Academic and Student Affairs
DEVELOPMENTAL EDUCATION STRATEGIC ROADMAP
Minnesota State’s Strategic Plan for Developmental Education Redesign
Minnesota State
CONTENTS
SUMMARY OF DEVELOPMENTAL EDUCATION STRATEGIC ROADMAP ............................. 1
INTRODUCTION ................................................................................................................................. 3
Developmental Education is Valuable and Critical to Student Success .................................................3
Strategic Roadmap Process ....................................................................................................................4
Data behind the Strategic Roadmap .......................................................................................................4
Next Steps for Implementation ..............................................................................................................5
Strategic Roadmap Goals and Action Steps ...........................................................................................6
DEVELOPMENTAL EDUCATION STRATEGIC ROADMAP ......................................................... 8
Developmental Education Curricula Redesign ......................................................................................8
Assessment for Course Placement ...................................................................................................... 10
Comprehensive Student Support System ............................................................................................ 12
Secondary-Postsecondary Partnership ................................................................................................ 14
College Affordability .......................................................................................................................... 15
Professional Development .................................................................................................................. 17
Evaluation and Continuous Improvement ........................................................................................... 18
APPENDIX A: GLOSSARY OF TERMS .......................................................................................... 19
APPENDIX B: DEVELOPMENTAL EDUCATION WORKGROUP MEMBERS 2017-2018 ....... 20
SUMMARY OF DEVELOPMENTAL EDUCATION STRATEGIC ROADMAP
The Minnesota State Developmental Education Strategic Roadmap (DESR) outlines Minnesota State’s collective initiative for developmental education redesign over the next four years. The purpose of this DESR is to guide our systemwide work on developmental education with strategic goals, action steps, targeted timelines for implementation, and measureable outcomes.
Strategic Goal 1: Improve student completion of developmental education and entry into college-level courses by redesigning developmental education curricula to include an acceleration option.
1.1: Align developmental education courses with shared learner outcomes and develop course equivalencies to increase ease of transfer from one campus to another.
1.2: Establish multiple options (or provide for an option) that includes a one-year pathway allowing students to complete developmental reading coursework and a college-level reading intensive course within one academic year.
1.3: Establish multiple options (or provide for an option) that includes a one-year pathway allowing students to complete developmental writing coursework and a college-level writing course within one academic year.
1.4: Establish math pathways model that provides the appropriate developmental mathematics curricula aligned to the college-level mathematics course in the math pathways and that allows for students to take the appropriate college-level mathematics course that meets their program requirements. Provide at least one option for students to complete developmental mathematics coursework, starting at the lowest aid eligible mathematics course, and a non-STEM college-level mathematics course (i.e. statistics, liberal arts math) within one academic year.
1.5: Identify best practices and targeted support strategies and share them across the system. Encourage campuses to use these best practices and targeted support strategies where appropriate.
The Minnesota State Developmental Education Strategic Roadmap (DESR) outlines Minnesota State’s collective initiative for developmental education redesign over the next four years. The purpose of this DESR is to guide our systemwide work on developmental education with strategic goals, action steps, targeted timelines for implementation, and measureable outcomes.
Strategic Goal 1: Improve student completion of developmental education and entry into college-level courses by redesigning developmental education curricula to include an acceleration option.
1.1: Align developmental education courses with shared learner outcomes and develop course equivalencies to increase ease of transfer from one campus to another.
1.2: Establish multiple options (or provide for an option) that includes a one-year pathway allowing students to complete developmental reading coursework and a college-level reading intensive course within one academic year.
1.3: Establish multiple options (or provide for an option) that includes a one-year pathway allowing students to complete developmental writing coursework and a college-level writing course within one academic year.
1.4: Establish math pathways model that provides the appropriate developmental mathematics curricula aligned to the college-level mathematics course in the math pathways and that allows for students to take the appropriate college-level mathematics course that meets their program requirements. Provide at least one option for students to complete developmental mathematics coursework, starting at the lowest aid eligible mathematics course, and a non-STEM college-level mathematics course (i.e. statistics, liberal arts math) within one academic year.
1.5: Identify best practices and targeted support strategies and share them across the system. Encourage campuses to use these best practices and targeted support strategies where appropriate.
Strategic Goal 2: Improve the accuracy of course placement by implementing a multiple measures placement program at all colleges and universities.
2.1: Implement a multiple measures program and policy and procedure at each campus that includes preparation information and post-assessment models.
2.2: Develop uniform cut scores on multiple measures for student placement into college-level courses.
2.3: Research, develop, and implement a multiple measures placement policy and procedure and infrastructure across the system, with attention to course placement measures for adult students and English language learner students.
Strategic Goal 3: Improve student success in developmental education by developing a comprehensive student support system for students in developmental education programs.
3.1: Establish a student support approach that includes at least one high-touch cross-functional process (i.e., tutoring, advising, learning centers, etc.) for students in developmental education.
3.2: Establish processes and resources to inform students of the developmental education pathway options available to them.
3.3: Establish and/or strengthen partnerships with Adult Basic Education, community organizations, and/or other student support services (i.e., TRIO, etc.) to provide support for students in developmental education.
3.4: Identify best practices and share them across the system.
Strategic Goal 4: Increase college readiness of high school graduates attending Minnesota State campuses by partnering with secondary partners.
4.1: Convene high school and college or university faculty to review the shared learner outcomes and develop ways to transition students successfully from secondary to postsecondary.
4.2: Pilot and evaluate secondary-postsecondary programs that enable high school students to meet college readiness requirements before high school graduation.
Strategic Goal 5: Increase college affordability for students by implementing student-cost-saving approaches.
5.1: Expand the use of open education resources and more affordable course materials in developmental education courses.
5.2: Examine, identify, and share potential financial incentives for students in developmental education (i.e., designated scholarships, tuition incentives based on successful completion of courses, ancillary financial assistance with non-academic needs, etc.).
5.3: Establish and/or strengthen bridging options that facilitate student placement into college-level courses (i.e., partnership with Adult Basic Education, summer bridge program, boot camp, course placement assessment prep, etc.).
5.4: Pilot and evaluate summer bridge programs that increase students’ enrollment into college-level courses.
Strategic Goal 6: Improve student success in developmental education by expanding and strengthening professional development for faculty, staff, and administrators.
6.1: Coordinate and expand professional development opportunities for faculty members, staff members, and administrators.
Strategic Goal 7: Improve student success in developmental education by strengthening evaluation and continuous improvement efforts.
7.1: Complete the development and implementation of the Developmental Education Data Mart.
7.2: Create institutional metrics and establish an annual public reporting and review process.
INTRODUCTION
Developmental Education is Valuable and Critical to Student Success
The Strategic Framework for Minnesota State colleges and universities is designed to ensure access to an extraordinary education for all Minnesotans; to meet Minnesota’s workforce and community needs; and to deliver to students, employers, communities, and taxpayers the highest value and most affordable higher education option. To meet these broad goals, when students choose to attend a Minnesota State college or university, we are committed to supporting their successful enrollment, persistence, retention, and completion.
Some of our students arrive to our colleges and universities with readiness gaps, requiring more academic preparation to be successful in their college-level gateway courses and academic programs. Given that academic preparation is a significant predictor of persistence and completion, we must effectively bridge the gap between the academic readiness of our new entering students and the skills needed for college success. Developmental education serves as that critical bridge. Our colleges and universities offer developmental education to support the success of students by delivering pre-collegiate courses in reading, writing, and mathematics and by providing a variety of optional and/or mandatory student support services.
Minnesota State recognizes our responsibility to re-imagine how students are placed into developmental or college-level courses, as well as how students can successfully complete required developmental-level courses and subsequent college-level gateway courses, enabling them to be on-track in the first year of pursuing their academic program. This Developmental Education Strategic Roadmap (DESR) is Minnesota State’s plan of re-envisioning and redesigning developmental education to best support student success statewide. Our intent is not to eliminate developmental education. Though we believe that students who do not need additional academic preparation should not be required to enroll in developmental education courses; those who do need additional academic and student support require and deserve our best efforts to aid their success. Minnesota State also challenges the current narratives and misconceptions about developmental education. We believe that developmental education is valuable and critical to student success. Through strategic and collaborative efforts between all stakeholders, we can provide effective developmental education and college-level gateway courses and increase students’ academic preparation. By addressing readiness gaps and preparing students for college-level coursework, developmental education is key to significantly increasing the number of students successfully completing degrees, licenses, and certifications.
Our systemwide data show that enrollment in developmental education is disproportionately overrepresented by students of color, low-income, and first-generation students. Gaps in opportunity and subsequent achievement is evident in our current postsecondary institutions and is even more exacerbated in developmental education enrollment, persistence, and completion. Developmental education is not only key to significantly increasing degree attainment but is a key lever in addressing disparities in opportunities and outcomes by race and ethnicity and by income. We must be steadfast in addressing these educational disparities in racial/ethnicity and income gaps and will do so strategically in how we deliver and support students in developmental education.
Strategic Roadmap Process
In the past four years, a developmental education workgroup of Minnesota State faculty members, staff members, students, administrators, and system office leadership has been reviewing and promoting national, systemwide, and campus efforts to redesign developmental education. To support our collective efforts, the colleges and universities of Minnesota State have shared best practices with one another at different venues; invited national, regional, and local experts to inform, challenge, and inspire our thinking around developmental education; and redesigned campus policies, procedures, practices, and programs with evidence-based principles.
In 2016-2017, to advance the system’s collective work around developmental education, the workgroup developed a draft strategic roadmap for developmental education redesign. The workgroup developed the DESR strategic goals and action items based on national evidence-based principles and practices and based on best practices that have been implemented across Minnesota State campuses that have shown measurable results. Between April 2017 and November 2017, campus stakeholders provided input on two drafts of the DESR. This final Minnesota State DESR provides our “roadmap” for the next four years. The purpose of this DESR is to guide our systemwide work on developmental education redesign with clearly identified strategic goals, key action steps, targeted timelines for implementation, and measureable outcomes.
Data behind the Strategic Roadmap
To inform the development of the DESR and to inform our continuous improvement of the DESR strategies, we have and will continue to examine developmental education student enrollments and persistence and completion data.
Over 30,000 students enrolled in developmental education across Minnesota State colleges and universities in 2016, with the majority of this enrollment at the state colleges (88 percent of all developmental education headcount). In the last seven years, student enrollment in developmental education courses has declined.
The number of fall entering students that took developmental courses during their first two years decreased by 37.5 percent between Fall 2009 (23,712 students) and Fall 2015 (14,829 students). The decrease during this timeframe at the colleges was 40.2 percent and at the universities was 18.5 percent.
The percent of the system’s undergraduate students enrolled in developmental education courses in their first two years decreased in all subjects of reading, writing, and mathematics between Fall 2009 (41.8 percent) and Fall 2016 (33.0 percent).
Across the Minnesota State system, student completion of developmental education courses and college-level gateway courses has increased. The percent of students completing developmental courses in mathematics, writing, and reading in the first two years have increased.
The percentage of students completing developmental mathematics increased by 13.5 percent, going from 29.9 percent for Fall 2009 to 43.4 percent for Fall 2015.
Completion of developmental writing increased from 58.7 percent for Fall 2009 to 62.4 percent for Fall 2015 and completion of developmental reading increased from 55.4 percent to 57.0 percent respectively.
The percent of students completing a college-level mathematics or writing course in their first year increased between Fall 2009 and Fall 2015.
The percentage of students completing college-level mathematics in their first year increased from 18.0 percent for Fall 2009 entering students to 22.7 percent for Fall 2016 entering students.
Completion of college-level writing in the first year increased from 34.4 percent to 37.3 percent during the same timeframe.
Beginning in January 2018, Minnesota State submitted an annual report to the Minnesota legislature on our activities and progress in improving timely completion of degrees and certificates. The report included the following measures and longitudinal trends:
(1) The percent of students placed in remedial/developmental education;
(2) The percent of students who complete remediation/developmental programming within one academic year;
(3) The percent of students that complete college-level gateway courses in one academic year;
(4) The percent of students who complete 30 semester credits per academic year;
(5) The student retention rate;
(6) Time to complete a degree or certificate; and
(7) Credits earned by those completing a degree or certificate or other program.
The report also disaggregated data for each college and university by race, ethnicity, Pell Grant eligibility, and age and provided aggregated data.
In addition to these state required measures, Minnesota State will develop our own metrics centered on developmental education completion and progression into college-level coursework and establish an annual public reporting and review process. Through using baseline data and measuring our progress, we can continuously improve policy, procedures, practices, and programs.
Next Steps for Implementation
By 2020-2021, Minnesota State must have all components of the DESR in implementation across all college and university developmental education programs. The system office willsupport systemwide efforts through: identifying best practices and targeted support strategies; sharing through multiple modalities and supporting campuses to scale practices; developing a systemwide multiple measures program; coordinating and offering professional development opportunities; and establishing policy and procedures where needed. The system office will work to provide resources where available and seek additional funding to support the DESR.
The colleges and universities of Minnesota State are responsible for meeting the strategic goals, with recognition that individual campuses can implement the action steps with a variety of evidence-based practices and programs and developmental education offerings may differ from campus to campus. The implementation of each goal at the campus-level should be done in a collaborative manner that involves appropriate faculty members, staff members, administrators, and student leaders. It is recommended that each campus establish a cross-functional developmental education group (e.g., steering group, workgroup, taskforce, committee) that includes students, faculty, staff, and administrators from academic and student affairs divisions to develop a developmental education campus-level plan aligned to the system DESR. The entire campus, not simply a group of individuals on campus, should be collectively and equally accountable for the implementation of the campus-level developmental education plan. For each and all of our colleges and universities to create sustainable and transformative change in developmental education to best support our students, developmental education must be recognized as high priority, with resources allocated to support the work.
Because addressing the opportunity gaps is a key priority for Minnesota State, campuses have implemented policies, practices, and programs aimed to support the success of students traditionally underrepresented and underserved in higher education. This DESR furthers our commitment to addressing educational disparities in race and ethnicity and income. Models, programs, and policies that have demonstrated outcomes that decrease or eliminate the opportunity gaps for first-generation students, students of color, and low-income students should be scaled. Professional development, with an emphasis on culturally responsive pedagogy and cultural competence, for faculty members, staff members, and administrators should also be expanded to further support student success and equity in developmental education.
Strategic Roadmap Goals and Action Steps
The next section outlines each of the strategic goals, as well as specific action steps, responsible parties, targeted timelines, and measurable outcomes for each strategic goal. The seven strategic goals represent the objectives that will support our overall purpose – to significantly increase the success of students in developmental education and college-level gateway courses towards an increase of overall degree, certificate, or diploma completion. Each of the action steps outline specific tasks Minnesota State colleges and universities will complete towards meeting the strategic goals. Colleges and universities are expected to work toward the strategic goals and to implement the action steps identified within the targeted timelines, allowing for individualized and diverse innovative programs and practices. The measureable outcomes identify how we will know whether we have completed the action steps and how we will know we are making progress towards reaching the strategic goals. The DESR provides an overall framework for the entire system on how we will approach developmental education redesign and also purposefully provides space for campus innovations that meet the unique needs of institutional cultures, resources and capacity, and diverse student populations.
DEVELOPMENTAL EDUCATION STRATEGIC ROADMAP
Developmental Education Curricula Redesign
Strategic Goal 1: Improve student completion of developmental education and entry into college-level courses by redesigning developmental education curricula to include an acceleration option.
Intent of Strategic Goal 1:
To communicate the standards and expectations of college readiness in reading, writing and mathematics through clearly defined shared learner outcomes;
To provide for successful completion of developmental education courses to transfer across the entire system and to ensure consistency across the system in the transfer of these developmental education courses and credits;
To provide multiple developmental options that may include both a traditional, sequential model and accelerated model(s) according to students’ needs;
To provide a rigorous developmental education curricula that reflects high standards and offers students accelerated options with the necessary support. There are multiple best-practice acceleration models and campuses will implement strategies that work best for their students without sacrificing academic rigor; and
To share best practices and strategies among campuses and to encourage systemwide implementation of evidence-based practices and strategies.
Action
Steps for Campuses
|
Responsible
Parties
|
Timelines
|
Measurable
Outcome
|
1.1 Align developmental education courses with shared learner outcomes
and develop course equivalencies to increase ease of transfer from one campus
to another.
|
College and university campuses
– Reading, English, and Mathematics Departments
|
To be completed by May 2019, and implemented no later than fall
semester,
2020
|
On each campus, developmental
education course equivalencies completed and identified in
transferology
|
1.2 Campuses providing developmental reading instruction: establish
multiple options (or provide for an option) that includes a one-year pathway
allowing students to complete developmental
reading coursework and a college- level reading intensive course within
one academic year.
|
College and university campuses
– Reading Department
|
To be developed by May 2019, and implemented no later than fall
semester, 2020
|
On each campus that offers
developmental reading, a one- year pathway established in developmental reading
|
1.3
Campuses providing
developmental
writing instruction:
|
College and
university
|
To
be developed
by
May 2019,
|
On each campus
that offers
|
establish multiple options (or provide for an option) that includes a
one-year pathway allowing students to complete developmental writing
coursework
and a college-level writing course within one academic year.
|
campuses – English Department
|
and implemented no later
than fall semester, 2020
|
developmental
writing, a one- year pathway established in
developmental
English
|
1.4 Campuses providing
developmental mathematics instruction: establish a math pathways model and
provide the appropriate developmental mathematics curricula that aligns with the
college-level mathematics course in the math pathways.
1.4a The math pathways model
allows students to select the appropriate college-level mathematics course
that meets their program requirements.
1.4b The math pathway model
includes at least one option for a one-year pathway allowing students to
complete developmental mathematics coursework, starting at the lowest aid
eligible mathematics course, and a non-STEM college-level mathematics course
(i.e. statistics,
liberal
arts math) within one academic year.
|
College and
university campuses – Mathematics Department
|
To be developed by May 2019,
and implemented no later than fall semester, 2020
|
On each campus that offers
developmental mathematics, a math pathways model is established and at least
one one-year pathway established in mathematics
|
Action
Steps for Minnesota State
System
Office
|
Responsible
Parties
|
Timelines
|
Measurable
Outcome
|
1.5 Identify
best practices and targeted support strategies and share them across the
system through multiple modalities to ensure that faculty have the resources
they need to make decisions about curriculum and instruction.
1.5a Encourage campuses to use
these best practices and targeted support strategies where
appropriate.
|
System Academic
and Student Affairs – P-20 and College Readiness unit
|
Plan developed by
May 2018, to be implemented ongoing
|
Best practice
sharing at annual Minnesota State system conferences; Resources available on
ASA Connect
|
Assessment for Course Placement
Strategic Goal 2: Improve the accuracy of course
placement by implementing a multiple measures placement program at all colleges
and universities.
Intent of Strategic Goal 2:
·
To improve the accuracy of course placement processes,
increasing the likelihood that
students are placed into courses that meets their level of academic abilities;
·
To allow for multiple assessments to be used for course placement
rather than a single high stakes test; measurements must include ACT, SAT, MCA
(statutory requirement) and may include course placement assessments such as
ACCUPLACER, high school GPA, high school courses and grades, non-cognitive
assessments, and others;
·
To allow for different types of assessments needed to more accurately
place students with different
backgrounds, such as adult students and English language learner students; and
·
To provide a holistic approach to the course placement
process that includes pre- preparation, in-take processes, and post-assessment.
Action
Steps for Campuses
|
Responsible Parties
|
Timelines
|
Measureable
Outcome
|
2.1 Each campus implement
a multiple measures placement program and policy/procedure in alignment with
the systemwide multiple measures placement requirements.
2.1a The campus multiple
measures program provides students with information on how to prepare for the
course placement process and assessments.
2.1b The campus
multiple measures program includes post-assessment models that enable
students to be aware of course placement and course registration processes.
|
College and university campuses
– Chief Academic and Student
Affairs Officers
|
To be developed by May 2019,
and implemented no later than fall semester, 2020
|
On each campus, multiple
measures placement program implemented
|
Action
Steps for Minnesota State
System
Office
|
Responsible Parties
|
Timelines
|
Measureable
Outcome
|
2.2
Develop uniform cut scores on
multiple
measures for student placement into college-level
|
System Academic and Student
Affairs
– Assessment for
|
To be developed
by
May 2019, and
|
Uniform cut
scores
identified in System
|
courses.
|
Course Placement
Committee and Senior Vice Chancellor for
Academic and
Student Affairs
|
implemented no later than fall
semester, 2020
|
Procedure 3.3.1 for course
placement instrument, to
include ACT,
SAT, MCA, and others
|
2.3 Research,
develop, and implement a systemwide multiple measures placement policy and
procedure.
2.3a The systemwide multiple measures program includes the necessary
infrastructure to support successful campus implementation.
2.3b The systemwide multiple measures program includes appropriate
assessments of adult students and English language learner students.
2.3c The systemwide multiple measures placement policy
and procedure includes an appeals process.
|
System Academic and Student
Affairs -
- Assessment for
Course Placement Committee and Senior Vice Chancellor for Academic and
Student Affairs
|
To be developed by May 2019,
and implemented no later than fall semester, 2020
|
Multiple measures placement
identified in System Procedure 3.3.1; Infrastructure in place to implement
multiple measures placement program
|
Comprehensive Student Support System
Strategic Goal 3: Improve student success in
developmental education by developing a comprehensive student support system
for students in developmental education programs
Intent of Strategic Goal 3:
·
To strengthen the collaboration between academic and
student affairs as both are integral to the success of students in
developmental education courses;
·
To emphasize that a comprehensive developmental education program
includes strong student support services;
·
To provide transparent communication to students about developmental
education options on campus and support student course placement and registration decisions; and
·
To leverage the partnerships with Adult Basic
Education, community organizations, and
student support services to provide wrap-around support where it is needed.
Action
Steps for Campuses
|
Responsible Parties
|
Timelines
|
Measureable
Outcomes
|
3.1 Each campus’ academic
and student affairs divisions collaborate to establish a student support
approach that includes at least one high-touch cross-functional process
(i.e., tutoring, advising, learning centers, etc.) for students in
developmental
education.
|
College and university campuses
– Chief Academic and Student
Affairs Officers
|
To be developed by May
2019, and implemented no later than fall semester, 2020
|
On each campus, at least one
process in place to support students in developmental education
programs
|
3.2 Each campus establish
processes and resources to inform students of the developmental education
pathway options available to them.
|
College and university campuses
– Chief Academic and Student
Affairs Officers
|
To be developed by May
2019, and implemented no later than fall semester, 2020
|
On each campus, establish
processes and resources for students to access information on developmental
education
options
|
3.3 Each campus establish
and/or strengthen partnerships with Adult Basic Education, community
organizations, and/or other student support services (i.e., TRIO, etc.) to
provide support for students in developmental education.
|
College and university campuses
– Chief Academic and Student
Affairs Officers
|
To be developed by May
2019, and implemented no later than fall semester, 2020
|
On each campus, identification
of campus partnerships or programs that leverage additional support or
programming for
|
|
|
|
students in
developmental
education
|
Action
Steps for Minnesota State
System
Office
|
Responsible Parties
|
Timelines
|
Measureable
Outcomes
|
3.4 Identify best
practices and share them across the system through multiple modalities to
ensure that campuses have the resources they need to make decisions about
student support services.
|
System Academic and Student
Affairs
– P-20 and College Readiness
unit
|
Plan developed by May
2018, to be implemented ongoing
|
Best practice sharing at
annual Minnesota State system conferences; Resources available on ASA
Connect; Affinity- group meetings focused on developmental education
student support
|
Secondary-Postsecondary
Partnership
Strategic Goal 4: Increase college readiness of
high school graduates attending Minnesota State campuses by partnering with
secondary partners.
Intent of Strategic Goal 4:
·
To help address the college-readiness gap between high school and
post-secondary and increase Minnesota high school students’ career and college
readiness by high school graduation;
·
To encourage collaboration between high school and college and
university faculty members and establish stronger alignment between secondary
and postsecondary curricula to support college transitions; and
·
To pilot programs that increases college readiness by high school
graduation and increase the scaling
such programs across Minnesota State campuses.
Action
Steps for Campuses
|
Responsible Parties
|
Timelines
|
Measureable
Outcomes
|
4.1 Each campus convene
high school and college or university faculty to review the shared learner
outcomes and develop ways to transition students successfully
from
secondary to postsecondary.
|
College and
university campuses – Chief Academic and Student Affairs
Officers
|
Local plans established by May
2019, and implemented no later than spring
semester, 2020
|
On each campus, convene at
least one meeting and establish at least one partnership
action step
|
Action
Steps for Minnesota State
System
Office
|
Responsible Parties
|
Timelines
|
Measureable
Outcomes
|
4.2 Pilot and evaluate
secondary- postsecondary programs that enable high school students to meet
college readiness requirements in reading, writing, or mathematics before
high school graduation.
|
System Academic and Student
Affairs -
- P-20 and
College Readiness unit
Interested
college and university campuses – Chief Academic and Student Affairs Officers
|
To be developed by May 2019,
and pilot implemented no later than fall semester, 2020
|
Pilot and evaluation completed
and recommendations for scaling of program(s) provided to System ASA
|
College Affordability
Strategic Goal 5: Increase college affordability
for students by implementing student-cost- saving approaches.
Intent of Strategic Goal 5:
·
To recognize that college affordability, along with
student success and degree attainment, is important to all stakeholders;
·
To allow for a comprehensive examination of the cost structures of developmental education, including
examination of financial incentives for students or other mechanisms to lower
the cost of developmental education courses;
·
To recognize that tuition expenses for developmental education courses impacts financial aid availability across
a student’s life cycle and provide approaches that minimize these costs; and
·
To provide bridging options that enable new incoming students who
initially placed in developmental-levels to enter as college or university
students with college-ready skills, reducing the need for developmental
education course enrollment and subsequent cost.
Action
Steps for Campuses
|
Responsible Parties
|
Timelines
|
Measureable
Outcomes
|
5.1 Expand the use of open education resources (OER) and more
affordable course materials in developmental education courses.
|
System Academic and Student Affairs
-- Academic Affairs unit
College and university campuses – Faculty members
|
Ongoing, with initial expansion targeted for spring semester, 2018
|
Increase adoption of OER
and more affordable course materials in developmental education courses;
Accounting of number of courses and calculated
student
savings
|
5.2 Examine,
identify, and share potential financial incentives for students in
developmental education (i.e., designated scholarships, tuition incentives
based on successful completion of courses, ancillary financial assistance
with non-academic needs, etc.).
|
System Academic and Student
Affairs -
- Senior Vice Chancellor for
Academic and Student Affairs
College
and university campuses – Chief Academic and
|
To be completed by May 2019, and implemented ongoing
|
Identification of options
of financial incentives for students to share with campuses for possible
implementation; Increase of
options
available on campuses
|
|
Student Affairs Officers
|
|
|
5.3 Each campus establish and/or strengthen bridging options that
facilitate student placement into college-level courses (i.e., partnership
with Adult Basic Education, summer bridge program, boot camp, course
placement assessment prep, etc.).
|
College and university
campuses – Chief Academic and Student Affairs Officers
|
To be developed by May 2019,
and implemented no later than fall semester, 2020
|
On each campus, establish
at least one program or partnership
|
Action Steps for Minnesota State
System Office
|
Responsible Parties
|
Timelines
|
Measureable
Outcomes
|
5.4 Pilot and evaluate summer bridge programs that increase students’
enrollment in college- level courses.
|
System Academic and Student
Affairs -
- P-20 and College
Readiness unit
Interested
college and university campuses
|
To be developed by December
2017, and pilot implemented summer semester, 2018
|
Pilot and evaluation
completed and recommendations of scaling of program(s)
provided
to System ASA
|
Professional Development
Strategic Goal 6: Improve student success in developmental education by expanding and strengthening professional development for faculty, staff, and administrators.
Intent of Strategic Goal 6:
·
To ensure professional development is a critical component of
establishing successful developmental education redesign and acknowledge that
investment in professional development must be
prioritized;
·
To recognize that students in developmental education have diverse
backgrounds and needs and to support faculty and staff in effectively and
appropriately providing support to
diverse student populations; and
·
To address equity and decrease the opportunity and outcome gaps.
Action
Steps for Campuses and
Minnesota
State System Office
|
Responsible Parties
|
Timelines
|
Measureable
Outcome
|
6.1 Coordinate and expand
professional development (PD) opportunities for faculty members, staff
members, and administrators on topics such as culturally responsive pedagogy
and cultural competence; curriculum redesign frameworks; evidence-based
practices; and content-based best practices (within context of broader
professional development at all campuses for all employees)
6.1a: Each campus establish a
plan of targeted PD that meets campus needs and implement PD to support
faculty, staff, and administrators.
|
Academic and
Student Affairs – P- 20 and College Readiness unit and Academic Affairs unit
College and university campuses
– Chief Academic
and Student Affair Officers
|
Plan incorporated into current PD efforts developed by May 2018, to be
implemented ongoing
Campus plans developed by December 2018, to be implemented ongoing
|
Best practice sharing at
annual Minnesota State system conferences; Resources available on ASA Connect;
Culturally responsive pedagogy training developed and offered to interested
campuses; Inventory of campus-level PD
practices
|
Evaluation and
Continuous Improvement
Strategic Goal 7: Improve student success in
developmental education by strengthening evaluation and continuous improvement
efforts.
Intent of Strategic Goal 7:
·
To clearly identify appropriate measures and metrics
that campuses and the system are
accountable for relative to developmental education;
·
To support data-driven decision making and program development;
·
To support program evaluation and continuous improvement; and
·
To promote the successes of campuses and programs and
keep our focus on what is working.
Action Steps for Campuses and
Minnesota
State System Office
|
Responsible Parties
|
Timelines
|
Measureable
Outcome
|
7.1 Complete the
development and implementation of the Developmental Education Data Mart,
making available student-level course success and progression data to all
institutions for local analysis
and
action.
|
System Academic and Student
Affairs -
- Research unit
|
To be completed by
December 2017, to be implemented ongoing
|
Data Mart completed that
provides system- level and campus-level data
|
7.2 Create institutional
metrics centered on developmental education completion and progression into
college-level coursework and establish an annual public reporting and review
process.
|
System Academic and Student
Affairs -
- Senior Vice Chancellor for
Academic and Student Affairs
Colleges and
universities – Chief Academic and Student Affairs Officers
|
Metrics established by May 2019, and implemented no later than fall
semester, 2020
|
Institutional metrics on
developmental education identified; Annual reporting and review process
identified
|
APPENDIX A: GLOSSARY OF
TERMS
Acceleration options
Within developmental education,
acceleration models are designed to increase students’ progress through
developmental education over a shorter period of time. There are a number of
different acceleration models used across postsecondary institutions. Some
models enroll students immediately into college-level courses while providing
optional or required supplemental supports. Other models combine
content from multiple
developmental education
levels into a single course, while other models compress the course content
over a shorter period of time. The developmental education curriculum provided
in acceleration models have the same level of high standards and rigor as
courses delivered in non-accelerated models.
Bridging options
Pre-college programs that provide
opportunities for students to be better prepared for the course placement
assessments and/or to allow new entering students to receive academic
coursework and student success support that increases their college readiness.
These programs are typically alternatives to credit-based programs that
students complete the summer preceding fall enrollment. Program examples
include instruction provided by Adult Basic Education, summer bridge program,
summer boot camp, ACCUPLACER-prep courses, etc.
Comprehensive student support system
A holistic approach to support
student success that addresses both 1) students’ cognitive abilities and
content knowledge and 2) students’ transition to college and learning skills
(i.e., access to financial literacy and financial aid information, academic and
career planning,
developing a “growth mindset,”
personal and mental health counseling, self-advocacy, etc.). A high-touch cross-functional process within
this holistic approach to support student success may include tutoring,
advising, counseling, learning centers, supplemental instruction, etc.
Multiple measures
A course placement process that
uses more than one assessment or measure to identify students’ college
readiness and inform decisions on students’ course placement. Examples of types
of assessments or measures within a multiple measures approach include:
assessments such as writing samples; course placement instruments, such as
ACCUPLACER; nationally- normed college entrance exams, such as ACT or SAT; use
of high school course information,
such as high school grade point
average (GPA), class rank, courses taken, and grades for specific courses
taken; non-cognitive assessment instruments, such as GRIT scale, College
Student Self- Assessment Survey (CSSAS), Learning and Study Strategies (LASSI),
or Smarter Measures; and other instruments that identify knowledge and skills.
APPENDIX B: DEVELOPMENTAL EDUCATION WORKGROUP MEMBERS
2017-2018
Member Name
|
Institution or Association
|
Role
|
Ron Anderson
|
Minnesota State system office
|
System
office staff, Co- chair
|
Shirley Johnson
|
North Hennepin Community College
|
Faculty, Co-chair
|
Sarah Berns
|
Students United
|
Student
|
Kirstin Bratt
|
St. Cloud State University
|
Faculty
|
Carrie Brimhall
|
Minnesota State Community and Technical College
|
Administrator
|
Merci Van Bruggen
|
Students United
|
Student
|
Lexi Byler
|
Students United
|
Student
|
Carey Castle
|
Northland Community and Technical College
|
Administrator
|
Mike Dean
|
LeadMN
|
Student
|
Jennifer Erwin
|
Rochester Community and Technical College
|
Staff
|
Tamara Fitting
|
Minnesota State University Moorhead
|
Faculty
|
Elizabeth Howe
|
Students United
|
Student
|
Isaac Jahraus
|
LeadMN
|
Student
|
Cindy Kaus
|
Metropolitan State University
|
Faculty
|
Laurie Kielbasa
|
Century College
|
Staff
|
Dana LeMay
|
Century College
|
Faculty
|
Baorong Li
|
Metropolitan State University
|
Staff
|
Kim Lynch
|
Minnesota State system office
|
System office staff
|
Cecilia Morales
|
LeadMN
|
Student
|
Andrew Nesset
|
Century College
|
Administrator
|
Ali Pickens-Opoku
|
Saint Paul College
|
Staff
|
Faical Rayani
|
Students United
|
Student
|
Craig Schoenecker
|
Minnesota State system office
|
System office staff
|
Kaley Schoonmaker
|
LeadMN
|
Student
|
Judy Shultz
|
South Central College
|
Administrator
|
Shelly Siegel
|
North Hennepin Community College
|
Staff
|
Mike Tieleman
|
Anoka Technical College
|
Faculty
|
Laurel Watt
|
Inver Hills Community College
|
Faculty
|
Pakou Yang
|
Minnesota State system office
|
System office staff
|
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