2. The problem
“The more levels of developmental courses a student
needs to go through, the less likely that student is to
ever complete college English or math.”
Thomas Bailey (2009) CCRC Brief.
3. Traditional Colorado course pipeline
MAT 030
ENG 030
REA 030
ENG 060
REA 060
ENG 090
REA 090
MAT 060
MAT 090
MAT 099
4. High attrition rates are a structural
problem
• For students who place two levels below a college course there are
five “exit points”
• Students placing three levels down have 7 exit points.
• CCCS example for students who completed ENG 030 - fall 2010
• Completed 030 (538)
100%
• Do they enroll and complete 060 (189)
35%
• Do they enroll in and complete 090 (32)
6%
5. The Dev Ed Taskforce
• Charged by the State Board for Community Colleges and
Occupational Education (SBCCOE)
• Review developmental education practices throughout the CCCS and
make recommendations on what steps the system will take to become
the premier purveyor of developmental education in more streamlined
and efficient ways, resulting in greater student success.
• 18 Month Charge
• Outcome - February 2013 design adopted by SBCCOE
• Implementation timeline
6. The new design
• Math – pathways at the developmental level
• College Composition and Reading (formerly reading and English)
• Assessment - reverse designed and contextualized to CCCS courses
• Affective Support – Center for Community College Student
Engagement (CCCSE) principles
• The five benchmarks of effective educational practice in community
colleges are active and collaborative learning, student effort, academic
challenge, student-faculty interaction, and support for learners.
• Significant professional development
10. What does this mean to K-12?
• Will affect the speed with which students are entering college level
courses
• Test prep and the new assessment
• Some considerations for concurrent enrollment practices
• Advising is crucial
• Career pathways
• Program of study
• Affective/non-cognitive development
• Institutional flexibility – local decisions
11. What have we learned?
• Reverse design principles
• Reading and writing across the disciplines
• Contextualization and relevance
• Pedagogy
• Flipped classroom
• JIT remediation
• Increased rigor/high expectations
• Mindsets
12. Affective skills
• Teaching and reinforcing learning skills and characteristics
• Cognitive: test taking, study skills
• Non-Cognitive: Problem solving, critical thinking
• Social/Emotional
• Intentional Advising models
• Grit
13. Ideas
Connect to your colleges to start a process of reverse design
Examine your counseling/advising practices
Examine your institutional culture in light of Dweck’s Mindsets
work
Reinforce the values of persistence and Grit in all interactions
15. For further inquiry…
• CCCS Developmental Education https://cccs.edu/DE
• California Acceleration Project
http://cap.3csn.org/
• Council for Adult and Experiential Learning (CAEL)
• The Duckworth Lab - Grit
http://www.cael.org/home
https://sites.sas.upenn.edu/duckworth
• National Center for Academic Transformation (NCAT) http://www.thencat.org/
• Mindset: The New Psychology of Success by Carol Dweck
16. Creative Commons Attribution
This work by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported
License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training
(TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at
www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu.
