NEXT STEP: Pairing INRW with Credit Classes
THE ISSUES WE HOPED TO ADDRESS WITH THE LEARNING COMMUNITY HISTORY INRW • High drop out rate • High drop out rate Students unprepared to meet the • • Students feeling like they are not demands of a very “content heavy” “getting anywhere” course • State/administration push to • State/administration expectations of a Common Course Assignment to move students beyond the demonstrate achievement of General college preparatory classes Education Outcomes (Texas House Bill 5) • 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 History Rethinking INRW • What specific skills will the students • What specific skills will the need to be successful in the students need to be successful History class? in the History class? • What resources do INRW faculty • How do you build those skills need? through a progression of • Will the textbook work? assignments? • Supplemental reader? • What “steps” will the students • What specific skills will the students need to take? In what order? need to be successful in INRW? • How do you align those • How do you weave in the history “steps” with the content you skills without losing other need to cover? elements of INRW?
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 once 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 overwhelming 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 Thank you for attending our presentation
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