retaining underprepared students: building a comprehensive developmental education program gwen...

Retaining Underprepared Students: Building a Comprehensive

Developmental Education Program

Gwen Braun, Director

Leanne Frost, Asst. Director

Academic Support Center

Developmental Education

What do you think about developmental education?

What is Developmental Education? Arriving at a Common Definition

Developmental education is a field of practice and research within higher education with a theoretical foundation in developmental psychology and learning theory.

National Association for Developmental Education

Developmental education promotes the cognitive and affective growth of all postsecondary learners, at all levels of the learning continuum.

Developmental education is sensitive and responsive to individual differences and special needs among learners.

Developmental education programs and services commonly address:• Academic preparedness• Diagnostic assessment and placement• Development of general and discipline-specific

learning strategies• Affective barriers to learning

Developmental education includes, but is not limited to:• All forms of learning assistance

• Tutoring• Mentoring• Supplemental Instruction

• Personal, academic, and career counseling• Academic advisement• Coursework

ObjectivesObjectives

To share our successes and challenges, primarily through causes and effects of some misconceptions

To encourage using diagnostic assessment to improve both placement and retention and to enhance students’ opportunities for success

AssumptionsAssumptions

Even if they have more experience with failure than with success, students who can overcome fear of failure will take consistently higher risks, both academic and intellectual.

For both students and faculty, conquering fear and actively pursuing an education depend upon both teaching and learning.

RationaleRationale

Academic, career, and life goals can be achieved when students are both well-prepared and well-motivated by developmental courses.

Retention can be enhanced when students experience academic success, supported by developmental coursework, assessment, and tutoring.

Programs that are truly student-centered will more successfully produce independent, lifelong learners.

Retention: A National Issue

Access to postsecondary education has increased during the past 30 years, but completion rates have not risen accordingly.

National Completion Rates– 53% for 4-year universities

– 24%-28% for 2-year community colleges

(U.S. Dept. of Education, 2004)

Underpreparedness: A Major Cause for Non-completion

Researchers agree underpreparedness represents a significant cause of non-completion.

– Researchers estimate between 50% and 70% of postsecondary students are underprepared in math, writing and/or reading.

Developmental Education as a Solution

Many postsecondary institutions turn to developmental education to bridge the gap between previous learning and collegiate demands.

– 76% of postsecondary schools offered Dev. Ed. courses Fall 2000.

– 28% of incoming freshmen enrolled in Dev. Ed. courses Fall 2000.

(U.S. Dept. of Education, 2004)

What ideas will you use to improve your program and increase student retention?

The Academic Support Center: Montana State University–Billings’ Dev. Ed. Solution

Best Practice: Creating a “One-Stop Shop”

•Reorganized in 2001 to consolidate academic department “help centers”

•Brought Math and English tutoring centers together in a “reclaimed” building on campus

•Expanded to the College of Technology Summer 2004

Best Practice: Seeing the student as a whole

• In addition to providing tutoring, in 2001 offered the following Dev. Ed. courses:

• English 100: English Essentials

• Math 101: Introductory Algebra

• Math 105: Algebra for College Students

•Funded by student fees

•Operated as part of Student Services

The Academic Support Center: Montana State University–Billings Dev. Ed. Solution

Fall 2006

Currently staffs, administers, schedules and develops curricula for:

– 4 sections Math 085: Math Fundamentals (added Fall 2005)

– 12 sections Math 101: Introductory Algebra– 19 sections Math 105: Algebra for College Students– 12 sections English 100: English Essentials– 4 sections RD 101: Reading Improvement (added Fall 2006)

Montana State University–Billings Academic Support Center

Total sections increased from 40 Fall 2001 to 56 Fall 2005, a 40% increase.

2001 2002 2003 2004 2005

Spring

No. of Dev. Ed. Course SectionsNo. of Dev. Ed. Course Sections

Recruits, trains and manages staff, including:

• 1 director & 2 assistant directors, who also teach

• An additional 5 FT and 15 PT instructors, who also tutor

• 30 tutors

• 2 part-time administrative assistants

Fall 2006

Expanded tutoring beyond Math and English to include:

Reading, Business, Accounting, Anatomy & Physiology, Biology, Chemistry, Physics, Statistics, German, Spanish, French, Psychology, ESL

Plus, specialty tutors at the COT in Automotive, Drafting & Design, Medical Coding, Computer Systems, Process Plant Technology

Equips, manages and staffs a main campus Learning Lab with:

– 56 computers– 14 tutoring stations

Serves 600 students per day

Equips, manages and staffs a COT Learning Lab with:

– 14 computers– 5 tutoring stations

Serves nearly 100 students per day

Factors of SuccessFactors of Success

1. Student-Centered Vision

2. Team-Building Efforts

3. Quantitative Measures

The ASC serves a diverse population of students:

– with physical and learning disabilities

– whose COMPASS scores may not accurately reflect their academic abilities

– who would be better served by Adult Ed. programs

– who are emotionally unprepared

– with ESL challenges

– with diverse socio-economic and ethnic backgrounds

A Student-Centered VisionA Student-Centered Vision

1.1.Factor of Success

The ASC serves a diverse population of students:

– who are first-generation college students

– who are academically challenged but technically proficient in other areas

– who are non-traditional

– with criminal backgrounds

– who are in recovery

– with GEDs

– who were home-schooled

A Student-Centered VisionA Student-Centered Vision

Lab hours Technology-assisted instruction

(computers, calculators, and multimedia tutorials) Coordinated services with DSS and SOS/TRIO Conscientious staff selection Workshops based on student needs Continual assessment Classroom visits Lab Tours ASC website (www.msubillings.edu/asc) Cookies on Fridays

A Student–Centered VisionA Student–Centered Vision

Retention EffortsRetention Efforts

Intervention strategies for At-Risk students– Calls– Letters– Shared lists– Advisors– Mentors– Referrals– Security

**Hall visits!© Montana State University-Billings

Retention Effort ResultsRetention Effort Results

15-Day No-Show Letters

Midterm Warning Letters

Absolute Drop Letters

Success: dropped, withdrew, or achieved a C or better Did not pass: received an F or a D Failed on a multiple attempt: received an F or a D, not first time taking the class

Spring 2005

Retention Effort ResultsRetention Effort Results

Retention rates for Dev. Ed. students are increasing at MSU-Billings:

68%70%72%74%76%78%80%82%84%86%

F01-Sp02

F02-Sp03

F03-Sp04

F04-Sp05

Dev. Ed.

University

Additional Retention EffortsAdditional Retention Efforts

Skills-Based Workshops

(Based on expressed/demonstrated student needs)– Graphing Calculator– Algebra Refresher– APA Writing Skills– Reading Skills– Job Search Skills– Word-Processing Skills

Celebrate SuccessesCelebrate Successes

Support techniques for Dev.Ed. graduates– Congratulatory letters

Making the Honor Roll Getting off Academic Probation Outstanding Student nominations

– Wall-of-Honor Graduates Students of the Month Instructors

Team-Building EffortsTeam-Building Efforts

Within the Department In the Learning Labs Across Campus

Students and teachers as lifelong learners– Professional development for teachers

• Handbook, conferences, workshops

– Professional development for tutors• CRLA Tutor Training and Certification

– Teaching opportunities for exceptional graduates– Tutors as teaching assistants– ASC alumni as classroom presenters

Team-Building Techniques: Team-Building Techniques: Within the DepartmentWithin the Department

Team building– Potlucks– Flextime– Bookbucks– Content-specific

teaching aids– Employee workspace– Holiday decorations– Lobby honors for

graduates

– Birthday lists– “I’m a Regular” stickers– Marching together at

graduation

Team-Building Efforts:Team-Building Efforts:In the Learning LabIn the Learning Lab

All teachers as tutors Peer tutors

– Work-study– English & Math 390 students– Hourly

Professional tutors– Retirees– Second income– Entry-level employees

Graduate students Many tutors dual-qualified

Team-Building Efforts: Team-Building Efforts: Across CampusAcross Campus

Advising Housing Academic Departments DSS TRIO/SOS Campus Security Financial Aid

Assessment and PlacementAssessment and Placement

COMPASS Pre- and post-testing Traditional class assessment Teacher/course evaluations Post-DevEd assessment Continual attendance tracking/analysis Daily log-ins and door counters

Assessment CycleAssessment Cycle

Ask, “What do I want to know?”

“I wonder if…”“Why do…”

Gather Information

Analyze Data

Share Results

Quantitative Measures: The BenefitsQuantitative Measures: The Benefits

• Dispel “myths”• Add validity to programs and

recommendations• Justify staffing and funding• Discover trends and needs• Prepare for accreditation

Using Pre- and Post-Tests:Using Pre- and Post-Tests:COMPASS Gain ScoresCOMPASS Gain Scores

Fall 03 Spring 04 Fall 04 Spring 05

Pre Post Pre Post Pre Post Pre Post

Overall - (ALL)

Overall (all)

< 15 22.66% 10.20% 23.58% 9.85% 21.48% 8.08% 19.77% 9.01%

15 < % < 25 56.15% 24.63% 41.59% 27.22% 61.16% 30.89% 56.03% 27.68%

> 25% 21.19% 65.17% 34.83% 62.93% 17.35% 61.03% 24.20% 63.31%

< 16 27.76% 11.90% 27.09% 11.90% 26.76% 10.03% 24.51% 10.75%

16 < % < 26 55.13% 26.31% 42.06% 32.93% 59.89% 33.22% 56.00% 29.77%

> 26 17.11% 61.79% 30.85% 55.17% 13.35% 56.75% 19.49% 59.48%

average 19.84 29.46 21.51 27.23 19.58 27.55 20.47 28.38

median 18 27 19 26 18 26 19 27

S.D 6.49 11.43 9 9.49 5.79 8.99 6.45 10.01

ENGLISH 100

Fall 03 Spring 04 Fall 04 Spring 05

Pre Post Pre Post Pre Post Pre Post

Overall - (ALL)

Overall (all)

< 87 91.77% 76.73% 91.47% 77.64% 91.77% 75.17% 90.99% 77.64%

>87 8.23% 23.27% 8.53% 22.36% 8.23% 24.83% 9.01% 22.36%

average 57.21 70.6 58.32 68.86 57.42 70.83 59.31 68.35

median 63 74 61 72.5 65 74 65 72

S.D 24.42 22.6 20.91 23.94 21.3 23.89 20.6 24.42

Examination of COMPASS pre- and post-test gain scores and DWF lists led to several decisions:

• Adjusted Math 101 COMPASS exit score because success rate in 105 was not as great

• Considering English 085 because of large standard deviation in gain scores for English 100

Using Post-Developmental Education Using Post-Developmental Education Assessment to Dispel MythsAssessment to Dispel Myths

Myth: Dev. Ed. students don’t do well in next courses; Dev. Ed. classes don’t work.

• 48% of students taking post-Dev. Ed. Math courses without a previous Dev. Ed. Math course achieved a “C” or better

• 52% of students taking post-Dev. Ed. courses with a previous Dev. Ed. Math course achieved a “C” or better

Using Post-Developmental Education Using Post-Developmental Education Assessment to Dispel MythsAssessment to Dispel Myths

Myth: Dev. Ed. students don’t do well in next courses; Dev. Ed. classes don’t work.

• 45% of students taking English 150 without a previous Dev. Ed. English course achieved a “C” or better

• 55% of students taking English 150 with a previous Dev. Ed. English course achieved a “C” or better

Of MSU-Billings’ 2005 graduates:– 18% of all graduates completed at least

one Dev. Ed. course.

– 21% of those receiving baccalaureate degrees completed at least oneDev. Ed. course.

Using Post-Developmental Education Using Post-Developmental Education Success Rates to Dispel MythsSuccess Rates to Dispel Myths

Myth: Dev. Ed. students don’t graduate.

Learning Lab usage is increasing on both campuses.

2002 2003 2004

Spring

Senior Campus

Average Daily Visits

Using Daily Log-ins and Door Counters Using Daily Log-ins and Door Counters to Justify Staffing and Fundingto Justify Staffing and Funding

0102030405060708090

Fall 2004 Spring2005

Fall 2005

COT Campus

Using Assessment to Using Assessment to Prepare for AccreditationPrepare for Accreditation

College Reading and Learning Association (CRLA) 2006

National Association for Developmental Education (NADE) 2007

Northwest Commission on Colleges and Universities (NWCCU) 2008

Throughout the University System– Individual Departments

– Administration

– Advising

– Housing

– DSS/TRIO/SOS

– Campus Security

– Financial Aid

– Newsletter

Share ResultsShare Results

With the Community– School District

– Adult Education

– Alumni

– General Public

With the Discourse Community– State, Regional and National Conferences

– Publications

– Webinars

Share ResultsShare Results

What ideas will you use to improve your program and increase student retention?

1. Do institutions of higher education have an obligation to provide access to all learners who desire to be educated?

2. Should DevEd instructors receive equal compensation?

3. Is DevEd a new concept that came on the scene in the 70’s?

4. Does providing developmental courses mean lowering the curriculum standards so students can pass?

5. Are remedial education and developmental education the same?

6. Do DevEd programs only belong in two-year community colleges and not four year universities?

7. Do DevEd programs increase freshman attrition rates?

8. Will there always be a need for DevEd at all institutions of higher education?

9. Even if students succeed in their DevEd courses, can they succeed in higher level courses?

10. Do DevEd courses always qualify for financial aid?

11. Do DevEd programs cost too much to run?

Resources

National Association for Developmental Education (NADE) www.nade.net

– Publications/Speeches tab for “Must-Read” articles

College Reading and Learning Association (CRLA) www.crla.net

Montana State University-Billings Academic Support Center (ASC) www.msubillings.edu/asc or www.msubillings.edu/asccot

Learning Assistance Discussion Group LISTSERV@LSTS.UFL.EDU

Conference on Basic Writing listserve CBW-L@LISTS.UMN.EDU

Q & AQ & A

Assessment Retention Successes Challenges

Gwen Braun, Director Leanne Frost, Assistant Director

Academic Support Center

Montana State University – Billings

1500 University Drive

Billings, MT 59101-0298

(406) 657-1641 front desk

www.msubillings.edu/asc

Follow-up Information

Slides and Recording – https://www.innovativeeducators.org/underprepared.ppt

– We will send you a link to view the recording by Friday, September 29th

– Evaluation

Thank You

retaining underprepared students: building a comprehensive developmental education program gwen...

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