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Copy of Moving the Needle 2017
Transcript of Copy of Moving the Needle 2017
The Florida Legislature's
Senate Bill 1720 (2013)
has transformed the way college faculty design and teach Developmental Education (DevEd) courses as well as how Learning Support Services provide student support at open enrollment institutions across the state.
What is the Studio Concept?
What does our Studio look like?
Nuts and Bolts
Post reform (Fall 2013 to Fall 2014) the number of DevEd
students decreased by
and the number of DevEd
students decreased by
We assist students as they navigate course and college requirements, build critical reading and thinking skills, and decode complex writing assignments.
Collaboration among Facilitators
Buy-in & Collaboration among Stakeholders
Studio in Session
"A Studio program organizes
of students to meet frequently and regularly to bring to the table the assignments they are working on for a
"A studio learning environment is one where others are
working and discussing their work simultaneously
, where teachers provide, along with other students, guidance, suggestions, input."
"The Studio is a
configuration of relationships
that can emerge from different contexts."
Grego, Rhonda, and Nancy Thompson.
Teaching/Writing in Third Spaces: The Studio Model. Studies in Writing and Rhetoric.
Carbondale: Southern Illinois University Press, 2008. Print.
A co-requisite, one-credit, weekly, guided lab made up of a facilitator and a group of 12 student peers, who are also enrolled in various sections of ENC1101: Introduction to Composition
Designed for students who qualify for placement in developmental educaton courses in reading and/or writing
Led by Writing Specialists in the Academic Support Center (ASC), Writing Center, and English faculty volunteers
Designed to help students navigate course requirements, build critical thinking skills, and complete complex writing and reading assignments
So what is the English Studio: ENC0055L
Academic Support Center
School of Humanities and Communication
Reallocation of Existing Resources
The Studio has successfully absorbed students previously defined as DevEd with minimal cost to the institution. This was primarily done by utilizing the existing full-time ASC and Writing Center staff and having these specialists facilitate a majority of the ENC0055L sections.
After passing a credentialing process for teaching DevEd courses, Writing Specialists facilitate English Studios in addition to their normal job duties.
A Senior Learning Specialist from the ASC was appointed as a coordinator of the program to liasion with the School of Humanities and Communication.
Where Have the DevEd Students Gone?
From Fall 2013 to Fall 2014, we had a
increase in enrollment of students who qualified as DevEd and took ENC1101 instead.
This 70% increase does not include students who opted out of college entrance assessment (PERT, ACT, SAT, etc.). There was a
increase in the number of students who fell into this category. Therefore, the percentage increase of DevEd students in ENC1101 is most likely higher than 70%.
"The English Studio for me was great! I would recommend it for first time college students. My instructor was very helpful, and I learned a lot,
not only about reading and writing and other skills but also some things you wouldn't learn in a normal classroom
"I found that even with the [ENC 1101] instructor I had, who I very much enjoyed,
I still needed help and was able to get it in the studio
"When you make a class
and get to know your students, they're going to be
more engaged and care more
about the work they do. They'll get more invested."
to complete Gateway composition course (ENC 1101)
English Studio concurrrent with ENC 1101
to complete Gateway composition course
Impact on Students
*ENC0055L enrollment capped at 12 students per section.
Need More Information?
Elizabeth Barnes, Chair
Kristen Bales, Associate Director
Dana Davidson, Coordinator
Academic Support Center
Number of Sections
Pre/Post Reform DevEd Enrollment
What do we do with our data?
Contribute to program assessment (student and faculty perceptions of learning and student engagement)
Participate in our institutional conversation regarding persistance and retention
Connect students and faculty to academic support services
Adapt and update facilitator training
Increase facilitator to faculty engagement
Increase facilitator to student and student to student engagement
Improve communication with advising and academic departments
Elizabeth Barnes, Chair of Academic Support
Kristen Bales, Associate Director, Writing Center
Dana Davidson, Coordinator, Academic Support Center
The English Studio
Regular meetings with Studio facilitators
Materials and activities are shared in a course shell
Connection to Additional
Writing Center Stats
Students who visit the writing center are
10% more likely to pass their course.
Our primary student service is our one-on-one writing consultation. Students attended 4509 consultations across 6 locations in '16-17.
Academic Support Center
The average difference of success between students attending SI sessions and those not attending is 19%
Studio sections on avg. in Fall
led by faculty
led by Writing Specialists
ENC1101 faculty are encouraged to assess student writing within the first 2 weeks of the semester, then refer students to the Studio as appropriate.
Late enrollment in the Studio is allowed up to 3 weeks into the semester.
Success of the Studio
During FA16, the ASC had 6,896 unique visits
During FA16, the ASC had 60, 783 duplicated visits
On the FA16 Student Satisfaction survey, 94% of respondents indicated they understood the material better after tutoring
With academic support
Success Rates in ENC1101
of DevEd Reading and Writing
Student Driven Support for ENC1101
*12 per section
Dr. Michael Lanford, USC
**Fall 2014 was the first semester students concurrently enrolled in ENC1101 and the Studio.
Dual Enrolled: 2,279
Serve students primarily from Volusia and Flagler counties
34% capture rate from area high schools
74% of students receiving financial aid
1. First-year students lack four foundational skills - research skills, engagement with source materials, organization, and digital literacy - necessary for successfully entering the discourse community of college research and writing;
2. Three aspects of the writing process are especially challenging for first-year students: understanding the assignment, meeting deadlines, and revising in response to instructors’ feedback;
3. Writing studios increase the institutional information potential concerning assignment expectations, instructor preferences, and student needs;
4. Bounded solidarity in the writing studio helps students build relationships that are otherwise difficult to forge in open-access institutions.