Presentation given at ALP annual conference in Baltimore, MD, June 2014 on the publication "Faculty Voices". Faculty Voices is funded through a TAACCCT 1 grant. The grant focused on energy course redesign and the redesign of all developmental education courses in the Colorado Community College System.
Faculty voices presentation at ALP Baltimore June 2014
1. Elaine DeLott Baker and Marilyn Smith
Colorado Community Colleges
Presented at the 2014 ALP Conference
2. Representatives of Colorado Community
Colleges met for 18 months to design a new
model for developmental education in
Colorado Community colleges
Approved by the Board in February 2013
Full implementation by all thirteen system
colleges by fall 2014
3. Before
All students in college
algebra track
Four courses, four semesters,
13 credits in MAT
After
Students choose math
pathway based on career
choice—algebraic literacy
with path to college algebra,
quantitative literacy with
path to statistics, math for
liberal arts, or career math,
One developmental course
before the college level
course for most students
Some students mainstreamed
into college level course with
just-in-time remediation
through support courses
4. Before
Three courses, three
semesters, 8 credits in
ENG
Three courses, three
semesters, 8 credits in
REA
Courses taught separately
After
Composition and reading
integrated into one course
One developmental course
before the college level
course
Many students
mainstreamed into college
level course using the ALP
model
5. Successful outcomes:
Math – Successful completion of any college level
(100+)
math course
English/reading – Successful completion of any
college level (100+) English course or any college
level
course in a discipline strand.
6. The redesigned courses, which are mandated
for all CCCS colleges as of fall, 2014, represent
uncharted territory for the majority of faculty
who will be assigned to teach these courses.
7. The experiences of early
adopters who have been
involved in the design and
implementation of redesigned
courses could be collected and
made available as a resource
for faculty who are poised to
enter this new arena of
practice.
8. A collection of reflections
based on the classroom
experiences of faculty who
have been involved in the
development and piloting of
redesigned courses
9. Specific instructional strategies that were
implemented in the classroom
Student responses to the new curriculum
Professional development strategies within
college departments
Unintended consequences
10. An introduction detailing the redesign
process, with a description of the new model
A collection of faculty reflections (1-3 pages)
Syllabi and supporting class materials
Short faculty biographies and photos of
authors
A qualitative analysis of the common
struggles and successes of early
implementation.
11. An advisory board, comprised of faculty who
have been involved in the development of
the redesign, meets to outline the process
“Calling All Faculty”- an e-mail invitation to
all developmental faculty, describing the
project and soliciting interest
Interested faculty, and/or faculty teams,
respond with a short description of their
proposed submission
12. FV staff (Marilyn and Elaine) hold individual
phone calls with faculty to discuss
prospective topics, the publication’s
purpose, proposed audience and project
guidelines
Faculty submit first drafts
Authors receive feedback from advisory
board members and FV staff
Final drafts are submitted, along with
syllabi, short bios and photos of the authors
Final editing and compilation of the
publication
13. “What has been fascinating to watch is how seamlessly
this has played out in the classroom. On the first day,
and often for the rest of the semester, no one in the 121
classroom knows who is "ready" for it and who isn't.
There is no great divide, either socially or academically.
If one were to look at our 121 grade books or an average
day in class, it would be hard to tell which students are
also in the Studio class because they are rising to the
challenge. They are performing as well as their 121
peers, and often are even outperforming them, both in
classroom participation and assignment quality. They are
often leaders in class discussions, do the most valuable
process work, and show the most awareness of the
course's goals. More often than not, the Studio students
are the first in English 121 to volunteer to share their
essay drafts with the class and to ask productive
questions.” Excerpt from a Faculty Voice submission
14. Review the selection and
discuss, from your experience,
how you think a faculty
publication might be used as a
professional development
vehicle at your college.
16. Faculty Voices Presentation, a Workforce Solution, funded by a
Dept. of Labor TAACCCT grant by Elaine DeLott Baker and
Marilyn Smith is licensed under a Creative Commons
Attribution 4.0 International License.
Based on a work athttps://resources.cccs.edu/education-
services/developmental-education-task-force/.
Permissions beyond the scope of this license may be available
at https://www.cccs.edu/partnering-for-success/trade-
adjustment-assistance/taa-coetc/.
Notas do Editor
Faculty Voices
Elaine DeLott Baker and Marilyn Smith Colorado Community Colleges
Presented at the 2014 ALP Conference
Context: Redesign of Developmental Education
Representatives of Colorado Community Colleges met for 18 months to design a new model for developmental education in Colorado Community colleges
Approved by the Board in February 2013
Full implementation by all thirteen system colleges by fall 2014
Redesign in MAT
Before
All students in college algebra track
Four courses, four semesters, 13 credits in MAT
After
Students choose math pathway based on career choice—algebraic literacy with path to college algebra, quantitative literacy with path to statistics, math for liberal arts, or career math,
One developmental course before the college level course for most students
Some students mainstreamed into college level course with just-in-time remediation through support courses
The Redesign in Eng and REA
Before
Three courses, three semesters, 8 credits in ENG
Three courses, three semesters, 8 credits in REA
Courses taught separately
After
Composition and reading integrated into one course
One developmental course before the college level course
Many students mainstreamed into college level course using the ALP model
Measures of Success
Successful outcomes:
Math – Successful completion of any college level (100+)
math course
English/reading – Successful completion of any
college level (100+) English course or any college level
course in a discipline strand.
The Problem
The redesigned courses, which are mandated for all CCCS colleges as of fall, 2014, represent uncharted territory for the majority of faculty who will be assigned to teach these courses.
The Idea
The experiences of early adopters who have been involved in the design and implementation of redesigned courses could be collected and made available as a resource for faculty who are poised to enter this new arena of practice.
Faculty Voices: A Publication
A collection of reflections based on the classroom experiences of faculty who have been involved in the development and piloting of redesigned courses
Sample Topics
Specific instructional strategies that were implemented in the classroom
Student responses to the new curriculum
Professional development strategies within college departments
Unintended consequences
Small Group WorkReview the selection and discuss, from your experience, how you think a faculty publication might be used as a professional development vehicle at your college.
Contact Information
Elaine DeLott Baker
elaine.baker@cccs.edu
720-560-6774
Marilyn Smith, Developmental Education Coordinator
marilyn.smith@cccs.edu
720-858-2328
Creative Commons Attribution
Faculty Voices Presentation, a Workforce Solution, funded by a Dept. of Labor TAACCCT grant byElaine DeLott Baker and Marilyn Smith is licensed under a Creative Commons Attribution 4.0 International License.Based on a work athttps://resources.cccs.edu/education-services/developmental-education-task-force/.Permissions beyond the scope of this license may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-coetc/.