Annual Update: 2008-09-09
A. Describe the past year's accomplishments and the current status of this Action Project.
Strategy 1: Strengthen the college advising system Action Timeline Leader(s) Implement
mandatory assessment and placement for mathematics courses. In place MTH Dept B. Walker
Prepare study guides (basic skills sheets) and other tutorial materials for each of the
developmental math courses to be used with COMPASS assessment. In place; now being revised
MTH Dept B. Walker Utilize COMPASS mathematics diagnostics tool In place B. Walker, SSC
Require FYE161 for every student taking one or more developmental mathematics, reading or
writing courses. In place M. Puckett B. Walker Expand the DIRECTIONS advising program to
include every student testing into any developmental mathematics, reading or writing course(s).
In place B. Walker Utilize the Noel-Levitz College Student Inventory with every student taking
one or more developmental courses. In place B. Walker Student Success Center advisors will
share information with students about the number and frequency of NCSC students starting in
developmental work in an effort to reduce the stigma and increase acceptance by students. In
place B. Walker Create protocols in each developmental course for triggering the Early Alert
process. • Developmental Reading and Writing and FYE • Developmental mathematics
Completed In process R. Birk MTH Dept Strategy 2: Improve curriculum and instruction Action
Timeline Leader(s) Add a computer enhanced tutorial to each of the developmental math classes
In place; being redesigned MTH Dept Convert MTH100, 102 & 103 from lecture format to
lecture/lab combination. In place, being redesigned MTH Dept Utilize PLATO software to
enhance developmental curriculum and instructional methods as appropriate. In place; progress
continues R. Birk J. Karbula T. Coleman Analyze student success rates in Plato-enhanced
courses and compare to success rates in other sections of the same course taught in the traditional
fashion By 9-1-07 Data Team R. Birk Research and develop standard protocol to trigger
mandatory, one-on-one tutoring in developmental writing classes. Based on protocol, implement
mandatory tutoring for writing. In place R. Birk B. Walker Convert RDG115 from a 3-credit, 3
contact hour course to a 1-credit, 2-contact hour lab course that will be taken concurrently with
RDG116. In place R. Birk Implement a tutor training program for developmental reading,
writing, and mathematics tutors In place S. Luckie B. Walker Provide training to FYE instructors
on best practice techniques for success courses. In place; ongoing M. Puckett Explore
modularized developmental mathematics credits First draft completed; ongoing MTH Dept
Provide additional Plato lab coverage for dev. math support. Fall 07 MTH Dept During the 200708 academic year, we’ve developed and modified our strategies for the developmental education
courses and added a couple of new ones. For example, the Academic Alert protocols developed
in 2007 for the developmental reading and writing course have been used more often by more
instructors this past year. The number of Academic Alert contacts increased from 296 in calendar
year 2005 to 1042 in 2007. Also, the number of CSIs (the Noel-Levitz College Student
Inventory) completed by developmental students has increased slightly over the previous
academic year. In developmental reading, we’ve incorporated the PLATO software into most of
our RDG 116 sections. This inclusion of instructional software has allowed us to drop the RDG
110 course, which was a one-credit computer-based supplement to RDG 116 for those students
who placed at the lowest level on the COMPASS Reading Placement. Pass rates in RDG 116 for
the 2007-08 academic year show that students who placed into the lower level RDG 110 passed
RDG 116 at rates comparable to students who placed directly into RDG 116 (72.7% for RDG
110 placement versus 76.2% for RDG 116 placement). Standardized reading test data (measured
on the Nelson-Denny reading test) for the 2007-08 academic year show that the average pre-topost reading comprehension increase was 2.4 grade equivalents, with 77% of students increasing
at least 1.0 grade equivalent in one quarter. Prior to the implementation of Plato, the average preto-post increase was 1.3 grade equivalents. The use of PLATO has also allowed us to experiment
with a “hybrid” format for the developmental reading course. In this format, whole- and smallgroup class sessions are supplemented with individualized work on Plato software in the lab. On
days the class doesn’t meet, the instructor is available in the Plato Lab to work directly with
students. Overall success rates in developmental reading improved from 61% to 72% between
students entering in the fall of 2006 over those who entered in the fall of 2005. In developmental
writing, we’re also implementing PLATO for some sections of the two writing courses, as well
as a “hybrid” format in those sections. We’ve also had a proposal approved to increase the
meeting time of our developmental writing courses to four contact hours per week (beginning
fall quarter of 2008). This increase in student-instructor contact hours along with a shift to a
hybrid class format will give us more time for one-on-one tutorials, writing conferences, and
instructional software use. A course wide assessment of writing and grammar skills in Fall 2007
showed 85.5% of writing students attained a passing composite score on a portfolio of their
writing. Winter 2008 scores showed 75.0% of students attaining a passing score. The Blackboard
instructional tool has been implemented this past year and will be more widely used this coming
year in all of our developmental courses. Several instructors are currently using Blackboard in
their developmental FYE, math, reading, and writing courses. On a college-wide basis, we
devoted large portions of our Fall and Spring Professional Development programs to
presentations by Dr. Mark Taylor, a nationally known authority on “Generation Next.” Dr.
Taylor’s presentations dealt with the characteristics of our 18 to 24 year- old students and how
the faculty could work more effectively with students in this age group.
Review (09-14-08):
NCSC is aggressively pursuing continuous improvement of a core function of every two-year
college -developmental education, with the goal of enhancing student success. This project
reflects at least the following AQIP categories and principles: Helping students, measuring
effectiveness, continuous improvement, collaboration, involvement, and learning. Early data on
increased student success in reading courses sounds promising. The update prompts the
following questions: The update mentions mandatory placement in math. Will there be
mandatory placement in reading and writing as well? Do you have a plan for evaluating the
impact of mandatory placement? Advising is appropriately identified as a core component of the
project. The update mentions but does not describe the DIRECTIONS advising program. The
update mentions computer enhanced tutorials for developmental math classes. Will you have a
means for evaluating the impact of this strategy?
B. Describe how the institution involved people in work on this Action Project.
The president, administration, and board of trustees of North Central State College have
continued to keep the success of all of our students a high priority for the college. The AtD Core
Team has involved math faculty, including the new math department chair, on the Core Team.
Faculty, staff, and administration have developed and implemented the action plans.
Review (09-14-08):
It appears that the key participants in developmental education (developmental reading, writing,
and math faculty) are extensively involved in this action project. Are the post-developmental
writing and math faculty involved as well? Increased use of your Early Alert program by faculty
sounds promising. Do you have a plan for providing faculty with feedback about the impact of
their Early Alert referrals?
C. Describe your planned next steps for this Action Project.
1. Increase the effectiveness of our instructional practices by a) expanding the use of computer
assessment and instructional software in developmental reading and writing classes and b)
expanding the use of “hybrid” type course formats to allow for more one-on-one studentinstructor interaction. 2. Design better assessment tools to measure student success in
developmental courses. 3. Increase the use of the Early Alert protocol among all developmental
instructors. 4. Collect and analyze data relating to specific subsets of students so that we can
design more effective strategies for responding to their needs. 5. Make further progress in all
areas, but particulary in the developmental math area. (Significant changes in personnel affecting
the math department have hampered progress.)
Review (09-14-08):
It sounds like this important project will be a work in progress for some time to come. Hopefully,
the College will continue to give attention to continuous improvement of developmental
education beyond the current action project target date of November 2009.
D. Describe any "effective practice(s)" that resulted from your work on this Action Project.
a. Developmental faculty have created a “hybrid” course format for both the reading and writing
courses that combines in-class lessons and outside-of-class work on instructional software
(including PLATO and proprietary software from textbook publishers). b. Writing faculty have
implemented “writing conferences” – student-instructor meetings outside of class to give each
developmental writing student more one-on-one tutorial time with the instructor. c. Our faculty
have been using the Early Alert protocol more often as they have become more aware of it. d.
With the encouragement of the dean, faculty have increased their use of the Blackboard
instructional tool for additional assignments, course documents, communication (email and
discussion group), and a grade book.
Review (09-14-08):
Your hybrid course strategy sounds promising. It will be a contribution to other two-year
colleges if you can successfully measure and report on results achieved. It sounds like your tutor
training program (mentioned earlier) could also be a promising practice.
E. What challenges, if any, are you still facing in regards to this Action Project?
We are still challenged by the question of how best to measure whether these new protocols and
practices are improving student success and retention. And because many changes have been
implemented in a short period of time, we also wonder how to identify which changes are
responsible for improved student success. In addition, as we see increasing numbers of
“Generation Next” students on campus, we realize that we need to modify our classroom
practices to deal effectively with this technologically advanced but emotionally fragile group.
Review (09-14-08):
The update correctly identifies the challenge of evaluating the impact of multiple strategies for
strengthening each area of developmental education. Have you considered consulting with a
researcher(s) at a local university? Have you considered measuring the impact of your program
improvement strategies in terms of student success in subsequent (non-developmental) courses?
The idea of modifying classroom practices to accommodate the new generation of students
sounds intriguing. Could this be a possible candidate for another instructional action project?
F. If you would like to discuss the possibility of AQIP providing you help to stimulate progress
on this action project, explain your need(s) here and tell us who to contact and when?
Review (09-14-08):