NEXT STEP: Pairing INRW with Credit Classes THE ISSUES WE HOPED TO - - PowerPoint PPT Presentation

NEXT STEP:

Pairing INRW with Credit Classes

THE ISSUES WE HOPED TO ADDRESS WITH THE LEARNING COMMUNITY

INRW

• High drop out rate
• Students feeling like they are not

“getting anywhere”

• State/administration push to

move students beyond the college preparatory classes (Texas House Bill 5)

HISTORY

• High drop out rate
• Students unprepared to meet the

demands of a very “content heavy” course

• State/administration expectations of a

Common Course Assignment to demonstrate achievement of General Education Outcomes

• These are only for college credit

courses so many students in college prep courses have not faced similar assignments yet.

DASH:

DEVELOPING ACADEMIC SKILLS IN HISTORY

Our Goals:

• Providing Students an opportunity to take “the next step” in their degree

plan while still completing the college prep classes that they need

• Helping students understand how those college prep classes prepare them

for the college credit courses

• Providing students a visible support network
• Integrating some of the assignments
• INRW faculty can focus on the grammar/structural issues
• History faculty can focus on the content issues

IMPLEMENTATION: DESIGNING THE COURSES

Rethinking INRW

• What specific skills will the students

need to be successful in the History class?

• What resources do INRW faculty

need?

• Will the textbook work?
• Supplemental reader?
• What specific skills will the students

need to be successful in INRW?

• How do you weave in the history

skills without losing other elements of INRW?

Rethinking History

• What specific skills will the

students need to be successful in the History class?

• How do you build those skills

through a progression of assignments?

• What “steps” will the students

need to take? In what order?

• How do you align those

“steps” with the content you need to cover?

IMPLEMENTATION: DESIGNING THE COURSES

SAMPLE ASSIGNMENT

Sample of a Reading that could be used for Both classes

• It was next determined to put the Civil Rights bill into the form of a constitutional

amendment, where its principles would be permanent and safe from violation. The Fourteenth Amendment was therefore agreed upon and offered to the States (June, 1866) for adoption. It declared that "all persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside." It declared that no State should make or enforce any law abridging the privileges or immunities of citizens of the United States," or deprive any person of "life, liberty, or property without due process of law," or deny to any person "the equal protection of the laws." The Republicans saw that by the freeing of the blacks they had actually increased the political strength of the Southern States, because the three-fifths rule would no longer apply, but all the negroes would be counted in determining the representative population.

• A History of the American Nation by Andrew Cunningham McLaughlin and A. F. Nightingale (New York: D. Appleton and Company, 1908), p.474-476, 478-9, 483-5.
• What background knowledge would your students need to understand this reading?
• What obstacles would your INRW students face when addressing this reading?
• What types of questions would a Social Science professor ask of this reading?

SAMPLE ASSIGNMENT

Sample of a Textbook Reading that could be used for Both classes

• " Abraham Lincoln had never been antisouthern, though he had become the

leader of an antislavery war. He lost three brothers-in-law, killed in the war on the Confederate side. His worst fear was that the war would collapse at the end into guerilla warfare across the South, with surviving bands of Confederates carrying on

• resistance. Lincoln insisted that his generals give lenient terms to southern soldiers
• nce they surrendered. In his Second Inaugural Address, delivered only a month

before his assassination, Lincoln promised "malice toward none; with charity for all," as Americans strove to "bind up the nation's wounds."

• Mary Beth Norton et al., A People and A Nation, 10th edition (Stamford CT, Cengage: 2015). Page 422
• How could you use this in a Social Science Class?
• How could you use this in an INRW Class?

COURSE CALENDAR ALIGNMENT

IMPLEMENTATION: OBSERVATIONS

Retention Persistence INRW (learning community) 88% ∆ 78.3%* Regular INRW class 95.4% (Central Campus)

∆The Retention rate includes students who were enrolled in the course as of the census date. The percentage is the number of those students who remained to the end of the semester.

* The Persistence rate includes students who are currently registered for Summer or Fall semester

• classes. We expect this number to increase as students near the registration deadlines for the

upcoming semester.

IMPLEMENTATION: OBSERVATIONS

Success (A-C) INRW (learning community) 80% Regular INRW class 72.8%

(Central Campus)

IMPLEMENTATION: OBSERVATIONS

Retention Persistence HIST (learning community) 88%∆ 79.2% * + Regular HIST 1302 class 90.1%

(Central Campus)

∆The Retention rate includes students who were enrolled in the course as of the census date. The percentage is the number of those students who remained to the end of the semester.

* The Persistence rate includes students who are currently registered for Summer or Fall semester classes. We expect this number to increase as students near the registration deadlines for the upcoming semester. + One of the History classes included a student who was not part of the learning community.

IMPLEMENTATION: OBSERVATIONS

Pass (A-D) Success (A-C) HIST (learning community) 91.3% 70% Regular HIST 1302 class 80.4% 73.5%

(Central Campus)

REFLECTIONS AND NEXT STEPS

• The Need for

Better Advising:

• Students
• verwhelming

their schedules with too many or difficult courses in the same semester.

• Helping students

choose courses that build on skills and strengths.

REFLECTIONS AND NEXT STEPS

What is the next step for students as we transition to a Guided Pathways model?

• How do they move beyond the College Prep learning

community?

• Should the student cohort be continued as a support

network?

• Into next step learning communities?
• Faculty mentoring students beyond the learning community?

REFLECTIONS AND NEXT STEPS Collaboration Tools

• How do we better address

the students’ inability to transfer skills?

• How do we better capture

Student Feedback

• Turnitin/SafeAssign – How

do we better utilize plagiarism software

REFLECTIONS AND NEXT STEPS Collaboration Tools

• Access to all courses

in the learning community

• Use of a single

textbook

• Portfolio
• Lib Guides
• Lab time

GENERAL QUESTIONS:

• Suggested Reading:
• Redesigning America’s Community Colleges, by Thomas R. Bailey,

Shanna Smith Jaggars, and Davis Jenkins

• How do institutions take the next step?
• Where are the obvious connections between your programs and the

cognitive needs of your struggling students?

• Is there a partnership between faculty and advisors?
• Does the data-collection department at your institution support

faculty?

• How can you foster Interdepartmental communication about skill

needs among your students?

• How does Administration support faculty in reimaging coursework to

include more emphasis on skills instead of just content?

CONTACT INFORMATION

For more information, please contact us at: Danielle Bible: Danielle.Bible@sjcd.edu Lesley Kauffman: Lesley.Kauffman@sjcd.edu Karen Boyce: Karen.Boyce@sjcd.edu Tanya Stanley: Tanya.Stanley@sjcd.edu

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