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Marcia Corcoran, Dean of Language Arts
Katie Hern, Instructor, English
Ming Ho, Instructor, Math
Matthew Kritscher, Dean, Counseling
PSCN 25: Orientation
After assessment, Counselors direct students to course package. Incentive: all other English & Math sections full
College Success Workshop
English 102: Reading, Reasoning, and Writing (Accelerated)
Open-access 1-semester course leading to transfer-level English
Math Workshop: ALEKS Learning/Assessment System (1 unit)
(3 hours lecture and 2 hours lab per week)
(1 hour lab per week)
Students receive early assessment and advisement (A4)
Students encouraged to take foundational English and Math early in their college careers (A4)
Faculty who are both knowledgeable and enthusiastic about developmental education are recruited and hired to teach in the program (A6)
Counseling support provided is substantial, accessible, and integrated with academic courses/programs (B3)
*Basic Skills as a Foundation for Student Success in California Community Colleges (2007, July) (2nd ed.). The Center for Student Success, the Research and Planning Group of the California Community Colleges, under contract from the California Community Colleges System Office, sponsored by USA Funds.
(Persistence rates measure the percentage of students enrolled as of Census Day in the first term who are subsequently enrolled as of Census Day in the following term.)
Why we chose Accelerated Developmental English: Significantly more students persist to and succeed in College English from the accelerated course than from two-semester sequence
When accelerated students get to transfer-level English, they pass at exactly the same rate as students from two-semester track (and about twice as many of them actually get there)
1) What does Freire mean by the term “banking model” education? Why does he say it is “oppressive” or “dehumanizing”?
2.) What does Freire mean by “problem posing” education? Why does he say this is “liberatory”?
5 English instructors teaching in the program met twice a month, examined range of data together
For the majority of students who did not complete or pass course, the primary reason was not insufficient literacy skills for the accelerated track. Instead, it was either external life factors (sudden homelessness, death in family, need to travel to Mexico) and/or old “high school behaviors” (e.g. trying to get by without doing work)
1-Unit Course in computer lab setting. Students work with ALEKS software program, which assesses their existing knowledge and provides individualized curricula in their own zone of proximal development
Early Census data shows higher persistence rates among
first-time college students in Jumpstart:
Fall ‘09 to Spring ‘10 Persistence
How do Jumpstart students perform in English and Math courses in future semesters?