SAS Developmental Writing Program Review - 2011-12

GRCC Program Review Instructional Program: Developmental Writing Document Prepared By: Megan Coakley Katie Kalisz Susan Mowers Tony VanderArk Janice Balyeat Year of Review: 2011 – 2012 The Program Profile _ A The Mission/Purpose The Mission/Statement of Purpose The English Department challenges students to become stronger writers, readers, listeners, speakers, and thinkers, and to cultivate a critical understanding of their own lives, the lives of others, and the world in which they live Revised by the English Department 2010 ACTION NEEDED? NO Department web pages/marketing materials: The English department web page was updated in the last year, both for visual consistency with other college pages and for content The site is clearly organized and easy to navigate, and the information is up-to-date and consistent with the college catalog The site also includes several helpful resources for students and faculty, such as links to Display magazine, Scholarship offerings, and documents related to Academic Freedom and Academic Honesty One issue that should be addressed, however, is that the list of Course Offerings on the web page does not include seminar or pilot courses Examples of current offerings that don't appear on the web page include EN293 (EcoLit and Activism) and EN293 (Writing & Leadership) The technical reason for this absence is that the list of course offerings is automatically generated on our web page from the current catalog files, which not include these courses But leaving out the department’s special offerings does a disservice both to students looking for course options and to faculty who want those courses to fill It’s not clear whether this is a content issue that can be remedied by the English department or a technical issue that needs to be solved by IT One possible solution is to include a submenu on the Course Offerings page that would list and describe seminar and pilot courses along with any other special offerings ACTION NEEDED YES B The Faculty & Staf Full & Part Time Faculty Name Balyeat-Hansen, Janice Burris, Lyttron Coakley, Megan Lussky, Andrew Spoelman, Linda York, Sheryl Dix, John Holohan, Kevin Mackey, Sean Thompson, Haleigh Vander Heiden, Gina Berg, Margaret Bloedow, Kaari Botruff, Alexis Bradley, Mary Burghardt, Brenna Cleaver, Alyse Courtright, Laura Davidson, John Donovan, Melissa Dubay, Candace Dykgraaf, Christy Englesby, Judith Friesen, Tammy Fuhrman, Cerise Gallagher, Karin Gathercole, Mitchell Guerriero, Anthony Hall, Kathleen Haviland, Sara Henderson, Diane Isham, Dee Jackson, Althea Jewell, Alyssa Keller, Juliet Kenyon, Mary Lee, Jacquelyn Highest Degree Master’s Master’s Master’s Master’s Ed Specialist Master’s Bachelor’s Bachelor’s Bachelor’s Bachelor’s Bachelor’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s PT/FT FT Faculty FT Faculty FT Faculty FT Faculty FT Faculty FT Faculty Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Leese, Rhonda Lockard, Megan McLean, Andrew Mireles, Diana Mroz, Judity Mulder, Tom Nickel, Ann Marie Palczewski, Lisa Pawlowski, Aimee Penrod, Martha Persenaire, Kristina Peters, Elizabeth Prince, Lynn Richter, Jessalyn Schott, Amethyst Settle, David Sikkema, Michael Spahn, Julie Speed, Renee Springstubbe, Brandy Swets, Jonathan Syswerda, Margaret Tibbets, Mary Verbrugge, Patricia Villaire, Kathleen Wagner, Cecil Wegener, Randy Wykes, Kathleen Johnson, Nicholas Staf Name Brown, Gail Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Master’s Doctorate Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Adjunct Credentials Not Indicated Support Professional All developmental faculty are appropriately credentialed ACTION NEEDED? NO Accomplishments of Faculty The English Department faculty distinguishes itself professionally by contributing to the ongoing conversation about writing, reading, and teaching at the local, state, national, and international level This list represents a fraction of the hours, effort, and expertise of the faculty of the English Department: Departmental accomplishments: ● New Adjunct Mentor program: pairs new adjunct faculty with seasoned English Dept faculty to help acclimate our newest department members to our school, become familiar with curricula, answer questions, build collegiality ● Literacy Empowerment Paired-Reading mentor program ● English Department Learning Day ● Reading Apprenticeship Training (September 2011) ● English Department Symposium (Oct 2011): "Who Cares? Why Bother? Real Writing for Real People," an event designed to showcase writing as a valuable activity and to give our students tools they can utilize The event was filled with two days of interactive workshops led by professionals in our community ● Poetry Conference (April 2012) Another first for Grand Rapids occurred when Grand Rapids Community College (GRCC) hosted The Grand Rapids Poets’ Conference: A Celebration of Grand Rapids Poetry The four-day event included panel discussions, seminars and learning sessions at 108 Sneden Hall during the day, and evening readings on the second floor of the GRCC library All events were free to the public Faculty accomplishments: ● Poet Laureate of Grand Rapids: Dave Cope ● Grand Rapids Poets’ Conference (coordinated by Dave Cope) ● Publications: poetry, chapbook; articles, book chapter; reviews ;screenplays; (online, state, national, international publications) – Kim Wyngarden, Mary Bayer, Dave Cope, Mikael Sikkema, and others ● Poetry readings: Kim Wyngarden, Mikael Sikkema, Mursalata Muhammad; David Cope ● Kent County Dyer-Ives Poetry Contest Coordinator (Mursalata Muhammad) ● Kent County Dyer-Ives Poetry Contest preliminary judge (Kim Wyngarden) ● KDL Teen Poetry Contest judge (Dave Cope) ● “This I Believe” essay contest judges ● LAND (Liberal Arts Network for Development) state committee members (Roland Gani, Joan Gearns, Jim Hayes) ● Professional Development small group leaders (Tom Mulder-Differentiating Instruction; Kellie Roblin – Peer Review of our Teaching practices; Jessie Richter – Technology in the Classroom; Nora Neill – Self-monitoring and Self-reflection; Mike Miller and Mursalata Muhammad – Publication and Scholarship; Lynnea Page-Jenkins – Classroom Strategies to Facilitate Learning; David Settle – Peer Review strategies) ● Website creators (Dave Cope – Shakespeare; Diane Henderson “Teach With Me”) ● Lake Michigan Writing Project co-director (Susan Mowers) ● State and national conference presentations: ○ MDEC (Tom Mulder, Aimee Pawloski, Lynnea Page-Jenkins) ● Conferences attended: ○ MCTE ○ National Writing Project annual conference ○ CCCC conference ○ Community College Conference on Legal Issues ○ National Association for Developmental Education ○ Michigan Developmental Educators Consortium (MDEC) Lansing ○ National Council of Teachers of English annual conference ○ Kellogg Institute at Appalachia State University ● College-wide committee service: ○ Globalization committee ○ Sabbatical Review committee ○ Faculty Association Negotiating Team (Pres and member) ○ Total Compensation Study Team ○ Achieving the Dream ○ Strategic Leadership Team ○ Academic Governing Council ○ Enrollment Cut-off Date team ○ Adult and Developmental Education ○ General Education Team ● Speaker: Teacher Education Seminar (Beverly Shannon) ● Service Learning (Mursalata Muhammad, Linda Spoelman, Christina McElwee) ● GRCC Learning Day presenters: Vikki Cooper, Sheryl York ● Coalition for Secure Retirement (CSR) secretary (Fred van Hartesveldt) ● President, Michigan Developmental Educators (Linda Spoelman) ● Secretary-elect, Michigan Developmental Educators (Sheryl York) ● Faculty Association President (Fred van Hartesveldt) ● Media liaison (Fred van Hartesveldt) ● Association representatives on Faculty Council (Dave Cope and Andrew Lussky) ● Literary Empowerment Project mentors ● Founder / Adviser of Jules (GRCC Creative Writing Club): Kellie Roblin, Mike Miller ● Literacy Empowerment Paired – Reading mentors ● Online and hybrid course training ● Program Review committee members ● EN097/EN100 coordinator (Megan Coakley) ● Reading coordinators (Vikki Cooper and Jan Chapman) ● Freshman composition coordinators (Katie Kalisz and Susan Mowers) ● Innumerable graduate and continuing education credits towards MFA, Master’s degrees, MA + 10, 20, and 30 ● Volunteer tutor (Literacy Center) ● YWCA Domestic Crisis Center – GRCC donations coordinator (Dave Cope) Faculty Professional Development ● English Department Learning Day – October 2011 English Department Learning Day involved all full-time English faculty and 10 adjuncts who participated in an introductory training about Reading Apprenticeship and how we can integrate these strategies into our composition classes to help improve student achievement ● The Composition faculty conducted a separate year-long Professional Reading Group The purpose was to read about teaching the writing process, to discuss our best practices, to develop assignments and approaches to teaching writing, and to practice new techniques that will bring the writing process into a composition classroom ● Additionally, the Program Review Committee conducted two department-wide Rubric Training sessions for composition faculty It is imperative that we have well-trained faculty teaching to the learning outcomes for each of our classes Training becomes vitally important in our discipline in order to have consistent delivery and assessment of our curriculum Consequently, each session provided training for composition faculty to discuss and rank student writing related to exit level skills for our composition classes ● Our English Dept Professional Development Committee also designed and implemented small groups on various topics for faculty to engage in informal sharing of best practices throughout the year ○ Differentiating Instruction ○ Pedagogy Peer Review ○ Technology in the Classroom ○ Self-monitoring and Self-Reflection ○ Publication and Scholarship ○ Classroom Strategies to Facilitate Learning ○ Peer Review Strategies ● Finally, the English Department experienced collaborative learning and collegiality among all faculty who participate in these professional development activities Fun! ACTION NEEDED? YES Continued support for our professional reading groups, our off campus learning day, and our other professional development activities Fall Learning Day: Exploring diversity: understanding ourselves and our African-American male students, the students who are struggling the most in our composition classes Panel discussion of successful African-American males from GRCC and beyond One book, one department: we anticipate picking a book or series of articles we can read as a department to understand our diverse student body and how we can help improve student achievement in our gateway courses, of which composition is one We are presently reviewing suggested books We would focus on our diverse students, especially African-American male achievement Explore bringing “Love and Logic” to our campus for adjunct professional development We understand classroom management is an area our department needs to address to help our large adjunct faculty have better classroom management, thus improving student achievement A special area of concern is our African-American male students and their low achievement rate in our composition classes Rubric training: We will again offer two rubric training sessions, Thursday, September 13 from – 8:30, and Saturday, January 13, 8:30 – 12 It is the department’s goal that all composition faculty, both fulltime and adjunct, will participate in rubric training annually We plan to bring consultants from ETS to observe and review our rubric training They are experts in the field of writing assessment Number of PT/PT Faculty: English Dept., 2011-12 Fall 2011 Winter 2012 Full-time faculty 27 116 Adjunct faculty 27 106 % Contact hours taught by each: Contact hours % of total Full-time 357.10 32% Adjunct 773.50 68% The ratio of full-time to adjunct faculty relates directly to several ends, specifically to Academic Alignment, Access, the GRCC Experience, and Student Success The English Department has exploded with students as our enrollment increased by 33% these last few years English composition is required of almost all degrees, and many students take this class their freshman year Even with the overall drop in student enrollment, the English Department had a 5% increase from fall 2010 to fall 2011 (Enrollment Report October 2011) However, the majority of these sections are taught by adjunct faculty: For winter 2012 EN102 sections, 62% of courses are taught by adjunct faculty Of EN101, 74% are taught by adjunct, of EN100, 71% are taught by adjunct, of reading 097 classes 41% are taught by adjunct and reading 098 59% are taught by adjunct Winter 2012 Comp./ Reading Courses Percentage of sections taught by adjuncts EN097 68% EN100 71% EN101 74% EN102 62% RD097 41% RD098 59% The importance of having an adequate number of full-time faculty members cannot be overstated The student experience in our English classes can make or break a student’s persistence and retention in college Our students need access to a superior academic experience in our English classes and the more consistent we are in delivering our curriculum, the better the academic experience for students Presently, adjuncts in our department outnumber full-time faculty 4:1 (Fall 2011: 27 full-time, 116 adjuncts; Winter 2012: 27 fulltime and 106 adjuncts) It goes without saying that the required contributions of full-time faculty are different than the required contributions of adjunct faculty; the disproportionate ratio of full-time to adjunct faculty makes consistent delivery of curricula, oversight and evaluation of teaching practices, and department engagement difficult, to say the least The negative effects of this ratio most certainly have an impact on students and their success at the college, as well as elsewhere (e.g., transfer institutions, the workplace, etc.) The College Success Program (Title III Grant) and the Achieving the Dream initiatives are designed to increase graduation rates One of our CAPs is to increase MACRAO graduates Among the College Success Program’s goals for 2016 are increases in the number of degreeseeking developmental students who graduate within three years, receive a grade of “C” or better in developmental courses, and complete 30+ college-level credit hours Reading, writing and critical thinking are the foundation of all academic success Six of the 15 “gateway” classes as defined by Achieving the Dream are in the English Department (RD097, RD098, EN097, EN100, EN101, EN102) Skills taught in reading and composition courses are specifically designed to assist with success across disciplines, and additionally to familiarize students with and increase willingness to take advantage of resources available for academic support opportunities on campus All of this requires all students to acquire college level communication skills in reading and writing Therefore, a student’s success in college often depends on his or her success in the English department The more full-time faculty we have in our department, the better experience we can offer students, and the more likely they are to be successful, at GRCC and beyond While we actively participate in training as a department (because with so many adjuncts, we must strive to have consistent delivery and assessment of our curriculum across 130 – 140 people), twice-a-year training cannot make up for the disproportionate ratio Full-time faculty are responsible for the creation, revision, adoption, and review of our curricula, curricula that is often different from the other institutions where our adjunct instructors also teach Full-time English faculty have a long-term commitment to the department and to GRCC, and work together to improve student achievement in courses Full-time faculty understand the mission and vision of this community college and work in the trenches to help students be successful by connecting them with support services, walking them to a counselor’s appointment, meeting in regular office hours, not to mention offering teaching expertise that they craft with several professional development activities Full-time faculty also support co-curricular activities such as student book clubs, a creative writing club, Academic Service Learning and Display magazine It is full-time faculty who are responsible for developing a new model for program review, which includes assessment of our program learning outcomes Full-time faculty then must communicate this new model, and all of its various parts, to adjunct faculty There are a number of specific, measurable outcomes that will come from the addition of four full-time faculty ● ● ● ● ● There will be 15% more time available for full-time faculty to meet one-on-one with students during office hours, something adjunct faculty are not required to There will be 15% more available time for full-time faculty to be available for the increasing expectations for faculty to assist students with academic advising Adding additional full time faculty will create a greater level of consistency of course delivery and assessment, with four people teaching 32+ classes versus 16-32 different people teaching those same courses during an academic year The additional full-time faculty will increase productivity in the department with more people to share the important work Winter 2012: 27 full-time and 105 adjunct The new positions would offer 15% more full-time faculty dedicated to the work of course curriculum and assessment processes, to assist with the development of new courses, while enhancing the effectiveness of existing classes, through collaboration on a daily basis with other full-time faculty in the department 10 Program Outcomes Assessment Assessment History Program Outcomes a Students will be prepared for freshman level composition b Students who pass EN097 with a C- or higher will pass EN100 in numbers equal to or greater than those students who place directly into EN100 (Data available from AFP markers) Program Outcome(s) Assessed Students will be prepared for Freshman level English Assessment Methods Indirect student grade assessment data was used for those who successfully completed EN 100/101 All EN 097 FTIAC students who successfully completed EN 100/101 were assessed All faculty who taught EN 100/101 were part of this assessment Assessment Results Full-time students, who are in college for the first time, have a 63% success rate in EN 100/101 after successfully completing EN 097 Part-time students have a much lower success rate, 47% These statistics not meet the objective of 70% achievement It is especially troubling to see the level of success for minority male students between the ages of 18 – 24 This data was reported to GRCC English faculty and those in our Adult and Developmental Education program Changes (implemented and/or planned) No changes will be made to the assessment process; the assessors were trained GRCC faculty, both full and part time We collected strategies from GRCC faculty regarding teaching the conventions of English, including proofreading skills, and made these strategies available to all teachers via the English department Bb site Results of Changes Data pending 19 Program Learning Outcomes Assessment A Assessment History Program Learning Outcomes Upon completing the Developmental Writing Program, students will be able to: a Demonstrate writing proficiency in a variety of ways, including description, narration, exposition, and persuasive argument b Using MLA standards, incorporate into writing a variety of research, including the library, electronic and other sources of information as needed c Think critically about writing and reading d Establish and maintain focus e Organize thoughts into unified, coherent paragraphs and essays f Develop an idea using concrete examples, reasons, and illustrations g Follow the conventions of grammar and usage Program Learning Outcome(s) Assessed Demonstrate improved competency in ideas/development, organization, style, and English conventions (Communications ILO) Assessment Methods In summer 2011, the English Department conducted baseline assessment of our composition program by collecting a random sample exit writing from all EN097, EN100, and EN101 students and measuring their writing compared to the Exit Outcomes rubric for our program, a rubric created by full-time and adjunct faculty over a three year period This data was analyzed by Institutional Research and reported to the English department’s Program Review Committee The random-sample process was repeated in Fall 2011 for EN 097 We also gathered faculty suggestions for proof-reading strategies to the English Dept Blackboard site Faculty are currently completing a Zoomarang Survey to indicate which strategies were used in Winter 2012 Papers are being collected, training is underway, and new results will be analyzed to show whether success rates have increased Assessment Results For EN097 the area of lowest achievement was in English conventions in our baseline gathering We are currently conducting a second round of scoring of student writing We anticipate improvement in student writing, especially in conventions 20 The objective of 70% pass rate was not met Student writing was assessed by trained GRCC faculty, both full and part time, to our Exit Outcomes Rubric for our composition program: EN0097/100/101/102 Results have been communicated to GRCC English faculty Changes (implemented and/or planned) ● Several steps were taken to improve the delivery and assessment of our composition curriculum (EN097/EN100EN101/EN102) ● All course syllabi must include the program outcomes for the course ● Minimum standards set for student writing ( finalized essays, one which is a research paper; 40 – 60 pages of informal writing) ● 70% of the students’ grade will be from the writing, both formal and informal ● Strategies to be tried by faculty teaching these classes are being gathered and will be distributed to all composition faculty via our departmental Bb site, at the adjunct meeting in January, and at our winter rubric training on Saturday, January 14, 2012 Faculty will try – different strategies Exit Outcomes will be reassessed two different times this academic year In January we will assess EN097 Our goal: improved student achievement overall and in each criteria: ideas/content, organization, style, and English conventions Results of Changes Data pending B Assessment Planning Program Learning Outcomes Review English 097 outcomes are appropriate because they align with the exit outcomes rubric of our composition program They are aligned with the communications ILO The outcomes are clearly stated and measurable No revision is needed within the next four years Identification of Direct & Indirect Measures of Student Learning At least one indirect and direct measure has been identified for the program outcome: ● Indirect measure of student learning: success in EN 100/101 is greater than or equal to students who test into EN 100/101 ● Direct measure of student learning: random sample of EN 097 end-of-semester writing (research paper) read and scored by trained GRCC Composition faculty We will use these same measures of student learning in our next assessment project, and the same data collection and analysis method as before 21 Using assessment findings to drive curricular improvement Our assessment findings from baseline data are presently being used to drive curriculum improvement We have discovered our weakest area (English conventions); we have gathered faculty-suggested strategies and posted them on Blackboard We have created a Zoomerang survey to see which strategies are being used We are in the process of a second round of assessing random samples of student writing (research paper) We anticipate using this new data to plan further improvements in curriculum Planning for the Future 22 A Curriculum Alignment Internally, the developmental composition curriculum is aligned with the Composition Exit Outcomes Rubric, designed, implemented, and revised by composition faculty, both full-time and adjunct Developmental composition does not transfer ACTION NEEDED NO B Preparation for Change Because our world is changing so rapidly, the best thing we can for our students is help them learn how to learn The foundation for this life-long learning is skills in the language arts: reading, writing, listening, speaking, and critical thinking Our developmental composition program gives students the opportunity to practice, develop and attain all of these skills ACTION NEEDED? NO C Collaborative Ventures This does not apply to developmental composition ACTION NEEDED NO D Budget/Resources The number of students in the English department has exceeded the budget and resources to support them This is evident in our ratio of full-time faculty to adjunct faculty and the number of our classes taught by each; it is evident in our tutoring and computer lab access that is required of so many of our students yet unavailable to so many of our students because of budget constraints Our program goal is to increase student achievement in our composition classes through the consistent delivery and assessment of our curriculum This requires composition faculty to participate in training regularly (at least yearly), it requires monitoring of our exit rubric and measuring of our students’ writing skills reflected by this rubric, as in Learning Outcomes Assessment, it requires students have access to computer labs and tutoring support in new ways, including ITS (Integrated Tutoring Services) and composition instruction in the computer lab (e.g EN100 AtD pilot) The English Department is also confronting the overall lack of achievement of African-American men between the ages of 18-24, especially part-time students, especially those on Pell Grants We are initiating some professional development to begin addressing this issue, but it will require much more than one Learning Day to come up with sufficient professional development and an action plan to improve the success rate of our lowest achieving students, African-American men 23 All of this requires college financial support ACTION NEEDED? • YES We need more full-time tenure track composition faculty We especially need men, especially minority men, to teach in our department full-time Right now we have males and 19 females Currently, the developmental writing program has six full-time faculty members, which results in the majority of courses being taught by part-time faculty Two more tenuretrack full-timeEN097 instructors would help to even the numbers Additionally, course delivery and assessment would be more consistent • We need a larger tutoring budget to support the high need of composition students for tutoring (This includes offering ITS to more EN097 sections Right now we’re limited to because of budget constraints.) We need more computer labs, one dedicated to EN100/EN097 students • We will need to replace four composition faculty who are probably going to retire (or die) in the next four years, all men This means new faculty (two new developmental composition positions) within the next four years Without adequate tutoring, computer labs, and full-time faculty (especially male, especially minority), we not have enough resources to meet our program goals E Facilities & Equipment Currently, the English Department is conducting classes all over campus These spread out locations can make it difficult for students to find the resources available to them i.e professors and the Writing Lab The majority of classrooms have whiteboards and tables, but there are several rooms with desks, which impairs group work, and chalk boards, which makes written information difficult to read Many EN 097 students struggle with computer usage, so an additional computer lab or laptop carts would help facilitate instruction in basic technology Despite the large number of students who come through the English department, our facilities not offer any informal study areas for students However, students find many areas to congregate: empty classrooms, hallway corners, stairways seldom used Additionally, many offices of faculty members not have locking desks or file cabinets for the safekeeping of student files 24 Beginning in Fall 2011, our department became more spread out and physically disconnected when 11 faculty members as well as our ESP and student worker moved into an office suite on the 4th floor of Cook Hall The new headquarters of the English department are now there While the facilities in this space are quite nice, and include a conference room, many windowed offices, and a larger space for storage, our department is becoming scattered across two buildings and now two floors The effects of such a spread are largely negative: colleagues see each other less often; students have four places to go looking for their instructor; adjunct and full-time faculty are further separated from each other We operate under the assumption that the current placement is temporary, and as a department we hope for a future space where we can all be housed in the same location Classrooms on 4th and 5th Main are now all equipped with data projectors and computer stations We are happy about that! The technology is, however, not uniform, with some classrooms having large black boxes and other classrooms with technology that is more accessible Students in the English department would benefit also from additional computer lab space and additional computers ACTION NEEDED? YES Physical space on campus devoted to English classes and English faculty offices F Challenges & Barrier to Meeting Last Year’s Goals Our overall goal is improved student achievement in all of our composition courses Our developmental composition data is troubling, and we are struggling with how to address this One of the barriers to success is that our enforced prerequisites policy has a huge hole that allows EN097 students to enroll into EN100/101 without succeeding in EN097 This is a systems issue the college must address if we are to truly address student achievement This is within the college’s control to change Another barrier is insufficient tutors Supplemental Instruction is a national model that we know works to improve student achievement Yet, we are limited by our lack of funding for tutors for our developmental classes We are also struggling with how to improve our own professional cultural competency as faculty when interacting with minority students in our classes, particularly males between 18 -24 We believe in the transforming power of education, but our minority male students are experience exceptionally low success rates We need to address this, and are uncertain as to how 25 ACTION NEEDED? YES 26 27 GRCC Program Review Follow-Up Action Checklist – Developmental Composition Action Needed? Brief Action Statement The Program Profile YES MISSION/PURPOSE Program purpose/mission statement Program/course catalog descriptions Web Pages Resources Needed Academic Year for Work NO X X X X Revise to align with CARP Revise Course Offering Descriptions to include special offerings such as pilot classes, seminar classes, and honors classes Drupel expertise Fall 2012 2012-2013 FACULTY/STAFF Faculty credentialing X X X Faculty workload Staff credentialing Professional Development X FT/Adjunct Faculty Ratios X Continue support of professional development Hiring of more full-time tenure track faculty Goal: 60% full time, 40% adjunct Financial support for supplies and leaders Budget for two full time positions On-going On-going Program Content CURRICULUM HISTORY/PLANNING Curriculum/Course Revision Distance Learning Education Offerings Distance Learning Faculty Certification Experiential Learning Academic Student Learning Honors X Curriculum revision for research writing X X X X X 28 Fall 2012 Study Away Internship/Clinical ASL Faculty Certification Alignment with GE Dist Req./MACRO Alignment with External Standards X X X X X 29 GRCC Program Review Follow-Up Action Checklist Action Needed? Brief Action Statement Course Sequences Resources Needed X Alignment with ILOs Program Learning Outcomes Academic Year for Work X X Research writing assignment Revision for connecting EN097-EN100; Exploration of EN097/EN100 accelerated course Exploration of another developmental writing course focused on the sentence and paragraph Fall 2012 Fall 2012winter2013 X Professional development; enforced prerequisites Systems update to prevent unsuccessful EN097 students from entering EN100/101 ? Professional development for faculty; Support for mentoring program Financial support for training and speakers; financial support for the mentoring program for minority male students On-going Program Data PROGRAM DATA Course Pass Rates Transfer Student Performance X THE STUDENTS X Enrollment Diversity/Effectiveness X 30 PROGRAM OUTCOMES X PROGRAM STUDENT LEARNING OUTCOMES Program Learning Outcomes Direct/Indirect Measures of Program Learning Outcomes Using data to Improve Curriculum Increase student success in EN097; tutoring and computer lab On-going X X X Continue assessment Financial support for readers and trainers On-going NEEDS ANALYSIS/FUTURE DIRECTION Transfer Partnerships X X X X X X Articulation Agreements Course Equivalencies Advisory Board Change Management Collaboration with External Partners Program Resources X Facilities/Equipment X Tutors and computer labs; tenure track full-time faculty White boards, tables and chairs, smart boards, technology in every room, adequate outlets for student use in classroom OTHER 31 On-going 32 ... GRCC Program Review Follow-Up Action Checklist – Developmental Composition Action Needed? Brief Action Statement The Program Profile YES MISSION/PURPOSE Program purpose/mission statement Program/ course... full-time Right now we have males and 19 females Currently, the developmental writing program has six full-time faculty members, which results in the majority of courses being taught by part-time... for EN 100/101 We still follow the writing process of pre -writing, drafting, editing and revising – we spend more time on the additions of peer -review and self-assessment as part of the process