Student Success Student Success through Developmental through Developmental

StudiesStudies

Marian EberlyMarian Eberly

Academic FoundationsAcademic Foundations

Pathways to Academic Pathways to Academic SuccessSuccess• Honors ProgramHonors Program

• University CenterUniversity Center50 Transfer Agreements50 Transfer Agreements

• Honor SocietiesHonor Societies

• Galileo ScholarsGalileo Scholars

• Developmental StudiesDevelopmental Studies

• Educational Opportunity Fund programEducational Opportunity Fund program

Student Intake ProcessStudent Intake Process

•ApplicationApplication

•TestingTesting

•College Advisement 101College Advisement 101

•RegistrationRegistration

Why so many place into Why so many place into Developmental StudiesDevelopmental Studies• More students go to collegeMore students go to college• Changing demographicsChanging demographics• Not all students prepare for college while Not all students prepare for college while

in high schoolin high school• High schools provide general education, High schools provide general education,

not just college readinessnot just college readiness• Language minority populationsLanguage minority populations• Dropped out of high school; GEDDropped out of high school; GED• Gone to other colleges; stopped out or Gone to other colleges; stopped out or

transferredtransferred• Stopped out or returningStopped out or returning

Promoting SuccessPromoting Success

• Mandatory Assessment and PlacementMandatory Assessment and Placement

• Learning Outcomes of all courses Learning Outcomes of all courses aligned with next coursesaligned with next courses

• Retention Task ForceRetention Task Force

• Comprehensive Support ServicesComprehensive Support Services

• Committee for the Retention of Committee for the Retention of Minority StudentsMinority Students

Promoting Success:Promoting Success:The Academic Support The Academic Support

CenterCenter• Drop in TutoringDrop in Tutoring• Evening & Evening &

weekendweekend• Rx for Math Rx for Math

SuccessSuccess• ReadingReading• Writing Writing • Professional StaffProfessional Staff• Trained, Certified Trained, Certified

TutorsTutors

Academic Support CenterAcademic Support Center 13,000 visits since September 13,000 visits since September

Promoting Success:Promoting Success:Monitoring and Monitoring and InterventionIntervention• Early warning grades for Early warning grades for

developmental coursesdevelopmental courses

• Midterm warning grades for all coursesMidterm warning grades for all courses

• Improved tracking & easier referrals: Improved tracking & easier referrals: Student Space (Title III)Student Space (Title III)

• Prescription for Math Success (Title III)Prescription for Math Success (Title III)

• AdvisingAdvising

Initiatives under Initiatives under DevelopmentDevelopment

• Adopt Accuplacer--enables benchmarkingAdopt Accuplacer--enables benchmarking

• Faculty Advising Faculty Advising

• Goal tracking (through Title III)Goal tracking (through Title III)

• Improved intake assessment (Title III)Improved intake assessment (Title III)– writing samples writing samples – math diagnosticsmath diagnostics

• Working with K-12 systems to gather Working with K-12 systems to gather disaggregated datadisaggregated data

Bridging the gap: Bridging the gap: Working with high schoolsWorking with high schools

• Science & Math workshops for H.S. Science & Math workshops for H.S. teachers (3M grant)teachers (3M grant)

• Partnering w/ Vo-Tech faculty: Math, Partnering w/ Vo-Tech faculty: Math, English, & ScienceEnglish, & Science

• Partnering with Bound Brook High Partnering with Bound Brook High School for early assessment and School for early assessment and preparationpreparation

Bridging the gap: Bridging the gap: Working with high schoolsWorking with high schools

• ““Writing Agenda” project with Writing Agenda” project with Centenary to fuel reform in writing Centenary to fuel reform in writing educationeducation

• Workshops for science teachers in Workshops for science teachers in Biotech (NSF grant)Biotech (NSF grant)

• Working together to develop seamless Working together to develop seamless transitionstransitions

• Working to expand early credit and Working to expand early credit and concurrent enrollment programsconcurrent enrollment programs

Mike and JanMike and Jan

• Recent high school graduatesRecent high school graduates• From large suburban high schoolFrom large suburban high school• Exemplary high school recordsExemplary high school records• Did not take senior year mathDid not take senior year math

Mike & JanMike & Jan

Both tested into developmental AlgebraBoth tested into developmental Algebra

• Mike took the 2-week Algebra review Mike took the 2-week Algebra review course, re-tested and placed into college course, re-tested and placed into college level Math.level Math.

• Jan took developmental Algebra. It took 2 Jan took developmental Algebra. It took 2 semesters to complete developmental semesters to complete developmental math. Meanwhile, she earned 16 credits in math. Meanwhile, she earned 16 credits in other courses.other courses.

AngelicaAngelica

• Recently graduated from a small high school with Recently graduated from a small high school with >50% language minority students>50% language minority students

• First in her family to go to collegeFirst in her family to go to college

• Qualified for the Qualified for the Educational Opportunity FundEducational Opportunity Fund (EOF) (EOF) program based on economic needprogram based on economic need

Angelica placed into Angelica placed into developmental Reading, developmental Reading, Writing, and ArithmeticWriting, and Arithmetic

• For 1-4 semesters, she will take For 1-4 semesters, she will take almost exclusively developmental almost exclusively developmental coursescourses

• Students who place into 3 Students who place into 3 developmental subjects also take developmental subjects also take First Year SeminarFirst Year Seminar

• EOF students have access to EOF students have access to additional supportadditional support

How RVCC helped AngelicaHow RVCC helped Angelica

• Summer bridge program (EOF)Summer bridge program (EOF)

• Mandatory tutoring Mandatory tutoring

• Service learning tutor in her Math classService learning tutor in her Math class

• Course content included study skills, Course content included study skills, time management, note-taking practicetime management, note-taking practice

• Aggressive advising (EOF)Aggressive advising (EOF)

• Tracking and referrals to advising, Tracking and referrals to advising, tutoringtutoring

Developmental Ed Developmental Ed WorksWorks

Students who complete Students who complete required developmental required developmental coursework are MORE coursework are MORE successful than students who successful than students who are not required to take are not required to take developmental courses.developmental courses.

Pass Rates for English Pass Rates for English II

Fall 2004Fall 2004 Spring 2005Spring 2005

No No remediation remediation requiredrequired

76%76% 67%67%

Completed Completed remediationremediation

82%82% 81%81%

Pass Rates for Pass Rates for PreCalculus IPreCalculus I

Fall 2004Fall 2004 Spring 2005Spring 2005

No No remediation remediation requiredrequired

77%77% 54%54%

Completed Completed remediationremediation

80%80% 67%67%

OUR GOALOUR GOALTo develop in each learner the skills To develop in each learner the skills

necessary for the attainment of academic necessary for the attainment of academic and career goalsand career goals