Stephanie Natale-Boianelli
Richard Russell
Amy Vondrak
Stephanie Natale-Boianelli
Accelerated Learning Program Coordinator
Assistant Professor of Developmental English
Richard Russell
English Department Coordinator
Assistant Professor of English
Incoming Students Characteristics – Academic Preparation
ENGL-070
2009
9%
2010
9%
2011
11%
2012
12%
2013
11%
26%
ENGL-080
ENGL-CR
65%
36%
55%
40%
50%
45%
45%
43%
44%
Traditional
ENGL080
Students
(AtD Cohort)
Gateway Course Success
No. of Students
1503
English 101 Completion Rate
45%
English 102 Attempt Rate
30%
English 102 Completion Rate
26%
Community College of Baltimore ALP Model
ENG 101
ENG 052
A
L
P
ALP Advantages (Baltimore model)
reduces stigma
improves attachment
provides stronger role model
encourages learning communities
changes attitude toward developmental course
allows individual attention
allows time for non-cognitive issues
allows coordination of the two courses
A
L
P
The Accelerated Learning Program
The Triad Model
Both are three-credit courses. ENGL099 meets in a computer lab once a week.
The People of ALP
Students:
Full- or part-time students who place into Engl080 Reading/Writing II
Not currently eligible: Students who place into Engl080 by completing
Engl070 or the ESL program
Faculty:
ALP faculty must have a Master’s Degree, preferably in an English-related
field, and have recent experience teaching both Engl080 and Engl101. They
must complete one full day of training before the semester begins and work
with a mentor during their first semester teaching ALP.
ALP
080
Backward design
Traditional course
The goal is for students to
pass the college-level course.
The goal is for students
to pass the
developmental course.
Developmental course is
taken concurrently with the
college-level course.
Developmental course is
taken as a prerequisite to
college-level course .
Teacher is expected to
both teach and mentor
the students.
Teaching is the only
expectation.
Focus on
non-cognitive issues
No formal focus on
non-cognitive issues
Two critical ALP features: Both courses are taught by the same professor. Eleven
of the students in the college-level course placed into credit-level English.
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).
Scaling Up: Timeline
Spring
2012
Fall
2012
Spring
2013
4 triads;
3 campuses;
81 students
Effie
Russell
pilots
program
with
11 students
Fall
2013
Spring
2014
6 triads;
108 students
4 triads;
53 students
Fall
2014
Spring
2015
10 triads;
180 students;
4 adjuncts;
part-time
students
eligible
4 triads;
51 students
Fall
2015
14 triads;
252 students;
6 adjuncts;
evening triad
7 triads;
126 students;
first evening
triad
Traditional
ENGL080
Students
(AtD Cohort)
ALP
Students
Fall 2012 &
2013
No. of Students
1503
172
English 101 Completion Rate
45%
81%
English 102 Attempt Rate
30%
62%
English 102 Completion Rate
26%
53%
Gateway Course Success
Thanks to Matt Miller and Luis Montefusco
for the ALP data update!
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/
From “Replicating the Accelerated Learning Program: Updated Findings” study
conducted by the Center for Applied Research.
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.
Thank you!
Stephanie Natale-Boianelli
[email protected]
Richard Russell
[email protected]
www.atlantic.edu/alp