Citrus College's Acceleration Experience
Transcript of Citrus College's Acceleration Experience
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Citrus Colleges Acceleration
Experience
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English100
English 40
English 30
Reading99
Reading40
Reading19
Original
English Sequence
LCFast Track
Fast Track
Fast Track
Fast Track
Original
Reading Sequence
Fast Track (Compression) Model
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Do they work? *Fall 2009 Fall 2010
LC Regular FT FT + LC LC Regular FT FT + LC
ENGL 03034.5%
(48/139)83.0%(78/94)
53.8%(43/80)
81.5%(75/92)
ENGL 04078.6%
(22/28)
67.7%
(268/396)
83.5%
(152/182)
87.1%
(27/31)
60.6%
(20/33)
66.8%
(169/253)
89.1%
(123/138)
90.9%
(30/33)
ENGL 10069.6%
(407/585)84.2%
(128/152)88.1%(52/59)
78.9%(343/435)
86.4%(108/125)
95.0%(57/60)
READ 01971.7%
(114/159)92.1%(58/63)
83.8%(109/130)
93.5%(58/62)
READ 040 75.9%(22/29)
78.8%(193/245)
91.3%(84/92)
96.8%(30/31)
71.5%(128/179)
87.2%(129/148)
93.9%(31/33)
READ 09991.3%(21/23)
77.2%(345/447)
96.6%(28/29)
96.4%(27/28)
68.7%(215/313)
95.2%(79/83)
100%(28/28)
*Preliminary data shows that Fast Track students were successful in English 101 at
approximately the same rate as the general population of English 101 students.
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READ 120
(3 units)ENGL 101
(3 units)
ENGL 100(3 units)
ENGL 40
(3 units)
ENGL 30
(3 units)
READ 99(3 units)
READ 40
(3 units)
READ 19
(3 units)
ENGL 101
(3 units)
ENGL 99
(5 units)
ENGL 98(1 unit lab)
OLD ENGLISH AND READING
SEQUENCE OF COURSES
(BEFORE FALL 2011)
NEW ENGLISH
SEQUENCE OF COURSES
(BEGINNING FALL 2011)
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Campus Stakeholders/Supporters
English and Reading Departments
Vice President of Academic Affairs
Vice President of Student Services
Curriculum Committee Chair
Academic Senate
Counseling and Advising
College Success Advisory Committee (basic skills committee)Disabled Students Programs and Services
Admissions and Records
Learning Communities Faculty Committee
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The Process of Our Curriculum Redesign
Basic skills English faculty expressed concern over length of thesequence
Faculty met with Language Arts/Enrollment Management Dean todiscuss revising the sequence based on success of Fast Track
Dean proposed combining English and reading courses and approached
reading faculty who were amenableBasic Skills Director and faculty met with campus stakeholders
English and reading faculty worked together to design the new courseEnglish and reading faculty worked together to design cross-training forboth English and reading faculty
Curriculum Committee approvalEnglish and reading faculty worked together to design course syllabusand scheduleBlackboard class developedClass piloted Fall 2011Faculty Lead held monthly meetings to discuss issues related to thecourse
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Curriculum DevelopmentEnglish and reading faculty:
Compared course outlines for content and objectives
Eng. 40 and 100/Reading 40 and 99 course outlines
Designed content, objectives and SLOs based onshared goals for reading and writing
Focused on reading, writing, and critical thinking
Developed custom textbook for course
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Cross-training English and reading faculty met to design training that
mirrored our experience in designing the curriculum
Shared vocabulary
Shared content
Shared SLOs
English and reading faculty each led instructors
through suggested content and teaching strategies forintegrating reading and writing
Move away from only mode-based writing assignments
Reading and writing as a recursive process
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First Semester Results