Success in Dev Education: Individual Learning Plan for Dev English and Emporium Model with Supplemental Tutoring Lab for Dev Math Students
In Fall 2012, the college initiated Multiple Measures as alternative tools to place students. More than 20% of students who in the past would have been required to enroll for developmental ed, demonstrated competency and placed at college level. Those students who enrolled for dev ed classes, truly needed them.
Individualized Learning Plans were piloted in 12-13. For Fall 2012 compared with 2013, the success rate for the basic English/Reading students two levels below college level was 56%; the new course model in 2013 had a success rate of 70% and was sustained for Fall 2014. Students 2 levels below spent 5 hrs in class time and two hours lab time weekly. For students one level below college level fall 2012, 62% successfully completed with a grade of C or higher, while 63% completed for fall 2013.
During the 2013-14 year, the Accelerated Learning Plan model was scaled for all eligible students. For upper level developmental English students, the ALP model allowed them to take En 101 (Gateway English) along with En 070, a support course. In 2012, 62% of students at this level successfully completed, while in Fall 2013, 69% successfully completed and 64% for Fall 2014. Spring 2014 and 2015 semesters each documented 10% lower success than their preceding fall semesters.
A Math Modular Redesign was piloted Spring 2011, and taken to scale Fall 2011, with some students exhibiting immediate success, but initially, most students, not having a positive outcome, and a high drop out rate.
Supplemental Dev Math Tutoring Lab increased students positive outcomes for Fall 2012. Participants in the Dev Math tutoring lab doubled over the 11-12 pilot. More than 950 hours of tutoring were provided each semester for fall 2012 and spring 2013. Participants in the lowest math level increased module success by 14% from 32% to 46% and in next level up from 33% to 50%. The supplemental lab has continued to support student learning outside of class.
Based upon the success of the additional tutoring hours, a Dev Math Redesign of the Redesign for Fall 2013 addressed multiple areas: *Class time increased from 3 hr/week to 6/hrs required class time* Ma 091 reporting lines were moved to the Center for Academic and Student Success; * Developmental Success Coordinators were hired to rework the curriculum, and monitor student benchmark progress; *Students who completed their course early were welcome to exit or start the next level up, free of charge; * STEM and Non-STEM major paths were developed which allowed students who completed the Ma 091 to move directly to the college level; *All instructors were required to attend Professional development to learn the new Curriculum, and program changes, as well as embrace the "Growth Mindset" (Carol Dweck), which demonstrates that hard work and time on task produces greater student success. A summer 2013 pilot produced 92% successful completion of Ma 091 for new students. Fall 2013 semester success was 55% for new Ma 091 students and 29% for Ma 094. Students who were not on target to meet their benchmarks were required extra tutoring and in class interventions. For Fall 2014, the Ma 091 success inreased to 56%; 35% for Ma 094 and students who had been struggling for semesters were successful and graduated.
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