Second Attempt at Measuring Success (1993) took 052 passed 052 passed 101 took 101 1988/1989 490 287 355 863 57% 33% 41% 100% never took no never passed 052 more writing passed 101 373 courses 68 43% 135 8% 16%
ALP ENG 101 ENG 052
took passed took ENG 052 ENG 052 ENG 101 traditional Fa07-Fa10 3604 2661 developmental 5545 65% 48% 100% students: fall 2007 – took no did not pass fall 2010 more writing ENG 052 courses 1941 943 35% 17% took passed took ENG 052 ENG 052 ENG 101 Fa07-Fa10 485 592 ALP students: 592 82% 100% fall 2007 – 100% fall 2010 didn’t took no pass more writing ENG 052 courses 107 0 18% 0% data from Cho, Kopko, & Jenkins, 2012 (CCRC)
took passed passed took ENG 052 ENG 101 ENG 052 ENG 101 traditional Fa07-Fa10 Fa07-Fa10 3604 2661 developmental 5545 1829 65% 48% 100% 33% students: fall 2007 – took no didn’t pass did not pass fall 2010 more writing ENG 101 ENG 052 courses Fa07-Fa10 1941 943 832 35% 17% 15% passed took passed took ENG 101 ENG 052 ENG 052 ENG 101 Fa07-Fa10 Fa07-Fa10 485 592 ALP students: 592 438 82% 100% fall 2007 – 74% 100% fall 2010 didn’t took no didn’t pass pass more writing ENG 101 ENG 052 courses Fa07-Fa10 107 0 154 18% 0% 26% data from Cho, Kopko, & Jenkins, 2012 (CCRC)
Success Rates for 7 Participating Colleges comparison cohort 94% 86% ALP cohort 82% 76% 7 5% 73% 68% 5 0% 51% 48 % 47 % 3 9% 3 8% 37 % 35 % 33 % 2 5% A B C D E F G 5-10000 10-20000 20000+ <5000 <5000 <5000 5-10000 suburbs suburbs urban small town suburbs rural small town Midwest Midwest Southwest Midwest Southeast Southeast Mid-Atlantic
Agenda for Thursday Morning backward curriculum design active learning addressing non-cognitive issues
Developmental Writing at CCBC ENG 050 ENG 051 ENG 052 ENG 101 reading reading reading college-level the sentence writing college-level college-level texts word skills paragraphs texts texts and and and writing writing writing college-level college-level college-level essays essays essays A L P
The Goals of Basic Writing Courses traditional high school stand-alone or developmental middle school writing ALP ENG 101
Agenda for Thursday Morning backward curriculum design active learning addressing non-cognitive issues
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
Introductions 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.
What Makes a Good Thesis Good? 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?
This Class Has Talent 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.
The Smartest Thing 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.
Group Editing 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 opportunities 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.
Agenda for Thursday Morning backward curriculum design active learning addressing non-cognitive issues
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.
Encouraging Productive Persistence 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. 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 rushed through the test. • I was sick a lot during high • I had a hard time paying school attention. • My parents are not educated • I didn’t work very hard in • I lived in six foster homes when high school • I didn’t like all the reading I was growing up • Classes in my high school had • I didn’t know some words • I had somewhere to go. more than 50 students • My parents and friends used • I was tired. • I was bored. terrible grammar • We were homeless and it was • I took all three tests in a half hard to study hour. • My mother never wanted me to • I've been out of school a go to college long time • I was never asked to write in • I didn't take high school high school seriously
• My high school was terrible • I rushed through the test. • I was sick a lot during high • I had a hard time paying school attention. • My parents are not educated • I didn’t work very hard in • I lived in six foster homes when high school • I didn’t like all the reading I was growing up • classes in my high school had • I didn’t know some words • I had somewhere to go. more than 50 students • My parents and friends used • I was tired. • I was bored. terrible grammar • We were homeless and it was • I took all three tests in a half hard to study hour. • My mother never wanted me to • I've been out of school a go to college long time • I was never asked to write in • I didn't take high school 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 Group Work on Process 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 of 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.
Encouraging Productive Persistence Dealing with Unfamiliar Words 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. 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.
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