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Developmental Reading and English Course
Redesign
By Karen Cowden, M.A. Ed
Design support by Wes Anthony, M.S.
What do we hope for: the engaged student
What makes me celebrate: collaborative teams
Redesigning Courses – All Models
The first thing: Consider key student learning outcomes that must
be achieved. Important factors:
Technology is a tool that will continue to be relevant to student’s long-term success in work and life.
Peer-to-Peer collaboration builds best comprehension.
Current Dev. Ed. models
Redesignedmodels
Combining Courses
The second thing: Combined planning session between English and
Reading faculty must be partnered with key players at the college such as: Academic Advising, Financial Aid, Bookstore, Student
Services, New Student Orientation Teams, and more.
Current Student Services
RedesignedStudentServices
Challenges, Solutions and Effects
Challenge Solution Effect
Knowing what methods work best for our students.
Keep state competencies in mind when redesigning as the models allow up to 4 personalized plans.
Smoother alignment with SACS credential process
How can we be assured we are in alignment with SACS credential process?
Create clearly defined modules for different subject areas, include a writing assignment in each module, and appropriate reading assignments.
Supports students in process of achieving mastery for specific skill, helps in design planning, and more.
Need for more reinforcement and practice with reduced instructional time.
Supplement each module with an assignment from MSL or similar program along with vocabulary work
Students are able to return to material at their own time – online 24/7 access.
Problem Solving take Passion and Persistence married to meaning, progress, and action
College Core CompetenciesCultural and
Historical Understanding
Critical and Creative Thinking
Quantitative and Scientific
Reasoning
Communication Skills
Ethical Responsibility
Information Literacy
“4C’s of college”™:
Choice Control Curiosity (connections) Collaboration
Planning Worksheet – One per model
My ResourcesMy Sources of Inspiration
My new academic agenda:
Help students
learn
the “insiders language”
of college and our culture.
Currently, more than 80% of community college students entering higher education
institutions across the United States need some form of
remediation.
Students do not want prep work…..
They want real work!
AND….
They want to know how to “do” this thing we call college!
Summative Notes from my Sources
Avoidance is counter productive – personal evidence build success
Confusion chipping away at student’s self-concept – radical acceptance
Student’s primary motivation for enrollment– good job/financial security
Low tolerance for confusion or making mistakes – model peaceful behaviors
Help student’s overcome fear – submit to the feelings and overcome it through acceptance
“Nope, it just takes some tools. I will show you.”
– Professor
“Does college have to be so hard?” – Student
How I did course Redesign: Lab and Lecture (Instructor supported)
Active Learning Lesson/Lecture sections meet twice weekly to support learning.
L.A.B. = Learning Actively through Basics
Students provided Open Lab setting facilitated by an instructor that allows peer-to-peer practice at least once a week (best twice a week).
Peer-to-Peer Practice/ L.A.B.
ActiveLearningLesson
A new vision of learning environments:
1. Reduce students’ “fear factor” of college in general.
2. Reduce their fear of failure in their coursework (always allow retake
opportunities).
3. Fundamentally integrate technology.
4. Foster Peer-to-Peer Learning.
Goal = Learning how to consume information
Kovach, Rosentiel, and Leyva regard the value of information, even in the midst of a changing culture, as “relevant to the one who consumes it.”
Help students link it all together.
Information Literacy & Me!
Connections to my career
Connections to my college courses
Connections to my community
Connections to my campus
Connections to my personal/social life
Tools for the Trip – Information Literacy
Pre vs. Post Survey Results = confidence
0102030405060708090
100
Pre SurveyPost Survey
REA to ENC – 70% vs. 48.83%
0%10%20%30%40%50%60%70%80%90%
Post-Practicum Test Results Fall 2012 vs. Spring 2013
FallSpring
We all need to know we can come back to our resources when needed
BiasContent
ConsistencyCurrency
AuthorityFormal or Informal
0
10
20
30
40
50
60
70
80
90
100
Student post-practicum confidence levels with ABC's of ACRL. Question: "I feel confident I can evaluate a website for bias,
content, consistency, currency and authority."
YesNo
Longitudinal Success Rates
Further, 92.9% of the students from the pilot group passed their Freshman Composition course with an A, B, or C.
The Silver Bullet of Success = Consistency of Curriculum
In no small measure, the “silver bullet” was
providing a “safe space” for developmental
students to clear-up confusion with reading
comprehension in advance of their credit-course
sequence. Providing students opportunities to
work together to achieve personal, social, and
career goals, collaborating and building critical
thinking, lead to an empowerment experience.
Peer-to-Peer Learning Opportunities
“Just-in time teaching.”
Lab Partnership – Lab Assistants
Best Practices: Creating Modules
Choose an appropriate number of modules for each course.
Create Power Points and choose videos which clearly teach the information for each topic.
Use vocabulary chapters for each Module.
Include a writing assignment as part of the Module work. (Also include this as a question on the Module test. Use this as a rough draft/final copy).
“Start Here” - options
Peer-to-Peer Practice/Lab
section Two contact hours per
week
One credit hour
Begins with peer-to-peer review of assignments, activities, etc.
My Skills Lab
Begins with two pre-tests
Ends with two post tests
Students work through a study plan based on their scores on the pre-tests.
Students can be exempted from areas thanks to pre-tests. Students also get a second chance at mastery through a shorter second diagnostic pre-test.
Instructor Workload: Day-to-Day
Grade Module tests, submissions, and clear alerts regularly.
Check student notes, writings, and reading assignment answers before they attempt a Module test.
Design the active learning activity for the unit – prepare all materials.
Collaborate with lab assistants to prepare the session for the week. (Topic, activities, assignments, etc.)
A few things to remember
Make certain that all students take the diagnostic tests seriously. That means providing sufficient time to take the tests.
Make students take those diagnostics tests under instructor supervision.
Remind students that doing well on the diagnostics may mean less work in MSL.
Build partnerships with other areas and individuals in the college – remember a teamwork approach is the best plan.
In Closing
This has been a successful format in my courses so far, but we are constantly looking for new, innovative ways to improve our program to make the experience more beneficial for our students.
It has morphed a bit from the initial offering, but it gets better and runs more smoothly with each subsequent semester.
Pilots of our redesign implementation will be formal in spring 2014; however, many of the pilots are already in the works. Reports will be available soon.
Contact me if you need on-campus support or collaboration. Karen Cowden, M.A. Ed. [email protected] 321-695-0877 (cellular)
