November 12, 2015

10:45am

Sarah Stoeckel, M.A. Eastern Florida State College

Matt Wetzel, M.S. Florida State College at Jacksonville

Developmental Education

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• Statutes

• Definitions

• Strategies

• Delivery/Courses

• Best Practices

• Summary

Overview

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• 1008.30 (5b) Beginning October 31, 2015, each Florida College System institution

shall annually prepare an accountability report that includes student success data

relating to each developmental education strategy implemented by the institution

• SB 1720 The bill restructures remedial college preparatory instruction as

developmental education and requires Florida College System institutions to provide

developmental education that is more tailored to the specific communication and

computation skills a student needs to develop to be successful in performing college-

level work. The bill does not repeal non-credit courses but requires colleges to offer

developmental education options a student may pursue while also enrolled in college-

credit courses. Students whose test scores indicate the need for developmental

education must be advised of options and may enroll in the developmental education

options of their choice.

– The bill specifies that two groups of students must not be required to take the

common placement test or to enroll in developmental education

– The bill requires colleges to accelerated courses using one of the four strategies

– The bill requires changes in advising to include meta-majors

Statutes

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• “Developmental education is a field of practice and research within

higher education with a theoretical foundation in developmental

psychology and learning theory. It promotes the cognitive and

affective growth of all postsecondary learners, at all levels of the

learning continuum” (NADE, 2015)

• Developmental education is sensitive and responsive to individual

differences and special needs among learners. Developmental

education programs and services commonly address academic

preparedness, diagnostic assessment and placement, development

of general and discipline- specific learning strategies, and affective

barriers to learning. Developmental education includes, but is not

limited: • All forms of learning assistance, such as tutoring, mentoring, and supplemental instruction,

• Personal, academic, and career counseling,

• Academic advisement, and

• Coursework (NADE, 2015)

Definition

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• Modularized instruction is an acceleration strategy targeting specific

skill gaps where particular deficiencies are identified and focused

interventions are implemented to remediate them. Material is de-

constructed/chunked into sub-unit parts and condensed into

component pieces that address precise skill area deficiencies.

• Compressed provides more intensive course content delivery

through increased time on task within a shortened timeframe (e.g.

16 hours per week for 3 weeks rather than 3 hours per week for 16

weeks). Instruction is redesigned and concentrated to reduce the

amount of time students spend in developmental education. A

distinguishing characteristic is that the intensity is increased and the

duration of the instructional interaction is reduced to allow the

student to progress at a faster pace.

Strategies

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• Contextualized developmental instruction is organized around “real

world” applied problem solving activities built on the student’s

interests and goals. Meta majors may play a role. Contextualized

instruction is characterized by the sustained systematic use of a

single theme related to the student’s academic and/or life goals.

• Co-requisite course based developmental instruction or tutoring

supplements credit instruction while a student is concurrently

enrolled in a credit-bearing entry level gateway Math or English

(Writing or Reading) course. The co-requisite approach used a

companion course or instructional activity to provide extra support.

Co-requisite activities provide extra time on task to assist in the

mastery of course materials.

Strategies

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• Traditional (Lecture)

• Computer-Enhanced (Software)

• Lab Enhanced (Library or Library

Commons)

• Learning Communities (Peer Assisted

Learning)

Delivery Methods

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• REAV 0007 (4) REAV 0017 (4)

• ENCV 0015 ENCV 0025 (4)

• MATV 0018 (3) MATV 0028 (3) or MATV 0022

• ENCV 0056 (2)

• REAV 0056 (2)

• ENCV 0027 (4)

• MATV 0057 (3)

• ENG 1002 (3)

• Online and mini-mesters (compressed)

Courses- EFSC

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• REA 0007 (4) REA 0017 (4) or

• REA 0056 (1) REA 0055 (1)

• REA 1105 (3)

• ENC 0015 (4) ENC 0025 (4) or

• ENC 0056 (1) ENC 0055 (1)

• ENC 1101C (4)

• MAT 0018 MAT 0028 or

• MAT 0055 MAT 0056

•

Courses- FSCJ

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• Compression vs. Modularized; more compressed; math modularized

higher success rate; writing/reading compression higher success

rate

• Advising sessions- A1, A2, A3 holds; tutoring; core scholar program;

math boot camp

• High school students who were exempt had lower success rates in

math and writing; however, very few chose to take them

• Waiting on success rates for students who tested into

developmental education courses but chose to opt out

• Age 20-24 lower success rates; female math success rate had the

largest gap; male reading largest gap; economically disadvantaged

lower success rates

Statistics- EFSC

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• Compression higher success rates

• ENC 1101C consistent/slightly higher

success rate than ENC 1101 though fewer

enrollees

• College level math success rates went

down

Statistics- FSCJ

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• Student Engagement/Advising

• Learning Communities- Peer Tutors

• College credit courses (Biology) w/

developmental math

Case Studies

Best Practices

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• Chipola College: represent small town rural colleges (2008)

– Success rates: math, reading, & writing all higher than state

averages

– Committed leadership- inclusive philosophy

– Innovative instruction- supplemental instruction (labs, tutoring,

help from faculty after class, ACE academic center for

excellence, majority full-time faculty, consistent

curriculum/course delivery) (2015 Chancellor Best Practice

recipient)

– Student support services- informal advising- faculty members

receive training (orientation, testing, financial aid), academic

plans, attendance monitoring

Best Practices

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• College of Central Florida: represent medium size suburban

colleges (2008)

– Success rates: math success rates higher than state averages;

reading/writing lower than state averages

– Committed leadership- holistic and personalized approach

– Innovative instruction- learning communities, consistent

curriculum and course delivery, supplemental instruction

– Student Support Services- informal advising, early alert system

Best Practices

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• Daytona State: represent large urban colleges (2008)

– Success rates: math, reading, & writing all higher than state

averages

– Committed leadership; inclusive philosophy

– Innovative instruction; accelerated courses, consistent

curriculum and course delivery, faculty initiative, supplemental

instruction

– Student Support Services- formal advising, track alert system,

SLS courses

Best Practices

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• Good intent with legislation

• Open Access of colleges

• Many students enter under prepared- approximately 60% of

community college students need developmental education

• Pros/Cons- quicker time, funding, success rates

• College plans as of Fall 2014:

– Redesign instructional strategies

– Implement a more involved advising process

– Increase the number of support services available to all students

What are YOU doing at your institution?

What’s important?

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@myafchome #AFC66

Education of 2013, CS/CS/SB 1720, FL-S, 2013

http://flsenate.gov/committees/billsummaries/2013/html/501

http://centerforpostsecondarysuccess.org/wp-

content/uploads/2014/10/Implementation_Plan_Report_July2014.pdf

FSCJ, Source of Student Enrollment Data: The Office of the Executive Director, Enterprise Information

Management.

FSCJ, Source of Student Success and Retention Data: The Office of Institutional Analytics and

Research.

NADE (National Association for Developmental Education), 2015. Developmental Education definition.

http://www.nade.net/aboutdeved.html

EFSC Developmental Education Accountability Report

Ajose, L., Bhatt, R. S., Kaur, G., & Jobs for the, F. (2011). High Flyers: Policies and Strategies that

Boost Developmental Education Success in Florida's Community Colleges. Jobs for the Future, 1-48.

References

Contact Us

Sarah Stoeckel Eastern Florida State College stoeckels@easternflorida.edu 321-433-7576 Twitter: @SarahStoeckel

Matt Wetzel Florida State College at Jacksonville mwetzel@fscj.edu 904-633-8184 IG: mwetzel1825

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