Supplemental Supplemental Course RedesignCourse Redesign

via CourseCompassvia CourseCompass

Pitt Community CollegePitt Community CollegeGreenville, NCGreenville, NC

Patricia BaldwinPatricia BaldwinUniversity Transfer, ChairUniversity Transfer, Chair

pbaldwin@email.pittcc.edupbaldwin@email.pittcc.edu

Where do you begin? Where do you begin?

Identify department problems.Identify department problems. Identify program weaknesses.Identify program weaknesses. Identify program needs.Identify program needs. Identify student weaknesses.Identify student weaknesses. Identify student needs.Identify student needs. Research other schools’ solutions.Research other schools’ solutions. Research Course Redesign – attend workshops.Research Course Redesign – attend workshops. Create a steering team and begin a planning Create a steering team and begin a planning

process to meet your objectives.process to meet your objectives. Present plan and data to administration to gain Present plan and data to administration to gain

support.support. Be flexible and open to change.Be flexible and open to change.

PCC’s Faculty and Course PCC’s Faculty and Course StatisticsStatistics

8 full-time English faculty8 full-time English faculty 15-20 adjunct faculty15-20 adjunct faculty 23-26 student class capacity 23-26 student class capacity 18 internet student class capacity 18 internet student class capacity English 111 sections per year: 61 English 111 sections per year: 61

day, 7 weekend, 7 night.day, 7 weekend, 7 night. English 113 sections per year: 22 English 113 sections per year: 22

day, 4 weekend, 4 night.day, 4 weekend, 4 night.

Limited Space, Resources, Limited Space, Resources, Funding and Administration Funding and Administration

SupportSupport English faculty share officesEnglish faculty share offices No faculty lounge/facilities for congregation No faculty lounge/facilities for congregation No writing center No writing center No designated computer classrooms No designated computer classrooms Only 3 available computer labs on campusOnly 3 available computer labs on campus Only 2 proxima/projectors shared by both Only 2 proxima/projectors shared by both

the English and Humanities departmentthe English and Humanities department No Funding No Funding Stagnate faculty (and chair) who abhor Stagnate faculty (and chair) who abhor

change which feeds administration denialchange which feeds administration denial

Faculty Communication Faculty Communication ProblemsProblems

Adjunct faculty space: no offices or Adjunct faculty space: no offices or common meeting area common meeting area

Adjunct faculty communication: no Adjunct faculty communication: no campus phone or email availablecampus phone or email available

Adjunct faculty interactions: no paid Adjunct faculty interactions: no paid hours for preparation or department hours for preparation or department meetings meetings

Adjunct faculty isolation: unaware of Adjunct faculty isolation: unaware of department policies and proceduresdepartment policies and procedures

Stagnate Learning in the Stagnate Learning in the ClassroomClassroom

Instruction dependent on lecture Instruction dependent on lecture Neglect of various learning stylesNeglect of various learning styles Failure to engage studentsFailure to engage students Faculty burn outFaculty burn out The traditional classroom became The traditional classroom became

counterproductive to a technology-counterproductive to a technology-centered generation of studentscentered generation of students

The traditional classroom was Teacher-The traditional classroom was Teacher-centered rather than learner-centeredcentered rather than learner-centered

Course Consistency ProblemsCourse Consistency ProblemsCourse DriftCourse Drift

Challenges with consistency in Challenges with consistency in course content and formatcourse content and format

Student surveys and observation of Student surveys and observation of faculty revealed lack of adherence to faculty revealed lack of adherence to department guidelines—elimination department guidelines—elimination of essay assignments and rhetorical of essay assignments and rhetorical strategies, and weak writing/research strategies, and weak writing/research process instruction.process instruction.

Lack of Student SuccessLack of Student SuccessCourse Drift ConsequencesCourse Drift Consequences

Composition I: Expository Writing Composition I: Expository Writing (Eng 111) students enter (Eng 111) students enter Composition II: Literature-Based Composition II: Literature-Based Research (Eng 113) unpreparedResearch (Eng 113) unprepared

English 113 instructors “reteach” English 113 instructors “reteach” English 111 material English 111 material

High withdraw/failure rates in English High withdraw/failure rates in English 113 113

Student WeaknessStudent Weakness

Poor writing process skillsPoor writing process skills Poor basic writing skillsPoor basic writing skills Poor grammatical skills Poor grammatical skills Poor library research and computer Poor library research and computer

literacy skillsliteracy skills Poor course information retention Poor course information retention Poor performance across the Poor performance across the

curriculum curriculum

Composition Program’s Composition Program’s NeedsNeeds

Resources: needed a solution which did not require Resources: needed a solution which did not require extensive resources or fundingextensive resources or funding

Communication: needed stronger communication Communication: needed stronger communication among faculty and studentsamong faculty and students

Course Drift: needed consistency in course format, Course Drift: needed consistency in course format, improvement in rhetorical skills, grammatical skills, improvement in rhetorical skills, grammatical skills, the writing process, and the research processthe writing process, and the research process

Engage students/faculty: needed a learner-centered Engage students/faculty: needed a learner-centered environment which addressed all learning styles, environment which addressed all learning styles, encouraged student involvement, and motivated encouraged student involvement, and motivated facultyfaculty

Technology: needed technological advancementTechnology: needed technological advancement Performance: needed improvement of student success Performance: needed improvement of student success

across the curriculumacross the curriculum

Solution: CourseCompassSolution: CourseCompass

CourseCompass: An Online CourseCompass: An Online Course Management SystemCourse Management System

A Blackboard generated course A Blackboard generated course management system which provided a management system which provided a venue for posting department guidelines venue for posting department guidelines and course materialsand course materials

A venue which provided interactive features A venue which provided interactive features such as discussion boards, a virtual such as discussion boards, a virtual classroom, a digital drop box, and a grade classroom, a digital drop box, and a grade book.book.

An online delivery method for specialized An online delivery method for specialized content in grammar, writing, and researchcontent in grammar, writing, and research

A unique course supplement which engaged A unique course supplement which engaged students and motivated facultystudents and motivated faculty

Beginning Advantages of Beginning Advantages of CourseCompassCourseCompass

A resource for posting department policy and A resource for posting department policy and procedures and for sharing faculty lesson plans and procedures and for sharing faculty lesson plans and assignments assignments

A medium for communication with faculty and A medium for communication with faculty and students through discussion boards, virtual students through discussion boards, virtual classrooms, and emailclassrooms, and email

A course management system for posting class A course management system for posting class materials (assignments/handouts) and maintaining an materials (assignments/handouts) and maintaining an online grade bookonline grade book

A medium which prepared students for online courses A medium which prepared students for online courses A resource to fulfill the NC computer competency A resource to fulfill the NC computer competency

requirementrequirement

Beginning DisadvantagesBeginning Disadvantagesof CourseCompassof CourseCompass

Faculty resistance to the addition of Faculty resistance to the addition of technology (resistance to change)technology (resistance to change)

Faculty and library staff training Faculty and library staff training Student introductory workshops Student introductory workshops Students compete for time in campus Students compete for time in campus

computer labscomputer labs

Faculty IncentivesFaculty Incentives

The department template minimizes faculty workload The department template minimizes faculty workload The department forum motivates faculty The department forum motivates faculty

communication communication The department reproduction costs reduce with The department reproduction costs reduce with

online posting of course materialsonline posting of course materials Instructors grade papers more quickly with the online Instructors grade papers more quickly with the online

peer edit programpeer edit program The activities/exercises eliminate grammar skill The activities/exercises eliminate grammar skill

review review Instructors use discussion boards and the virtual Instructors use discussion boards and the virtual

classroom for office hours, substitution of cancelled classroom for office hours, substitution of cancelled classes (inclement weather), and illnessclasses (inclement weather), and illness

Student IncentivesStudent Incentives

Students’ basic skills improve with use of Students’ basic skills improve with use of online grammar and writing process online grammar and writing process activities and exercises activities and exercises

Students’ research and documentation Students’ research and documentation skills improve with use of online research skills improve with use of online research activities and plagiarism exercises activities and plagiarism exercises

Student engagement grows with the use of Student engagement grows with the use of online peer editing online peer editing

Students’ online navigation skills develop Students’ online navigation skills develop in preparation for online coursesin preparation for online courses

Course Redesign: Start Slow Course Redesign: Start Slow And Don’t Give Up!And Don’t Give Up!

20012001: CourseCompass added : CourseCompass added onlyonly to English 111 as an to English 111 as an optionaloptional program program TrainingTraining: recognize the need for faculty and student training—: recognize the need for faculty and student training—

start with a core group of participantsstart with a core group of participants Publisher ResourcesPublisher Resources: Use publisher representatives and media : Use publisher representatives and media

specialists to aid in introduction/training--locate instructional specialists to aid in introduction/training--locate instructional materials such as power point presentations and video tutorialsmaterials such as power point presentations and video tutorials

Marketing: Marketing: publicize student and faculty success from pilot publicize student and faculty success from pilot programprogram

20022002:: CourseCompass added to English 113 as a requirement CourseCompass added to English 113 as a requirement TrainingTraining: expand training to include pertinent campus staff : expand training to include pertinent campus staff

(library, student services, computer help desk)(library, student services, computer help desk) 20032003: CourseCompass added to remaining courses (Eng 112/114) : CourseCompass added to remaining courses (Eng 112/114)

TrainingTraining: Instructors now hold introductory workshops for their : Instructors now hold introductory workshops for their own courses and campus help desk aides in trouble shootingown courses and campus help desk aides in trouble shooting

Course Redesign: Start Slow Course Redesign: Start Slow And Don’t Give Up!And Don’t Give Up!

20042004: Begin customizing to fit your school’s : Begin customizing to fit your school’s needs. needs. A custom website to accompany your texts, resources, A custom website to accompany your texts, resources,

and department guidelines.and department guidelines. A custom handbook to aid in the registration process and A custom handbook to aid in the registration process and

trouble shooting.trouble shooting. 20052005: Tailor to your school—using school : Tailor to your school—using school

resources as interest and support build.resources as interest and support build. Include your school’s resources, such as IT, Helpdesk, and Include your school’s resources, such as IT, Helpdesk, and

BlackBoardBlackBoard 20062006: Be flexible to change: Be flexible to change

Composition Program WebsiteComposition Program Website PCC Blackboard administrationPCC Blackboard administration MyCompLabMyCompLab

PCC’s Customized PCC’s Customized CourseCompassCourseCompass

CourseCompass Custom CourseCompass Custom ButtonsButtons

New Buttons: English 111/113 websites, PCC website, Smarthinking New Buttons: English 111/113 websites, PCC website, Smarthinking Website, LB e-book.Website, LB e-book.

CourseCompass GrammarCourseCompass Grammar

Grammar: 2 50 question diagnostic tests; instruction Grammar: 2 50 question diagnostic tests; instruction and exercises on over 50 topics: Sentence Grammar, and exercises on over 50 topics: Sentence Grammar, Basic Grammar, Punctuation and Mechanics, or Basic Grammar, Punctuation and Mechanics, or Usage and Style topics, sentence or paragraph Usage and Style topics, sentence or paragraph editing; Longman Handbook e-bookediting; Longman Handbook e-book

CourseCompass WritingCourseCompass Writing

Writing: Exchange upgrade; writing process Writing: Exchange upgrade; writing process instruction and exercises: analyze, argue, instruction and exercises: analyze, argue, compare, describe, discuss, evaluate, compare, describe, discuss, evaluate, extend, inform, self-reflect, and synthesize; extend, inform, self-reflect, and synthesize; glossary; model essays.glossary; model essays.

CourseCompass ResearchCourseCompass Research

Research: Navigator for English, Using Sources: Research: Navigator for English, Using Sources: practice using primary and secondary sources practice using primary and secondary sources in academic writing with MLA style, in academic writing with MLA style, summarizing, synthesizing, and plagiarism.summarizing, synthesizing, and plagiarism.

ExchangeExchange

Exchange is an online grading and peer Exchange is an online grading and peer editing feature.editing feature.

Edit and Grading on Edit and Grading on ExchangeExchange

Reviewer’s Comments on Reviewer’s Comments on ExchangeExchange

OutcomeOutcome

CourseCompass was used in our department for 5 CourseCompass was used in our department for 5 years as a required feature of all composition courses.years as a required feature of all composition courses.

Goals at its adoption were: to increase course Goals at its adoption were: to increase course consistency; to increase faculty and student consistency; to increase faculty and student communication; to increase technological communication; to increase technological advancement; to increase student involvement; to advancement; to increase student involvement; to increase student performance.increase student performance.

Statistical analysis shows consistent improvements in Statistical analysis shows consistent improvements in faculty retention--pass rates increase and withdraw/fail faculty retention--pass rates increase and withdraw/fail rates decrease for both English 111 and 113.rates decrease for both English 111 and 113.

It is our contention that supplemental course redesign It is our contention that supplemental course redesign using CourseCompass has been a contributing factor to using CourseCompass has been a contributing factor to overall improved student success. overall improved student success.

English 111 Full-Time to English 111 Full-Time to Adjunct Retention and Pass Adjunct Retention and Pass

Rate Comparison Rate Comparison

English 111 Year By Year English 111 Year By Year ComparisonComparison

Interpretation of English 111 Interpretation of English 111 DataData

Adjunct faculty improved overall course grade point Adjunct faculty improved overall course grade point average from 2.35 to 2.44average from 2.35 to 2.44

Adjunct Faculty improved retention from 66% to 73%Adjunct Faculty improved retention from 66% to 73% Adjunct Faculty improved pass rates from 77% to Adjunct Faculty improved pass rates from 77% to

80%80% Adjunct Faculty now exceeds full-time faculty by 7% Adjunct Faculty now exceeds full-time faculty by 7%

in retention and 3% in pass ratesin retention and 3% in pass rates Internet courses have also improved course grade Internet courses have also improved course grade

point average, retention, and pass rates while using point average, retention, and pass rates while using CourseCompassCourseCompass

Internet course retention has increased 8% and pass Internet course retention has increased 8% and pass rates have increased 6%rates have increased 6%

English 113 Full-Time to English 113 Full-Time to Adjunct Retention and Pass Adjunct Retention and Pass

Rate ComparisonRate Comparison

English 113 Year By Year English 113 Year By Year ComparisonComparison

Interpretation of English 113 Interpretation of English 113 DataData

Full-time Faculty improved course retention from Full-time Faculty improved course retention from 64.9% to 67%64.9% to 67%

Adjunct Faculty improved course retention from Adjunct Faculty improved course retention from 67% to 73.8% (now exceeding full-time faculty 67% to 73.8% (now exceeding full-time faculty retention by 6%)retention by 6%)

Internet courses have improved course grade Internet courses have improved course grade point average, retention, and Pass rates since point average, retention, and Pass rates since traditional courses began using CourseCompasstraditional courses began using CourseCompass

Internet courses grade point average has Internet courses grade point average has increased from 1.4 to 2.1; Retention has increased from 1.4 to 2.1; Retention has increased from 33.1% to 49.6% and pass rates increased from 33.1% to 49.6% and pass rates have increased from 52.8% to 73.8%have increased from 52.8% to 73.8%

2005 CourseCompass Survey 2005 CourseCompass Survey ResultsResults

10 faculty and 325 students surveyed about 10 faculty and 325 students surveyed about use/satisfaction use/satisfaction

70% of faculty and 57% of students use 70% of faculty and 57% of students use CourseCompass regularlyCourseCompass regularly

70% of faculty and 40% of students satisfied with 70% of faculty and 40% of students satisfied with CourseCompassCourseCompass

Assignments, documents, and grammar most widely Assignments, documents, and grammar most widely used by faculty and studentsused by faculty and students

Comments: faculty and students request change of Comments: faculty and students request change of delivery for Bb management to PCC’s server (website) delivery for Bb management to PCC’s server (website) with an external link to MCL content features with an external link to MCL content features

Comments: Faculty and students request a computer Comments: Faculty and students request a computer lab for instruction once a week to utilize lab for instruction once a week to utilize CourseCompass more effectively CourseCompass more effectively

2005 Student Comments on 2005 Student Comments on CourseCompassCourseCompass

CourseCompass has strengthened my grammar and punctuation CourseCompass has strengthened my grammar and punctuation abilities. It has helped me in many was especially being about to abilities. It has helped me in many was especially being about to share and exchange my work with classmates.share and exchange my work with classmates.

CourseCompass is user friendly, easy to navigate and helps me CourseCompass is user friendly, easy to navigate and helps me interact with classmates and my teacher outside of class.interact with classmates and my teacher outside of class.

CourseCompass helps me organize my papers, develop good CourseCompass helps me organize my papers, develop good drafting skills and write in correct format.drafting skills and write in correct format.

CourseCompass is always available especially if I miss a class or CourseCompass is always available especially if I miss a class or lose an assignment or my syllabus; it keeps track of my course lose an assignment or my syllabus; it keeps track of my course documents.documents.

CourseCompass helps me review and edit my papers and get CourseCompass helps me review and edit my papers and get feedback from my peers; exchange is first rate!feedback from my peers; exchange is first rate!

CourseCompass has good material for writing different types of CourseCompass has good material for writing different types of papers and has example papers; it allows you not to continue to papers and has example papers; it allows you not to continue to make the same mistakes in the future.make the same mistakes in the future.

CourseCompass’ exercises and explanations are a great tool for CourseCompass’ exercises and explanations are a great tool for any English student.any English student.

2005 Student Comments On 2005 Student Comments On Grammar and Punctuation Grammar and Punctuation

I haven’t taken an English course since 1999, so I really needed the I haven’t taken an English course since 1999, so I really needed the refresher from the grammar and writing exercises.refresher from the grammar and writing exercises.

As I have been writing my papers, I keep some of the grammar and As I have been writing my papers, I keep some of the grammar and writing exercises in the back of my mind. writing exercises in the back of my mind.

I really enjoyed the grammar exercises. The exercises made me I really enjoyed the grammar exercises. The exercises made me aware of the correct usage of verbs, sentence structure, and aware of the correct usage of verbs, sentence structure, and punctuation. They got me ready for the actual essay that was due. punctuation. They got me ready for the actual essay that was due.

I thought the grammar exercises were very helpful. They helped me I thought the grammar exercises were very helpful. They helped me remember a lot of the grammar skills I learned in high school. They remember a lot of the grammar skills I learned in high school. They also taught me skills I hadn't learned yet. also taught me skills I hadn't learned yet.

The exercises helped me a lot because I am so bad at grammar. I The exercises helped me a lot because I am so bad at grammar. I liked them a lot because they had helpful hints when you were doing liked them a lot because they had helpful hints when you were doing them. them.

When I first saw that we had grammar exercises to do I was not When I first saw that we had grammar exercises to do I was not excited at all. As you have found out, grammar is my weakest excited at all. As you have found out, grammar is my weakest subject. I have never been into the grammar part of English. To tell subject. I have never been into the grammar part of English. To tell you the truth I would have had a lot more grammar mistakes in my you the truth I would have had a lot more grammar mistakes in my journals and essays if I hadn’t done the activities and exercises. journals and essays if I hadn’t done the activities and exercises.

2006: Flexibility and Change 2006: Flexibility and Change Can Bring SupportCan Bring Support

As the customized course became As the customized course became recognized across campus, the recognized across campus, the administration wanted to become administration wanted to become involved!involved!

IT offered its services in training and IT offered its services in training and troubleshooting.troubleshooting.

Computer Services offered its help in Computer Services offered its help in designing a department website for the designing a department website for the composition program.composition program.

The administration granted the English The administration granted the English department its first computer lab. department its first computer lab.

PCC Composition Program PCC Composition Program WebsiteWebsite

PCC Composition Program PCC Composition Program Website LinksWebsite Links

The PCC Composition Program:The PCC Composition Program:Resources for FacultyResources for Faculty

PCC English & Humanities PDFs: PCC English & Humanities PDFs: An Overview of PCC Composition CourAn Overview of PCC Composition Cour

ses ses ENG 111 Expository Writing Course OuENG 111 Expository Writing Course Ou

tlinetline

ENG 112 Argument-Based Research CoENG 112 Argument-Based Research Course Outline urse Outline

ENG 113 Literature-Based Research CoENG 113 Literature-Based Research Course Outlineurse Outline

ENG 114 Professional Research and ReENG 114 Professional Research and Reporting Course Outline porting Course Outline

Philosophy of CompositionPhilosophy of Composition Policies and Guidelines of the PCC ComPolicies and Guidelines of the PCC Com

position Programposition Program

The Assessment Essay in ENG 111 The Assessment Essay in ENG 111 The Library Resources and The Library Resources and

Guidelines Guidelines Student Code of Conduct PolicyStudent Code of Conduct Policy

External Links:External Links:Composition Resources for Composition Resources for Students and FacultyStudents and Faculty

MyCompLab™ MyCompLab™ Smarthinking™ Smarthinking™ Pitt Community College Library Pitt Community College Library Modern Language Association:  Modern Language Association: 

MLA Style MLA Style How to Organize a Research Paper How to Organize a Research Paper

and Document it With MLA and Document it With MLA Citations Citations

Purdue University Online Writing Purdue University Online Writing Lab Lab

Paradigm Online Writing Assistant Paradigm Online Writing Assistant The Virginia Tech Online Writing The Virginia Tech Online Writing

Lab Lab The Emory Writing Center: ESL The Emory Writing Center: ESL

Resources Resources The Emory Writing Center: The Emory Writing Center:

Teaching Resources Teaching Resources The Emory Writing Center: Writing The Emory Writing Center: Writing

ResourcesResources

MyCompLabMyCompLab

MyCompLabMyCompLab

PCC’s First Composition LabPCC’s First Composition Lab

Lessons LearnedLessons Learned

Create a team of faculty for planning and Create a team of faculty for planning and implementation.implementation.

Generate faculty and department buy-in Generate faculty and department buy-in with benefits and initiatives.with benefits and initiatives.

Begin with your learning outcomes and Begin with your learning outcomes and assessment results to drive your redesign assessment results to drive your redesign project and gain administrative support.project and gain administrative support.

Keep it simple—more information is not Keep it simple—more information is not necessarily better information.necessarily better information.

Learn From Other’s Learn From Other’s MistakesMistakes

Don’t attempt a “one-woman” show.Don’t attempt a “one-woman” show. Don’t move forward without chair support.Don’t move forward without chair support. Don’t move forward without administrative Don’t move forward without administrative

involvement.involvement. Use models of other colleges as a jumping off point; Use models of other colleges as a jumping off point;

use documented data of success to build your project.use documented data of success to build your project.

Yes, we accomplished our goal. . .but we took the Yes, we accomplished our goal. . .but we took the back door approach. Had we built a team of back door approach. Had we built a team of faculty and sought admin support, our efforts faculty and sought admin support, our efforts would not have taken 6 years to accomplish.would not have taken 6 years to accomplish.

Pitt Community College’sPitt Community College’s

Composition ProgramComposition Program

Greenville, NCGreenville, NC

Patricia BaldwinPatricia Baldwin

University Transfer, ChairUniversity Transfer, Chair

pbaldwin@email.pittcc.edupbaldwin@email.pittcc.edu