A Learning Community for
Developmental Students
26th Annual Conference on the
First -Year Experience
February 18, 2007
Presenters
Cullen Bailey Burns, MA English
MFA Creative Writing,
Instructor, English Department
[email protected]
LuAnn Wood, MA Education/Reading
Instructor, Reading and Study Skills
Department
[email protected]
Presentation Overview
 Developmental
Education at Century
College
 First Year Initiatives and Learning
Community Design
 Successes
 Lessons Learned
 Questions and Answers
Developmental Education at
Century College
 White
Bear Lake, Minnesota
 Mission: To provide a learning-centered
community committed to quality lifelong
educational opportunities for a diverse
citizenry.
 For the past 4 years – largest two-year
college in Minnesota, and the sixth largest
higher education institution in Minnesota
 Serving over 12,000 students per year
*Diverse, large college, committed to quality
Student Profile
Student Profile
Developmental Education at
Century College
Fall 06
 32%
of Century students test into
Developmental Reading
 33% of Century students test into
Developmental English
 52% of Century students test into
Developmental Math


MN state-wide placement test
Accuplacer tests in Math, English and Reading
*A majority of Century Students test into one or more develop
Developmental Education at
Century College: Placement









Reading
0080* Prep for College Reading; first developmental level – 37.5-59.4 cut
score
0090* Intro to College Reading; second developmental level – 59.5-77.4
cut score
1000 College level Critical reading – 77.5-120
Writing
0080* Basic Writing and Grammar; first developmental level -34.5-69.4 and
reading score above 37.5
0090*Intro to Writing; second developmental level – 69.5-89.4 and reading
score above 59.5
1021 College Level Writing; 89.5-120 and reading score above 77.5
If you test into Reading 0080 and English 0090 you must complete Reading
80 before registering for English 0090. Although, if you test into English
0080 and Reading 0090 you may take them concurrently.
*Correct placement promotes student success and retention
First Year Initiatives and
Learning Community Design
 Responses





to retention issues include:
Developmental Learning Community
Paired courses
Common Book Initiative
ESOL Learning Community
Intensives
*First Year initiatives designed to improve student
success and retention
First Year Initiatives and
Learning Community Design
 Concept

2003--evolving
 Courses



Developmental English 90 – Cullen Bailey
Burns
Developmental Reading 90 – LuAnn Wood
College level Academic Success CRRS 1111 –
Rosie DuBose (transfer)
 Selection

of Theme
Understanding Differences
*Theme based community that includes
developmental and college credits
First Year Initiatives and
Learning Community Design
Century College: Learning Community 90
Spring 2007
Monday
Tuesday
Wednesday
Thursday
Friday
7:45-8:35
CRRS
111.60
(3 cr)
CRRS 111.60
(3 cr)
CRRS
111.60
(3 cr)
8:50-9:40
ENGL
90.60
(4 cr)
ENGL 90.60
(4 cr)
ENGL 90.60
(4 cr)
9:55-10:45
RDNG
90.60
(4 cr)
RDNG 90.60
(4 cr)
RDNG
90.60
(4 cr)
11:00-11:50
*Classes meet in 3 hour block in same classr
First Year Initiatives and
Learning Community Design
 Collaboration
among Faculty
 Examples



Semester portfolio
Other combined assignments
Common texts: Privilege, Power and Difference by
Allen G Johnson; Love Medicine by Louise Erdrich;
Saints at the River by Ron Rash


Common topics
Day-to-day skill reinforcement
*Classes share common text and multiple assig
First Year Initiatives and
Learning Community Design
 Faculty





Contract includes
10 combined assignments
4 scheduled meetings with the instructors
2 large group meetings all paired and learning
community instructors
Final written report
$1,000 Stipend
*Contract stipulates requirements for Instru
Successes: Student Opinion Fall
05,
Spring
06,
Fall
06

Put graph or stats here
*Students report high levels of satis
Successes:
Student Reactions

“It’s an awesome experience. I’ve met so many people
through the learning community. It’s a great way to make
friends and get to know people during your first year.” —
Kassie

“I enjoyed the fact that my courses are connected and you
can get credit for all classes with one assignment, too. I
liked the fact that we talk and discuss rather than just sitting
and listening to a lecture.” –Mai

“It’s a good experience to be a part of. It really gives you a
chance to know people and learn a lot in the process. Small
class size, friendly teachers, and a great learning
experience.” –Tony
Successes:
Faculty Observations







Students developed a sense of community
Students were engaged
Some students excelled for more than they
would have in a stand-alone class
A variety of teachers and teaching styles
supported and encouraged students
Integration of themes and skills helped students
understand the connection between disciplines
Students mastered the use of technology – D2L
Retention was strong
*Faculty report high levels of student eng
Successes: Engagement
Community College Survey of Student Engagement
National Benchmarks compared to Century’s Learning Community
Survey Responses
Active and Collaborative Learning
 Made a class presentation often or very often




National average
Century College
Century Learning Community Fall 06
26%
20%
100%
Worked with students outside of class often or
very often



National
Century College
Century Learning Community
21%
18%
84%
Student-Faculty Interaction
 Discussed ideas from readings or class with instructor outside
of class often or very often

National
15%

Century College
12%

Century Learning Community Fall 06
52%
 Received prompt feedback (oral or written) from instructors
often or very often

National
55%

Century College
49%

Century Learning Community Fall 06
74%
 Came to class without completing readings or assignments
often or very often



National
Century College
Century Learning Community Fall 06
14%
16%
5%
*Student engagement significantly better in Learnin
Successes: Retention

Attendance
Attendance
Total
Absences
Average per
student
English 90 Learning
Community
Fall 06
17
.85
English 90 stand alone class
Fall 06
90
4.5
Reading 90 Learning
Community Fall 06
8
.36
Reading 90 stand alone class
Fall 06
59
2.6
*Attendance was dramatically better in Learning Com
Successes: Retention

Grades
Grades
Average
GPA
English Leaning Community
Fall 06
2.0
English stand alone class
Fall 06
1.89
Reading Learning Community
Fall 06
2.5
Reading stand alone class
Fall 06
2.95
*Typically students in Learning Communities achieve p
Successes: Retention

Drop/Failure/Withdraw Rate
(DFW)
DFW %
English Leaning Community
Fall 06
36 %
Century College
Fall 06
37 %
Reading Learning Community
Fall 06
18 %
Century College
Fall 06
37 %
*Generally DFW rates were lower than stand alo
Lessons Learned




Takes a lot of coordination between registration,
counseling, departments and instructors.
Continually need to help students understand
course integration, but combined syllabus was
too confusing for students.
Takes patience and continual course work
refinement.
Rewards are great: build close relationships with
colleagues from other departments, work closely
with students, and celebrate their successes.
*Learning Communities are challenging and rewar
Summary














Century is a diverse, large college, committed to quality education
A majority of Century Students test into one or more development
classes
Correct placement promotes student success and retention
First Year initiatives are designed to improve student success and
retention
Our theme based community includes developmental and college
credits
Classes meet in 3 hour block in same classroom
Classes share common texts and multiple assignments
Contract stipulates requirements for Instructors
Students report high levels of satisfaction
Faculty report high levels of student engagement
Student engagement and attendance were significantly better in
Learning Community
Typically students in Learning Communities achieve passing grades
Generally DFW rates were lower than stand alone classes
Learning Communities are challenging and rewarding
Question
and
Answer
Presenters
Cullen Bailey Burns, MA English
MFA in Creative Writing,
Instructor, English Department
[email protected]
LuAnn Wood, MA Education/Reading
Instructor, Reading and Study Skills
Department
[email protected]