Second Attempt at Measuring Success (1993) took 052 passed 052 - - PowerPoint PPT Presentation

took 052 1988/1989 863 100% took 101 355 41% took no more writing courses 135 16% passed 052 490 57% never passed 052 373 43% passed 101 287 33% never passed 101 68 8%

Second Attempt at Measuring Success (1993)

ENG 101 ENG 052

ALP

passed ENG 052 3604 65% did not pass ENG 052 1941 35% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 943 17% passed ENG 052 485 82% didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 592 100% took ENG 101 592 100% took no more writing courses 0%

traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

passed ENG 052 3604 65% did not pass ENG 052 1941 35% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 943 17% passed ENG 052 485 82% didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 592 100% took ENG 101 592 100% took no more writing courses 0%

traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

passed ENG 101 Fa07-Fa10 1829 33% didn’t pass ENG 101 Fa07-Fa10 832 15% passed ENG 101 Fa07-Fa10 438 74% didn’t pass ENG 101 Fa07-Fa10 154 26%

50%

Success Rates for 7 Participating Colleges

75% 25% comparison cohort ALP cohort 76% 37% 86% 33% 73% 38% 68% 48% 94% 39% 51% 35% 82% 47%

A 5-10000 suburbs Midwest B 10-20000 suburbs Midwest C 20000+ urban Southwest D <5000 small town Midwest E <5000 suburbs Southeast F <5000 rural Southeast G 5-10000 small town Mid-Atlantic

backward curriculum design active learning addressing non-cognitive issues Agenda for Thursday Morning

ENG 052

writing paragraphs

A L P

Developmental Writing at CCBC

ENG 101

reading college-level texts and writing college-level essays

ENG 051

sentence skills

ENG 050

the word reading college-level texts and writing college-level essays reading college-level texts and writing college-level essays

traditional stand-alone developmental writing high school

• r

middle school

ALP ENG 101

The Goals of Basic Writing Courses

backward curriculum design active learning addressing non-cognitive issues Agenda for Thursday Morning

Active Learning What is active learning? Why would we do it? Why do faculty hesitate to do it? Why do students sometimes resist active learning?

A L P

The Accelerated Learning Program

Have students interview each other in pairs. Sometimes it seems like a good idea to provide a list of questions for the interviews:

• 1. Where were you born?
• 2. What is your goal at the college?
• 3. Do you work outside of school?
• 4. What kind of movies do you like?
• 5. What kind of food do you hate?
• 6. What kind of teacher do you try to avoid?

After 20 minutes of so, have each person introduce his or her partner to the class. You may want to give them a time limit for these introductions and encourage them to select the most interesting information they learned rather than try to report on all the questions.

Introductions

Students come to class with at least one thesis written down for their next paper. More than one is fine too. In groups of about four, students select the thesis from their group that seems likely to produce the best piece of writing. When the groups report out, students discuss what the selected theses have in common. What kinds of things made people vote for them?

What Makes a Good Thesis Good?

Form the students into groups of about four. Give each group copies of the same three papers, written by members of the class (names removed, of course). Ask each group to decide which paper they think is the most effective and then to make a list of its strengths. After 20 minutes or so, have the groups report out. Discuss the differences in their selection of the strongest paper and try to figure out—not which group is right—but why they disagreed. Also, discuss what counted as a strength. The emphasis on discussing strengths rather than what we usually do in group work on papers—discussing weaknesses—is a real plus for this activity.

This Class Has Talent

Ask students to come to class with an idea of the smartest thing they have done or have heard about someone else doing to be successful in college. Form students into groups of four and have each group select the one “smartest thing” from its members. Report out on these.

The Smartest Thing

After the class has spent some time working on a particular grammar issue—punctuation, for example, or subject-verb agreement—give them an essay from a previous semester— name removed, of course—and ask them to find and fix all examples of that kind of error. The conversations the groups have during this activity are rich

• pportunities for them to sharpen up their understanding of the

grammar issue. You should not hesitate to answer questions. A modest prize for the winning group adds to the fun.

Group Editing

backward curriculum design active learning addressing non-cognitive issues Agenda for Thursday Morning

Addressing Non-Cognitive Issues Encouraging Productive Persistence Introducing Students to College Culture Helping Students Feel They Belong in College Helping Students Cope with Life Issues

Encouraging Productive Persistence

• 1. Students believe they can succeed.

Have students watch Carol Dweck’s presentation on fixed and growth mindsets: https://www.youtube.com/watch?v=ICILzbB1Obg Have students, working in groups write a one- paragraph summary of Dweck’s argument.

Encouraging Productive Persistence

Faculty praise effort not ability.

Encouraging Productive Persistence

• 1. Students believe they can succeed.
• 2. Students make sufficient effort.

Encouraging Productive Persistence

Discuss the “Marshmallow Experiment” with students:

http://www.youtube.com/watch?v=Yo4WF3cSd9Q

Encouraging Productive Persistence

Some faculty use an incentive system to encourage student effort.

Encouraging Productive Persistence

• 1. various point systems
• 2. if everyone brings a draft to class on

Friday, I’ll bake cookies for Monday

Encouraging Productive Persistence

Short Writing Assignment In a short essay, a page or less, explain why it is that at this point in your life you are in a developmental writing class.

• I rushed through the test.
• I had a hard time paying

attention.

• I didn’t work very hard in

high school

• I didn’t like all the reading
• I didn’t know some words
• I had somewhere to go.
• I was tired.
• I was bored.
• I took all three tests in a half

hour.

• I've been out of school a

long time

• I didn't take high school

seriously

• I'm a horrible writer.

• My high school was terrible
• I was sick a lot during high

school

• My parents are not educated
• I lived in six foster homes when

I was growing up

• Classes in my high school had

more than 50 students

• My parents and friends used

terrible grammar

• We were homeless and it was

hard to study

• My mother never wanted me to

go to college

• I was never asked to write in

high school

• I rushed through the test.
• I had a hard time paying

attention.

• I didn’t work very hard in

high school

• I didn’t like all the reading
• I didn’t know some words
• I had somewhere to go.
• I was tired.
• I was bored.
• I took all three tests in a half

hour.

• I've been out of school a

long time

• I didn't take high school

seriously

• My high school was terrible
• I was sick a lot during high

school

• My parents are not educated
• I lived in six foster homes when

I was growing up

• classes in my high school had

more than 50 students

• My parents and friends used

terrible grammar

• We were homeless and it was

hard to study

• My mother never wanted me to

go to college

• I was never asked to write in

high school

• I rushed through the test.
• I had a hard time paying

attention.

• I didn’t work very hard in

high school

• I didn’t like all the reading
• I didn’t know some words
• I had somewhere to go.
• I was tired.
• I was bored.
• I took all three tests in a half

hour.

• I've been out of school a

long time

• I didn't take high school

seriously

Encouraging Productive Persistence

• 1. Students believe they can succeed.
• 2. Students make sufficient effort.
• 3. Students avoid non-productive effort.

Encouraging Productive Persistence

Form students into groups of four or so. Ask each group to discuss the process they used for something you have asked them to do—write draft

• f an essay, research a topic, arrive at a thesis

statement. Have groups report out on one example of a process that was productive and one that was not. Group Work on Process

Encouraging Productive Persistence

Form students into groups of four or so. Ask each group to make a list of possible strategies when they are reading for dealing with unfamiliar words. Dealing with Unfamiliar Words After they report out, make sure they realize that looking up every unfamiliar word in a dictionary is an example of persistence that is usually not productive.

• 1. Students believe they can succeed.
• 2. Students make sufficient effort.
• 3. Students avoid non-productive effort.
• 4. Students learn to learn from setbacks.

Encouraging Productive Persistence

Martin Seligman’s 3Ps

Encouraging Productive Persistence

ersonal ervasive ermanent P P P

Mindsets & Setbacks

Encouraging Productive Persistence

Form students into groups of four or so. Ask each group to think about how a fixed or growth mindset (see Dweck pages 1 to 9) might affect the way we respond to setbacks. After about twenty minutes, have the groups report out.

• 1. Students believe they can succeed.
• 2. Students make sufficient effort.
• 3. Students avoid non-productive effort.
• 4. Students learn to learn from setbacks.
• 5. Students have short- and long-term goals.

Encouraging Productive Persistence

Goal Setting Workshops

Encouraging Productive Persistence

First ask students, working individually, to write a paragraph describing where they would like to be in five years. Then ask them to list three things they need to accomplish this year in order to reach where they would like to be in five years. Then form them into groups of about four and ask them to discuss each other’s lists of goals for the year.

• 1. Students believe they can succeed.
• 2. Students make sufficient effort.
• 3. Students avoid non-productive effort.
• 4. Students learn to learn from setbacks.
• 5. Students have short- and long-term goals.
• 6. Students believe that what they are learning has value.

Encouraging Productive Persistence

Unemployment rate in 2013 (%) Median weekly earnings in 2013 ($)

doctoral degree professional degree master’s degree bachelor’s degree associate’s degree some college, no degree high school diploma less than diploma

1623 1714 1329 1108 777 727 651 472 2.2 Source: US Bureau of Labor Statistics, Current Population Survey 11.0 7.5 7.0 5.4 4.0 3.4 2.3

Earnings and Unemployment Rates by Educational Attainment

Group Activity Ask students, working in groups of four, to brainstorm a list of benefits of a college education that are not related to jobs or income. Compare the lists from the groups.

Results of Group Activity:

• help my kids with their homework
• avoid feeling dumb around my husband's parents
• win money on Jeopardy
• understand what I read in the paper
• avoid grammar mistakes
• be able to vote intelligently in elections
• be able to win arguments with my co-workers
• enjoy reading book

Students persist productively

Students master college behavior

• 7. Students attend class, complete assigned readings, and turn

in written assignments on time.

Many of the ALP faculty are now using a point system to encourage successful college behavior.

Students master college behavior

Ask students to read pages 21-42 from Rebecca Cox’s The College Fear Factor. Working in groups, ask them to write three paragraphs:

• 1. Summarizing Cox’s points that they most agreed

with.

• 2. Summarizing Cox’s points that they don’t agree with.
• 3. Describing several times when they have

experienced fear similar to that Cox describes.

Students master college behavior

• 7. Students attend class, complete assigned readings, and turn

in written assignments on time.

• 8. Students join the conversation.

Students master college behavior

Faculty make frequent use of active learning.

Students master college behavior

Faculty make use of online resources such as chat rooms, discussion boards, and blogs.

Students master college behavior

Faculty give out two talking tokens to each student.

Students master college behavior

Students learn to be active readers.

Students master college behavior

• 7. Students attend class, complete assigned readings, and turn

in written assignments on time.

• 8. Students join the conversation.
• 9. Students seek help when appropriate.

Students master college behavior

Students who need help are the least likely to seek it. Sometimes faculty can contrive an opportunity for a conversation.

Students master college behavior

Phone a Friend

Students master college behavior

Faculty development for ALP faculty should include familiarizing everyone with campus resources. A roster of campus resources is a great idea.

Students master college behavior

• 7. Students attend class, complete assigned readings, and turn

in written assignments on time.

• 8. Students join the conversation.
• 9. Students seek help when appropriate.
• 10. Students become knowledgeable and comfortable with

college culture.

Students master college behavior

Students master college behavior

syllabus withdrawal bursar

• ffice hours

registration transfer major program school department dean appeal GPA incomplete plagiarism FAFSA incomplete books on reserve probation pre-requisite certificate AA degree tutoring writing center composition essay paper WebCT

Students master college behavior

agree or disagree analyze argue classify compare construct contrast create defend interpret list paraphrase solve state summarize support synthesize define demonstrate describe develop discuss evaluate explain identify

Students master college behavior

Have the class develop a guide to campus

• resources. Each group could be given a particular

part of campus to explores. Students should do the research—visit offices, get office number, hours, phone numbers, and services available. They then decide on the format for the guidebook and assemble it. Guidebook to Campus Resources

Students feel they belong in college

• 11. Students identify as college students.

The structure of ALP contributes greatly to this goal.

• 1. Students are in a college course.
• 2. Backward curriculum design helps avoid a

classroom experience the replicates sixth grade.

• 3. The physical set-up of the room can help.

Students feel they belong in college

• 11. Students identify as college students.

12. Students develop bonds with others at the college.

Students feel they belong in college

Faculty design the class to encourage students to get to know each other.

• 1. The small class size promotes this.
• 2. Students can be asked to interview each other.
• 3. Asking students to work in groups facilitates this.
• 4. Encouraging students to form “study groups” that

meet regularly has been an approach of many faculty.

Students feel they belong in college

• 11. Students identify as college students.
• 12. Students develop bonds with others at the college.
• 13. Students experience the satisfaction of successful

intellectual activities.

Students feel they belong in college

Faculty develop ways to celebrate student writing.

• 1. Successful participation in challenging group

activities can be very satisfying to students.

• 2. Some faculty organize a celebration at the end of

the semester built around student portfolios.

• 3. Others hold TED events at which students present

their own TED Talks.

Students feel they belong in college

Students successfully cope with life problems

• 14. Students avoid being derailed by life issues

Faculty strive to create a classroom atmosphere in which students feel comfortable talking about issues they are experiencing. Sometimes these discussions with the entire class are what a student feels most comfortable with. Sometimes a one-on-one discussion with a student is the preferable format for discussing these issues.

Rapid interventions will sometimes be necessary to prevent students from giving up.

• 14. Students avoid being derailed by life issues

Students successfully cope with life problems

You Make the Call Students successfully cope with life problems

• 14. Students avoid being derailed by life issues

Plan B Students successfully cope with life problems

• 14. Students avoid being derailed by life issues

Choose one of the following topics. Search the web for information about one of the following topics. After you’ve gathered some information, think about the topic until you arrive at a point you could argue to your classmates about the topic. Write a one-pager in which you attempt to convince your classmates to agree with you. Possible topics:

• the new Pell Grant rules
• the pros and cons of taking out a student loan
• the pros and cons of taking out a payday loan
• the pros and cons of getting a credit card
• is making a budget worth the time it takes?
• any other topic dealing with personal finance

Mini-Research Paper on Personal Finances

Students successfully cope with life problems