what we learned recommendations & challenges
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“Speaking of Success” A 15-credit Learning Community for Developmental English & College Communications. What we learned Recommendations & challenges. How to grow a learning community with multi-diversity ?. Why we developed this class?. - PowerPoint PPT PresentationTRANSCRIPT
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What we learnedRecommendations & challenges
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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)
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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
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• 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
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• 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
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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
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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
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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
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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
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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).
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RyanRobel Gretchen
Reggie
Vu
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