Dr. Barbara Buchanan, Instructional DeanBeverley Turner, Developmental English, ChairElizabeth Pena, Assistant Professor of EnglishEuraDell Davis, Assistant Professor of EnglishDr. Lana Myers, Professor of English

Where Do We Go From Here? Developmental English

Course Re-Design at LSC-M

Communication Across the CurriculumOctober 24,

2012

• Where we started

• Where we are now

• Where we want to go

Presentation Agenda

Where We Started

The Problem

• Nationwide, Developmental students experience low success, completion, and retention rates

• Developmental Education Research Suggests:

• “Among those who take remedial classes, the more remedial coursework taken [is associated] with the least likelihood of educational success” (Russell, 2008, p. 3).

• “About one-quarter of all students referred to three levels below college level for both math and reading drop out between courses” (Bailey, 2009, p. 14).

Stop outDrop out

A First Step to Course Re-DesignDemonstration Projects Grant

• LSC-M Receives Developmental Education Demonstration Project (DEDP) Grant Award (Two year grant - Summer 2010 through Summer 2012)

• Five Texas community colleges received a DEDP grant from the Texas Higher Education Coordinating Board (THECB) in July 2010

• LSC-Montgomery is the only single-college campus to receive funding• Original award $1.5 million

Vision for the DEDP Grant: • To accelerate and encourage students’ progress and success in the

developmental sequence and support their transition into credit-bearing academic/technical certification programs or degrees

DEDP Goals1. Increase developmental student success

2. Accelerate the progress of students through the developmental sequence

3. Increase organizational capacity to provide student advising, counseling and mentoring

4. Provide professional development for training and support of developmental education faculty, counselors, advisors, and mentors

A First Step to Course Re-DesignDemonstration Projects Grant

(Cont.)

• Zero full-time faculty were100% dedicated to Developmental English– Selected full-time faculty typically taught 1 DE course per semester– The remainder of the sections were taught by adjuncts

• Little professional development available which focused on Developmental English

• Reading and writing were taught as separate courses with specialized curricula, syllabi, and textbooks– Two levels of reading (ENGL 0304 and ENGL 0305)– Two levels of writing (ENGL 0306 and ENGL 0307)

• A homegrown, faculty developed lab comprised the 1 hour lab component of the course

• There were few opportunities for accelerating the Developmental sequence

Status of Developmental English Prior to DEDP Grant

Where We Are Now

Developmental English Department’s DEDP

Curriculum Re-DesignFall 2010 to Present

• Additional Linked / Accelerated class options for students:

• HUMD and EDUC 1300 linked to 0309 or 0302 (4 sections) (fall 2012)

• All four Dev. English classes + 1 student success course (fall 2010; fall 2011)

• One upper-level Dev. English reading or writing course combined with speech, psychology, or sociology

• Gateway Developmental English (Developmental Writing II) paired with Composition and Rhetoric I (college-level English)

• Developmental Writing Review (four week course) paired with Composition and Rhetoric I (12 weeks of college-level English)

• Integrated Reading and Writing Courses

• Integrated Reading and Writing I (ENGL 0302)• Advanced Developmental Reading and Writing (ENGL 0309)

• Texas Higher Education Coordinating Board (THECB) charge (Granting agency):

• Combine upper-level reading and writing to accelerate students’ progress through the developmental sequence

• During the DEDP grant, all five DEDP colleges piloted upper-level IRW courses with identical:

• Textbooks (Bedford textbooks)• Syllabi• Learning Outcomes• Curricula• Lab Software (from Bedford)

Genesis of Integrated Reading and Writing at

LSC-M

• College and Universities Combining Reading and Writing

– All five DEDP colleges• Lone Star College – Montgomery• Alamo Colleges• El Paso Community College• San Jacinto College• Tarrant County College

– Other institutions across the country• UT Austin• UT Pan American • San Francisco State University• Chabot College (California)• North Carolina Community Colleges

Integrated Reading and Writing at LSC-M (Cont.)

Two new, integrated courses developed:

• ENGL 0302: Integrated Reading and Writing I (full-scale in fall 2012)

• [Dev. Writing I (0306) + Dev. Reading I (0304)]

• ENGL 0309: Advanced Developmental Reading and Writing (piloted spring 2011, fall 2011, and spring 2012; full-scale in fall 2012)

• [Dev. Writing II (0307) + Dev. Reading II (0305)]

• Each course meets four hours per week – 3 lecture; 1 hour lab

(An additional hour of classwork per week is required to be completed in the Dev. English Homework Lab – 10% of students’ grade)

Integrated Reading and Writing at LSC-M (Cont.)

• Scaling of Integrated Reading and Writing Pilots

• Spring 2011 – 25 students; 2 sections (ENGL 0309)

• Fall 2011 – 60 students; 3 sections (ENGL 0309)

• Spring 2012 – 44 students; 3 sections (ENGL 0309)

• Fall 2012 (44 sections; 850+ students; 20 student cap)

• 6 sections (ENGL 0302)

• 38 sections (ENGL 0309)

Integrated Reading and Writing at LSC-M (Cont.)

Dev. English Classrooms and Class

Caps• Dev. English Computer Classrooms - 24 computers each

• Class caps • Previously - 24 students

• Starting in fall 2012 - 20 students

Dev. English Course Sections Prior to

Full-Scale IRW

Spring 2012 Courses # of sections

ENGL 0112: Developmental Writing Review

1

ENGL 0304: Developmental Reading 1 3ENGL 0305: Developmental Reading II 12ENGL 0306: Developmental Writing I 8ENGL 0307: Developmental Writing II 15ENGL 0309: Advanced Developmental RW 3

COMBINED TOTAL 42 Sections

Fall 2011 Courses # of sections

ENGL 0112: Developmental Writing Review

0

ENGL 0304: Developmental Reading I 6ENGL 0305: Developmental Reading II 12ENGL 0306: Developmental Writing I 6ENGL 0307: Developmental Writing II 13ENGL 0309: Advanced Developmental RW

3

COMBINED TOTAL 40 Sections 6 course options

Dev. English Course Sections after

Full-Scale IRW

Fall 2012ENGL 0302 5 sections F2F at MCENGL 0302 1 sections F2F at Conroe CenterENGL 0309 30 sections F2F at MCENGL 0309 4 sections F2F at Conroe CenterENGL 0309 4 Sections online

Total: 44 sections Spring 2013 (Planned)ENGL 0302 6 sections F2F at MCENGL 0302 1 sections F2F at Conroe CenterENGL 0309 28 sections F2F ENGL 0309 6 sections F2F at Conroe CenterENGL 0309 4 Sections online

Total: 45 sections

2 course options

• Cost and time savings for students in the integrated classes

• ENGL 0302:• 1 semester of time; $256 for the tuition for one, four hour class;

$80 textbook; and transportation expenses

• ENGL 0309: • 1 semester of time; $256 for the tuition for one, four hour class;

$80 textbook; and transportation expenses

• Students who complete both 0302 and 0309• 2 semesters of time; $512 for the tuition for two, four hour classes;

$160 in textbooks; and transportation expenses

Cost and Time Savings of IRW

Theoretical Shift to Integrated Reading

and Writing• “Better writers tend to read more than poorer writers and better readers tend to produce more mature prose than poorer readers” (Goen-Salter, 2012, p. 3).

• “Some particular writing experiences teach students to be more effective readers” (Salvatori, 1996)

• “When reading and writing are taught as separate subjects, these beneficial effects [generative effects of reading on writing] are all but lost” (McCormick, 1994).

• Research suggests that there is an especially beneficial effect to combining writing with reading activities (Graham & Perin, 2007). 

• Tierney et al. (1989) notes that "reading and writing in combination have the potential to contribute in powerful ways to thinking.” 

• Langer (1986) purports, "When writing essays, students seem to step back from the text after reading it - they reconceptualize the content in ways that cut across ideas, focusing on larger issues or topics. In doing this, they integrate information and engage in more complex thought.”

Marketing IRW Courses

19

Fall 2012 Spring 2012

Two, Permanent Full-Time Dev. English Faculty

Hired

• 17 Full-time faculty in the English Department• Starting fall 2012, two, permanent,

full-time faculty hired and dedicated to DE

• Course load for full-time DE faculty is four courses per semester

• Other full-time English faculty teach one, or more, DE courses per semester

• Approximately 20 adjuncts teach DE

• Transition from In-Class “Homegrown Labs” to Online Labs

• In fall 2011, 50% of instructors used MyReadingLab / MyWriting Lab; 50% used “In-House” labs

• In spring 2012, comparative data prompted transition to 100% use of online labs (lab paid for by grant)

• In fall 2012, students purchased lab codes for Aplia Lab (Cengage product) with their Cengage textbooks

• Starting in fall 2012, students are required to complete an extra lab hour in the Developmental English Lab (G 202/203) each week

• Students are assigned a lab software as determined by faculty cohort structure:

• MySkillsLab – Pearson Product• USA Today Program – Reading and writing about current events• Aplia – Cengage Product

New In-Class and Out-of-Class Labs

Spring 2011 to summer 2012– Drop-Policy Change – spring 2011 – summer

2012, students with 8 hours of absences (two weeks of class) were dropped for non-attendance

• Fall 2012 – Drop-Policy Change – starting in Fall 2012,

students are not dropped after the census date. They will remain on the roll and earn an “F.”

Drop Policy Change

Fall 2012• Developmental students were encouraged to enroll in

credit course options while concurrently enrolled in ENGL 0302 or ENGL 0309

Concurrent Enrollment in Credit

Courses

• ARTS 1301, 1311, 1316, 2346

• DANC 2336• DRAM 1310, 2366• MUSI 1306• SPCH 1311, 1315, 1318• MATH- any level• HIST 1301, 1302• COSC 1401

• Any KINE course• PSYC 2301• SOCI 1301• SPAN 1411, 1412• ITAL 1411, 1412• FREN 1411, 1412• PHIL 1301• HUMA 1301• ITSC 1401

Fall 2012• All faculty teaching 0302 or 0309 follow a standardsyllabus and, in general, teach the same conceptsduring each module

• The syllabus is divided into four, four-week modules and the modules reflect the learning outcomes for the course

• The curriculum requires three essays, a final exam combining reading and writing, and multiple reading/writing assignments throughout the course of a semester

• The textbooks for the course are Fusion I and Fusion 2by Cengage

Standard Syllabi for IRW Courses

• Beverley Turner, Chair of Developmental English, developed a methodology for engaging students’ self strategies for affective efficacy.

• These strategies are incorporated into all IRW courses.

New Focus on Affective Efficacies

Themes and novels used in some sections starting in fall 2012

• EuraDell DavisTheme:  The Olympic Spirit: Motivational Coaching for Life

• Novel: Making the Most of Your Life:  Eight Motivational Stories and Essays

• Lori HughesTheme:  Education and Its Impact

• Novel: Waiting for Superman: How We Can Save America's Failing Public Schools. Editor Karl Weber

• Lana Myers• Theme: Our Furry Friends, Reading and Writing about Animals• Novels: The Art of Racing in the Rain by Garth Stein and In the Shadow of Man by

Jane Goodall

• Elizabeth PenaTheme: Finding Your Adventure

• Novels:  Drive by Daniel Pink and Wild by Cheryl Strayed

Themes and Novels in IRW Courses

Fall 2012• Full-time faculty were asked to serve as mentors

to groups of 4-5 adjunct faculty– Beverley Turner– EuraDell Davis– Elizabeth Pena– Lana Myers– Lori Hughes– Martina Kusi-Mensah

• Cohorts offer support and resources for adjunct faculty

• Cohorts meet, on average, twice per month face-to-face

• Cohort groups also communicate via Angel groups and via email

Faculty Mentoring

• Integrated Reading and Writing Workshops• March 23, 2012 (29 attendees) new concepts design for LSC-

Montgomery developmental English courses• April 13, 2012 (26 attendees) teaching strategies for the

integrated reading and writing class, including assessments, assignments, and affective concerns

• April 27, 2012 (26 attendees) Leta Deithloff, Ph. D., University of Texas, spoke about “Creating Meaningful Learning Experiences in the Reading and Writing Classroom.”

• Summer Institute at Lone Star College – Montgomery

• Wednesday, July 11 – Thursday, July 12, 9:00 a.m. – 3:00 p.m.• Featured speaker: Dr. Sugie Goen-Salter - Integrated Reading and

Writing Expert from San Francisco State University• Sessions include: Integrating Reading and Writing – Theoretical

Background, Pedagogy, and Hands-On Classroom Strategies for Integration

Professional Development

• San Francisco State University (SFSU) – Site Visit, Oct. 7-9, 2012

• Romana Cortese, Martina Kusi-Mensah, and Lana Myers performed a site visit at SFSU which included discussions with a leader in the field (Dr. Sugie Goen-Salter), classroom observations, and one-on-one Q&A with IRW instructors.

• Kingwood College – IRW Workshop, Nov. 2, 2012• Beverley Turner, EuraDell Davis, and Elizabeth Pena will

present an overview of LSC-M’s IRW program

• Houston Community College – IRW Panel• Elizabeth Pena and EuraDell Davis will provide background

and context for IRW coursework at LSC-M

Professional Development

(Cont.)

• Graduate Coursework• As a cohort, faculty have pursued 12 hours of graduate coursework in

Developmental Reading / Developmental Education from Texas State University - San Marcos; some of the coursework applies to a Certificate in Developmental Education offered by TSU-SM.

• Summer 2010: Five ENGL faculty completed RDG 5320 Foundations of Literacy Instruction

• Fall 2011: Five ENGL faculty completed READ 5324 Content Literacy • Spring 2012: Three ENGL faculty enroll in DE 5324 Teaching Learning Strategies

and Critical Thinking • Fall 2012: Two ENGL faculty plan to complete DE 5375 The Underprepared Learner

in Postsecondary Education

• Strategies learned through the graduate coursework are shared with FT and PT faculty through Dev. English workshops

• Three faculty are pursuing the 15 hour Developmental Education Certificate

– Elizabeth Pena– Lana Myers– Lori Hughes

Professional Development

(Cont.)

• Faculty Survey• The DE faculty were surveyed in mid October 2012 to

gain faculty perspectives and suggestion concerning the labs, the textbook, the software, the syllabus, etc.

• Student Survey• Over 90 students were surveyed in mid October 2012 to

gain student perspectives and suggestion concerning the labs, the textbook, the software, the syllabus, etc.

• Faculty Meetings held throughout the semester

• Cohort group meetings held throughout the semester

Continuous Evaluation

Average Number of DE Courses taken by students

Fall 2008 - Spring 2012

Number of DE Courses Completed

Number of Unique Students Taking DE Courses

Number of Students Completing DE Courses

1 1792 1792

2 795 1590

3 181 543

4 102 408

5 2 10

Total 2872 4343

Average Number of DE Courses taken by students 1.5

Average Number of DE Courses Taken by

Students

1.5 courses

Data

ENGL 0305 success rate after ENGL 0304 CompletionFall 2008 - Spring 2012

Subject Course Enrollment Completion Success A B C D F I IP W NRENGL 305 306 247 81% 204 67% 48 90 66 2 41 0 16 43 0

ENGL 0307 success rate after ENGL 0306 CompletionFall 2008 - Spring 2012

Subject Course Enrollment Completion Success A B C D F I IP W NRENGL 307 467 388 83% 320 69% 78 155 87 4 64 1 19 59 0

Pre-IRW, Reading I to Reading II

and Writing I to Writing II Success Rates

69%

67%

Data

ENGL 1301 success rate after completion of any one DE English CourseFall 2008 - Spring 2012

Subject Course Enrollment Completion Success A B C D F I IP W NR

ENGL 1301 1241 1054 85% 730 59% 238 305 187 71 253 1 0 186 0

ENGL 1301 success rate after completion of any two DE English CoursesFall 2008 - Spring 2012

Subject Course Enrollment Completion Success A B C D F I IP W NR

ENGL 1301 566 493 87% 343 61% 96 155 92 46 104 0 0 73 0

ENGL 1301 success rate after completion of any three DE English CoursesFall 2008 - Spring 2012

Subject Course Enrollment Completion Success A B C D F I IP W NR

ENGL 1301 130 111 85% 74 57% 17 32 25 8 29 0 0 19 0

ENGL 1301 success rate after completion of any four DE English CoursesFall 2008 - Spring 2012

Subject Course Enrollment Completion Success A B C D F I IP W NR

ENGL 1301 87 76 87% 47 54% 6 21 20 7 22 0 0 11 0

ENGL 1301 Success Rate after completion of 1 to 4

DE Courses

59%

61%

57%

54%

Data

English 1301 Success Rate with No DE Courses and with at least one DE Course takenFall 2010 - Summer 2011

Semester

ENGL 1301 with No Development English Course Taken ENGL 1301 with at least one Development English Course TakenEnrollment

Successful Completers

UnSuccessful Completers Non Completers Enrollment Successful

CompletersUnSuccessful

CompletersNon Completers

  # % # % # %   # % # % # %Fall 2008 1822 1314 72% 314 17% 194 11% 347 208 60% 88 25% 51 15%Spring 2009 714 432 61% 174 24% 108 25% 385 235 61% 100 26% 50 21%Summer 2009 297 231 78% 41 18% 25 8% 96 67 70% 20 21% 9 9%Fall 2009 1923 1384 72% 332 17% 207 11% 397 245 62% 85 21% 67 17%Spring 2010 1013 575 57% 250 25% 188 19% 562 336 60% 139 25% 87 15%Summer 2010 311 246 79% 47 15% 18 6% 119 71 60% 35 29% 13 11%Fall 2010 2183 1552 71% 402 18% 229 10% 453 268 59% 119 26% 66 15%Spring 2011 971 526 54% 283 29% 162 17% 562 325 58% 153 27% 84 15%Summer 2011 366 302 83% 39 11% 25 7% 115 79 69% 17 15% 19 17%Fall 2011 2229 1621 73% 401 18% 207 9% 414 247 60% 115 28% 52 13%Spring 2012 848 487 57% 220 26% 141 17% 541 297 55% 154 28% 90 17%Summer 2012 322 266 83% 35 11% 21 7% 93 64 69% 15 16% 14 15%Average 12999 8936 69% 2538 20% 1525 12% 4084 2442 60% 1040 25% 602 15%

ENGL 1301 Success RatesNo DE Courses vs. At

Least 1 DE Course

8,935 students 69% 2,442 students 60%

Data

Aggregate Data - Development Education English Courses - Baseline v/s. CohortBaseline - Fall 2008 - Summer 2010 - Cohort - Fall 2010 - Summer 2012

Subject Course

BaseLine - Data (Fall 2008 - Summer 2010)  Cohort - Data (Fall 2011 - Summer 2012)

Enrollment Successful Completers

UnSuccessful Completers Non Completers Enrollment Successful

CompletersUnSuccessful Completers Non Completers

# % # % # % # % # % # %

ENGL 304 313 174 56% 72 23% 67 21% 438 306 70% 57 13% 75 17%

ENGL 305 1022 687 67% 130 13% 205 20% 1184 760 64% 162 14% 262 22%

ENGL 306 539 274 51% 138 26% 127 24% 611 364 60% 107 18% 140 23%

ENGL 307 2075 1335 64% 406 20% 332 16% 1979 1373 69% 284 14% 320 16%

ENGL 309               165 121 73% 16 10% 28 17%

ENGL 1301 7556 5027 67% 1543 20% 975 13% 9097 6033 66% 1953 21% 1101 12%

Aggregate Data – Baseline Data Vs. Cohort

Data

5,028 students 67% 6, 033 students 66%0309: 121 students 73%

Data

Developmental Education English Courses Success

RateFall 2011 - Summer 2012

Development Education English Courses Success RateFall 2011 - Summer 2012

Subject Course

Fall 2011 Spring 2012 Summer 2012

EnrollmentSuccessful Completers

UnSuccessful Completers Enrollment

Successful Completers

UnSuccessful Completers Enrollment

Successful Completers

UnSuccessful Completers

# % # % # % # %   # % # %ENGL 304 151 106 70% 20 13% 53 34 64% 7 13%          ENGL 305 323 194 60% 44 14% 218 127 58% 42 19% 35 32 91% 0 0%ENGL 306 198 122 62% 32 16% 101 63 62% 10 10%          ENGL 307 439 309 70% 51 12% 363 243 67% 51 14% 83 67 81% 6 7%ENGL 309 66 49 74% 5 8% 43 32 74% 2 5% 31 24 77% 2 6%Total DE Courses 1177 780 66% 152 13% 778 499 64% 112 14% 149 123 83% 8 5%

Fall 2011 74% Spring 2012 74% Summer 2012 77%

Data

Where We Want to Go

• Developmental English is pursuing National Association for Developmental

Education (NADE) Certification

– Data collected and analyzed by Rajiv Malkan

– Application materials should be submitted by late November 2012

– In four-to-six months, a review team will follow-up with LSC-M to ask additional questions and, possibly, perform a site visit

Pursuing NADE Certification

• Continue to Shift DE pedagogy to more intensely focus on:

• Affective Efficacies

• Integration of reading and writing skills• Avoid: reading to write and writing to read (separate skills)

• Self-regulatory behaviors

• Learning skills

Continue Pedagogical Shift

• Continue focus on professional development through:

• Workshops

• Cohort groups

• Conference presentations• CASP / CRLA Conference, November 7-9, 2012• NADE Conference, March 2013

Continue Focus on Professional Development

• Continue to monitor Developmental English data for success, retention, and completion information

Continue to Monitor Dev. English Data

Questions?_________________

Thank you for your time!

43

Bibliography

•  Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community college. New Directions for Community Colleges, (145), 11-30.

• Goen-Salter, S. (2012). The Conversion to IRW "Stretch" English at San Francisco State University. Unpublished paper.

• Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools - A report to Carnegie Corporation of New York.  Washington, DC: Alliance for Excellent Education.

• Langer, J. (1986). Learning through writing: Study skills in the content areas.  Journal of Reading, 29, 400-406.

• McCormick, K. (1994). In The Culture of Reading and the Teaching of English. New York: Manchester University Press.

Bibliography

Bibliography (Continued)

• Russell, A. (2008, August). Enhancing college student success through developmental education. American Association of State Colleges and Universities: Higher Education Policy Brief. Washington, DC: American Association of State Colleges and Universities. Salvatori, M. (1996). “Introspective Reading: Conversations With Texts.” College English, 55.4: 19-36.

• Stotsky, S. “Research on Reading/writing Relationships: A Synthesis and Suggested Directions.” Composing and Comprehending. Ed. J. Jensen (Urbana, IL: Eric Clearninghouse on Reading and Communication Skills and NCRE. 1984. 7-22.

• Tierney,R., Soter, A., O'Flahavan, J., & W. McGinley.  (1989). The effects of reading and writing upon thinking critically.  Reading Research Quarterly, 24, 134-173.

• Zamel, V. (1992). “Writing One’s Way into Reading.” TESOL Quarterly, 26.3: 463-85.

Bibliography (Cont.)