The Florida College System Presents

A Webinar Series on
Developmental Education Acceleration Models

In Collaboration with Jobs for the Future
Supported by a grant from the Bill & Melinda Gates Foundation


The Florida College System (FCS) presented a webinar series on Developmental Education Acceleration Models in collaboration with Jobs for the Future (JFF) with support from the Bill & Melinda Gates Foundation. Five sessions were conducted during May and June of 2015.
The sessions were well attended by FCS colleagues and recorded and placed on the FCS website for future use by a broader audience. Brief descriptions of the webinars including titles, presenters, lessons learned, dates of delivery and webinar links follow.

For more information about the webinar series contact Eric.Godin@fldoe.org or Karinda.Barrett@fldoe.org.

The California Acceleration Project session featured Katie Hern, Director, California Acceleration Project, and English Instructor, at Chabot Community College (May 1, 2015). The California Acceleration Project (CAP) is an initiative of the California Community Colleges’ Success Network that was developed to address attrition among students classified as under-prepared for college. CAP provides professional development for math and English faculty in the redesign of English and math pathways to increase student completion of college-level courses and narrow achievement gaps. In 2015-16, more than half of California’s community colleges (59) are scheduled to offer accelerated English and Statistics pathways with CAP. A recent third-party evaluation found “large and robust” increases in gateway completion among students in CAP pathways and a substantial reduction in achievement gaps in math among Srican American and Hispanic students.
The California Acceleration Project Webinar Link

Faculty Voices from the Colorado Community College System was presented by Casey Sacks, Grant Project Manager, Colorado Community College System (CCCS) (May 8, 2015). In 2011, CCCS began a major redesign of developmental education to expedite student progress through the completion of certificates and degrees. A task force representing all 13 Colorado colleges made recommendations to the State Board of Community Colleges that were approved in 2013 with mandatory implementation in 2014. The redesign allows students to complete developmental coursework in a subject in a single semester. The acceleration process is built around pairing a redesigned developmental course with a complimentary college-level course that integrates reading and English. Students declare a plan of study and then enroll in math preparation that is related to their plan.
Faculty Voices from the Colorado Community College System Webinar Link

ALP at the Community College of Baltimore County was delivered by Peter Adams, Professor Emeritus, Community College of Baltimore County (CCBC) (May 22, 2015). The Accelerated Learning Program (ALP) at CCBC is a co-requisite model for developmental writing that mainstreams students who place into the college’s upper-level developmental writing course into college-level writing. ALP students take ENGL 101 alongside students who place directly into the class. In addition, ALP students attend a companion class that meets directly after their ENGL 101 class and is taught by the same professor. The companion course provides ALP students with additional support and addresses non-cognitive issues in order to ensure that they complete ENGL 101.
The Accelerated Learning Program (ALP) at the Community College of Baltimore County

Spotlight on the Florida College System, included presentations by Frances Adelburg and Susan Taylor from North Florida Community College and Margaret Bowman-Pensel, Sabrina Crawford, and Jesse Coraggio from St. Petersburg College (May 29, 2015). In 2013, Florida legislation required Florida College System institutions to implement a series of meta-majors and academic pathways that would identify gateway courses associated with each meta-major. North Florida Community College (NFCC) developed two tools to guide students and advisors during the advising and enrollment process. Advisors use the eight (8) academic maps called “AAs with Emphases,” which are based on NFCC’s revised General Education program, to give students flexibility in gateway course selection based on a particular meta-major. The second tool is a mobile friendly website, with a marketing tool that provides basic information about meta-majors including definitions, descriptions, degrees and programs, careers and university transfer majors that align to each meta-major. St. Petersburg College (SPC) focused on narrowing choices and taking the guesswork out of planning a student’s college career by creating Academic Pathways. The pathways are chronological listings of all specific courses in a degree-program in the suggested order in which a student should complete them. The Academic Pathways included recommendations for specific general education course and elective courses based on curricular relevance and allows for customization and flexibility based on each student’s unique situation. Students are directed to view an Academic Pathways video as a part of the on boarding process to maximize their chances for academic success.
Spotlight on the Florida college System: Meta-Majors Webinar Link

CUNY Start and ASAP featured Donna Linderman, University Dean for Student Success Initiatives, and Nicole Tavares, Curriculum and Professional Developer for Writing & Reading from the, City University of New York (CUNY) (June 5, 2015). CUNY Accelerated Study in Associate Programs (ASAP) helps students earn an associate degree within three years by providing a range of financial, academic, and personal supports including comprehensive and personalized advisement, career counseling, tutoring, tuition waivers, transit cards, and textbook assistance. ASAP also offers special class scheduling options to ensure that ASAP students get the classes they need, are in classes with other ASAP students, and can more easily coordinate their college and work schedules. ASAP has served 8,700 students across eight cohorts so far and is nationally recognized for consistently doubling the graduation rates of similar students. CUNY Start provides intensive preparation in academic reading\ writing, math, and “college success” to students admitted to CUNY whose scores on the CUNY Assessment Tests indicate that they are in need of significant developmental education coursework. Participants temporarily delay starting degree program studies to take part in an intensive 15- to 18-week program. CUNY Start seeks both to minimize the amount of required remedial coursework underprepared students must take, and to foster higher levels of persistence and graduation once students start their degree programs. Rigorous evaluation of the program by CUNY demonstrates that program participants make dramatic skills proficiency gains and demonstrate stronger postsecondary outcomes (credits, GPA, retention) once they matriculate than students with similar characteristics.
CUNY Accelerated Study in Associate Programs (ASAP) and CUNY Start Webinar Link