Complete
Strategy 2.3 was designed to help create and implement effective instructional models for developmental courses, with a focus on modular course design, integration of ESL best practices, and increased use of technology. Major accomplishments within this strategy include: (1) Proposal of offering a modular eight-week pilot in FY 2012 for students to move through the developmental reading and writing sequences in one semester, (2) Inclusion of ESL best practices, including diagnostic testing and integration of discipline, for consideration by the Developmental Education and Retention Committee, (3) Increase in the number of developmental sequence courses taught online or in hybrid format to 56 in fall 2010, (4) Collaboration between Student Success instructors and developmental education faculty to add appropriate content to developmental sequence courses, and (5) Development and release of an online basic skills tutorial for students to prepare them for assessment test-taking.
2.3.1 Develop and deliver modular courses and other formats that meet student needs.
Vice Presidents of Instruction
All Campuses
1 Campuses are currently offering the following:
a. One on one tutoring in MAT, REA, ESL and WRT.
b. Modular courses for WRT 070 and WRT 100.
c. Noncredit workshops in REA, WRT, MAT and ESL.
d. Use of Assistive Technology for DSR / Dev Ed students in Learning Centers enhancing reading capabilities in all four subject areas.
e. Linking subject area courses (REA 081 and WRT 070) (MAT 082 and MAT 086) (MAT 091 and Mat 122).
f. Using a case study approach in MAT and WRT for Developmental Education students.
g. Using innovative software in MAT, WRT, ESL and GED prep.
h. Contextualized Basic Skills courses for occupational Developmental Education students.
(All, VPs of Instruction)
2 For FY 2012, proposing a modular eight-week pilot for cohort(s) to move through
Developmental Education REA and WRT sequences in one semester. (All, VPs of Instruction) Community Campus
Community Campus embedded contextualized learning of basic skills in several of its contract training opportunities with occupational students in FY09, FY10 and FY11. (CC, N. Russell, VP of Instruction)
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2 For FY 12, proposing a modular pilot for cohort(s) to move through Developmental Education REA, WRT and MAT sequences without regard to semesters. (CC, N. Russell, VP of Instruction) 3 Provide technology and support that enables the development and delivery of modular courses.
(CC, D. Gifford, VP of Instruction) Desert Vista Campus
VP of Instruction Roush and Dean Corson created a schedule to include developmental education course offerings in abbreviated, intense formats, online delivery and hybrid delivery. Courses are also offered on evenings and weekends. (DV, Roush, Corson)
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East Campus
High school student enrolled in the East Campus' Upward Bound program receive instruction in math, reading, and writing from PCC instructors. Content material has been modified to
correspond to the levels of student ability demonstrated by assessment indicators. (EC, C. Fugett, President)
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Northwest Campus
Developed non-credit preparatory math course to pilot in Fall 2009. This project has been approved by the Math CDAC and is in the process of being implemented beginning July 09.
(NW, N. Corson, D. Padgett, A. Conover, J. Knapp) 1
2 Expand role of full-time faculty in teaching development education courses by hiring new adjunct faculty to teach transfer level math. The number of full-time faculty limited the ability to teach other than transfer level courses. An additional administrative appointment has been granted which may result in full-time faculty teaching more developmental courses and adjunct teaching more transfer courses. (NW, WC, D. Padgett, P. Houston, A. Conover, N. Corson and V. Cook, VP of Instruction)
3 Explored offering modular ESL courses in Marana in Fall 2008 with no success. ESL courses were piloted in Marana but were cancelled due to low enrollment. (NW, D. Padgett, P. Houston)
4 WC is experimenting with scheduling module MAT courses offered at various times in the semester to allow students to refresh specific math skills before entering college-level math.
(NW, WC, D. Padgett and V. Cook, VP of Instruction) West Campus
Expand role of full-time faculty in teaching development education courses by hiring new adjunct faculty to teach transfer level math. The number of full-time faculty limited the ability to teach other than transfer level courses. An additional administrative appointment has been granted which may result in full-time faculty teaching more developmental courses and adjunct teaching more transfer courses. (NW, WC, D. Padgett, P. Houston, A. Conover, N. Corson and V. Cook, VP of Instruction)
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2 The Learning Resource Center offered free basic skills computer workshops during fall and spring semesters from 2009-2011. (WC, D. Lammers, D. Miller)
3 The Math Department conducted training for adjunct math faculty in 2010 and 2011 on the use of Math XL software. The number of math sections was expanded and online instructional material and resources were developed. (WC, D. Lammers, M. Gilliland, R. Werbylo) 4 WC is experimenting with scheduling module MAT courses offered at various times in the
semester to allow students to refresh specific math skills before entering college-level math.
(NW, WC, D. Padgett and V. Cook, VP of Instruction)
2.3.2 Integrate ESL best practices into developmental courses.
Vice Presidents of Instruction
Community Campus
1 PCC ESL CDAC and Adult Education staff are developing a plan to assist students with correct placement in low level developmental education ESL classes. (CC, S. Lee, President)
2 Provide technology and support that enables the development and delivery of modular courses such as Dragon Naturally Speaking with CLT. (CC, D. Gifford, VP of Instruction)
Desert Vista Campus
VP of Instruction Roush and Dean Corson met with DV ESL faculty to brainstorm best practices for integrating ESL practices into Developmental Education courses. The ideas generated from this session have been forwarded to the Developmental Education and Retention Committee for possible inclusion in the College Plan. (DV, Roush, Corson)
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District Office
ESL Best Practices list compiled and submitted to the Developmental Education Committee.
ESL Best Practices include use of diagnostic testing vs. assessment testing and integration of discipline when teaching (e.g. Writing and Reading). (DO, VPs of Instruction)
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2.3.3 Deliver Learning Center options for developmental mathematics, reading, writing, and ESL courses.
Vice Presidents of Instruction
All Campuses
1 Contextualized Basic Skills Courses for Occupational Education and Developmental Education students. (All, VPs of Instruction)
2 Linking subject area courses. i.e. REA 081 and WRT 070. MAT 082 and 086, and MAT 092 and 122 (in development). (All, VPs of Instruction)
3 Modular courses for Developmental Education WRT. (All, VPs of Instruction) 4 Noncredit workshops in REA, WRT, MAT, and ESL. (All, VPs of Instruction) 5 One-on-one tutoring in MAT, REA, ESL and WRT. (All, VPs of Instruction)
6 Use of Assistive Technology for DSR and/or Developmental Education students in the Learning Centers enhancing reading capabilities in all four subject areas. (All, VPs of Instruction)
7 Utilizing a case study approach in MAT and WRT for Developmental Education students. (All, VPs of Instruction)
8 Utilizing new innovative software in MAT, WRT, ESL and GED prep. (All, VPs of Instruction) Community Campus
Work closely with faculty to provide timely and appropriate options for developmental courses (Hawkes learning systems, etc.). (CC, D. Gifford, VP of Instruction)
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East Campus
At the EC Learning Center, developmental grammar students utilize specially created worksheets to focus their learning. (EC, C. Fugett, President)
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2 Specialized tutoring for Disabled Students has been made available (via Project Student Opportunities in Achievement and Retention) in the East Campus Learning Center. (EC, C.
Fugett, President)
3 The East Campus Learning Center has created specific workshops geared to augment mathematics instruction for developmental courses. (EC, C. Fugett, President)
2.3.4 Increase use of technology-delivered instruction.
Vice Presidents of Instruction
Community Campus
1 Continuing Education has expanded its non-credit coursework with Career Training programs that match the top 50 WIA programs. The curriculum is being submitted for Workforce Investment Act approval in Arizona. (CC, N. Russell, VP of Instruction)
2 Increased online, hybrid non-credit courses available in personal exploration, software, writing, health care, work preparation and business from FY 2010 to FY 2011. Enrollment year-to-date has doubled. (CC, N. Russell, VP of Instruction)
3 MAT faculty are using online homework sites to enhance timely feedback. (CC, D. Gifford, VP of Instruction)
4 Meeting with department chairs on a quarterly basis to provide the latest in technology-driven instruction and techniques. (CC, D. Gifford, VP of Instruction)
5 MyPima and Blackboard Vista are being investigated as possible enhancements for Adult Education GED Online classes as well as seat-based Adult Education classes. Adult Education students now have received access to Skills Tutor. (CC, S. Lee, President)
6 REA, MAT, WRT and ESL faculty use a variety of computer lab software to enhance courses.
Examples include Read and Write Gold, Natural Readers, MathXL, MyMath Lab, Dragon Naturally Speaking, Focus on Grammar and Tell Me More. (CC, D. Gifford, VP of Instruction) 7 Some courses in the developmental sequences are being taught online, as hybrids, with
computers or with Blackboard Vista enhancements. For Fall 2010, there are 56 courses total with online presence, which fit this criteria. Of those, 31 are fully online, 16 are web hybrids, and nine are computer-enhanced with Blackboard. (CC, D. Gifford, VP of Instruction)
Desert Vista Campus
DV increased enrollment in online courses 213% from fall 2008 to fall 2009 and 56% from spring 2009 to spring 2010. Additionally, hybrid course enrollment increased 11% from fall 2008 to fall 2009 and 28% from spring 2009 to spring 2010. Hybrid dual enrollment courses were developed with SUSD. (DV, C. Albrecht, T. Roush, N. Corson)
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East Campus
The East Campus has created a special area for faculty to utilize and experiment with
state-of-the-art equipment and software that will enhance all types of instructional delivery. (EC, 1
2 The East Campus Learning Center has increased the use of both MathXL and the Disabled Student Resource computer in their day-to-day instruction. (EC, C. Fugett, President) Northwest Campus
Continue to expand variety of offerings in traditional, fast-track, mediated self-paced and other flexible formats. (NW, V. Cook, D. Wright, A. Conover)
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2 Increase web-hybrid and fully online course availability. Increased number of hybrid sections offered by 243% and fully online by 100%. (NW, D. Padgett, A. Conover, P. Houston)
2.3.5 Evaluate approaches and incorporate research-based best practices college-wide.
Vice Presidents of Instruction, and Vice Presidents of Student Development
All Campuses
1 As part of the planning process for the 2011-2013 College Plan, the Initiative I workgroup identified Northern Virginia Community College, South Texas Community College, and Tallahassee Community College as institutions with unique approaches to developmental education. Teams visited each community college in spring 2011 and reported back to the workgroup with their findings. Best practices from these institutions were used in developing the new College Plan Initiative. (All, College Planning Committee)
2 A standardized affective realm assessment tool is not used by Pima at this time. Affective realm (learning history and styles) tools are recommended in assessment of developmental education students. There is an assessment of the affective that is available with the current ECompass Assessment. (All, VPs of Student Development)
3 Basic Skills Assessments are required for all students entering the College for the first time. This helps to determine appropriate placement. (All, VPs of Student Development)
4 Oversee campus scheduling of developmental education classes including multiple modalities and instructional deliveries, tutoring, academic advising, study skills workshops and
supplemental instruction. (All, VPs of Instruction, VPs of Student Development) 5 Placement tests are used at some key "feeder" high schools to assess students' academic
competencies at the sophomore level to provide adequate time for preparation and remediation if the assessment shows that the student is not college-ready. (All, VPs of Student Development) 6 STU instructors are working with developmental education faculty to find creative ways to
infuse STU content into their courses. (All, VPs of Student Development)
7 Student Services Centers developed and implemented a Readiness Academy as outlined in College Plan Action 2.2.5. (All, VPs of Student Development)
8 To address possible cases of students inappropriately being placed in developmental education due to lack of test taking skills, the Student Services Centers developed, and made an online basic skills tutorial available to students. It is available at www.pima.edu and at all self-service kiosks at Student Services Centers. Students can use it to prepare for their academic assessments.
(All, VPs of Student Development)
9 VPs of Instruction and VPs of Student Development and Campus Administration briefed on 2009-2010 District-wide Developmental Education Standing Committee’s evaluation of existing college practices and Recommendation of employment of research-based best practices
including:
a. Establish diagnostic assessment followed by placement.
b. Establish a faculty and instructor certification enrichment program.
c. Identify and expand support services.
d. Implement a first-year experience course.
e. Deliver courses in multiple modalities.
f. Establish a centralized Department of Developmental Education.
g. Leverage community resources.
h. Conduct normative and summative analyses.
i. Create a business plan for the revised developmental education program. (All, VPs of Instruction, VPs of Student Development)
10 VPs of Instruction and VPs of Student Development have representation on Sub-Committee for 2011-2013 College Plan Initiative on Developmental Education chaired by Chancellor. (All, VPs of Instruction, VPs of Student Development)
Community Campus
Shared information with campuses on best practices on technology-related (laptop and server) best practices college-wide. (CC, D. Gifford, VP of Instruction)
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Downtown Campus
DC Learning Center implementation of MAT modular courses per modifications of MAT faculty. (DC, D. Williamson, R. Steinberg and D. Kastigar)
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2 DC Use of Assistive Technology with Dev Ed Students in tutoring. Learning Commons. (DC, Discipline faculty, tutors and D. Kastigar)
3 DC Writing Center implementation of new WRT strategies per recommendations of WRT faculty. (DC, Scurrah, Dorsey, Beckman and Anderson)
East Campus
Implementing a signaling system for tutor awareness is one way the East Campus Learning Center has improved efficiency in operations. (EC, C. Fugett, President)
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2 Trainings focused on improving instructional delivery to students with different learning styles have been created for tutors at the East Campus Learning Center. (EC, C. Fugett, President) West Campus
A team of six math faculty visited Cochise College on April 18, 2011 to investigate the implementation of the National Center for Academic Transformation redesign model for their developmental math program. (WC, M. Gilliland, R. Werbylo)
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2 Dean Gilliland and Math Chair Werbylo met with Pearson to learn more about the MyMathLab software during 2011 and worked with practice courses. (WC, M. Gilliland, R. Werbylo)
3 The West Campus STEM team researched alternative developmental education models for math including the National Center for Academic Transformation Emporium Model during 2011.
Math Chair Werbylo completed NCAT training in February 2011. (WC, D. Lammers, M.
Gilliland, R. Werbylo)