ENC 0990: My Bridge to Success

Vincent Bates
Miami Dade College
(no slides, but it was a great presentation )
Evelyn Finklea
St. Petersburg College
Where We’ve Been
• Began offering redesigned upper level developmental
reading and writing courses in spring 2011
• Part of Florida Developmental Initiative Grant
• Program called My Bridge to Success
My Bridge to Success:
Traditional structure:
• 16 week, 4- credit hour
courses offered online, faceto-face, or blended (hybrid)
My Bridge Structure:
• 8 week, 2-credit hour
delivery offered as blended
courses (option for early exit)
• Classes meet in computer
labs twice a week for a total
of two and a half hours
(blended delivery)
Scope: My Bridge Reading/Writing
Upper level developmental
courses redesigned as new
courses, ENC 0990 and REA
Offered on 5 campuses
beginning Spring, 2011
200 enrollments for spring
2011 in ENC 0990 and REA
281 enrollments in ENC 0990
for 2012-13 academic year (37
399 enrollments in REA 0990
for 2012-13 academic year (34
Curriculum Delivery: My Bridge
Diagnostic testing and content delivery
through MyWritingLab and
MyReadingLab (tailored for specific state
Students work only on areas assessed as
Multiple attempts for quizzes (set at 80%
Faculty lectures supported through
ANGEL (learning management system)
All sections offered in computer labs with
close ties to Learning Support Commons
Success Rates: My Bridge
Spring 2011
ENC 0990 = 69% passing with C or
better (100 students)
Compared to 53.4% for Dev.
Writing 2 (774 students)
REA 0990 = 73% passing with C or
better (89 students)
Compared to 57.4% for Dev.
Reading 2 (744 students)
ENC 0990 = 71% passing with C or
better (281 students)
Compared to 64% for Dev. Writing
2 (1084 students)
REA 0990 = 83% passing with C or
better (399 students)
Compared to 70% for Dev.
Reading 2 (1270 students)
Persistence Data: Tracked from
Spring 2011 to Spring 2013
• ENC 0990: My Bridge to Success (N = 100 in Spring 2011)
• Passed ENC 0990 on first or second attempt– 72%
• Finished Composition 1 “D” or better by Spring 2012–
• Still enrolled in college one year later– 54%
• Still enrolled in college two years later—40%
New: Piloting This Session
• ENC 1101 (3 credits) for 16W + ENC 0055 (1 credit,
developmental course, 8 weeks, twice a week for 50
• Faculty teach both courses, courses linked
• “Flipped” classroom style
Where We’re Headed
Additional co-requisite sections of ENC 1101 + ENC 0055
Continuation of My Bridge to Success, 8 week, 2 credit
Combined sections of ENC 0015/ENC 0025 and REA 0007/REA
0017 (same classroom, same time, same faculty, same
Possible contextualized courses: Human Anatomy and
Physiology I with REA 1105
ENC 0027 Integrated Reading and Writing II (6 credit hours)
Training for This Session
for Dev Ed and Gen Ed Faculty
• Overview of Developmental Education Reform at SPC
• Understanding the Developmental Student in the
General Education Classroom
• Embedding Instructional Strategies in the General
Education Classroom
• Enhancing Instructional Strategies in the General
Education Classroom
How to provide effective course redesign
for online delivery
How to attract newly “exempt” students
How to build other
accelerated/compressed courses
How to design statistical model to “tell the
story” (both qualitative and quantitative
How to support professional development
of faculty so they can communicate with
other faculty engaged in developmental
education reform statewide and nationally
Caroline Seefchak
Edison State College
SB 1720 Redesign
at Edison State College
Caroline Seefchak, Ph.D.
Chair, Developmental Studies
Professor, English
Edison State College, Fort Myers, FL
Edison State College
Established in 1962
 13th largest community college in Florida
 Served 24,034 students 2011-2012
 Serves five counties: Lee, Collier, Charlotte,
Hendry, and Glades
 Three campus locations and one regional
 Programs: 17 Associate and 10 Bachelors
Edison State College Enrollment
Annual Enrollment Data:
Academic Year 2011 - 2012
Edison State College: Students
 One in four
students receives
financial aid
 32% of overall population are
enrolled in one or more
developmental course or courses
Edison State College: Students
 64.2% of
students are 24 years
old or younger, 35.8% of students
are over the age of 24
 Female - 59.7%
Male - 39.4%
Edison State College: Students
 58.0% White
 22.9% Hispanic/Latino
 10.9% African American
3.5% other minorities
Edison State College: Students
# Placingfinancial
% Placing
 One
in four
students receive
taking test “College
 32% of overall population are enrolled in
one or more developmental course(s)
Edison State College: Students
# Placing financial
% Placing
 One2013
in four
students receive
 32%
taking test
overall population
Ready”are enrolled
Ready” in
one or more developmental course(s)
Edison State College: Faculty and Staff
Academic Year 2012 - 2013
• Full-Time Instructional Faculty - 169
• Part-Time Instructional Faculty - 362
• Full-Time Administration & Staff - 334
• Part-Time Administration & Staff - 301
Edison State College: Faculty
The Department of Developmental Studies
is presently a centralized department with
22 full-time faculty on three campuses and
40-60 adjunct faculty on three campuses
and one center.
 Oversight: District Dean of College and
Career Readiness, District Department
Chair, and Lead Faculty in Developmental
SB 1720 at Edison State College
• Communication
•Within Department
•Throughout entire College
• VPAA-appointed Task Forces:
SB 1720: Communication
An EXEMPT student is NOT REQUIRED to take the P.E.R.T. or to
submit placement scores such as the SAT or ACT.
To be considered EXEMPT, a student must:
Have entered 9th grade in a Florida public school in the 20032004 school year or any year thereafter.
Remained in a Florida public high school until completion
Have earned a Florida standard high school diploma
Is presently serving as an active duty member of any branch of
the United States Armed Services
SB 1720: Communication
A NONEXEMPT student must take the P.E.R.T., or submit
placement scores, and will be advised of options available for
remediation and must enroll in the developmental education
option or his or her choice.
A student is NONEXEMPT if he or she:
Entered a Florida public high school before the 2003-2004
school year
Completed high school through GED completion
Attended any high school other than a Florida public high
school, including:
Private school
Home school
High school in any other state
SB 1720: English and Reading
• Developmental Writing and
Developmental Reading will
remain separate classes.
• There will be one level, each, of
Developmental Writing and of
Developmental Reading.
SB 1720: English and Reading
For NON-EXEMPT students,
ENC classes will be taught as
compressed, 8-week, courses,
giving students the opportunity
to take ENC 0025 and ENC 1101
in the same semester.
SB 1720: English and Reading
For students considered EXEMPT:
There will be Diagnostic Testing
After admission to college
“Writing Practice” (Smart Thinking)
 Faculty-created diagnostic
SB 1720: English and Reading
Based on exam score, EXEMPT
student will go to ENC 1101 or will
take concurrently take ENC 1101 and
• Linked corequisite course
• Required Writing Center Tutoring
• Smart Thinking, online tutor
• Connect, Learning Module
SB 1720: English and Reading
Linked courses to work as
corequisite courses:
ENC 1101 and ENG 1012,
American English
ENC 1101 and LIN 1670, Basic
ENC 1101 and ENG 2061, English
SB 1720: English and Reading
Work with Advising:
Faculty to create a checklist that
advisors can use with EXEMPT
students to get a preliminary idea
of placement needs
ENC 1101 professors to visit
advising during peak times for
consultation availability
SB 1720: English and Reading
Other ideas
Contextualized Reading to align
with meta-majors
Co-Requisite Developmental
Writing with ENC 1101
SB 1720: Mathematics
After piloting a modular redesign
approach sponsored through the
SIRIUS company and Florida State
College at Jacksonville, 9 full time
instructors at Edison State College
have created a modular teaching
approach, within the limits of the
current textbook and resources.
SB 1720: Mathematics
• Entire MAT0018 and MAT0028 have
been modularized
• Several related concepts make up a
Module, 2-3 modules make up a
• There are 4 units in MAT0018, and
the are 5 units in MAT0028
SB 1720: Math Benefits to Students
• Able to move through the
curriculum at own pace (inside and
outside of class)
• Can catch up and succeed if they
dedicate time to class
• Have access to program/class 24/7
• Have access to all assignments for
entire semester
SB 1720: Math Benefits to Instructors
• Tests are written as open-ended
questions rather than all multiple
choice questions
• Can catch up and succeed if they
dedicate time to class
• Higher retention and completion
rates (expected)
SB 1720: Math Ideas and Plans
• Textbook selection
• Incorporate MAT1033
• Offer mini-lectures outside of “class”
• Testing center
• Training
SB 1720: Assessments
Strength: Assessments
In each level of developmental courses,
there are:
- Common Course Assessments
- Common Course Final Exams
- Standard Course Mastery Exams
SB 1720: Assessments
Existing longitudinal data can help us
monitor new course delivery
options. We will continue to record
data, which will be a vital component
to the legislation’s mandated annual
accountability report.
(to begin 10-31-15)
SB 1720: In Progress
- Comprehensive Advising Plan
- Description of Student Costs and
Financial Aid Opportunities
SB 1720: Challenges
- Computer-equipped classrooms
- Software
- Support personnel in centers
- Scheduling
- Uncertain enrollment
SB 1720 at Edison State College
Thank you!
Jerry Shawver
Florida State College at Jacksonville
Professor Jerry Shawver
Overview of Developmental
Education at FSCJ
 16,000 – 18,000 Developmental Education students
annually (duplicated headcount)
 Approximately 150 Dev. Ed. Faculty (About one-third
are full-time faculty)
 Current prediction is 60 – 75% of our students will be
considered “exempt” under SB 1720
Models Under Development
 Accelerated Math Courses
 Eight-week developmental math courses
MAT 0018
MAT 0028
 Modularization
 MAT 0018
4 credit modularized course
 MAT 0028
4 credit modularized course
 MAT 0055
1 credit modularized course
 MAT 0056
2 credit modularized course
 MAT 1033
3 credit modularized course
 Embedded Remediation
 MAT 1033C
4 credit modularized course
 Alternative Math Pathways for non-STEM Meta-majors/Majors
 MAT 0029
4 credit course for non-stem majors
being considered
So far we have …
 Formed two teams comprised of one full-time faculty
member from each of our 5 campuses
 Agreed on using Pearson software in our courses
 Presented recommendations of curriculum changes
(MAT 1033) and developmental education options to
our Mathematics Council last week for feedback
In the future we will…
 Need to submit our final curriculum proposal to the
Mathematics Council and the college by the end of
Align the curriculum (once approved college-wide)
with a Pearson textbook and software by the end of
Create courses by the end of January 2014
Revise and finalize courses by the end of March 2014
Offer pilots to take place Summer 2014
Fully implement our changes by Fall 2014
Russell Takashima
Valencia College
Thank you!

similar documents