Dr. Barbara Buchanan, Instructional Dean Elizabeth Pena,
Assistant Professor of English Dr. Lana Myers, Professor of English
Let's Look at the Data: Fast Tracking Developmental English
Students CASP / CRLA Conference November 9, 2012 Slide 2 Context :
Lone Star College - Montgomery Where we started Where we are now
Where we want to go Presentation Agenda Slide 3 Slide 4 College
Demographics (Fall 2012) One system; 6 colleges; 77,877 students
LSC-M: 3 rd 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 Slide 5 College Demographics (cont.) 62% Female 38%
Male 72% White 20% Hispanic 9% Not Specified Slide 6 37% of
students are 20-24 years old 87% of students are In-District
College Demographics (cont.) Slide 7 Slide 8 The Problem
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). Slide 9
A First Step to Course Re-Design Demonstration Projects Grant LSC-M
Receives Developmental Education Demonstration Project (DEDP )
Grant Award (Two year grant - Summer 2010 through Summer 2012) Five
Texas community colleges received a DEDP grant from the Texas
Higher Education Coordinating Board (THECB) in July 2010
LSC-Montgomery is the only single-college campus to receive funding
Original award $1.5 million Vision for the DEDP Grant: To
accelerate and encourage students progress and success in the
developmental sequence and support their transition into credit-
bearing academic/technical certification programs or degrees Slide
10 DEDP Goals 1.Increase developmental student success 2.Accelerate
the progress of students through the developmental sequence
3.Increase organizational capacity to provide student advising,
counseling and mentoring 4.Provide professional development for
training and support of developmental education faculty,
counselors, advisors, and mentors A First Step to Course Re-Design
Demonstration Projects Grant (Cont.) Slide 11 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 Status of Developmental
English Prior to DEDP Grant Slide 12 Slide 13 Developmental English
Departments DEDP Curriculum Re-Design 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) Slide 14
Texas Higher Education Coordinating Board (THECB) charge (Granting
agency): Combine upper-level reading and writing to accelerate
students progress through the developmental sequence During the
DEDP grant, all five DEDP colleges piloted upper- level IRW courses
with identical: Textbooks (Bedford textbooks) Syllabi Learning
Outcomes Curricula Lab Software (from Bedford) Genesis of
Integrated Reading and Writing at LSC-M Slide 15 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 at LSC-M
(Cont.) Slide 16 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 at LSC-M (Cont.)
Slide 17 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 Slide 18 Scaling of Integrated
Reading and Writing Pilots Spring 2011 25 students; 2 sections
(ENGL 0309) Fall 2011 60 students; 3 sections (ENGL 0309) Spring
2012 44 students; 3 sections (ENGL 0309) Fall 2012 (44 sections;
850+ students; 20 student cap) 6 sections (ENGL 0302) 38 sections
(ENGL 0309) Integrated Reading and Writing at LSC-M (Cont.) Slide
19 Dev. English Classrooms and Class Caps Dev. English Computer
Classrooms - 24 computers each Class caps Previously - 24 students
Starting in fall 2012 - 20 students Slide 20 Dev. English Course
Sections Prior to Full-Scale IRW Spring 2012 Courses # of sections
ENGL 0112: Developmental Writing Review1 ENGL 0304: Developmental
Reading 13 ENGL 0305: Developmental Reading II12 ENGL 0306:
Developmental Writing I8 ENGL 0307: Developmental Writing II15 ENGL
0309: Advanced Developmental RW3 COMBINED TOTAL 42 Sections Fall
2011 Courses # of sections ENGL 0112: Developmental Writing Review0
ENGL 0304: Developmental Reading I6 ENGL 0305: Developmental
Reading II12 ENGL 0306: Developmental Writing I6 ENGL 0307:
Developmental Writing II13 ENGL 0309: Advanced Developmental RW3
COMBINED TOTAL 40 Sections 6 course options Slide 21 Dev. English
Course Sections after Full-Scale IRW Fall 2012 ENGL 0302 5 sections
F2F at MC ENGL 0302 1 sections F2F at Conroe Center ENGL 0309 30
sections F2F at MC ENGL 0309 4 sections F2F at Conroe Center ENGL
0309 4 Sections online Total: 44 sections Spring 2013 (Planned)
ENGL 03026 sections F2F at MC ENGL 0302 1 sections F2F at Conroe
Center ENGL 0309 28 sections F2F ENGL 0309 6 sections F2F at Conroe
Center ENGL 0309 4 Sections online Total: 45 sections 2 course
options Slide 22 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 Slide 23
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. Slide 24 Marketing IRW Courses 24 Slide 25 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 Slide 26 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 Slide 27 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 Slide 28 Fall 2012 Developmental
students were encouraged to enroll in credit course options while
concurrently enrolled in ENGL 0302 or 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 Slide 29 Fall 2012 All faculty teaching 0302 or 0309 follow a
standard syllabus and, in general, teach the same concepts during
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 Fusion I
and Fusion 2 by Cengage Standard Syllabi for IRW Courses Slide 30
Focus on Integrated Skills in Fusion Slide 31 Focus on Integrated
Skills in Fusion (Continued) Slide 32 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 Slide 33 Themes and novels used in some sections
starting in fall 2012 EuraDell Davis Theme: The Olympic Spirit:
Motivational Coaching for Life Novel: Making the Most of Your Life:
Eight Motivational Stories and Essays Martina Kusi-Mensah Theme:
Coping with and transcending Childhood Adversity Novel: The Glass
Castle by Jeanette Walls Lori Hughes Theme: 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 Pena Theme: Finding Your Adventure Novels: Drive
by Daniel Pink and Wild by Cheryl Strayed Themes and Novels in IRW
Courses Slide 34 Fall 2012 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 Slide
35 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 Slide 36 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.) Slide 37 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 National Association for Developmental
Education (NADE) Conference presentation scheduled. Feb. 27 March
2, 2012 Barbara Buchanan, Elizabeth Pena, and Lana Myers will
present and overview of LSC-Ms Course Redesign Professional
Development (Cont.) Slide 38 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 Strategies learned through the graduate
coursework are shared with FT and PT faculty through Dev. English
workshops Three faculty are pursuing the 15 hour Developmental
Education Certificate Elizabeth Pena Lana Myers Lori Hughes
Professional Development (Cont.) Slide 39 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
Developmental English Spring Planning Meetings Tuesday, Nov. 13
Wednesday, Nov. 14 Continuous Evaluation Slide 40 ENGL 0305 success
rate after ENGL 0304 Completion Fall 2008 - Spring 2012
SubjectCourseEnrollmentCompletionSuccessABCDFIIPWNR ENGL305306
24781%20467%489066241016430 ENGL 0307 success rate after ENGL 0306
Completion Fall 2008 - Spring 2012
SubjectCourseEnrollmentCompletionSuccessABCDFIIPWNR ENGL307467
38883%32069%7815587464119590 Pre-IRW, Reading I to Reading II and
Writing I to Writing II Success Rates Slide 41 ENGL 1301 success
rate after completion of any one DE English Course Fall 2008 -
Spring 2012 SubjectCourseEnrollmentCompletionSuccessABCDFIIPWNR
ENGL13011241105485%73059%23830518771253101860 ENGL 1301 success
rate after completion of any two DE English Courses Fall 2008 -
Spring 2012 SubjectCourseEnrollmentCompletionSuccessABCDFIIPWNR
ENGL1301566 49387%34361%96155924610400730 ENGL 1301 success rate
after completion of any three DE English Courses Fall 2008 - Spring
2012 SubjectCourseEnrollmentCompletionSuccessABCDFIIPWNR
ENGL130113011185%7457%17322582900190 ENGL 1301 success rate after
completion of any four DE English Courses Fall 2008 - Spring 2012
SubjectCourseEnrollmentCompletionSuccessABCDFIIPWNR ENGL130187
7687%4754%6212072200110 ENGL 1301 Success Rate after completion of
1 to 4 DE Courses Slide 42 English 1301 Success Rate with No DE
Courses and with at least one DE Course taken Fall 2010 - Summer
2011 Semester ENGL 1301 with No Development English Course
TakenENGL 1301 with at least one Development English Course Taken
Enrollment Successful Completers UnSuccessful Completers Non
CompletersEnrollment Successful Completers UnSuccessful Completers
Non Completers #%#%#% #%#%#% Fall
20081822131472%31417%19411%34720860%8825%5115% Spring
200971443261%17424%10825%38523561%10026%5021% Summer
200929723178%4118%258%966770%2021%99% Fall
20091923138472%33217%20711%39724562%8521%6717% Spring
2010101357557%25025%18819%56233660%13925%8715% Summer
201031124679%4715%186%1197160%3529%1311% Fall
20102183155271%40218%22910%45326859%11926%6615% Spring
201197152654%28329%16217%56232558%15327%8415% Summer
201136630283%3911%257%1157969%1715%1917% Fall
20112229162173%40118%2079%41424760%11528%5213% Spring
201284848757%22026%14117%54129755%15428%9017% Summer
201232226683%3511%217%936469%1516%1415%
Average12999893669%253820%152512%4084244260%104025%60215% ENGL 1301
Success Rates No DE Courses vs. At Least 1 DE Course Slide 43
Aggregate Data - Development Education English Courses - Baseline
v/s. Cohort Baseline - Fall 2008 - Summer 2010 - Cohort - Fall 2010
- Summer 2012 SubjectCourse BaseLine - Data (Fall 2008 - Summer
2010) Cohort - Data (Fall 2011 - Summer 2012) Enrollment Successful
Completers UnSuccessful CompletersNon Completers Enrollment
Successful Completers UnSuccessful CompletersNon Completers
#%#%#%#%#%#% ENGL30431317456%7223%6721%43830670%5713%7517%
ENGL305102268767%13013%20520%118476064%16214%26222%
ENGL30653927451%13826%12724%61136460%10718%14023%
ENGL3072075133564%40620%33216%1979137369%28414%32016% ENGL309
16512173%1610%2817%
ENGL13017556502767%154320%97513%9097603366%195321%110112% Aggregate
Data Baseline Data Vs. Cohort Data Slide 44 Developmental Education
English Courses Success Rate Fall 2011 - Summer 2012 Development
Education English Courses Success Rate Fall 2011 - Summer 2012
SubjectCourse Fall 2011Spring 2012Summer 2012 Enrollment Successful
Completers UnSuccessful Completers Enrollment Successful Completers
UnSuccessful CompletersEnrollment Successful Completers
UnSuccessful Completers #%#%#%#% #%#%
ENGL30415110670%2013%533464%713%
ENGL30532319460%4414%21812758%4219%353291%00%
ENGL30619812262%3216%1016362%1010%
ENGL30743930970%5112%36324367%5114%836781%67%
ENGL309664974%58%433274%25%312477%26% Total DE
Courses117778066%15213%77849964%11214%14912383%85% Slide 45 Slide
46 Developmental English is pursuing National Association for
Developmental Education (NADE) Certification Data collected and
analyzed by Rajiv Malkan Application materials should be submitted
by late November 2012 In four-to-six months, a review team will
follow-up with LSC-M to ask additional questions and, possibly,
perform a site visit Pursuing NADE Certification Slide 47 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 Slide 48
Continue focus on professional development through: Workshops
Cohort groups Faculty completion of Developmental Education
Certificate Conference presentations NADE Conference, March 2013
Continue Focus on Professional Development Slide 49 Continue to
monitor Developmental English data for success, retention, and
completion information Continue to Monitor Dev. English Data Slide
50 Questions? _________________ Thank you for your time! 50 Slide
51 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 Slide 52 Bibliography (Continued)
Russell, A. (2008, August). Enhancing college student success
through dev elopmental education. American Association of State
Colleges and Universit ies: Higher Education Policy Brief.
Washington, DC: American Association o f 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 Ones Way into Reading. TESOL Quarterly,
26.3: 463-85. Bibliography (Cont.)
