Stephanie Natale-Boianelli
(Assistant Professor of Developmental English)
Richard Russell
(Assistant Professor of English)
Regina Van Epps
(Assistant Professor of English)
Maryann Flemming-McCall
(Assistant Professor of Developmental English)
The Triad Model
ENGL099 & ENGL101 are both three credit courses.
Sample Schedules
Engl101 MD03/MD03A MW 9:30-10:45
Engl101 MD08/MD08A MW 11-12:15
Engl099 MD03A/MD08A MW12:30-1:45
Engl101 MD17/MD17A TR 9:30-10:45
Engl101 MD19/MD19A TR 11-12:15
Engl099 MD17A/MD19A TR 2-3:15
Engl101 MD23/MD23A TR 2-3:15
Engl099 MD23A/ME10A TR 3:30-4:45
Engl101 ME10/ME10A TR 5-6:15
Once a week, the Engl099 support course meets in a computer lab.
Scaling Up: Timeline
Spring
2012
Fall
2012
Spring
2013
4 triads;
3 campuses;
81 students
Fall
2013
Spring
2014
10 triads;
180 students;
4 adjuncts;
part-time
students
eligible
6 triads;
108 students
Pilot with
11 students
4 triads;
53 students
Fall
2014
4 triads;
51 students
ALP
Students
Fall 2012 &
2013
Traditional
ENGL080
Students
(AtD Cohort)
Gateway Course Success
No. of Students
172
1503
English 101 Completion Rate
81%
45%
English 102 Attempt Rate
62%
30%
English 102 Completion Rate
53%
26%
Retention to Next Term
94%
76%
70%
52%
39%
ALPS
ENGL-080
C or better in ENGL
41%
ENGL-101
Not Pass ENGL
From “Replicating the Accelerated Learning Program: Preliminary But Promising
Findings” study conducted by the Center for Applied Research. You can access a
copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alpstudy-just-released/
From “Replicating the Accelerated Learning Program: Preliminary But Promising
Findings” study conducted by the Center for Applied Research. You can access a
copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alpstudy-just-released/
Triad Model Advantages
Students
Faculty
Administration
• Merging from two sections of Engl101 allows
students to compare academic experiences.
• Larger class size fosters class discussion,
creates a typical classroom environment, and
allows for more diversity among the students.
• Merging from two sections of Engl101 allows for
authentic discussions of the diversity of the
student experience.
• Scheduling is easy: two days, three classes in a
row; a full load for adjuncts; 9 credits total is
3/5 of a full-time load.
• Class size is comparable to the developmental
course.
Triad Model Challenges
Students
Faculty
Coordinators
• Gaps can make the course schedule
inconvenient.
• Reaching every student individually in a
single class session is difficult.
• Two Engl101 experiences must be united.
• Triads are complicated and difficult to
schedule.
• Finding and training faculty can be
difficult, especially part-time faculty.
ALP Syllabus
Student Learning Outcomes/Objectives, similar to
ENGL101 syllabus, with important additions:
 Students will learn the value of being an active participant in a
learning community: how to prepare for/attend classes; actively
participate; respectfully/responsibly interact with learners; ethically
collaborate/study for other classes.
 Students will choose a program path for the next two years, study the
schedule in the tabloid, make effective decisions for scheduling an
academic semester. Students will discuss the pros and cons of
shortened summer semesters and of online classes.
 Students will become familiar with the college culture: make use of
available and appropriate resources; meet with the instructor to
discuss individual program; learn about essential
services/procedures for registration and about extracurricular
activities; etc.
Curriculum Planning
 First day of each week: discuss questions from previous





week in 101 and/or reading/writing concerns from other
classes.
Instructor consideration: What should be reinforced in
both 101 class and in ALP? What should be addressed in
only ALP?
Design “just in time” exercises/group activities within
learning communities.
Sometimes student-generated concerns supersede
planned activities.
Active learning; NOT drill and practice.
Personalize/contextualize learning for ALP students.
A Sample Week
English 101
Day 1––Start The Alchemist. Read
“The Prologue.” Discuss the four
obstacles Coelho identifies. Discuss
vocabulary terms (alchemist;
narcissist). Discuss the Myth of
Narcissus. Discuss
age/characteristics of the protagonist
(Santiago). Discuss geographical
context for novel.
Day 2––Review Paper #1 options.
Review MLA style.
Lecture/powerpoint and/or
discussion and inductive activity.
ALP
Day 1
In-class writing: “What is your
personal legend? How will you
achieve it? What obstacles might
deter you?”
Preview next day’s reading.
Day 2 (computer lab)
Generate MLA (and APA) citations
for three sources (article, movie,
novel), using a style guide or online
citation generator (Knight Cite).
Career Infusion
Curriculum & Faculty
Academic
Support Services
Student Affairs
14
Why Career Development?
 Helps students identify goals
 Empowers students to take ownership of those goals
 Enables informed decision making
 Connects education to goals
 Supports Atlantic Cape’s ALPs Learning Outcomes
 Computer and Information literacy
 Familiarity with college resources
 Retention goals
 Strengthens connection to college and to instructor
Initial Activities
 Collaborated with Vice President of Student Affairs
 Visited class
 Conducted Values Clarification Activity
 Writing Assignment:
reflection piece on the experience
 Added benefits:
 Connected students with Student Affairs personnel
 Students were given preparatory information for
registration
Follow-up Activities
 Took Holland Career Codes Quiz
http://www.roguecc.edu/counseling/hollandcodes
 Researched using Occupational Outlook Handbook
www.bls.gov/oco/
 Writing Assignment: connection of goals/values with
career choices
Thank you!
Stephanie Natale-Boianelli
snatale@atlantic.edu
Richard Russell
rrussell@atlantic.edu
Regina Van Epps
vanepps@atlantic.edu
Maryann Flemming-McCall
mccall@atlantic.edu