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Accelerating Developmental English at Atlantic Cape: The Triad Model Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of English English Department Coordinator Maryann Flemming-McCall Assistant Professor of Developmental English

Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

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Page 1: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Accelerating Developmental English at Atlantic Cape: The Triad Model

Stephanie Natale-BoianelliAssistant Professor of Developmental EnglishAccelerated Learning Program Coordinator

Richard RussellAssistant Professor of English

English Department Coordinator

Maryann Flemming-McCallAssistant Professor of Developmental English

Page 2: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

ENG 101 ENG 052

Community College of Baltimore ALP Model

A L P

Page 3: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

ALP Advantages (Baltimore model)

reduces stigma

improves attachment

provides stronger role model

encourages learning communities

changes attitude toward developmental course

allows individual attention

allows time for non-cognitive issues

allows coordination of the two courses

A L PThe Accelerated Learning Program

Page 4: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

The Triad Model

ENGL099 & ENGL101 are both three credit courses.

Once a week, ENGL099 meets in a computer lab.

Page 5: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

ALP

Backward design

The goal is for students to pass the college-level

course.

Developmental course is taken concurrently with the college-level

course.

Teacher is expected to both teach and mentor

the students.

Focus on non-cognitive

issues

080

Traditional course

The goal is for students to pass the

developmental course.

Developmental course is taken as a prerequisite to

college-level course .

Teaching is the only expectation.

No formal focus on non-cognitive

issues

Two critical ALP features: Both courses are taught by the same professor. Eleven of the students in the college-level course placed into credit-level English.

Page 6: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

ALP SyllabusStudent Learning Outcomes/Objectives, similar to ENGL101 syllabus, with important additions:Students will learn the value of being an active participant in a learning

community: how to prepare for/attend classes; actively participate; respectfully/responsibly interact with learners; ethically collaborate/study for other classes.

Students will choose a program path for the next two years, study the schedule in the tabloid, make effective decisions for scheduling an academic semester. Students will discuss the pros and cons of shortened summer semesters and of online classes.

Students will become familiar with the college culture: make use of available and appropriate resources; meet with the instructor to discuss individual program; learn about essential services/procedures for registration and about extracurricular activities; etc.

Page 7: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Curriculum PlanningFirst day of each week: discuss questions from previous

week in 101 and/or reading/writing concerns from other classes.

Instructor consideration: What should be reinforced in both 101 class and in ALP? What should be addressed in only ALP?

Design “just in time” exercises/group activities within learning communities.

Sometimes student-generated concerns supersede planned activities.

Active learning; NOT drill and practice.Personalize/contextualize learning for ALP students.

Page 8: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

A Sample WeekEnglish 101

Day 1Discuss new words to the OED online. Introductions. Review syllabus. Private writing.

HW: Read/annotate “The Coddling of the American Mind” (The Atlantic September 2015) for next class.

Day 2: Diagnostic reading/writing: Summarize and respond to the article.

HW: Assign short response papers to The Northside (Nelson Johnson). Read/annotate “The Prologue” for next class.

ALPDay 1 (Re-)introductions: What is ALP?Discuss active reading strategies. Preview material; then read/annotate in pairs “Brainology” (Carol Dweck). Compare annotations for the first part. What is the most significant and most confusing/disturbing line in the second part? (These could be the same.) Etc.

Day 2 (computer lab)Complete entrance survey and learning inventory.On the discussion board, choose one word to describe Atlantic City. Respond.

Page 9: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Spring 2012

Fall

2012

Spring

2013-

Spring

2014

Fall

2014

Spring 2014

Fall

2014

Scaling Up: Timeline

Effie Russell pilots

program with

11 students

4 triads; 3 campuses;

4-6 triads; 3 campuses

7 triads;first evening

triad

14 triads10 triads;4 adjuncts; part-time students eligible

Page 10: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Engl080 Track

ALP Track

Engl101 Track

Gateway Course Success

No. of Students 1173 329 1427

English 101 Completion Rate 44% 84% 75%

English 102 Completion Rate 3% 54% 49%

Number of Semesters 3 2 2

The Triad Model Works!Part 1: Internal Measures of Success

ALP students are also retained at higher rates than Engl080 and Engl101 students and complete and pass more credits than Engl080 students.

Page 11: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

The Triad Model Works!Part 2: External Measures of Success

From “Replicating the Accelerated Learning Program: Preliminary But Promising Findings” study conducted by the Center for Applied Research. You can access a

copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alp-study-just-released/

Page 12: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

The Triad Model Works!Part 2: External Measures of Success

From “Replicating the Accelerated Learning Program: Preliminary But Promising Findings” study conducted by the Center for Applied Research. You can access a

copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alp-study-just-released/

Page 13: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

The Triad Model Works!Part 2: External Measures of Success

From “Replicating the Accelerated Learning Program: Updated Findings” study conducted by the Center for Applied Research.

Page 14: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Triad Model AdvantagesStudents

• Merging from two sections of Engl101 allows students to compare academic experiences.

• Larger class size fosters class discussion, creates a typical classroom environment, and allows for more diversity among the students.

Faculty

• Merging from two sections of Engl101 allows for authentic discussions of the diversity of the student experience.

• Scheduling is easy: two days, three classes in a row; a full load for adjuncts; 9 credits total is 3/5 of a full-time load.

Administration• Class size is comparable to the

developmental course.

Page 15: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Triad Model ChallengesStudents

• Gaps can make the course schedule inconvenient.

Faculty• Reaching every student individually in a single

class session is difficult.• Two Engl101 experiences must be united.

Coordinators• Triads are complicated and difficult to schedule.• Finding and training faculty can be difficult,

especially part-time faculty.

Page 16: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Career Infusion

AcademicSupport Services Student Affairs

Curriculum & Faculty

Page 17: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Why Career Development?Helps students identify and take ownership of

goalsConnects goals to their education Enables informed decision making for course

selection/educational pathwaysSupports Atlantic Cape’s ALP Learning

OutcomesComputer and Information literacyFamiliarity with college resourcesRetention goals

Strengthens connection to college and to instructor

Page 19: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Career Infusion

Collaborate with Student Affairs personnel who conduct Values Clarification activity.Writing Assignment:

reflection piece on the experienceAdded benefits:

Connected students with Student Affairs personnel Students were given preparatory information for

registration

Page 20: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Career Exploration ActivitiesTook Holland Career Codes Quiz

http://www.roguecc.edu/counseling/hollandcodes

Researched careers using Occupational Outlook Handbookwww.bls.gov/oco/

Writing Assignment: connection of goals/values with career choices

Page 21: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Discovering Campus with Scavenger Hunts

Page 22: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Discovering Campus: Student Handbook ProjectStep 1.

Review/discuss the official student handbook.

Step 2. Brainstorm topics that should be in our handbook.

Step 3. Research/explore topic in pairs.

Step 4. Create the handbook page.

Step 5. Presentation/peer review.

Step 6. Revision and publication.

Page 23: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

ICW (Week 1): Besides getting “good grades,” what are your goals for this semester? How will you ensure that you are working towards these goals?

Students will revisit these goals and their progress throughout the course.

Students write a short reflection/letter to me to submit with Paper #1.

ICW (Week 3): Discuss your writing process. What was the most difficult part about writing Paper #1? What are the strengths of your paper?

Self-Assessment: Reflective Writing

Page 24: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Self-Assessment: End-of-Term Reflection

I. What are characteristics of “good writing”? Use specific examples read for class and explain what made them effective.

II. What are your strengths as a writer? Use specific examples.

III. What are you still working on in your writing?

Some variation used for the “final exam”

Page 25: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Self-Assessment: End-of-Term Reflection

From “Ending at the Start” (David Gooblar), The Chronicle of Higher Education, 29 April 2015:

Write a letter to a future student of this class.

What do you wish you would have known before taking this class?

What should future students know about this class or professor? (Advice.)

Page 26: Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of

Thank you!“I always felt like I was one step ahead of all the other kids in English 101 because of the extra work with the same professor.”

“I felt like the transition of coming into college was very smooth because I learned a lot here academically, but I also learned all my resources at the campus.”

“I felt more like a student at ACCC because I learned so much about not only English as a course but this college as a whole.”

“ALP greatly helped my confidence in 101. At the beginning, I didn’t know or thought I didn’t know anything about reading and writing…ALP is awesome for becoming part of the Atlantic Cape family and meeting students at similar levels…Best class ever.”

www.atlantic.edu/alp