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Enhancing Student Success Through the Accelerated Learning Program (ALP)

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22 diapositives · 398 Views · Oct 14, 2014

The Accelerated Learning Program (ALP) aims to transform developmental education by allowing students to enroll in college-level courses concurrently with their developmental writing coursework. With data indicating that a significant percentage of students in traditional developmental courses do not achieve their academic goals, ALP offers a more effective approach. By focusing on active learning, mentorship, and supportive classroom environments, ALP champions the philosophy of "Adapt, don’t adopt" while fostering opportunities for students returning to education after years away.

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  1. Accelerated Learning Program (ALP) Start-Up Meeting

  2. Accelerated Learning Program (ALP) Start-Up Meeting Philosophy “Adapt, don’t adopt” “Start small; plan large”

  3. Data showing disappointing results ` developmental education

  4. Data from Recent Studies The Gates Foundation reports that three quarters of students placed in developmental courses do not receive a degree or certificate within four years. graduated in 4 years 25% placed in dev ed did not graduate in 4 years 75%

  5. Data from Recent Studies The Community College Research Center at Columbia (CCRC) has found that “that few students referred to developmental education progress through their developmental education sequence of courses to succeed in college-level courses: within four years, only . . . 45 percent of students in the study successfully completed a course in college-level . . . English.” passed ENG101 in 4 years 45% placed in dev ed did not pass ENG101 in 4 years 55%

  6. Developmental Education Under Attack • “Why should American taxpayers be expected to pay for the same education twice?” • “Not everyone belongs in college.” Responses: • Many of our students are returning to college after many years have passed since high school. • Developmental education supports the American dream and provides the possibility of a “second chance.” • Developmental education in the most democratic aspect of higher education.

  7. CCBC Demographics • Number of credit students: 33,817 • Average age: 29 • Female/male ratio: 58/42% • Students of Color: 50% • Sixty-two percent work 20 hours or more per week • Full/Part Time 34/66 81% of students entering CCBC test into one or more developmental disciplines 65% Dev. Writing 77% Dev. Mathematics 58% Dev. Reading

  8. RDG 052 RDG 051 ENGL 051 ENGL 052 ENGL 101 ENGL 102 MATH 082 MATH 083 MATH 081 CCBC’s Developmental Education Courses: 10% 90%

  9. ALP ENG 101 ENG 052 A L P

  10. OTHER MODELS OF ALP ENG 101 ENG 052 A L P

  11. OTHER ALP MODELS ENG 101 ENG 052 A L P

  12. OTHER ALP MODELS ENG 101 ENG 101 ENG 052 A L P

  13. OTHER ALP MODELS ENG 101 ENG 101 ENG 052 A L P

  14. didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took ENG 102 296 50% took no more writing courses 0 0% took ENG 052 Fa07-Fa10 592 100% passed ENG 102 554 10% took ENG 102 721 13% passed ENG 102 195 33% passed ENG 052 3604 65% passed ENG 052 485 82% took ENG 101 592 100% passed ENG 101 1829 33% passed ENG 101 438 74% took no more writing courses 943 17% didn’t pass ENG 101 832 15% did not pass ENG 052 1941 35% didn’t pass ENG 101 154 26% haven’t passed ENG102 101 17% haven’t taken ENG 102 142 24% F, I, or W in ENG102 167 3% haven’t taken ENG 102 1109 20% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

  15. Critical Features of ALP—Appendix A • Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite. • The same instructor teaches the ALP course and the credit course. • At least half the students in the credit English course are students who placed into credit-level writing. • The ALP cohort is no more than 12 students. • ALP instructors recognize the importance of paying attention to the non-cognitive issues affecting their students. • The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills.

  16. Timeline for ALP at CCBC Fall 2006 Pizza Hut Meeting Fall 2007 Launch of ALP Fall 2007 Spring 2008 Five-section pilot Fall 2008 to Spring 2012 Doubling number of sections each year 2012- 2013 120 sections each semester Fall 1993 Research Study

  17. Nuts and Bolts of ALP Start-Up • Adapt, Don’t Adopt • Getting Started—Start Small; Plan Large • While planning, think about scaling up • Building support • Use our data—more than 100 ALP schools nationally • Contact college media services/local newspapers • Administration • Advisors!

  18. Nuts and Bolts of ALP Start-Up • Research and Data Collection—Appendix B • Webinar for ALP teams and IR staff (TBA) • Meet face to face—be explicit • Marketing to Students • Advisors! • Word of mouth • Identifying ALP Faculty and Faculty Development • The challenge of full-time faculty buy-in • Funding and Costs • ALP costs less per successful student than traditional deved classes • Reassigned time for your ALP director • Stipends for attending faculty development institutes

  19. Logistics • Registration • Advisors • Non-Cognitive Issues • Student Eligibility for ALP • Faculty • Classrooms • Computers • ALP Student Privacy

  20. Going Forward • Post a description of ALP at your college on the ALP website: http://alp-deved.org/ • Stay in touch and let us know what variations in our model you introduce; we may want to incorporate them, too!

  21. Support • Contact us: • jgallagher@ccbcmd.edu • padams2@ccbcmd.edu • Visit the ALP website: • http://alp-deved.org/