retaining underprepared students: building a comprehensive developmental education program gwen...
TRANSCRIPT
Retaining Underprepared Students: Building a Comprehensive
Developmental Education Program
Gwen Braun, Director
Leanne Frost, Asst. Director
Academic Support Center
© Montana State University-Billings
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
What is Developmental Education? Arriving at a Common Definition
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.
National Association for Developmental Education
What is Developmental Education? Arriving at a Common Definition
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
National Association for Developmental Education
What is Developmental Education? Arriving at a Common Definition
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
National Association for Developmental Education
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
© Montana State University-Billings
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.
© Montana State University-Billings
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.
© Montana State University-Billings
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?
© Montana State University-Billings
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The Academic Support Center: Montana State University–Billings’ Dev. Ed. Solution
© Montana State University-Billings
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
© Montana State University-Billings
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.
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10
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60
2001 2002 2003 2004 2005
Fall
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
Montana State University–Billings Academic Support Center
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
Montana State University–Billings Academic Support Center
Equips, manages and staffs a main campus Learning Lab with:
– 56 computers– 14 tutoring stations
Serves 600 students per day
Montana State University–Billings Academic Support Center
Equips, manages and staffs a COT Learning Lab with:
– 14 computers– 5 tutoring stations
Serves nearly 100 students per day
Montana State University–Billings Academic Support Center
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
1.1.Factor of Success
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
© Montana State University-Billings
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
© Montana State University-Billings
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
© Montana State University-Billings
Team-Building EffortsTeam-Building Efforts
Within the Department In the Learning Labs Across Campus
© Montana State University-Billings
2.2.Factor of Success
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
© Montana State University-Billings
Team-Building Techniques: Team-Building Techniques: Within the DepartmentWithin the Department
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
© Montana State University-Billings
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
© Montana State University-Billings
Team-Building Efforts: Team-Building Efforts: Across CampusAcross Campus
Advising Housing Academic Departments DSS TRIO/SOS Campus Security Financial Aid
© Montana State University-Billings
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
© Montana State University-Billings
3.3.Factor of Success
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
Math
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
Using Pre- and Post-Tests:Using Pre- and Post-Tests:COMPASS Gain ScoresCOMPASS Gain Scores
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 Pre- and Post-Tests:Using Pre- and Post-Tests:COMPASS Gain ScoresCOMPASS Gain Scores
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
© Montana State University-BillingsSpring 2005
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
© Montana State University-BillingsSpring 2005
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.
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2002 2003 2004
Fall
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
100
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?
© Montana State University-Billings
?
What do you think about developmental education?
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?
What do you think about developmental education?
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 [email protected]
Conference on Basic Writing listserve [email protected]
Q & AQ & A
Assessment Retention Successes Challenges
© Montana State University-Billings
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
© Montana State University-Billings
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