The Accelerated Learning Program

The Accelerated Learning Program The Community College of Baltimore County

Agenda for the Day • introduction to ALP • two fundamental principles • backward curriculum design • active learning • improving thinking skills • addressing non-cognitive issues • reducing sentence-level error • syllabus design A L P The Accelerated Learning Program

100% ABC in ENGL 101 287 81% U or W ENGL 052 373 43% S in ENGL 052 490 57% 100% DFW in ENGL 101 68 19% 75% 75% 50% 50% 25% 25% 0% 0% How We First Measured Success in Our Developmental Courses Success rates for students who took ENGL 052 in 88-89 Success rates for students who passed ENGL 052 in 88-89 and then took ENGL 101 by sp 92 A L P The Accelerated Learning Program

took no more writing courses 135 16% never passed 052 373 43% A, B, or C in 101 287 33% took 052 1988/1989 863 100% S in 052 490 57% took 101 355 41% D, F, or W in 101 68 8% Students who took ENG 052 for the first time in 1988/1989 A L P The Accelerated Learning Program

Why Do Students Drop Out? A L P

no concrete examples • can’t write a thesis • subject-verb agreement • sentence fragments • none of the above • mla format • confusing words

student becomes discouraged • changes at work • financial problems • laid off • student loses confidence • problems with children • student fears she isn’t “college material” • life happens • affective issues • legal problems • car trouble • student becomes depressed • abusive situation at home • stress becomes too great • eviction • medical problems • student feels isolated

non- • cognitive • issues • affective • issues • life • issues

100% The Pipeline Effect three levels down two levels down one level down gate- way course = 8% 70% pass 70% take 70% pass 70% tale 70% pass 70% take 70% pass A L P The Accelerated Learning Program

100% pass 70% tale 70% take 70% pass 70% pass 70% take 70% pass 100% The Pipeline Effect three levels down two levels down one level down gate- way course = 12% A L P The Accelerated Learning Program

Agenda for the Day • Overview of ALP • What Is the Problem? • What is ALP? • What Results has ALP produced? • What about Costs? A L P The Accelerated Learning Program

Community College Baltimore County CCBC Students credit students 33,817 average age 29 female/male 58/42% students of color 50% full/part-time 34/66 % A A L P The Accelerated Learning Program

25% 100% 50% 75% Placement into Dev ED 81% 77% 65% 58% all students math English reading

RDG 052 RDG 051 ENGL 051 ENGL 052 ENGL 101 ENGL 102 MATH 082 MATH 083 MATH 081 CCBC’s Developmental Education Courses:

ALP ENG 101 ENG 052 • reduces stigma • improves attachment • provides stronger role models • encourages cohort effect • changes attitude toward developmental course • allows individual attention • allows time for non-cog issues • allows coordination of the two courses A L P The Accelerated Learning Program

How does an ALP developmental class differ from a traditional one? Goal of a traditional developmental course: Goal of an ALP developmental course: for students to pass the developmental course. for students to pass first-year composition course. A L P The Accelerated Learning Program

didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 0 0% took ENG 052 Fa07-Fa10 592 100% passed ENG 052 3604 65% passed ENG 052 485 82% took ENG 101 592 100% took no more writing courses 943 17% did not pass ENG 052 1941 35% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 0 0% took ENG 052 Fa07-Fa10 592 100% 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% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

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)

13% Credit English 35% ALP 87% Developmental Writing 65% CCBC’s Developmental Writing Courses:

25% 100% 50% 75% Pass Rates in 101 for Low Scoring and High Scoring Students traditional dev writing ALP 84% 80% 24% 37% 56% 47% Accuplacer Scores: 60-69 80-89 fall 2010

160students 20 sections 80 sections 320 students 40 sections 80 students 1280 students 160 sections 640 students 2011-12 2007-08 2008-09 2009-10 2010-11

Critical Features of ALP • Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite. • 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 same instructor teaches the ALP course and the credit course. • 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. A L P The Accelerated Learning Program

Developmental Writing at CCBC ENG 101 ENG 052 ENG 051 ENG 050 reading college-level texts and writing college-level essays reading college-level texts and writing college-level essays reading college-level texts and writing college-level essays writing paragraphs sentence skills the word A L P The Accelerated Learning Program

12th Grade American History Take-Home Exam In an essay of 500 words or more, explain the causes of the Civil War.

The Causes of the Civil War slavery states rights vs. federalism economic and social differences

Sir Walter Scott

The Causes of the Civil War F slavery states rights vs. federalism economic and social differences the South read too much of Sir Walter Scott

Thesis Reason #1 Reason #2 Reason #3 Conclusion

In conclusion, judges in Maryland need to start giving tougher sentences for drunk driving. Thesis: Maryland needs tougher laws against drunk driving. When a little girl in my neighborhood was killed by a drunk driver, the judge sentenced him to “time served.” When a guy in my class in high school was found guilty of driving while intoxicated for the second time, the judge gave him a sentence of only six months, which was then suspended. My sister was hit by a drunk driver and was in the hospital for six weeks. Even though the driver of the other car was convicted of DWI, he was given probation before judgment.

Short Writing 1 Assignment: Write an essay of at least three double-spaced pages in which you tell me one interesting thing about the kind of person you are.

Some Theses from Paper 1 I am a very outgoing person because I am afraid to be alone. The type of person that I happen to be is a good person. One trait about me that sticks out and can easily be connected to me, is how creative I am. I am a very adventurous person, The majority of people I asked said I am caring. I am a generous person, but I am not a fool. I am something of a chameleon. I feel an important thing to know about myself is that I am ambitious. I have been described as many things, adventurous being one of them. I am a very generous person. One thing that best describes me is that I am a very outgoing person. I am a thoughtful to my grandmother. I would like to consider myself a somewhat outgoing person. I have always been a determined person. I like to meet new people and make new friends. I'm very outgoing. I am very ambitious because I am afraid of failing. I want to do well in school. My desire to help other people is really selfish at heart. There are many characteristics that I have. However the one that I think sticks out the most would have to be that I am giving.

To solve this puzzle you must connect all nine dots while following these rules: You may use up to four lines. All lines must be straight. You cannot lift your pen or pencil from the paper. You cannot re-trace a line.

Why didn’t you figure out the answer? Most people reply: “You didn’t tell us we could go outside the nine dots.”

Assignment: Write a short paper, about a page, in which you propose who should get reserved parking spaces at the college. Be sure to provide evidence to support your assertions. The audience of this assignment is other students in this class.

Thesis: The disabled, the faculty, and the college President should get reserved parking. the disabled to make life a little easier for them the faculty because without them there would be no classes the President as a recognition of her accomplishments So reserved parking should go to the disabled, faculty, and the President

disabled faculty president wheelchair bound stroke victims mobility impaired people with cystic fibrosis overweight hearing impaired dyslexic pregnant elderly

disabled wheelchair bound stroke victims mobility impaired people with cystic fibrosis overweight obese pregnant elderly

disabled wheelchair bound stroke victims mobility impaired people with cystic fibrosis obese pregnant elderly

The Accelerated Learning Program