Download - What we learned Recommendations & challenges
What we learnedRecommendations & challenges
As a college, we’re focused on student retention from Pre-College to College
Wanted to determine whether adding a College-level class with Developmental English would increase retention, provide greater access to English 101, and support equity
Participated in a national project on assessing integrative learning with The Washington Center - Led by Emily Lardner and Gilles Malnarich with leadership from Veronica Boix Mansilla (Project Zero)
Read “A New Era for Learning Communities” by Lardner and Malnarich (Change Magazine, 2008)
Attended two College Readiness Retreats in ’09 Planning for an Integrated Pre-College
English/College to bridge to our Coordinated Studies program: “Beginnings”
20+ years of Integrated Developmental English —10 Credit Course in Reading & Writing
A few courses combined in the late 90s or early 2000s
We have over 4,000 FTEs/6 sections of Pre-College English each quarter
AA Degree requires ENGL 101 & 102 + a Communications class
• create a learning community
• have the students gain confidence in their
reading, writing, and speaking skills
• add a college course to give them “motivation” for
doing well in the Developmental English course
• combine skills from the 3 classes to be seamless
and integrative and engage the students in active
learning
• Came with a Master’s Degree in Engineering from South Korea
• Compass Scores=95 in Writing; 77 in Reading
• Placed into ENGL 101 but took our 15-credit class
Immigrated four years ago from Eritrea and Ethiopia where he studied some English in his school
High School Graduate Immigrated to U.S. four years ago Compass Scores: 08/09 60 in Writing
and 55 in Reading; 12/09 35 in Writing and 75 in Reading
omplete when she started class.• Dropped out of school at grade 6. • Compass Scores: 43 in Writing and
81 in Reading• Composite score placed her in ENGL 097-
08; • Completed GED Writing during our course
and passed• Recommended to go backwards and take
ENGL 095-06 to learn writing skills that she missed
GED & courses in Florida and Military; Training in Military as an Electronic Technician
Compass Scores: 67 in Writing; 74 in Reading
A poet who loves self-expression; Didn’t want to do more distance courses
Working on his AA degree while completing a high school diploma; had taken several levels of ESL
From Vietnam and plans to pursue advanced college degrees
Compass Tested twice: Sept. 09 with a 25 in Writing & 55 in Reading; Dec. 09 with a 76 in Writing & 71 in Reading
Taking ENGL 099—5 credits-- after this course
Each table will focus on one student. We invite you to read two samples of their writing – a handwritten sample the first week and an excerpt from the final integrative essay.
Valuing the Work*: Read in silence noticing general qualities of the work that you value. Share these observations in your small group.
Raising questions*: Once everyone has had a chance in your small group to describe appreciated qualities, the group is to raise questions about what you read and see.
Putting it all together: Hearing from each group. What did we learn?
*Adapted from the Collaborative Assessment Protocol developed by Veronica Boix Mansilla (Project Zero, Harvard).
RyanRobel Gretchen
Reggie
Vu