Dr. Barbara Buchanan, Instructional Dean

Dr. Lana Myers, Professor of English

Change You Can Believe In: Course Redesign in Texas

Innovations 2013March 11, 2013

• College Demographics

• The Challenge

• Curriculum Redesign

• Labs

• Syllabi

• Textbooks and novels

• Professional Development

• Plans for the Future

Presentation Agenda

College Demographics

(Fall 2012)• One system; 6 colleges; 77,877 students• LSC-M: 3rd largest college• 13,250 students at LSC-Montgomery

(Official Day)

Source: http://www.lonestar.edu/departments/institutionaleffectiveness/Fall_12_Enroll-Official_Day-End_of_Day.pdf

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4,000

8,000

12,000

16,000

20,000

13,250

18,906

9,45411,947

18,756

5,564

College Demographics(cont.)

• 62% Female

• 38% Male

• 72% White

• 20% Hispanic

• 9% Not Specified

• 37% of students are 20-24 years old• 87% of students are In-District

College Demographics(cont.)

The Challenge

• Nationwide, Developmental students experience low success, completion, and retention rates

• Developmental Education Research Suggests:

• “Among those who take remedial classes, the more remedial coursework taken [is associated] with the least likelihood of educational success” (Russell, 2008, p. 3).

• “About one-quarter of all students referred to three levels below college level for both math and reading drop out between courses” (Bailey, 2009, p. 14).

Stop out

Drop out

Pre-IRW, Reading I to Reading II

and Writing I to Writing II Success Rates

Historical Data

66%

67%

68%

69%67%

69%

Fall 2008 to Spring 2012

ENGL 1301 Success RatesNo DE Courses vs. At

Least 1 DE Course

Historical Data

Success in Comp. I with Zero DE Courses taken

Success in Comp. I with at least ONE DE Course Taken

54%

56%

58%

60%

62%

64%

66%

68%

70%

69%

60%

Fall 2010 – Summer 2011

• Zero full-time faculty were100% dedicated to Developmental English– Selected full-time faculty typically taught 1 DE course per semester– The remainder of the sections were taught by adjuncts

• Little professional development available which focused on Developmental English

• Reading and writing were taught as separate courses with specialized curricula, syllabi, and textbooks– Two levels of reading (ENGL 0304 and ENGL 0305)– Two levels of writing (ENGL 0306 and ENGL 0307)

• A homegrown, faculty developed lab comprised the 1 hour lab component of the course

• There were few opportunities for accelerating the Developmental sequence

Developmental EnglishDepartment Prior to Curriculum Redesign

Curriculum Redesign

Fall 2010 to Present

• Additional Linked / Accelerated class options for students:

• HUMD and EDUC 1300 linked to 0309 or 0302 (4 sections) (fall 2012)

• All four Dev. English classes + 1 student success course (fall 2010; fall 2011)

• One upper-level Dev. English reading or writing course combined with speech, psychology, or sociology

• Gateway Developmental English (Developmental Writing II) paired with Composition and Rhetoric I (college-level English)

• Developmental Writing Review (four week course) paired with Composition and Rhetoric I (12 weeks of college-level English)

Integrated Reading and Writing Courses • Integrated Reading and Writing I (ENGL 0302)• Advanced Developmental Reading and Writing (ENGL 0309)• Non-Course Based Offerings starting fall 2013

Two new, integrated courses developed:

• ENGL 0302: Integrated Reading and Writing I (full-scale in fall 2012)

• [Dev. Writing I (0306) + Dev. Reading I (0304)]

• ENGL 0309: Advanced Developmental Reading and Writing (piloted spring 2011, fall 2011, and spring 2012; full-scale in fall 2012)

• [Dev. Writing II (0307) + Dev. Reading II (0305)]

• Each course meets four hours per week – 3 lecture; 1 hour lab

(An additional hour of classwork per week is required to be completed in the Dev. English Homework Lab – 10% of students’ grade)

Integrated Reading and Writing

• College and Universities Combining Reading and Writing

– All five DEDP colleges• Lone Star College – Montgomery• Alamo Colleges• El Paso Community College• San Jacinto College• Tarrant County College

– Other institutions across the country• UT Austin• UT Pan American • San Francisco State University• Chabot College (California)• North Carolina Community Colleges

Integrated Reading and Writing (Cont.)

Placement for ENGL 0309 and ENGL 0302

• Students who place into either upper-level reading or upper-level writing are placed in ENGL 0309

• Students who DO NOT place into either upper level course are placed into ENGL 0302

Placement for ENGL 0309 and ENGL 0302 (Cont.)

• Data reveals that the placement methodology is working

• English 0309 students – success and persistence - spring 2011 to fall 2012

65%

67%

69%

71%

73%

75%

69%

74%75%

74%

72%

69%

Success

Persisted to next long term

Dev. English Course Sections Prior to

Full-Scale IRW

Spring 2012 Courses # of sections

ENGL 0112: Developmental Writing Review

1

ENGL 0304: Developmental Reading 1 3ENGL 0305: Developmental Reading II 12ENGL 0306: Developmental Writing I 8ENGL 0307: Developmental Writing II 15ENGL 0309: Advanced Developmental RW 3

COMBINED TOTAL 42 Sections

Fall 2011 Courses # of sections

ENGL 0112: Developmental Writing Review

0

ENGL 0304: Developmental Reading I 6ENGL 0305: Developmental Reading II 12ENGL 0306: Developmental Writing I 6ENGL 0307: Developmental Writing II 13ENGL 0309: Advanced Developmental RW

3

COMBINED TOTAL 40 Sections 6 course options

Dev. English Course Sections after

Full-Scale IRW

Fall 2012ENGL 0302 6 sections ENGL 0309 38 sections

Total: 44 sections Spring 2013 ENGL 0302 4 sectionsENGL 0309 25 sections

Total: 29 sections

2 course options

• Scaling of Integrated Reading and Writing Sections

Scaling

Spring 2011

Fall 2011 Spring 2012

Fall 2012 Spring 2013

0

5

10

15

20

25

30

35

40

0 0 0

64

2 3 3

38

250302 sections0309 sections

Dev. English Classrooms and Class

Caps• Dev. English Computer Classrooms - 24 computers each

• Class caps • Previously - 24 students

• Starting in fall 2012 - 20 students

• Cost and time savings for students in the integrated classes

• ENGL 0302:• 1 semester of time; $256 for the tuition for one, four hour class;

$80 textbook; and transportation expenses

• ENGL 0309: • 1 semester of time; $256 for the tuition for one, four hour class;

$80 textbook; and transportation expenses

• Students who complete both 0302 and 0309• 2 semesters of time; $512 for the tuition for two, four hour classes;

$160 in textbooks; and transportation expenses

Cost and Time Savings of IRW

Theoretical Shift to Integrated Reading

and Writing

• “Better writers tend to read more than poorer writers and better readers tend to produce more mature prose than poorer readers” (Goen-Salter, 2012, p. 3).

• “Some particular writing experiences teach students to be more effective readers” (Salvatori, 1996)

• “When reading and writing are taught as separate subjects, these beneficial effects [generative effects of reading on writing] are all but lost” (McCormick, 1994).

• Research suggests that there is an especially beneficial effect to combining writing with reading activities (Graham & Perin, 2007). 

• Tierney et al. (1989) notes that "reading and writing in combination have the potential to contribute in powerful ways to thinking.” 

• Langer (1986) purports, "When writing essays, students seem to step back from the text after reading it - they reconceptualize the content in ways that cut across ideas, focusing on larger issues or topics. In doing this, they integrate information and engage in more complex thought.”

Marketing

21

Fall 2012 Spring 2012

Two, Permanent Full-Time Dev. English Faculty

Hired

• 17 Full-time faculty in the English Department

• Starting fall 2012, two, permanent, full-time faculty hired and dedicated to DE

• Course load for full-time DE faculty is four courses per semester

• Other full-time English faculty teach one, or more, DE courses per semester

• Approximately 20 adjuncts teach DE

• Transition from In-Class “Homegrown Labs” to Online Labs

• In fall 2011, 50% of instructors used MyReadingLab / MyWriting Lab; 50% used “In-House” labs

• In spring 2012, comparative data prompted transition to 100% use of online labs (lab paid for by grant)

• In fall 2012, students purchased lab codes for Aplia Lab (Cengage product) with their Cengage textbooks

• Starting in fall 2012, students are required to complete an extra lab hour in the Developmental English Lab (G 202/203) each week

• Students are assigned a lab software as determined by faculty cohort structure:

• MySkillsLab – Pearson Product• USA Today Program – Reading and writing about current events• Aplia – Cengage Product

New In-Class and Out-of-Class Labs

Spring 2011 to summer 2012– Drop-Policy Change – spring 2011 – summer

2012, students with 8 hours of absences (two weeks of class) were dropped for non-attendance

• Fall 2012 – Drop-Policy Change – starting in Fall 2012,

students are not dropped after the census date. They will remain on the roll and earn an “F.”

Drop Policy Change

Fall 2012• Developmental students were encouraged to enroll in

credit course options while concurrently enrolled in ENGL 0309

• These classes are NOT linked to ENGL 0309

Concurrent Enrollment in Credit

Courses

• ARTS 1301, 1311, 1316, 2346

• DANC 2336• DRAM 1310, 2366• MUSI 1306• SPCH 1311, 1315, 1318• MATH- any level• HIST 1301, 1302• COSC 1401

• Any KINE course• PSYC 2301• SOCI 1301• SPAN 1411, 1412• ITAL 1411, 1412• FREN 1411, 1412• PHIL 1301• HUMA 1301• ITSC 1401

Fall 2012• All faculty teaching 0302 or 0309 follow a standardsyllabus and, in general, teach the same conceptsduring each module

• The syllabus is divided into four, four-week modules and the modules reflect the learning outcomes for the course

• The curriculum requires three essays, a final exam combining reading and writing, and multiple reading/writing assignments throughout the course of a semester

• The textbooks for the course are Fusionby Cengage or In Concert by Pearson

Standard Syllabi for IRW Courses

Focus on Integrated Skills

in Textbooks

Focus on Integrated Skills in Textbooks (Continued)

• Beverley Turner, Chair of Developmental English, developed a methodology for engaging students’ self strategies for affective efficacy.

• These strategies are incorporated into all IRW courses.

New Focus on Affective Efficacies

Themes and novels used in all sections

• EuraDell DavisTheme:  The Olympic Spirit: Motivational Coaching for Life

Novel: Making the Most of Your Life:  Eight Motivational Stories and Essays

• Martina Kusi-MensahTheme: Coping with and transcending Childhood Adversity

Novel: The Glass Castle by Jeanette Walls

• Lori HughesTheme:  Education and Its Impact

Novel: Waiting for Superman: How We Can Save America's Failing Public Schools. Editor Karl Weber

• Lana Myers Theme: Our Furry Friends, Reading and Writing about Animals Novels: The Art of Racing in the Rain by Garth Stein and In the Shadow of Man by Jane Goodall

• Elizabeth PenaTheme: Finding Your Adventure

Novels:  Drive by Daniel Pink and Wild by Cheryl Strayed

Themes and Novels in IRW Courses

Fall 2012 – Spring 2013• Full-time faculty were asked to serve as mentors

to groups of 4-5 adjunct faculty– Beverley Turner– EuraDell Davis– Elizabeth Pena– Lana Myers– Lori Hughes– Martina Kusi-Mensah

• Cohorts offer support and resources for adjunct faculty

• Cohorts meet, on average, twice per month face-to-face

• Cohort groups also communicate via Angel groups and via email

Faculty Mentoring

• Integrated Reading and Writing Workshops• March 23, 2012 (29 attendees) new concepts design for LSC-

Montgomery developmental English courses• April 13, 2012 (26 attendees) teaching strategies for the

integrated reading and writing class, including assessments, assignments, and affective concerns

• April 27, 2012 (26 attendees) Leta Deithloff, Ph. D., University of Texas, spoke about “Creating Meaningful Learning Experiences in the Reading and Writing Classroom.”

• Summer Institute at Lone Star College – Montgomery

• Wednesday, July 11 – Thursday, July 12, 9:00 a.m. – 3:00 p.m.• Featured speaker: Dr. Sugie Goen-Salter - Integrated Reading and

Writing Expert from San Francisco State University• Sessions include: Integrating Reading and Writing – Theoretical

Background, Pedagogy, and Hands-On Classroom Strategies for Integration

Professional Development

• Accelerated Learning Program Conference in Baltimore, Maryland, June 5-8, 2012

• Pre-Conference Workshop with Dr. Katie Hearn, Chabot College, Hayward, California

• Distance Teaching and Learning Conference, Madison, Wisconsin, Aug. 6-8, 2012

• Sessions focused on incorporating technology into face-to-face and online courses

• San Francisco State University (SFSU) – Site Visit, Oct. 7-9, 2012

• Romana Cortese, Martina Kusi-Mensah, and Lana Myers performed a site visit at SFSU which included discussions with a leader in the field (Dr. Sugie Goen-Salter), classroom observations, and one-on-one Q&A with IRW instructors.

Professional Development

(Cont.)

• Houston Community College – IRW Panel, Friday, Oct. 26, 2012

• Elizabeth Pena provided background and context for IRW at LSC-M

• Kingwood College – IRW Workshop, Nov. 2, 2012• Beverley Turner, EuraDell Davis, and Elizabeth Pena provided training for LSC-

M Faculty

• State-Wide IRW Workshops provided by The Texas Higher Education Coordinating Board and Cengage

• One, two-hour webinar each month• Day-long, regional workshops around the state

• Disseminating IRW Program Information at state and national venues:

• CASP Presentation – October 2012 and November 2013• Innovations Presentation – March 2012 and March 2013• NISOD Presentation – May 2012 and May 2013

Professional Development

(Cont.)

• Graduate Coursework• As a cohort, faculty have pursued 12 hours of graduate coursework in

Developmental Reading / Developmental Education from Texas State University - San Marcos; some of the coursework applies to a Certificate in Developmental Education offered by TSU-SM.

• Summer 2010: Five ENGL faculty completed RDG 5320 Foundations of Literacy Instruction

• Fall 2011: Five ENGL faculty completed READ 5324 Content Literacy • Spring 2012: Three ENGL faculty enroll in DE 5324 Teaching Learning Strategies

and Critical Thinking • Fall 2012: Two ENGL faculty plan to complete DE 5375 The Underprepared Learner

in Postsecondary Education• Spring 2013: Two ENGL faculty are completing DE 5365 Administration of

Developmental Education Programs

• Strategies learned through the graduate coursework are shared with FT and PT faculty through Dev. English workshops

• Two faculty are pursuing the 15 hour Developmental Education Certificate

– Elizabeth Pena– Lana Myers

Professional Development

(Cont.)

• Faculty Survey• The DE faculty were surveyed in mid October 2012 to

gain faculty perspectives and suggestion concerning the labs, the textbook, the software, the syllabus, etc.

• Student Survey• Over 90 students were surveyed in mid October 2012 to

gain student perspectives and suggestion concerning the labs, the textbook, the software, the syllabus, etc.

• Faculty Cohort Meetings held throughout the semester

Continuous Evaluation

ENGL 0309 Success RateSpring 2011 – fall 2012Data

The average 0309 success rate is 74% (five semesters of data)

spring 2011

fall 2011 spring 2012

summer 2012

fall 20120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

71% 74%

87%94%

74%

Success

• Full-scale implementationfall 2012 (Also, drop policy change in fall 2012

ENGL 0302 Success RateFall 2012Data

In fall 2012, the 0302 success rate was 69% (89 students enrolled; 56 students were successful)

0%

10%

20%

30%

40%

50%

60%

70%

69%

• Developmental English submitted its National Association for Developmental Education (NADE) Certification Application in January 2013

– The process of self-evaluation encompassed four years of data collection and two years of writing and continuous evaluation

NADE Certification Application Submitted

• Continue to Shift DE pedagogy to more intensely focus on:

• Affective Efficacies

• Integration of reading and writing skills• Avoid: reading to write and writing to read (separate skills)

• Self-regulatory behaviors

• Learning skills

Continue Pedagogical Shift

• Continue focus on professional development through:

• Workshops

• Cohort groups

• Faculty completion of Developmental Education Certificate

Continue Focus on Professional Development

• Continue to monitor Developmental English data for success, retention, and completion information

Continue to Monitor Dev. English Data

Questions?_________________

Thank you for your time!Barbara.l.buchanan@lonestar.edu

Lana.c.myers@lonestar.edu43

Bibliography

•  Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community college. New Directions for Community Colleges, (145), 11-30.

• Goen-Salter, S. (2012). The Conversion to IRW "Stretch" English at San Francisco State University. Unpublished paper.

• Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools - A report to Carnegie Corporation of New York.  Washington, DC: Alliance for Excellent Education.

• Langer, J. (1986). Learning through writing: Study skills in the content areas.  Journal of Reading, 29, 400-406.

• McCormick, K. (1994). In The Culture of Reading and the Teaching of English. New York: Manchester University Press.

Bibliography

Bibliography (Continued)

• Russell, A. (2008, August). Enhancing college student success through developmental education. American Association of State Colleges and Universities: Higher Education Policy Brief. Washington, DC: American Association of State Colleges and Universities. Salvatori, M. (1996). “Introspective Reading: Conversations With Texts.” College English, 55.4: 19-36.

• Stotsky, S. “Research on Reading/writing Relationships: A Synthesis and Suggested Directions.” Composing and Comprehending. Ed. J. Jensen (Urbana, IL: Eric Clearninghouse on Reading and Communication Skills and NCRE. 1984. 7-22.

• Tierney,R., Soter, A., O'Flahavan, J., & W. McGinley.  (1989). The effects of reading and writing upon thinking critically.  Reading Research Quarterly, 24, 134-173.

• Zamel, V. (1992). “Writing One’s Way into Reading.” TESOL Quarterly, 26.3: 463-85.

Bibliography (Cont.)