Spring Registration Day 2 Presentation

TRAINING FOR SPRINGTERM REGISTRATIONSESSION 1: OCTOBER 1-3, 2013

SESSION 2: OCTOBER 8-10, 2013

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SPRING TERM REGISTRATION

DAY TWO TRAINING OCTOBER 8-10, 2013

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Spring Term RegistrationObjectives for Day TwoKey Objectives for Day Two training include:• Review key take-aways of Day One training• Practice having conversations with students about their

course options• Learn how to determine which developmental reading,

writing and mathematics courses to recommend to students

• Learn about other new courses or course sequences• Review how Student Services and Academic Services will

coordinate to support students

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SPRING TERM REGISTRATION

REVIEW OF DAY ONE

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Spring Term RegistrationReview of Day One• Mandatory new Three Step Process for registering all EXEMPT

students for Spring Term• Step One: Verify Exempt Eligibility• Step Two: Advise about Course Options• Step Three: Assist with course selection and reinforce learning

support and engagement

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Spring Term Registration ProcessReview of Day One• ALL Exempt students who want to take college-level courses must

• Self-identify with a SPRING TERM ADVISOR• Complete a Mandatory Student Questionnaire• Receive appropriate advising• Acknowledge in writing that they

• Have given MDC accurate information on the Mandatory Student Questionnaire

• Been advised of their options

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Spring Term Registration ProcessReview of Day One• Mandatory Student Questionnaire has two sections

• Eligibility: this information is used to determine if a student is Exempt and can take college level courses• All SPRING TERM ADVISORS will need to verify type of high

school diploma using Odyssey (screen: AD CR HS)• Advising: this information is used to determine which advising

conversation to have with a student• Conversation 1: support choice of college-level courses and

reinforce importance of using supplemental resources• Conversation 2: explain benefits of and recommend

developmental education courses

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Spring Term Registration ProcessReview of Day One• In addition to Questionnaire answers, consider/probe other areas,

including• Does student have an assigned advisor (typically student who

started in 2012 or 2013)?• Does student receive financial aid? How much of his financial aid

eligibility has s/he used already? • Does student understand impact of a ‘D’ or ‘F’ grade in college

level classes? • Has student “stopped out” before?• Is student working? Other life issues?

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Spring Registration ProcessReview of Day One• For newer students, most compelling reasons to chose dev ed

option(s) are• Advice/recommendation of advisor• Financial aid issues• Impact of ‘D’ or ‘F” on GPA • Effect on overall college success plan

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Spring Term Registration ProcessReview of Day One• For students who started before 2012, most compelling arguments

include• Financial aid eligibility and amount used to date• Period of time since student took last math course• Time to completion

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SPRING TERM REGISTRATION PROCESS

STEP 2: ADVISING

HAVING THE CONVERSATION WITH THE STUDENT

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Spring Term RegistrationStep 2: Advising—Having the Conversation• Hands-on exercise: Practice using the talking points to have

conversations with students• Observe a model conversation

• Get comfortable “making the pitch”• Pick a partner• Every partnership assigned an advising scenario• Each person role-plays both the student role and the advisor role• Each person takes 10 minutes to make the pitch to his/her partner,

using the assigned scenario--and then receives feedback on the pitch from your partner

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STEP 3: ADVISING

DETERMINING WHICH DEV ED COURSES TO RECOMMEND

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Spring Term Registration ProcessReview of New Dev Ed Modalities• Modularized instruction: customized and targeted to address specific

skills gaps, based on course diagnostic. Students taking modular courses• must have basic knowledge of computers and be comfortable

learning with an on-line program • need reliable access to computers outside the classroom (at home,

at the library, in a lab, etc.)

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Spring Term Registration ProcessReview of New Dev Ed Modalities (2)• Compressed (or accelerated) courses: accelerated student

progression from developmental instruction to college-level coursework, typically in one semester. Students who take accelerated courses• should not take more than one accelerated course per 8 week term

—but can take back to back (Term A and Term B) accelerated courses within a semester

• must have access to course materials in the first week of the term• need reliable transportation to campus to attend course every day

• 8 week term so 1 lost day equals as much as a week of lost time in traditional course

• should not work FULL time outside of college• some accelerated math courses meet 4-5 times per week

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Spring Term Registration ProcessReview of the New Dev Ed Modalities (3)• Contextualized instruction: course material related to student’s

program of study (soon to be his/her meta-major)• Co-requisite instruction or tutoring: supplements instruction while a

student is concurrently enrolled in a credit-bearing course• Sometimes called “just in time remediation”

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Spring Term Registration ProcessGeneral Placement Rules• Dev Ed Reading, Writing and Math courses have common course

numbering and course notations across all campuses for Spring Term• None of the Dev Ed Reading, Writing or Math courses will have

registration holds • Students can self-register for these courses• Enrollment is open to all students, not just FTIC direct entry

students• SLS course requirement still tied to Dev Ed course enrollment

• Students who have not completed SLS requirement should complete it in the Spring Term

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DEV ED COURSE PLACEMENT RECOMMENDATIONS:

COLLEGE PREP READING AND WRITING

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Spring Term Registration ProcessCollege Prep Reading/Writing Recommendations• Accelerated and modular courses will be offered at all campuses

• If course is full, student should take traditional format course in Spring Term

• General course placement rules:• Student should start with reading/writing area with greatest skill

gap• PERT scores are a reliable indicator• High school grade in English important if student relatively new

to MDC• Student self-reporting/assessment is also helpful, as is intended

program of study• If student needs both reading and writing, start with reading

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Spring Term Registration ProcessCollege Prep Reading/Writing Recommendations• General course placement rules

• PERT score guidance for student placement in reading and writing• REA 0007: score of 50-83• REA0017: score of 84-105• ENC0015: score of 50-89• ENC0025: score of 90-102

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Spring Term Registration ProcessCollege Prep Reading/Writing RecommendationsGeneral course placement rules• If student needs both REA0007 and ENC0015, (s)he should be

advised to take REA0007 first• If student needs both REA0007 and ENC0025, (s)he should be

advised to take REA0007 first• If student needs both REA0017 and ENC0015, (s)he should be

advised to take ENC0015 first• If student needs both REA0017 and ENC0025, (s)he should be

advised to take REA0017 first

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Spring Term Registration ProcessCollege Prep Reading/Writing Recommendations

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DEV ED COURSE PLACEMENT RECOMMENDATIONS:

MATHEMATICS

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Spring Term RegistrationMathematics Recommendations• Accelerated, modular and co-curricular (Math to Stats) course options

will be offered at all campuses• Accelerated track has two options based on student’s starting

proficiency level• MAT 0022c plus MAT 1033 (8 credits)• MAT 0028 plus MAT 1033 (7 credits)

• Modular track has three options• MAT 0022c is 5 credit course first offered in Fall Term• New 3 credit modular course for Spring Term for students who

do not complete all of modules in MAT 0022c • MAT 0028 (also 3 credits) will be offered in modular form in

Spring Term• Math to Stats track is 6 credit combination of MAT 0029 and MGF

1106

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Spring Term RegistrationMathematics Recommendations• General course placement rules

• Math to Stats is good fit for students whose academic pathway does not require algebra• Criminal justice, hospitality, social science, etc. • Math to Stats should be the default pathway for any student

whose program of study does not require algebra• Modular math is best fit for students who will also take accelerated

reading and/or writing• Modular math is good fit for students who do not want to take

MAT0018• Combines both arithmetic and algebra

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Spring Term Registration ProcessMathematics Recommendations• Modular math courses are designed to support students individually

by including• A credentialed faculty member in the classroom at all times with

regular office hours every week to provide additional assistance • 216 different topics covered separately with video vignettes, each

presented by a member of the math faculty• Guided instruction using small groups to support computer learning• Embedded tutors to assist students in the classroom, at least one

hour per week

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Spring Term RegistrationMathematics Recommendations• Students should be advised to match career interests and skill gaps with

appropriate math courses based on• PERT scores• High school math performance

• Students who took rigorous math course like Algebra 2 Honors, Pre-Calculus or Calculus and earned ‘C’ grade or better have high probability of success in MAT1033

• Other students do not have high probability of success, regardless of grade in 12th grade math course

• Student’s self-reporting and self-assessment of math proficiency• Multiple course options at each level of proficiency

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Spring Term Registration ProcessMathematics Recommendations• Course placement based on mathematics PERT scores

Score Placement

50-74 MAT0018

75-95 MAT0022C—Modular or Accelerated Options

96-113 MAT0028—Modular, Accelerated or Math to Stats Options

114-122 MAT1033

123-134 MAC1105 / STA2023 / MGF1106 / MGF1107

135-150 Refer to Math Department/CLM Test

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Spring Term Registration ProcessMathematics Recommendations Summary

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Spring Term Registration ProcessMathematics Recommendations Summary

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Spring Term Registration ProcessDev Ed Course Placement• Hands-on practice with real-world scenarios

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NEW EAP PATHWAYS

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Spring Term Registration Process

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Spring Term Registration Process

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SUPPORTING STUDENTS BY COLLABORATION BETWEEN STUDENT AND ACADEMIC SERVICES

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Spring Term Registration ProcessAcademic and Student Services Collaboration• Broad training so that students do not get bounced around from department to department• Everyone knows the process, can verify Exempt

eligibility and advise student• “All hands on deck”

• Academic departments have identified resources to support Student Services with program of study questions• Campus resources included

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Spring Term Registration ProcessAcademic and Student Services Collaboration• Every Friday, Directors of Advisement and Academic Chairs report

number of students seeking overrides• Enables effective resource allocation to support new processes

• Academic deans and chairs will monitor course enrollments closely to add/delete sections as needed

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SUMMARY AND ON-GOING SUPPORT

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Spring Term Registration ProcessSummary • Exempt students who want to take college-level courses in spring

must• Self-identify• Seek an override• Complete a Mandatory Student Questionnaire• Acknowledge accuracy of information provided and receipt of

advisement options • SPRING TERM ADVISORS who meet with students seeking an

override must follow mandatory new process• Step 1: Verify Exempt eligibility• Step 2: Advise about course options• Step 3: Assist with course selection and reinforce learning support

and engagement

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Spring Term Registration ProcessSummary• There are NO exceptions to eligibility criteria for Exemption• The process for determining which advice to give a student is

complex, nuanced and individual• No blanket overrides—advisor should discuss EACH

developmental placement with student• No right answer• No one question alone provides enough information• Base your recommendations on the student’s responses, your

conversation with the student, and your professional judgment• “Pick your battles” and focus on what is in best interest of student’s

success and progress

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Spring Term Registration ProcessSummary• Many students will succeed in college level classes, especially those

who• Have strong high school and/or MDC records• Take advantage of learning support resources

• Course placement recommendations are critically important to all students• Students who have not taken any/many college level courses

previously• Students who choose to take developmental courses but want to

progress rapidly and successfully to college-level • New dev ed course modalities designed to help them do this

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Spring Term Registration ProcessSummary• We are undertaking an “all hands on deck” effort

• Everyone needs to know how to verify eligibility, advise students and provide overrides, if appropriate

• Academic and student services will support each other to provide effective support to students and process

• The learning from Spring Term Registration will enable us to implement the changes at full scale in the fall

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Spring Term RegistrationNext Steps• Be sure to check the website every Friday for FAQ and other

updates• http://bit.ly/MDCregistration

• The website will also accept questions• Answers will be included in the weekly FAQ

• If you need an immediate answer, call your campus Student Services or Academic Services team

• There will be a refresher webinar at the end of October

http://bit.ly/MDCregistration

Education

Spring Registration Day 2 Presentation