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Challenges and Opportunities for Student Success Norman A. Stahl

Challenges and Opportunities for Student Success Norman A. Stahl. Ranked First by U.S. News. Global Context is Examining Key Transition Spaces. The College and Career Readiness movement P-20 Pipeline Reform Common Core State Standards Initiative (CCSSI)

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Challenges and Opportunities for Student Success Norman A. Stahl

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  1. Challenges and Opportunities for Student SuccessNorman A. Stahl

  2. Ranked First by U.S. News

  3. Global Context is Examining Key Transition Spaces • The College and Career Readiness movement P-20 Pipeline Reform • Common Core State Standards Initiative (CCSSI) • Lumina’s (2009; 2012) “Big Goal” of 60% attainment 2025 • President Obama’s goal: 10 million more postsecondary-credentialed citizens by 2020 • The college and career readiness movement has been a catalyst for investigating the transition space between P/K-12 education and college

  4. Impacting Practice: New Definition College Readiness The key intellectual content knowledge, skills, dispositions, and attributes needed to complete entry-level, credit-bearing, general education courses across a range of subjects and disciplines. Conley, Aspengren, Gallagher & Nies, 2006 for America Diploma Project

  5. Global Context According to NADE Developmental education coursework is a mode of access to higher education (NADE, 2010)

  6. Developmental Education(…in theory)

  7. However… • Efficacy is being questioned (e.g., Calcagno & Long, 2008; Complete College America, 2011, 2012, Jenkins, Jaggars, & Roska, 2009; Martorell & McFarlin, 2007; Vandal, 2010) • Increasing enrollment in developmental courses (e.g., American Institutes for Research, 2006; Associated Press, 2006) • Degree completion (Wirt, et al, 2004, para. 3)

  8. Shaking Foundation • Roughly 14%of students who begin studies in a community college do not complete a single credit in their first academic year. • At least a quarter of entering fall-term students do not return for the subsequent spring term. Almost half are gone by the second semester.

  9. Still Shaking • Just 31% have earned an associates degree after three years. • Fewer than half of community college students who aspire to earn associate or bachelor’s degrees, or transfer to four-year institutions, achieve this goal within six years.

  10. Sources • McClenney, K. (2009, April 29). Helping community-college students succeed: A moral Imperative. The Chronicle of Higher Education, pp. A60. • Condition of Education • Digest of Education Statistics • Projections of Education Statistics • Go to http://nces.ed.gov/pubsearch/getpubcats.asp?sid=091#061

  11. Realities?

  12. Local Context Developmental Education Coursework General Education and Career/Technical Coursework

  13. Pipeline Metaphor

  14. Pipeline Metaphor

  15. Pipeline Metaphor • Throughout the pipeline there are multiple exit points. The more classes the student must take, the more opportunities for the student to leave whether for academic performance, financial issues, or life events. • Economists posit that attrition is a structural problem that can be overcome in part by policy.

  16. Is the Pipeline a Faulty Metaphor ? For the at-risk student pipeline leakage is a PK-16 issue. There are in reality many transition spaces across the years…some good …some bad. The effect of being underprepared and misprepared for the next step on the ladder (another bad metaphor) is an exponential factorbecause of the issue of prior knowledge or competency as required for classes or expereinces requiring greater sophistication.

  17. Borrowing from Adult Literacy TheoryLarry Mikulecky • Developmental Education has been a case of triage when it should be a case of adoption of the student. • Implication: A student deemed to be at-risk on day one will need academic and personal support through the entire higher education experience. • (San Francisco State EOP model)

  18. Developmental Education Three Points • The Joys of Being Low Hanging Fruit • New Ideas and Reinventing the Wheel • On the Radar or Not

  19. In Horticulture You Do Not Prune Only One Branch • The powers that be are not going to stop with the lowest branches when there is a general feeling that much of higher education is in need of reform. • Hence, are we reforming in isolation and we will have to reform again once the branches further up in the canopy are pruned.

  20. Social Programs • The current field was born of the social consciousness of the 1960s and 1970s. • The current field was based on developmental psychology theorygoing all the way back to psychogenic law. Yet the translation of that theory particularly in community colleges evolved into a skills progression as in elementary and secondary school remedial instruction often with numerous sequenced sub-level courses (a staircase effect).

  21. Dirty Little Secret Administrators and numerous faculty welcomed the pipeline leakage as they felt “those students” in a developmental education class should never be in “real” (my) college classes. Developmental education was explicitly or implicitly a gatekeeper(disliked but essential). It was not politically correct to acknowledge such a stance, and we were missionaries.

  22. Higher Education Benchmarks for the Current Decade • Accountability/Productivity • Affordability • Access, Retention, Benchmarks, Graduation • Worldwide Stage: Kick the Finns (Not just for developmental education or learning assistance)

  23. Or as I like to call it… the 4,000th version of SQ3R

  24. Redesign to Promote Initial Retention • Reduce the amount of time in developmental course work • Reduce the number of credits required in developmental course work • Reduce the number of classes on the developmental education ladder

  25. Contextualized Approaches • Contextualized Basic Skills Instruction (Traditional) * • Integrated Basic Skills Instruction (I-Best in WA) *

  26. Perin, D. (2011). Facilitating Student Learning Through Contextualization: A Review of Evidence. Community College Review, 20 (10), 1-28. ++++++++++++++++++++++++++++ Perin, D. (2013). Teaching Academically Underprepared Students in Community Colleges. In J. S. Levin & S. T. Kater (Eds.), Understanding community colleges (pp.87-103). New York, NY: Routledge.

  27. Accelerated Programs • Compressed Courses • Integrated Courses (IRW) (3 or 6)* • Curricular Redesign • Module Approaches *

  28. The Accelerated Learning Program: Throwing Open the Gates Peter Adams, Sarah Gearhart, Robert Miller, and Anne Roberts (2009). Journal of Basic Writing, 28 (2), 50-69. &&&&&&&&&&&&&&&&&&&&&&&&&&&& Accelerated English at Chabot College: A Synthesis of Key Findings Katie Hern. (2011). California Acceleration Project. http://cap.3csn.org

  29. Freshman Year & Beyond • Learning Communities* • FYE* • Student Success courses* • Mainstreaming with supplemental support* • Adjunct/Paired/Co-req classes (1 or 3)* • Learning to Learn (Learning Frameworks) courses*

  30. Fixing the “Problem” Before Hand • Early assessment and intervention • Dual enrollment • Transition courses • Summer bridge programs • Alliance Programs • Standards Movement (Common Core)

  31. Please Consider • If reform leads to more sophisticated classes that are truly developmental and based on pedagogical research and sciences, then credit for graduation should be given for successful completion of this college experience.

  32. The Quandary • Many of the current innovations can be found in the literature going back for decades…Is that bad??? • The question may be why did it take so long for these curricular and instructional models (many with a strong foundation in theory and research) to find acceptance?

  33. Harry Singer(Literacy Researcher & President of NRC) The following statement has been attributed to Harry Singer… “It takes ten years for literacy theory and research to find its way into pedagogical practice.” Why did it take a decade to move from theory to practice? Is this true today?

  34. On the Developmental Education Radar Screen 2013 Eric Paulson, (2013). Journal of Developmental Education, 36 (3), 36-37.

  35. 2013 Findings • On the radar and should be on the radar: Assessment, Developmental Math, Community Colleges, IRW • Should be on the radar:Evaluation, Institutional Research, Mixed-Methods Research, Quantitative Research, Theory • Off the radar:Strategy instruction, Affective Domain, Cultural/Linguistic, Self-efficacy, Instructor Certification, Classroom Studies, Teacher Research, Theory • What about Basic Writing and Devo Reading?

  36. Common Core State Standards Programs must align with PK-12 feeder schools Reading innovations • Disciplinary literacy • Complexity of text • Close reading • PARCC or Smarter Balance Assessment Procedures

  37. Impact of Common Core Constructs • Faculty in the college disciplines don’t have a clue on what is the CCSS, how to teach students educated by the standards, or how to build upon the new approaches to learning. • Developmental faculty should be the translators and the professional development specialists on each campus. This is a position of power.

  38. Changes Due to CCSS • How must reading classes, composition classes, math classes, and learning strategy classes adapt to the pedagogy of the CCSS and the students who are the product of the CCSS? The product in the pipeline will change…at least that is the promise. • As an example…think about the college study skills course of today as well as the texts for these courses…Generic orientation

  39. Elisabeth A. Barnett and Maria Cormier Developmental Education Aligned to the Common Core State Standards: Insights and Illustrations http://ccrc.tc.columbia.edu/media/k2/attachments/developmental-education-aligned-to-the-ccss.pdf

  40. OH My God!! I’m Going to Quote Henry Kissinger. A leader who confines his role to his people's experience dooms himself to stagnation; a leader who outstrips his people's experience runs the risk of not being understood. If I ever quote Nixon, you’ll need to Gibbs’ slap me.

  41. Paradigm Shifts “Disciplinary literacyis based on the premise that students can develop deep conceptual knowledge in a discipline only by using the habits of reading, writing, talking, and thinking which that discipline values and uses.” (McConachie, S., Hall, M., Resnick, L., Raci, A., Bill, V, Bintz, J., Taylor, J., 2006)

  42. Generic Strategy Instruction from Content Area Reading versus Disciplinary Literacy

  43. What is a Strategy? • What is a generic strategy • SQ3R • Cornell Notetaking • Highlighting • Marginal Notes The thought is that these prototypical strategies are apropos for all disciplines.

  44. Why Disciplinary Literacy Matters Each discipline poses its own literacy challenges • Vocabulary • Concepts • Discourses • Language use

  45. And furthermore… Each discipline requires: • Explicit instruction in the literacies of the discipline (HOW) • Explicit instruction of content (WHAT) University of Pittsburgh

  46. Disciplinary Strategy • History Corroboration: comparison of documents Sourcing: Identifying the source of the document before reading it to determine possible bias Contextualizing: Considering the time and place of the events in the text Wineburg

  47. Analysis of Expert Readersin Three Disciplines: History,Mathematics, and ChemistryCynthia Shanahan, Timothy Shanahan,and Cynthia Misischia(2011). Journal of Literacy Research, 43(4) 393–429

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