Redesigning FYC Duane Roen Angela ClarkOates ASU Jason

Redesigning FYC Duane Roen, Angela Clark-Oates ASU Jason Pickavance, Brittany Stephenson SLCC

Cost-per-FTE

Fill rate

D, E, W Rate

Structured pathways

Analytics

Scale

“Almost everyone agrees that experimentation makes sense given the dismal outcomes at community colleges nationally, where 81. 4 percent of students entering for the first time say they eventually want to transfer and earn at least a bachelor’s degree but only 11. 6 percent do so within six years. ” Kahlenberg, Richard. “The KIPP Charter Model Goes to College. ” Chronicle. com. The Chronicle of Higher Education. 26 July 2012. Web .

Atul Gawande on the rationalization of labor in health care Our new models come from industries that have learned to increase the capabilities and efficiency of the human beings who work for them. Yet the same industries have also tended to devalue those employees. The frontline worker, whether he is making cars, solar panels, or wasabi-crusted ahi tuna, now generates unprecedented value but receives little of the wealth he is creating. Can we avoid this as we revolutionize health care? Gawande, Atul. “Big Med. ” The New Yorker 13, Aug 2012

Can we avoid this as we revolutionize higher ed?

Two Models of Redesign at SLCC Center for Independent Learning Supplemental Instruction

Supplemental Instruction Model Courses with high D, E, W rates High risk populations week Tutor in the classroom Tutor offers 2 workshops a

CIL Same outcomes Same major assignments Same semester length Focus on process and revision Participation in peer response Flexible due dates Materials accessed online Instructor consultations Student Writing Center Student choice assignments

Obstacles and Opportunities Canned curriculum Academic integrity Communicating what it is Target population students Top Down Flipped classroom High contact Institutional support Rethink design for all Faculty driven

Community College Survey on Student Engagement Colleges that successfully engage students do not merely set up classrooms on a campus and say, ‘Come here. ’ They meet students where they are—literally, figuratively, and virtually—and help them get where they need to be… [I]t is important to distinguish between communicating information and connecting. Communicating information is a one-way, self-contained event. The individual for whom the information is intended may or may not receive it, understand it, care about it, or act on it. Connecting is an interactive, iterative series of events that is personal and creates a sense of presence. “Making Connections: Dimensions of Student Engagement, 2009 Findings”. (2009) http: //www. ccsse. org/publications/2009 Natl. Rpt-final. pdf

Reflections from CIL Students Summer 2012 “This was my second attempt to take this class. The first time I had to withdrawal towards the end of the class, SP-12. The challenge for me was time, it was very difficult for me to find the time to sit down at home and do homework for the three classes I was taking. I have my children wanting my attention. ” “For those of you that have demanding full time jobs that require much of your time and attention rest easy because the Center for Independent Learning schedule that this class uses is made for you. I myself work sixty plus hours a week and take classes at the college on top of that so I completely understand the concept of time management. There is an appropriate amount of work and material covered to gain a good understanding for executing well written academic papers but also a flexible schedule so that you have the time to meet with the instructor and tutors in order to help guide you in the direction you need to go. ”

Reflections from CIL Students Summer 2012 “Hello there. Congratulations on signing up for the CIL English 1010 Course. You’ve either really wanted to try out the CIL course or it was the last course available for you. ……You have the liberty to do the work on your schedule because it is very flexible. I would recommend trying out the schedule that she recommends at the beginning of the course for each unit. I created my own schedule that worked out best for me, like completing a notebook every two days so that I was able to check my work. It is very simple to procrastinate in this course and something that everyone should avoid. ” “Go use the Student Writing Center as much as you need. There are many people there who are willing, and want to help the students become better at writing. They can give you added ideas that you may not get from peers and the teacher. When you do go to the writing center have an understanding of what you need help with, and come up with some questions to ask them about the assignments. Also don’t be afraid to ask the teacher for help with the assignments. That is what she is there for by the way. ”

The Complexity of Writing Carrol, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers. Southern Illinois University Press. 2002.

Embracing the “uneven path of writing development” Considering the multiple, often simultaneous acts of literacy students must engage in to write a college level text, it makes sense that we as writing teachers focus on helping students understand what they are doing when they write and how they are doing it. I have been much more effective in making the students’ own writing the centerpiece of the 1010 course in my CIL sections. Sommers, Nancy. “The Call of Research: A Longitudinal View of Writing Development. ” College Composition and Communication. 60 (2008): 155.

What is Redesign About Access Success Working with, instead of against the realities of students’ lives. Bringing our expertise as faculty to the conversations about fill rate and structured pathways. Remaining the authors of our curriculum and the narrators of our classrooms.