Project Xtreme: gateway course redesign & embedded learning strategies North Central Texas College www.nctc.edu
North Central Texas College
Project Xtreme: Foundation To transform students’ academic behaviors and create a contextual learning environment to ensure college readiness and improve success in core curriculum/gateway courses.
Project Xtreme: Renovation • Focuses on college readiness • Aligns with Strategic Plan under Framework #2: Student Readiness, Learning & Success – Facilitate the achievement of teaching excellence and in- depth learning through innovative faculty and student programs and activities – Implement a holistic model of student advising – Improve student success in college prep and gateway courses • ENGL 1301, HIST 1301 and MATH 1314- – Highest “D, F and W” rate – Courses chosen for re-design
Project Xtreme: Design scheme • Students – Participated in surveys and focus groups to identify topic – Served on QEP Development Committee – Participated in QEP logo contest & designed logo • Research – QEP Committee members attended college readiness & student success conferences – Conducted literature review and researched best practices – Drafted QEP Mission statement, Identified student learning outcomes and overall assessment design • Development – Developed QEP Narrative – Input and feedback from History, Math and English faculty, students, support service personnel, Instructional Council, President’s Cabinet and Board of Regents
Project Xtreme: development & implementation • Implementation Phase (Fall 2011) – Received CSSP grant from Texas Higher Education Coordinating Board (THECB) of $250,000 – Student involvement, i.e., Welcome Back Parties – 9 sections of Xtreme courses – QEP and SACS approval in October 2011 – College-wide professional development – Structured Support enhanced
Flip that course! Renovation and redesign Facets of Redefining College Readiness by David T. Conley
Learning Outcomes from Learning Frameworks – Strengthen academic performance by identifying key components of the successful student. – Enhance study skills, critical thinking skills, and communication skills. – Develop self awareness and career goals within an academic atmosphere. – Identify college resources. – Describe the research and theory in the psychology of learning, cognition, and motivation. – Identify learning styles and analyze various factors that impact learning. – Describe different perspectives of learning and adapt to different learning environments. – Compose writing assignment(s) using Standard American English and basic computer skills.
Flip that course! Renovation and redesign Objective: Students in Xtreme courses will assess their current skill level and apply new strategies to improve performance in core curriculum courses. – Xtreme HIST 1301: Students will be able to demonstrate the effective use of the Cornell note-taking system. – Xtreme ENGL 1301: Students will be able to define and apply effective learning and study strategies assessed by the Learning and Study Strategies Inventory- LASSI. – Xtreme MATH 1314: Students courses will be able to identify and apply test- taking strategies assessed by a specific instrument created by the faculty. – Tutoring: Students are required to have 5 hours of tutoring (online, SI, Math or Writing lab) during the semester. – Time Management: Students complete a time management assignment with Advisor. – Advising: Students must meet with an Advisor and complete an Educational Portfolio/Academic Plan.
Blueprints for success ENGL 1301 (Composition I) : Faculty will incorporate learned student success strategies, including theories and practices, focusing on learning-style strategies: • Pre and Post LASSI survey • Emphasis Structured Support Opportunities (i.e., Writing Center, GradeResults , Group Conferencing) • Learning Style and Study Strategy Discussions • Motivation Discussions HIST 1301 (US History to 1865): Faculty will incorporate learned student success strategies, including theories and practices, focusing on note-taking strategies: • Note-taking Tips and Suggestions • Note-taking Skills Assignment/Narrative • Note-taking Rubric • Cornell Note Review Assignment MATH 1314 ( College Algebra): Faculty will incorporate learned student success strategies, including theories and practices, focusing on test-taking strategies: • Pre/Post Assessment on Test-Taking Skills • Xtreme Algebra Assessments and Content Timeline • Academic Integrity • Test-taking Survey and Tip Sheet Assignment
Note-taking strategies • Cornell Note-taking System • Reading, Writing and Research for History • How to Read a History Assignment • Taking Notes From Your Textbook • SQ 3R- Survey, Question, Read, Recite and Review
Note-taking narrative Students in the Xtreme History courses are utilizing the Cornell Note-taking strategies to enhance their abilities. The following questions will be used to assess their note-taking skills. Xtreme students have been given a NCTC planner and note-taking booklet.
Note-taking rubric
Note-taking strategies
Learning styles LASSI Pre Test & Post Test: Results give faculty & students information on various categories that are indicators of college success. Questions asked of students
Learning styles LASSI Pre Test & Post Test: Results give faculty & students information on various categories that are indicators of college success. Student Scores
Learning styles LASSI Pre Test & Post Test: Results give faculty & students information on various categories that are indicators of college success. Explanation of Areas Evaluated
Learning styles & strategies • Reflect on your level of awareness of your Learning Style(s), both prior to and during this semester, and how your study skills are influenced by how you learn best. Please write a paragraph responding to the following statements. • In what ways do you learn best? • Summarize and explain the study strategies you employed based on identification of your Learning Style(s). • What are the positive effects of using these study strategies? (Provide specific examples.) What are the negative effects of using these study strategies? (Provide specific examples.) • Would you use these study strategies again? And, how will your understanding of your Learning Style(s) inform your study strategies in your other courses?
Learning styles/study strategies rubric
test-taking strategies • I study where I have few distractions. • I set study goals, such as the number of problems I will do or the number of pages I will read. • I study for a length of time and then take a short break before returning the studying. • I adapt material into a format I can better understand, such as creating diagrams, acting things out, or summarizing information aloud in my own words. • I know when I need to study by myself, or when I need to study with a partner or a group of people. • I adjust the way I study based on the way I need to learn different types of material. • I anticipate what possible questions will be on a test and create study guides to quiz myself. • I complete my homework assignments and quizzes on time, and use them to study for upcoming tests. • I feel prepared when I go into class on test day and remember most or all of what I have studied.
test-taking rubric Test Taking Writing Assignment Rubric: Prompt 1 – Test Preparation/ Test Taking Strategies Category 3 2 1 0 Score Two or more “Pre - Test” One “Pre - Test” strategy Two or more “Pre - Test” No “Pre - Test” strategies Test Taking Preparedness Skills strategies identified and identified and thoroughly strategies identified but not identified (Before test) thoroughly discussed or discussed or summarized discussed or summarized or summarized 1 “Pre -test strategy identified but not explained. Test Taking Skills Three or more strategies used Two strategies used during a One strategy used during a test No strategies used during a test (During test) during a test identified and test identified and thoroughly identified and thoroughly identified thoroughly discussed or discussed or summarized discussed or summarized or summarized or 1 strategy identified but not two or more strategies used explained. during a test identified but not discussed or summarized Personal Three or more specific Two specific examples of how a One specific example of how a No specific examples of how a Experience examples of how a strategy was strategy was used for a test this strategy was used for a test this strategy was used for a test this used for a test this semester semester semester semester Total
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