2. Situating ourselves… What is holding us back? What propels us? Wherein lies the hesitation? How do we act now? OR Why not the revolution now? Why is the revolution now? What is so befuddling? What is clear to us?
3. Why Acceleration is needed Students are caught in Academic Pipeline Our curricular and pedagogic best intentions have not been working Ongoing (and escalating?) Economic Crisis
4. Goals for Acceleration in Context Move students more quickly to transfer Increase student persistence and success Create models and curriculum that propel students towards their educational goals Manage limited resources more effectively
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7. 800 students start 3 levels below transfer—400 pass 400 students make it to 2 levels below transfer—200 pass 200 students make it to 1 level below transfer—100 pass 100 students make it to transfer—50 students pass (Note: This thought experiment posits a 50% success rate, and assumes that every student who passes moves to the next level.) …THE LESS EFFECTIVE IT IS
8. 800 + 400 + 200 + 100 = 1500 students served (duplicated headcount for three levels) 1500 students divided by 25 students/class = 60 sections 60 sections x $5K/section (typical adjunct rate)= $300,000 $300,000 divided by the 50 successful students who passed the transfer level course=$6K/successful student It costs the institution more for each ultimately successful student ($6K) than it does to teach an entire class of 25 students ($5K). Meanwhile, 750 students (94%) did not pass the transfer class, throwing their academic future in grave doubt. …THE LESS EFFECTIVE IT IS
14. Acceleration at Chabot 17 years ago, Chabot College English Dept. developed response to issues raised in “Releasing The Trap” Chabot’s accelerated approach works…
15. Acceleration at Chabot Success in Freshman Comp: Accelerated vs. non-accelerated pathway --Dr. Katie Hern, Chabot IR Office, and Faculty Inquiry Network Chabot’s accelerated approach works, but…
16. Acceleration beyond Chabot …Our experience tells us that we need a comprehensive response in order to successfully scale Acceleration beyond the culture and experience of one department.
23. …For Pedagogical Innovation Put students at the center of their own learning Foster deep learning and teach to whole student Design effective, innovative lessons and courses
24. …For Student Capacity Leverage their resounding capacity for learning Bring affective domain to center of classroom Challenge them to do far more than what is often asked
26. …For Assessment Strategies Bring Inquiry mind-set to assessment Integrate Student Voices into assessment process Train faculty to Make Visible their work so others can see it
27. …For Institutional Navigation Share out Acceleration model with colleagues, department, institution Strategize and take steps to scale up model Integrate campus services to make Acceleration model a success
38. Terraforming Imagine that a student is asked to pass a Math class one level beneath transfer, and then pass the transfer level Math class. Let’s say the student has a 70% of doing this. That is pretty good odds.
39. Terraforming Imagine that this same student also is asked to pass an English class one level beneath transfer, and then pass the transfer level English class. Let’s say the student has a 70% of doing this. That is also pretty good odds.
40. Terraforming Imagine that this same student also is asked to pass a Reading class one level beneath transfer, before being allowed to take Transfer level English. Let’s say the student has a 70% of doing this. That is still pretty good odds.
41. Terraforming But here is the problem. Before the student can hope to transfer, she must accomplish ALL of these things. A math formula explains that this is not so easy to do: 70% x 70% x 70% = 34% of accomplishing all 3 tasks. She has a 1 in 3 chance. And of course 70% success rate is quite high…
42. Terraforming 50% x 50% x 50% = 12. 5% chance of passing all the courses. And it’s not just one student we are talking about here; MOST of the students on our campuses face these (suddenly not so good) odds.
43. Terraforming You and your department can create the most enlightened acceleration model that moves your students very quickly to transfer. But if some other area of the campus has NOT done this, students will get caught up there. The conditions that support student success must be created across an institution.
