A Learning Community for Developmental Students

1. A Learning Community for Developmental Students 26th Annual Conference on the First -Year Experience February 18, 2007

2. Presenters Cullen Bailey Burns, MA English MFA Creative Writing, Instructor, English Department cullen.burns@century.edu LuAnn Wood, MA Education/Reading Instructor, Reading and Study Skills Department luann.wood@century.edu

3. Presentation Overview • Developmental Education at Century College • First Year Initiatives and Learning Community Design • Successes • Lessons Learned • Questions and Answers

4. Developmental Education at Century College • White Bear Lake, Minnesota • Mission: To provide a learning-centered community committed to quality lifelong educational opportunities for a diverse citizenry. • For the past 4 years – largest two-year college in Minnesota, and the sixth largest higher education institution in Minnesota • Serving over 12,000 students per year *Diverse, large college, committed to quality education

5. Student Profile

6. Student Profile

7. Developmental Education at Century College Fall 06 • 32% of Century students test into Developmental Reading • 33% of Century students test into Developmental English • 52% of Century students test into Developmental Math • MN state-wide placement test • Accuplacer tests in Math, English and Reading *A majority of Century Students test into one or more development classes

8. Developmental Education at Century College: Placement • Reading • 0080* Prep for College Reading; first developmental level – 37.5-59.4 cut score • 0090* Intro to College Reading; second developmental level – 59.5-77.4 cut score • 1000 College level Critical reading – 77.5-120 • Writing • 0080* Basic Writing and Grammar; first developmental level -34.5-69.4 and reading score above 37.5 • 0090*Intro to Writing; second developmental level – 69.5-89.4 and reading score above 59.5 • 1021 College Level Writing; 89.5-120 and reading score above 77.5 • If you test into Reading 0080 and English 0090 you must complete Reading 80 before registering for English 0090. Although, if you test into English 0080 and Reading 0090 you may take them concurrently. *Correct placement promotes student success and retention

9. First Year Initiatives and Learning Community Design • Responses to retention issues include: • Developmental Learning Community • Paired courses • Common Book Initiative • ESOL Learning Community • Intensives *First Year initiatives designed to improve student success and retention

10. First Year Initiatives and Learning Community Design • Concept • 2003--evolving • Courses • Developmental English 90 – Cullen Bailey Burns • Developmental Reading 90 – LuAnn Wood • College level Academic Success CRRS 1111 – Rosie DuBose (transfer) • Selection of Theme • Understanding Differences *Theme based community that includes developmental and college credits

11. First Year Initiatives and Learning Community Design Century College: Learning Community 90 Spring 2007 *Classes meet in 3 hour block in same classroom

12. First Year Initiatives and Learning Community Design • Collaboration among Faculty • Examples • Semester portfolio • Other combined assignments • Common texts: Privilege, Power and Difference by Allen G Johnson; Love Medicine by LouiseErdrich; Saints at the River by Ron Rash • Common topics • Day-to-day skill reinforcement *Classes share common text and multiple assignments

13. First Year Initiatives and Learning Community Design • Faculty Contract includes • 10 combined assignments • 4 scheduled meetings with the instructors • 2 large group meetings all paired and learning community instructors • Final written report • $1,000 Stipend *Contract stipulates requirements for Instructors

14. Successes: Student Opinion Fall 05, Spring 06, Fall 06 • Put graph or stats here *Students report high levels of satisfaction

15. Successes: Student Reactions • “It’s an awesome experience. I’ve met so many people through the learning community. It’s a great way to make friends and get to know people during your first year.” —Kassie • “I enjoyed the fact that my courses are connected and you can get credit for all classes with one assignment, too. I liked the fact that we talk and discuss rather than just sitting and listening to a lecture.” –Mai • “It’s a good experience to be a part of. It really gives you a chance to know people and learn a lot in the process. Small class size, friendly teachers, and a great learning experience.” –Tony

16. Successes: Faculty Observations • Students developed a sense of community • Students were engaged • Some students excelled for more than they would have in a stand-alone class • A variety of teachers and teaching styles supported and encouraged students • Integration of themes and skills helped students understand the connection between disciplines • Students mastered the use of technology – D2L • Retention was strong *Faculty report high levels of student engagement

17. Successes: EngagementCommunity College Survey of Student EngagementNational Benchmarks compared to Century’s Learning Community Survey Responses Active and Collaborative Learning • Made a class presentation often or very often • National average 26% • Century College 20% • Century Learning Community Fall 06 100% • Worked with students outside of class often or very often • National 21% • Century College 18% • Century Learning Community 84%

18. Student-Faculty Interaction • Discussed ideas from readings or class with instructor outside of class often or very often • National 15% • Century College 12% • Century Learning Community Fall 06 52% • Received prompt feedback (oral or written) from instructors often or very often • National 55% • Century College 49% • Century Learning Community Fall 06 74% • Came to class without completing readings or assignments often or very often • National 14% • Century College 16% • Century Learning Community Fall 06 5% *Student engagement significantly better in Learning Community

19. Successes: Retention • Attendance *Attendance was dramatically better in Learning Community

20. Successes: Retention • Grades *Typically students in Learning Communities achieve passing grades

21. Successes: Retention • Drop/Failure/Withdraw Rate (DFW) *Generally DFW rates were lower than stand alone classes

22. Lessons Learned • Takes a lot of coordination between registration, counseling, departments and instructors. • Continually need to help students understand course integration, but combined syllabus was too confusing for students. • Takes patience and continual course work refinement. • Rewards are great: build close relationships with colleagues from other departments, work closely with students, and celebrate their successes. *Learning Communities are challenging and rewarding

23. Summary • Century is a diverse, large college, committed to quality education • A majority of Century Students test into one or more development classes • Correct placement promotes student success and retention • First Year initiatives are designed to improve student success and retention • Our theme based community includes developmental and college credits • Classes meet in 3 hour block in same classroom • Classes share common texts and multiple assignments • Contract stipulates requirements for Instructors • Students report high levels of satisfaction • Faculty report high levels of student engagement • Student engagement and attendance were significantly better in Learning Community • Typically students in Learning Communities achieve passing grades • Generally DFW rates were lower than stand alone classes • Learning Communities are challenging and rewarding

24. QuestionandAnswer

25. Presenters Cullen Bailey Burns, MA English MFA in Creative Writing, Instructor, English Department cullen.burns@century.edu LuAnn Wood, MA Education/Reading Instructor, Reading and Study Skills Department luann.wood@century.edu