1033

sections of various lengths (with same faculty if possible) so students can attempt to complete ENC 1101 and/or MAT 1033 in same semester

4. Choose faculty carefully!

Success Rates: Reading/Writing

Spring 2011• ENC 0990 = 69% passing

with C or better (100 students)

• Compared to 53.4% for ENC 0020 (774 students)

• REA 0990 = 73% passing with C or better (89 students)

• Compared to 57.4% for REA 0002 (744 students)

Fall 2011• ENC 0990 = 68% passing

with C or better (172 students)

• Compared to 57% for ENC 0025 (893 students)

• REA 0990 = 86% passing with C or better (152 students)

• Compared to 68% for REA 0017 (951 students)

Persistence Data

• ENC 0990 (N = 100)• Passed ENC 0990 first attempt– 69• Passed ENC 0990 second attempt-3• Finished ENC 1101 “D” or better– 53• Currently enrolled in ENC 1101 – 8• Passed ENC 1102 “C” or better– 10• Currently enrolled in ENC 1102 – 8• Still enrolled one year later– 54

Persistence Data

• REA 0990 (N = 72)• Passed REA 0990 first attempt – 52 (72%)• Passed REA 0990 second attempt -2 (3%)• Finished ENC 1101 “C” or better – 31 (43%)• Currently enrolled in ENC 1101 – 8 (11%)• Passed ENC 1102 “C” or better– 9 (13%)• Currently enrolled in ENC 1102 – 8 (11%)• Still enrolled one year later – 41 (57%)

Concerns/Struggles• How to advise students who

do not complete within the session

• How to continue to improve registration/advisement/

testing processes • How to design statistical

model to “tell the story” (both qualitative and quantitative methodology)

• How to support professional development of faculty so they can communicate with other course redesign faculty statewide and nationally

For more information

• See Jobs for the Future websitewww.jff.org (Click on Reports)Testing Ground: How Florida Schools and

Colleges Are Using a New Assessment to Increase College Readiness by Pamela Burdman

• Contact information• campbell.martha@spcollege.edu