2. EFFECTIVE FALL 2014, ALL COLORADO
COMMUNITY COLLEGE STUDENTS WILL HAVE
THE OPPORTUNITY TO COMPLETE THEIR DEV
ED REQUIREMENTS IN NO MORE THAN TWO
SEMESTERS. MOST WILL COMPLETE IN ONE
SEMESTER OR LESS.
THE LAST TIME WE REVISED OUR DEV ED CURRICULUM, WE ADDED PRE-HIGH SCHOOL LEVEL COURSES IN MATH,
READING AND ENGLISH. THIS MADE IT POSSIBLE FOR STUDENTS TO HAVE TO SUCCESSFULLY COMPLETE AS MANY AS
9 DEV ED COURSES (IN TYPICALLY NO LESS THAN TWO YEARS) BEFORE THEY ENTERED A COLLEGE LEVEL COURSE.
WHAT HAPPENED???
3. A CONFLUENCE OF EVENTS
▪ President Obama’s Completion Challenge
▪ National Governor’s Association Commitment
▪ Legislating completion: Performance Funding
▪ Thomas Bailey – Students placed into remedial coursework who do not take
remedial courses pass college-level courses and graduate at a higher level than
those who enroll in, and pass, remedial courses.
▪ Complete College America – Time is the Enemy 2011
▪ Achieving the Dream
▪ CCHE, CDHE, CCCS
5. SAVED BY THE BELLE
▪ State leaders wanted to take legislative action; it was just a matter of time
▪ Advocacy at the CCCS leadership level allowed us to take the time to plan
▪ DETF
Broad representation
18 month charge
Resources to support the process
Ability to compel change
▪ Policy
▪ Implementation
6. CORE OPERATING PRINCIPLES
▪ Key metric – success in college courses
▪ Time, not student learning, is the greatest barrier to success
▪ Use evidence based practice
▪ Continuous improvement is essential to long-term success
7. THE DESIGN: 5 PRINCIPLES
▪ Use reverse curriculum design to redesign courses
▪ Design courses for what students need to know for success in college
▪ Encourage active learning by including active and/or experiential learning
experiences with each lesson
▪ Make curriculum design and assessment of student learning and success a
continuous process
▪ Provide students with individualized assistance through embedded affective skills,
professionalism, and support services as much as possible in the process
9. METHODS
▪ Co-requisite courses
▪ Contextualization
▪ Emphasis on rigorous reading and writing
▪ College level materials
▪ Significant interaction with instructor and
peers
11. ▪ Integration and acceleration, not compression
▪ Pre-enrollment advising
▪ Secondary assessment
▪ Contextualization
▪ Modularization
▪ Flipped Classroom
METHODS
▪ Innovative lab designs
▪ Soft landing
▪ Instructor identification and training
12. ASSESSMENT ▪ A CCCS specific assessment
▪ Uniform, weighted, multiple measures
▪ Reading and writing combined
▪ Non-cognitive factors
▪ Test scores to be validated every three
to five years
▪ Calculators allowed to appear on the
elementary algebra exam
13. ADDITIONAL ELEMENTS
STUDENT SERVICES PLAN
▪ Expanded advising
▪ Connections to non-cognitive supports
▪ Ongoing light touch case management
▪ Evaluation
FACULTY PROFESSIONAL DEVELOPMENT
▪ Colleges determine plan
▪ System facilitates training to share
resources
▪ Open source materials
▪ Webinars
▪ Archives
14. THE PICTURE SO FAR…
Fall 2008 compared to Fall 2013
▪ The number of developmental students
registering in college level courses
increased from 56,699 to 76,177
▪ The percentage of all students who
passed a college level course remained
constant over all subject areas
MORE REMEDIAL STUDENTS ARE TAKING
AND PASSING COLLEGE LEVEL COURSES
One year retention
▪ Students entering at the remedial level
have historically been retained through
the first year of enrollment at a lower
rate than non-remedial students
▪ As reported in the 2013 Legislative
Report on Remedial Education, for the
first time in the 12 years that the
report has been produced, students
who entered at the remedial level
were retained through the first year of
enrollment at a higher rate than non-
remedial students
15. LESSONS LEARNED
▪ Advocacy at the highest level of leadership allowed us to do this well
▪ DETF
Broad representation
Ample time - 18 month charge
Resources to support the process
Ability to significantly impact policy making
▪ A flexible policy allows the experts to do their jobs while protecting the interests of the students
▪ Implementation: Significant engagement is a more productive (and possible) goal than majority
consensus
▪ From the first day you field a redesigned course - Evaluate, iterate, repeat
17. CC BY AND ATTRIBUTION
▪ This Workforce Solution, ” Redesigning Developmental Education” presentation by
Bitsy Cohn is licensed under a Creative Commons Attribution 4.0 International
License. Based on a work created under the Department of Labor, TAACCCT3 grant,
permissions beyond the scope of this license may be available
at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-
coetc/
Effective Fall 2014, all Colorado community college students will have the opportunity to complete their dev ed requirements in no more than two semesters. Most will complete in one semester or less.
The last time we revised our dev ed curriculum, we added pre-high school level courses in math, reading and English. This made It possible for students to have to successfully complete as many as 9 dev ed courses (In typically no less than two years) before they entered a college level course.
What happened???
Confluence of Events
President Obama’s Completion Challenge
National Governor’s Association Commitment
Legislating completion: Performance Funding
Thomas Bailey – Students placed into remedial coursework who do not take remedial courses pass college-level courses and graduate at a higher level than those who enroll in, and pass, remedial courses.
Complete College America – Time is the Enemy 2011
Achieving the Dream
CCHE, CDHE, CCCS
Colorado Mirrors the Nation statistics
Saved by the Belle
State leaders wanted to take legislative action; it was just a matter of time
Advocacy at the CCCS leadership level allowed us to take the time to plan
DETF
Broad representation
18 month charge
Resources to support the process
Ability to compel change
Policy
Implementation
Core Operating Principles
Key metric – success in college courses
Time, not student learning, is the greatest barrier to success
Use evidence based practice
Continuous improvement is essential to long-term success
The Design: 5 Principles
Use reverse curriculum design to redesign courses
Design courses for what students need to know for success in college
Encourage active learning by including active and/or experiential learning experiences with each lesson
Make curriculum design and assessment of student learning and success a continuous process
Provide students with individualized assistance through embedded affective skills, professionalism, and support services as much as possible in the process
The design: CCR graphic
Methods
Co-requisite courses
Contextualization
Emphasis on rigorous reading and writing
College level materials
Significant interaction with instructor and peers
The Design: Math graphic
Methods:
Integration and acceleration, not compression
Pre-enrollment advising
Secondary assessment
Contextualization
Modularization
Flipped Classroom
Innovative lab designs
Soft landing
Instructor identification and training
Assessment
A CCCS specific assessment
Uniform, weighted, multiple measures
Reading and writing combined
Non-cognitive factors
Test scores to be validated every three to five years
Calculators allowed to appear on the elementary algebra exam
Additional Elements
Student Services
Expanded advising
Connections to non-cognitive supports
Ongoing light touch case management
Evaluation
Faculty Professional Development
Colleges determine plan
System facilitates training to share resources
Open source materials
Webinars
Archives
The picture so far..
Fall 2008 compared to Fall 2013
The number of developmental students registering in college level courses increased from 56,699 to 76,177
The percentage of all students who passed a college level course remained constant over all subject areas
MORE REMEDIAL STUDENTS ARE TAKING AND PASSING COLLEGE LEVEL COURSES
One year retention
Students entering at the remedial level have historically been retained through the first year of enrollment at a lower rate than non-remedial students
As reported in the 2013 Legislative Report on Remedial Education, for the first time in the 12 years that the report has been produced, students who entered at the remedial level were retained through the first year of enrollment at a higher rate than non-remedial students
Lessons Learned
Advocacy at the highest level of leadership allowed us to do this well
DETF
Broad representation
Ample time - 18 month charge
Resources to support the process
Ability to significantly impact policy making
A flexible policy allows the experts to do their jobs while protecting the interests of the students
Implementation: Significant engagement is a more productive (and possible) goal than majority consensus
From the first day you field a redesigned course - Evaluate, iterate, repeat
Dev Ed in Cololorado:
www.cccs.edu/DE
Questions?
Bitsy Cohn
bitsy.cohn@cccs.edu
(720)858-2883
CC BY and Attribution
This Workforce Solution, ” Redesigning Developmental Education” presentation by Bitsy Cohn is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-coetc/