Empowering Empowering Developmental Developmental

Student SuccessStudent Success

A Unique Integration of A Unique Integration of

Learning Assistance, Learning Assistance,

Alternative Instructional Approaches, Alternative Instructional Approaches,

and Student Development Servicesand Student Development Services

SpeakerSpeaker

Assoc. Professor Pam LauAssoc. Professor Pam LauDirector, Center for Academic SuccessDirector, Center for Academic SuccessParkland CollegeParkland CollegeChampaign, IL 61821Champaign, IL 61821

Phone: 217/351-2431Phone: 217/351-2431

Email: plau@parkland.eduEmail: plau@parkland.edu

OutlineOutline

Parkland College: a brief introductionParkland College: a brief introduction Center for Academic Success: an overviewCenter for Academic Success: an overview Guiding principles, goals, and programmingGuiding principles, goals, and programming Learning assistance or tutoring servicesLearning assistance or tutoring services Modularization of developmental coursesModularization of developmental courses Intrusive academic advising and student Intrusive academic advising and student

development supportdevelopment support Factors behind success and possibilities for Factors behind success and possibilities for

replicationreplication

Parkland CollegeParkland CollegeChampaign, ILChampaign, IL

A one-campus community college located in A one-campus community college located in Champaign-Urbana, Illinois (combined Champaign-Urbana, Illinois (combined population: 190,000)population: 190,000)

An average of 10,500 for-credit students (fall An average of 10,500 for-credit students (fall semester count)semester count) White 71%White 71% Minority 29%Minority 29%

Faculty: 595 (FT - 181; PT – 414) Faculty: 595 (FT - 181; PT – 414)

Students with developmental coursework placements

Entering students from area high schools: 70% need at least one developmental math

course 50% need developmental writing 35% need developmental reading 7– 8 % of overall seat count is taken by

developmental students Mandatory assessment and placement

policies

Decentralized developmental Decentralized developmental programsprograms

At Parkland, we adopt a decentralized model At Parkland, we adopt a decentralized model of developmental education.of developmental education. Developmental reading and writing is within the Developmental reading and writing is within the

Humanities Dept.Humanities Dept. Developmental math in the Mathematics Dept.Developmental math in the Mathematics Dept.

Culture of collaboration and coordination Culture of collaboration and coordination among developmental programsamong developmental programs Facilitated by the Academic Development Facilitated by the Academic Development

Center and now the Center for Academic Center and now the Center for Academic Success.Success.

Center for Academic SuccessAn Overview

Started in July 2006 Result of task force study on

Parkland’s academic support services

Led to integration of 4 previously independently operated units: Learning Lab Peer Tutoring Writing Center Academic Development Center*

One physical location Under leadership of a

director (faculty) Part of Academic

Services; reports directly to Dean of Academic Services

Mission: To empower students in achieving their academic goals

Three Primary Areas of Services

A coordinated system of services

Advising and student

development advocacy

For-credit modules and

tutorials

Walk-in Tutoring and

Learning Assistance

Guiding Principle (1)Guiding Principle (1)

A one-stop learning center for A one-stop learning center for allall studentsstudents Avoids segregation of students in Avoids segregation of students in

developmental courseworkdevelopmental coursework Promotes atmosphere of learning at Promotes atmosphere of learning at

all levelsall levels Gives faculty/staff one place to refer Gives faculty/staff one place to refer

all studentsall students

Guiding Principle (2)Guiding Principle (2) An integrated system of academic and An integrated system of academic and

student development supportstudent development support The model of “teacher in the classroom plus an The model of “teacher in the classroom plus an

array of independent student support services” array of independent student support services” does not work well for the under-prepared does not work well for the under-prepared student.student.

Faculty input and participation in tutoring and Faculty input and participation in tutoring and alternative delivery is importantalternative delivery is important

Learning assistance must be coordinated with Learning assistance must be coordinated with student development and advisingstudent development and advising

Guiding Principles (3)Guiding Principles (3)

Collaborative partnerships with academic Collaborative partnerships with academic departments/programs and facultydepartments/programs and faculty Provide opportunities for faculty to design, Provide opportunities for faculty to design,

pilot, and implement alternative delivery pilot, and implement alternative delivery approaches and/or supplemental approaches and/or supplemental instructioninstruction

Create faculty-advisor links to support Create faculty-advisor links to support students with academic and non-students with academic and non-academic needsacademic needs

Guiding Principle (4)Guiding Principle (4)

Student-centered; focus on learningStudent-centered; focus on learning Student-centered learning Student-centered learning environmentenvironment Just-in-time Just-in-time learninglearning and individualized and individualized

instructioninstruction Learning, not assignment completionLearning, not assignment completion Comprehension and attainment of learning Comprehension and attainment of learning

outcomesoutcomes Customizing, where possible, to individual Customizing, where possible, to individual

learning needslearning needs

Principles Principles Goals Goals

Three Primary Areas of ServiceThree Primary Areas of Service

WALK-IN TUTORING AND WALK-IN TUTORING AND LEARNING ASSISTANCELEARNING ASSISTANCE

Five walk-in services:Five walk-in services:

Math Faculty TutoringMath Faculty Tutoring

Walk-in math help for developmental math Walk-in math help for developmental math students: Monday – Friday, 9 a.m. to 2 p.m.students: Monday – Friday, 9 a.m. to 2 p.m.

4 areas4 areas Pre-AlgebraPre-Algebra Beginning AlgebraBeginning Algebra Intermediate AlgebraIntermediate Algebra GeometryGeometry

Students sit at Students sit at designated tables designated tables according to their according to their math course.math course.

Full-time math Full-time math faculty provide faculty provide tutoring.tutoring.

One faculty rostered One faculty rostered each hour.each hour.

Faculty paid per hour Faculty paid per hour using Title III funds.using Title III funds. College currently in College currently in

discussion on how to discussion on how to fund this when Title III fund this when Title III grant ends in Fall grant ends in Fall 2008.2008.

Benefits from MFTBenefits from MFT

From the teaching point of view:From the teaching point of view: Pedagogy remains consistent between Pedagogy remains consistent between

classroom and tutoringclassroom and tutoring Student questions and difficulties with Student questions and difficulties with

material are vital as feedback to facultymaterial are vital as feedback to faculty Faculty guide classroom teaching and Faculty guide classroom teaching and

learning and outside-the-classroom learning and outside-the-classroom practice of lessons learnedpractice of lessons learned

From the learning and learning From the learning and learning outcomes point of view:outcomes point of view:

Students benefit from just-in-time Students benefit from just-in-time teaching and learningteaching and learning

Comprehension at each stageComprehension at each stage Significant increase in pass rates Significant increase in pass rates

among students who use MFT among students who use MFT repeatedlyrepeatedly

MAT 094Pre-Algebra

MAT 095Beginning

Algebra

MAT 098Intermediate

AlgebraCourse Pass Rate(%)

MFT 5 visits

(%)

MFT12

visits (%)

Course Pass Rate (%)

MFT 5 visits

(%)

MFT 12

visits (%)

Course Pass Rate (%)

MFT 5 visits

(%)

MFT 12

visits(%)

Fall 2006

51.5 63.0 67.0 54.8 36.0 55.0 48.8 59.0 88.0

Spr 2007

50.5 76.0 100.0 48.5 75.0 78.0 57.8 70.0 80.0

First year data: Pass ratesFirst year data: Pass rates

Questions?Questions?What are your experiences with What are your experiences with

developmental math tutoring on your developmental math tutoring on your campuses?campuses?

Academic Development Lab (ADL)Academic Development Lab (ADL) Located within the larger CAS facilityLocated within the larger CAS facility A Computer Lab /Tutoring area dedicated A Computer Lab /Tutoring area dedicated

to students in developmental coursesto students in developmental courses ReadingReading WritingWriting MathMath

Staffing:Staffing: Academic Development Specialists (2)Academic Development Specialists (2)

Background in special educationBackground in special education Learning specialists who work primarily Learning specialists who work primarily

with students who have academic gaps with students who have academic gaps and/or have learning challengesand/or have learning challenges

Collaborate with facultyCollaborate with faculty

Fosters a Fosters a welcoming welcoming student-centered student-centered learning learning environmentenvironment No question is a No question is a

stupid questionstupid question Free printingFree printing

Technical Specialist (1) Helps with all computer usage related issues

Collaborative Partnership with the Collaborative Partnership with the Office of Disabilities ServicesOffice of Disabilities Services

At Parkland, the Office of Disabilities At Parkland, the Office of Disabilities Services handles registration, Services handles registration, documentation, and accommodations documentation, and accommodations for students with LD and other for students with LD and other disabilities.disabilities.

Students with LD are referred to the Students with LD are referred to the CAS for learning assistance , tutoring, CAS for learning assistance , tutoring, and academic coaching.and academic coaching.

No documentation No documentation required within the CASrequired within the CAS

No overt distinction No overt distinction between LD students between LD students (with or without (with or without documentation, declared documentation, declared or –undeclared) and or –undeclared) and “regular” developmental “regular” developmental studentsstudents

Assistive technology and Assistive technology and learning software learning software availableavailable

Retention RatesRetention Rates

73-75% of students who work with the 73-75% of students who work with the Academic Development Specialists in the Academic Development Specialists in the fall return in the spring (compared to 61-fall return in the spring (compared to 61-66% of students who decline services).66% of students who decline services).

The same students return the following fall The same students return the following fall at rates higher than other developmental at rates higher than other developmental peers.peers.

QuestionQuestions?s?

MODULARIZATION OF MODULARIZATION OF DEVELOPMENTAL DEVELOPMENTAL COURSEWORK COURSEWORK A standard multi-credit hour course is A standard multi-credit hour course is

broken into several one-credit component broken into several one-credit component modules.modules.

Designed for primarily students who have Designed for primarily students who have to repeat a developmental courseto repeat a developmental course Student may have learning challenges and Student may have learning challenges and

gaps in prior knowledge/skillgaps in prior knowledge/skill Student may have passed but for some non-Student may have passed but for some non-

academic circumstancesacademic circumstances

Math ModulesMath Modules

Curriculum for each dev math course Curriculum for each dev math course divided into several one-credit hour courses.divided into several one-credit hour courses.

Full sequence of modules — same course Full sequence of modules — same course material as standard course.material as standard course.

Diagnostic test Diagnostic test number of modules number of modules student needed to acquire math outcomes student needed to acquire math outcomes for stated course.for stated course.

A repeating student may or may not need A repeating student may or may not need full sequence of modules.full sequence of modules.

To ensure step-by-step comprehension and To ensure step-by-step comprehension and skill acquisition, student must pass a skill acquisition, student must pass a module module mastery test mastery test with with C or better C or better before before proceeding to next module.proceeding to next module.

To ensure course mastery, student must To ensure course mastery, student must take take Math Dept. common final for course Math Dept. common final for course with C or better.with C or better.

C or better in final — student has completed C or better in final — student has completed course requirements and may proceed to course requirements and may proceed to next required math course.next required math course.

Individualized Module InstructionIndividualized Module Instruction One-on-one: CAS instructor works with One-on-one: CAS instructor works with

three math students an hour/week.three math students an hour/week. Assigns homework in supervised Assigns homework in supervised

environment for an additional hour/week or environment for an additional hour/week or more.more.

Paced, within limits, to student’s ability in Paced, within limits, to student’s ability in math and learning challenges.math and learning challenges.

Typically, a math-challenged student Typically, a math-challenged student completes a module in 6-8 weeks; entire completes a module in 6-8 weeks; entire math course is covered in 2-3 semesters.math course is covered in 2-3 semesters.

Success RatesSuccess Rates The modules cohort is small but slowly The modules cohort is small but slowly

increasing. Current semester: 14 students increasing. Current semester: 14 students in math modules.in math modules.

Each semester, approximately 4 to 5 Each semester, approximately 4 to 5 students complete module sequence. students complete module sequence.

The only way for some students to The only way for some students to complete required math for a degree.complete required math for a degree.

Challenge: Succeeding in a regular math Challenge: Succeeding in a regular math class in subsequent semester(s).class in subsequent semester(s).

Modules for Reading, Writing, Modules for Reading, Writing, and Chemistryand ChemistrySmall group Small group

teaching: teaching: Each section Each section of 6-8 of 6-8 studentsstudents

ChemistryModule

Creating a community of learnersThe crucial human dimension of learning

Focused time-on-taskFocused time-on-task Increased instructor guidanceIncreased instructor guidanceSupplemental help from Supplemental help from

Academic Development Academic Development SpecialistsSpecialists

Focus on demonstrating Focus on demonstrating learning outcomes; early learning outcomes; early completion possiblecompletion possible

Measuring successMeasuring success Compare module pass rates with average Compare module pass rates with average

course pass ratescourse pass rates Track academic performance of students in Track academic performance of students in

subsequent coursesubsequent course Success cannot be just measured in Success cannot be just measured in

numbersnumbers Leaving a module with more knowledge and Leaving a module with more knowledge and

skillsskills An increase in confidence or awareness of An increase in confidence or awareness of

choiceschoices

Spring 2007 (pilot semester): Spring 2007 (pilot semester): a snapshot of numbersa snapshot of numbers

Tracking success: Spring to Fall 07Tracking success: Spring to Fall 07

ENG 099 repeaters (n = 17)ENG 099 repeaters (n = 17)70 % earned ENG 101 70 % earned ENG 101

placement through modulesplacement through modules80% passed ENG 101 in 80% passed ENG 101 in

subsequent semestersubsequent semester

Center for Academic Success

Center for Academic Success

Academic Departments and Faculty

Academic Departments and Faculty

Collaborative Partnerships

Questions?Questions?How do you incorporate faculty How do you incorporate faculty

participation in your learning assistance participation in your learning assistance support for underprepared students?support for underprepared students?

ACADEMIC ADVISING AND ACADEMIC ADVISING AND INTRUSIVE SUPPORTINTRUSIVE SUPPORT

Staffing:Staffing: Student Development Advocates (2) Student Development Advocates (2)

and Academic Advisor (1)and Academic Advisor (1)

Focus on students with low reading Focus on students with low reading scoresscores

Explain placement scores; set up class Explain placement scores; set up class schedule; choose program of studyschedule; choose program of study

Help student negotiate basic college Help student negotiate basic college procedures: registration, ID, financial procedures: registration, ID, financial aidaid

Advice about non-academic matters: Advice about non-academic matters: housing, childcarehousing, childcare

Connect with Connect with students through students through office visits, office visits, emails, hallway emails, hallway encountersencounters

Visit Visit developmental developmental classrooms or classrooms or “adopt” a class“adopt” a class

Liaise with developmental Liaise with developmental faculty about student faculty about student progressprogress

Connect students with Connect students with resources across campusresources across campus

Hallway “triage” is a Hallway “triage” is a common occurrencecommon occurrence

Some dataSome data Fall 2007 student traffic: We served Fall 2007 student traffic: We served 831 831

studentsstudents 2333 2333 times.times. Persistence: Persistence: 76% 76% of students receiving of students receiving

Advocate services in fall return in the Advocate services in fall return in the spring. (Return rate of developmental spring. (Return rate of developmental students averages 61%.)students averages 61%.)

Qualitative data: the stories students tell Qualitative data: the stories students tell I will so scared…but Jan led me in the right I will so scared…but Jan led me in the right

directiondirection

Questions?Questions?What forms of intrusive support do you What forms of intrusive support do you

provide academically underprepared provide academically underprepared students on your campus?students on your campus?

Assessing the CASAssessing the CAS

Three basic questionsThree basic questions Are students using our services?Are students using our services? Are students who use our services more Are students who use our services more

successful in their coursework than their successful in their coursework than their peers who do not?peers who do not?

Are students satisfied with our services?Are students satisfied with our services? DataData

QuantitativeQuantitative QualitativeQualitative

Collecting dataCollecting data Quantitative DataQuantitative Data

Computerized sign-in Computerized sign-in swipe-card systemswipe-card system

Reports generated for Reports generated for each serviceeach service

Connected with Connected with college databasecollege database

Select according the Select according the number of visitsnumber of visits

Midterm and final Midterm and final gradesgrades

Qualitative data: student perceptions Qualitative data: student perceptions about the CAS and its servicesabout the CAS and its services SurveysSurveys

 

How satisfied are you with the help you received today?Very satisfiedSatisfiedSomewhat satisfiedNot satisfied

Please take a minute to tell us why.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FACTORS BEHIND SUCCESSFACTORS BEHIND SUCCESS Strong institutional supportStrong institutional support

Task forceTask force FacilityFacility Direct report to Dean, Academic Services Direct report to Dean, Academic Services

plus monthly meetings with the Vice- plus monthly meetings with the Vice- President of Academic ServicesPresident of Academic Services

Budget allocation: Faculty and staff tutors, Budget allocation: Faculty and staff tutors, small-group instructors are “front-load” small-group instructors are “front-load” costscosts

Faculty buy-inFaculty buy-inCulture of student-centered Culture of student-centered

teaching and innovativenessteaching and innovativenessCAS designed to allow for CAS designed to allow for

faculty-led pilots in alternative faculty-led pilots in alternative delivery and other student delivery and other student supportssupports

Faculty choose to teach or tutor Faculty choose to teach or tutor in the CASin the CAS

Active support for student in the classroomActive support for student in the classroom Move beyond tutoring and walk-in learning Move beyond tutoring and walk-in learning

assistanceassistance Flexible and creative partnerships with Flexible and creative partnerships with

faculty and academic programs / faculty and academic programs / departmentsdepartments Modules for students in Ford ASSET programModules for students in Ford ASSET program Study skills tutorials for students on contract Study skills tutorials for students on contract

in Occupational Therapy Assistant programin Occupational Therapy Assistant program Exploring with Nursing about a Health Exploring with Nursing about a Health

Professions Academy – building bridges from Professions Academy – building bridges from CNA to LPN to ADNCNA to LPN to ADN

Broad support from Student ServicesBroad support from Student Services Advising team coordinate with student Advising team coordinate with student

services unitsservices units Constant referrals from across campusConstant referrals from across campus

Physical spacePhysical space High traffic area; easily accessibleHigh traffic area; easily accessible Designed as learning centerDesigned as learning center Accommodates range of tutoring services, Accommodates range of tutoring services,

small-group learning situations, computer labsmall-group learning situations, computer lab

Team of Team of faculty and faculty and staff staff clearly clearly committed committed to student to student successsuccess

Questions?Questions?How much of this is How much of this is

replicable or feasible in your college replicable or feasible in your college context?context?

Contact InformationContact Information

Assoc. Professor Pam LauAssoc. Professor Pam LauDirector, Center for Academic SuccessDirector, Center for Academic SuccessParkland CollegeParkland CollegeChampaign, IL 61821Champaign, IL 61821

Phone: 217/351-2431Phone: 217/351-2431

Email: plau@parkland.eduEmail: plau@parkland.edu