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Reimagining Developmental English at SUNY Rockland Community College (Faculty Engagement) Presented by Professor Martha Rottman, Chair Humanities Division March 15, 2018

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Page 1: Z ] u P ] v ] v P À o } u v o v P o ] Z ^hEz Z } l o v } u ......Title: Microsoft PowerPoint - Engaging Faculty in Guided Pathways Implementation-COMBINED Author: jmills17 Created

Reimagining Developmental English at SUNY Rockland Community College

(Faculty Engagement)

Presented by Professor Martha Rottman, ChairHumanities Division

March 15, 2018

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Overview of RCC•Fall 2017 – Enrollment of about 7,000 students

•English 101 – Required of all full-time students

•Title III Grant – 2010-2015 – Supported English curricular revisions

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Barriers to Success•Students’ progress is stalled in developmental course sequences

•Enrollment in developmental courses does not increase probability that students will complete college-level courses or achieve other desired outcomes

Source: CCRC. “Community Colleges and Student Success: Models for Comprehensive Reform” May 8, 2017

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A National PerspectiveDevelopmental education should be redesigned into accelerated on-ramps to programs of study that include strong advising, student entry into program streams, and comprehensive “wraparound” services that provide everything from counseling and financial literacy to supplemental instruction.

Jobs for the Future, 12/14

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Developmental English at RCC before 2013

•English 080 – 9 credit-equivalents (including lab)•English 090 – 9 credit-equivalents (including lab) •English 095 – 4 credit-equivalents •English 096 – 4 credit-equivalents

• Placement was based on Accuplacer and Writeplacer scores

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Our Provost’s Charge Spring 2013

• Reduce the layers of developmental courses• Reduce the number of hours of developmental courses• Target students’ challenges in reading and writing and

find modules that work in addressing these core issues• Investigate possibility of support module for students

with borderline placement into English 101• Eliminate exit exam for developmental courses• Re-examine placement grid

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Faculty Response

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Conference on Acceleration in Developmental Education – June, 2013

Baltimore County Community College•Workshops by leaders in the field helped us select

models•Accelerated Reading and Writing Courses – Dr. Katie

Hern (Chabot College), Director of the CA Acceleration Project

•Accelerated Learning Program – Peter Adams, Director of Accelerated Learning at Baltimore County Community College

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Chabot ModelHigh Challenge, High Support

“Under-prepared students need practice with college-level skills, content, and ways of thinking. They need to reason their way through open-ended topics that matter. They need to think. And if, along the way, we see that they are weak in some of the basics, we need to build in targeted support” (Hern and Snell).

• California Acceleration Project

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Baltimore County Community College ModelAccelerated Learning Program

• The ALP model mainstreams developmental students into college English

•Designated sections of English 101 reserve 10 seats for upper-level developmental students who also register for a two-credit support module

• 14 seats in each section are occupied by students who place into English 101

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Fall 2013 Pilot

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Fall 2013 Pilot•2 sections of English 080 with emphasis on close-

reading and essay responses – a research paper was required for the first time

•4 ALP classes of English 101 + 098•English 101 EC – 14 students in each section•English 101 DC – 10 students in each section•English 098 (2 credit-equivalent co-requisite) –

required for the 10 students enrolled in each 101 DC section

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English 080 Pilot• Required textbooks

• They Say, I Say• The Other Wes Moore• The Little Seagull (handbook)

• Close reading• Topics of interest from textbooks and complex

scholarly articles• Research essay

• MLA documentation• Counselor involvement

• 2-3 visits to develop personal connections with students

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English 101 098 (ALP) Pilot•What happens in the support module (098)?•Reinforce class discussion from 101 – Faculty created Norton Mix textbook•Review drafts of 101 essays individually and in small groups•Plan next 101 essay•Provide “just in time” remediation based on individual need

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Success!

•ENG 080 Fall 2013 pass rate into ENG 101 –127% increase from the previous fall’s pass rate

•ENG 101 098 Fall 2013 pass rate – 85% compared to the average ENG 101 pass rate of 75%

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Professional Development

•Mandatory training for instructors in May and June – 2014•Each session – 6 hours – food and stipend (Title III)•Experienced faculty from pilot courses led training•Professional development materials and extra resources available online through Angel (now Blackboard)

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English Placement GridOld and New

Old Grid New Grid

Accuplacer scores were sole indicators for ENG 101

Options available for placement into ENG 101 – in lieu of Accuplacer – score on

SAT, ACT or RegentsPlacement in ENG 095 and

ENG 096Courses no longer offered

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Developmental English in Fall 2014• 21 sections of ENG 082

• 5 sections of ENG 092 (Eliminated in 2016)

• ENG 082 and ENG 092 – 5 credit-equivalents (3 lecture and 2 writing workshop)

• 20 sections of ENG 101 098 – high demand –additional sections needed to be added

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Fast Forward – Fall 2016•Change in placement procedure as a result of RCC’s participation in the Community College Research Center CAPR study

•18 sections of ENG 082

•ENG 092 eliminated

•25 sections of ENG 101+098 (scaled up to capacity)

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Success Rate over Time

Semester F2014 S2015 F2015 S2016 F2016 S2017

ENG 082 64% 57% 68% 59% 66% 58%

ENG 101/DC 73% 79% 72% 80% 68% 76%

ENG 101/EC 67% 53% 77% 68% 75% 62%

ENG 101 73% 67% 78% 73% 75% 71%

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Recent Innovations

•ePortfolios – enhance reflection and metacognition (Innovative Instructional Technology Grant in 2015 and 2016 to assess impact of ePortfolio in ALP classes – collaborated with Sullivan, Westchester and Genesee)•Faculty mentors – SUNY Developmental English Learning Communities grant – 2018-2020

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Faculty Getting the Word Out2013-2018

• Presentations to RCC faculty, staff and administrators at Start-Ups

• Presentations at Humanities Division and Department meetings

• Presentation at 4Cs – 2016 national conference• Presentations by RCC English faculty to faculty at Genesee CC

(January, 2015), Dutchess CC (January, 2017), Adirondack CC (Summer, 2017) and Onondaga (January, 2018)

• Host for SUNY ALP Symposium – Keynote speaker, Peter Adams (June, 2017)

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Implementation Challenges

•Advisement•Scheduling - room assignments•Faculty buy-in•Faculty development/training•Administrative support

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Thank You!

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Engaging Faculty in Guided Pathways ImplementationSUNY Guided Pathways Institute #1March 15, 2018

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Guided Pathways and The Schools @ MCC• AACC Pathways cohort 1

• Schools @ MCC launched September 1

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Faculty Engagement Before Launch• Academies Steering Committee and sub-committees

• Essential Discussion, February 2016

• AACC Pathways Institutes #1 and #2– Institute #1: faculty leader– Institute #2: faculty member and dean (1 from arts & sciences, 1 from CTE)

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Faculty Liaisons• Part of initial design and planning

• First official faces of The Schools and guided pathways

• Onboard before launch

• 1 for each School

• Helped populate initial Student Success Networks

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The Launch• All College Day 2016- Schools and guided pathways theme

• Faculty comprised ½ of panel

• Incorporated thanks to and celebration of faculty and staff work leading to launch

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Continued Communication• Faculty liaison newsletter guided pathways newsletter

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Continued Communication• Provost Town Hall

• Visiting speakers on guided pathways

• External webinars

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Student Success Network

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Faculty Liaisons ContinuedCurrently liaising with academic departments on:

• Program pathway extensions (for dev ed inclusion)

• Program advising tools and professional development

• Newsletter content

• AR event-faculty advising coordination

• Student gp communication development

• Ask for patience and flexibility: we all need it!

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Lessons Learned• There is no such thing as “enough” when it comes to

communication about guided pathways work

• There will always be more questions, or new people asking old questions. This is NOT a sign of failure. It is opportunity for deeper engagement!

• It can be challenging for faculty (and others) to see where “they” exist in an institution’s guided pathways work

• Celebration of success (no matter how small) really is important

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Start Planning for Faculty Engagement NOW!• What questions do your faculty already have?

• What information about SUNY guided pathways, or guided pathways in general has already been communicated to faculty and how?

• Are any faculty engaged in your institution’s guided pathways already? – If so, how have they been invited in? How will you keep them engaged? Have

you built in ways for them to “turn-key” engage more faculty?– If not, try to think of at least 2 ways you could engage or invite faculty into

your institution’s guided pathways within the next 30 days.TABLE DISCUSSION


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