00:01:32.000 --> 00:01:40.000 One more audio… clarification, we're gonna wait for a few more people to show up before we get started, but glad you're here. 00:01:40.000 --> 00:02:10.000 Thanks. 00:02:17.000 --> 00:02:25.000 All right. Well, let's get this… webinar started. Um… Welcome, everyone. Um… 00:02:25.000 --> 00:02:30.000 This is… this webinar is one of a series of webinars that we host at. 00:02:30.000 --> 00:02:41.000 The NROC project. Um, usually we have one a month, um, throughout much of the year. Um, super excited today to be, uh, hearing from our. 00:02:41.000 --> 00:02:46.000 Colleagues at Reading Area. Community college about creating comprehensive student support. 00:02:46.000 --> 00:02:55.000 Um, and we were gonna dive into that webinar very shortly, but… First, a little bit of background, um, on… 00:02:55.000 --> 00:03:00.000 Sort of, I guess, rules of the road about the webinar, but also background on NROC. 00:03:00.000 --> 00:03:06.000 So, um… Quickly, on this webinar, uh, this is being recorded. 00:03:06.000 --> 00:03:12.000 Um, there's a area that you can use to submit questions. We encourage interactivity. 00:03:12.000 --> 00:03:18.000 Um, so if you have questions or comments, please drop those into the Q&A area. 00:03:18.000 --> 00:03:28.000 Um, you can also use the chat function. There are a number of us who are sort of sitting here behind the scenes, who, if you have very specific questions. 00:03:28.000 --> 00:03:36.000 That we can answer in the chat or Q&A section, we will do so. Um, I will certainly endeavor to bring certain questions. 00:03:36.000 --> 00:03:45.000 Um, to the surface for our panelists to answer real time, and we did get some questions from some of you on registration that we'll also be reviewing. 00:03:45.000 --> 00:03:50.000 And ensuring that we're getting at those questions as well. If there's anything we don't get to. 00:03:50.000 --> 00:03:56.000 Over the course of this webinar, uh, we do take the time afterwards to try to compile. 00:03:56.000 --> 00:04:03.000 The various questions and comments, and then we publish all of that, um, along with the webinar itself. 00:04:03.000 --> 00:04:10.000 Uh, after this webinar is over. And that… and that… those files are accessible at any time, uh, can be shared with anyone. 00:04:10.000 --> 00:04:24.000 Um, et cetera, et cetera. If you need any help. At any point over the course of this webinar, you have audio issues, whatever, um, please contact us at community at nrock.org, and someone will try to help you out. 00:04:24.000 --> 00:04:31.000 So, we'd love to know who's here. Um, and if you wouldn't mind using the chat. 00:04:31.000 --> 00:04:36.000 Function to go ahead and just say hello to everybody else who's here. 00:04:36.000 --> 00:04:39.000 Pride your name and current role in institution, that would be. 00:04:39.000 --> 00:04:45.000 Fantastic. I don't give people a minute to… 00:04:45.000 --> 00:04:52.000 Contribute, um… I'm gonna go ahead and… 00:04:52.000 --> 00:04:59.000 Talk a little bit about who we are. So, I suspect many people who are here are familiar with the MROC project. 00:04:59.000 --> 00:05:08.000 Um, but if you're not. We are a non-profit organization that we were founded now over 22 years ago. 00:05:08.000 --> 00:05:17.000 Um, our real origins were focused on open educational resources. Uh, OER and… 00:05:17.000 --> 00:05:26.000 You know, related kind of, like, emergent, uh, capabilities, courtesy of the internet and what that allows in terms of. 00:05:26.000 --> 00:05:36.000 Uh, distributing information and communicating with people. You know, across space and time. Um, in the course of that. 00:05:36.000 --> 00:05:44.000 Journey, we built and still support a widely used OER resource distribution site called Hippocampus. 00:05:44.000 --> 00:05:54.000 Um, we also engaged in content development, so OER development. Largely on the back of grants from foundations such as MacArthur, Hewlett, and Gates. 00:05:54.000 --> 00:06:05.000 Um, and with a real focus on the core, uh. Let's just say academic skills that are pretty much universally. 00:06:05.000 --> 00:06:10.000 Um, one of the main hurdles and barriers that students have to academic progressions. 00:06:10.000 --> 00:06:15.000 Notably, the progression from, you know, into post-secondary studies or workforce. 00:06:15.000 --> 00:06:22.000 Development-type work. Um, and so through that, we built a full Algebra 1 course. 00:06:22.000 --> 00:06:29.000 That's focused really on high school students. Um, but it's quite comprehensive to that core algebra that is scarier for so many students. 00:06:29.000 --> 00:06:35.000 And then, subsequently, we're able to build an entire developmental math, as well as a developmental English program. 00:06:35.000 --> 00:06:42.000 Um, along that journey, we built a consortium and a network of supporting institutions. 00:06:42.000 --> 00:06:51.000 So, these are post-secondary institutions, as well as secondary, um, and… participation from Adult Ed, Correctional ed, and a number of other. 00:06:51.000 --> 00:07:01.000 Domains, uh, those institutions. Gave us a lot of guidance, and… and among the things they said is that, you know, we could really use help. 00:07:01.000 --> 00:07:10.000 Deploying these resources more effectively? Is there a way to take advantage of the fact that because they're open and adaptable. 00:07:10.000 --> 00:07:19.000 That we can differentiate instruction more easily, right? That we can make sure that what students are being asked to learn is, in fact, relevant to what they're trying to do. 00:07:19.000 --> 00:07:25.000 Um, et cetera, et cetera. And so, we were able to garner funding based on that feedback. 00:07:25.000 --> 00:07:32.000 Um, to build a platform, which is called EdReady. And EdReady does exactly as described. 00:07:32.000 --> 00:07:40.000 It is intended to support institutions in more easily implementing. Promising and innovative practice. 00:07:40.000 --> 00:07:44.000 That does a better job of. Not just ascertaining. 00:07:44.000 --> 00:07:51.000 Strengths and weaknesses, you know. Uh, in terms of what a student is ready for, and what it is a student's being asked to learn. 00:07:51.000 --> 00:07:57.000 But to then provide all the onboard resources and opportunity to improve. 00:07:57.000 --> 00:08:02.000 Their mastery and learning. And I would say the bulk of our work since. 00:08:02.000 --> 00:08:09.000 Edready launched, um, about a decade ago, is now… with EdReady, um, which we have deployed at scale. 00:08:09.000 --> 00:08:15.000 Um, both with individual institutions, like you'll hear today, um, but also with whole systems, whole states. 00:08:15.000 --> 00:08:23.000 Um, and the evidence is, uh, fortunately quite strong, um. You know, it tends to come out as case studies. 00:08:23.000 --> 00:08:28.000 Individual sort of beats of evidence, but… but consistently, we're seeing that. 00:08:28.000 --> 00:08:38.000 Um, EdReady… can be customized and can be implemented in a way that actually changes the outcomes in the positive direction, as we'd all hope. 00:08:38.000 --> 00:08:45.000 So, as I mentioned, EdReady, by dint of its flexibility and customization, has a lot of potential. 00:08:45.000 --> 00:08:53.000 Use cases, we say. Um, and we see it being deployed throughout the education spectrum for all kinds of different purposes. 00:08:53.000 --> 00:09:01.000 And almost universally. If thoughtfully implemented, and that's a big part of what we bring to the equation, is helping you do that. 00:09:01.000 --> 00:09:06.000 Um, that we see… improvement, um, which is what we want. 00:09:06.000 --> 00:09:16.000 So, with that as a background, we get to hear. In detail about both the motivations to start working with us and with EdReady, but also. 00:09:16.000 --> 00:09:25.000 The mechanics of, uh, implementation, as well as some hot off the presses results that we'll get to hear in today's webinar, and so I'm going to turn it over to. 00:09:25.000 --> 00:09:31.000 My colleagues at Reading Area Community College. Margie, over to you. 00:09:31.000 --> 00:09:38.000 Um, so I think Robin is gonna start us off, so… let me… let her get started. 00:09:38.000 --> 00:09:39.000 Okay. 00:09:39.000 --> 00:09:46.000 Okay, so we're going to share with you our multi-pronged approach that we use to improve our retention and success. 00:09:46.000 --> 00:09:57.000 At Reading Area Community College, really in our developmental education. Programs. Um… Um, next slide, please. 00:09:57.000 --> 00:10:03.000 To give a little bit… a little bit of background, Reading Area Community College is located in Pennsylvania. 00:10:03.000 --> 00:10:13.000 We are about an hour from Philadelphia. Um, we are in the City of Reading and the County of Berke. City of Reading. 00:10:13.000 --> 00:10:24.000 Is, uh, is a high, um, low socioeconomic city. Um, with a high… Hispanic population, and um… 00:10:24.000 --> 00:10:31.000 To just give you a little bit of a setting, we have approximately 8,500 students. That's between continuing education. 00:10:31.000 --> 00:10:37.000 And our credit courses, and about 4,000 of our students come from the City of Reading. 00:10:37.000 --> 00:10:49.000 43% of them. Are, um, Latino, have a self-identified as being Latino. Next slide, please. 00:10:49.000 --> 00:10:58.000 The characteristics of our typical student. Are 25, their typical age, 25, average age, 25. 00:10:58.000 --> 00:11:05.000 68% female. 59% of students of color, 43% are Hispanic. 00:11:05.000 --> 00:11:11.000 59% receive financial aid, and 45% have an estimated family contribution of zero. 00:11:11.000 --> 00:11:20.000 Dollars. So, we are an economically challenged. Um, serving an economically challenged group of students. 00:11:20.000 --> 00:11:31.000 Next slide, please. So our agenda for today is to really share with you a little bit of our program. So we're going to start with what our… 00:11:31.000 --> 00:11:37.000 What innovative strategies we looked at. Look at our tailored tutoring approaches. 00:11:37.000 --> 00:11:46.000 Um, look at our targeted tutoring development programs. And some programs we put into place, such as our Night Against Procrastination. 00:11:46.000 --> 00:11:52.000 And, um, some of the dynamic ways we built a block scheduling. 00:11:52.000 --> 00:11:56.000 Next slide, please, and I think this is Margie. 00:11:56.000 --> 00:12:04.000 Yeah, so we were tasked with trying to put together. A way to get students through developmental education. 00:12:04.000 --> 00:12:13.000 In one semester. And what we did was we started with some of the NROC materials. 00:12:13.000 --> 00:12:17.000 And we implemented them into a. Uh, basics of college. 00:12:17.000 --> 00:12:24.000 Math program. We call that our Math 20. We do some fractions, percents. 00:12:24.000 --> 00:12:35.000 Um, basic arithmetic skills. And then the second course is a basic Algebra 1 course that students may or may not have taken. 00:12:35.000 --> 00:12:41.000 In high school, but those courses. This course gives more critical thinking. 00:12:41.000 --> 00:12:47.000 In the area of mathematics. Students who earn a B or better in our first. 00:12:47.000 --> 00:12:52.000 Developmental math course. And are not STEM majors. 00:12:52.000 --> 00:12:59.000 Um, do go directly into college-level mathematics. And we have found that to be successful. 00:12:59.000 --> 00:13:06.000 Those that need more mathematical development. We put them through an algebra course. 00:13:06.000 --> 00:13:15.000 Next slide, please. So what we've done is we've taken the NROC content. 00:13:15.000 --> 00:13:22.000 But we realize that we're dealing with adult learners. And adult learners do not need. 00:13:22.000 --> 00:13:28.000 To go over every little skill. Inner Basics of College Math course. 00:13:28.000 --> 00:13:34.000 They typically have gaps. So, we've adapted a pre-test method. 00:13:34.000 --> 00:13:44.000 Where the student will pre-test on every skill. If they are able to receive an 80% or better on that skill. 00:13:44.000 --> 00:13:49.000 Then we move them to the next skill. Until we reach a point where they. 00:13:49.000 --> 00:13:56.000 Need the development where they need to gather. Those skills. We do this in an online setting. 00:13:56.000 --> 00:14:02.000 We also do it in an in-person setting. And so we are differentiating instruction. 00:14:02.000 --> 00:14:08.000 On both levels. The other thing that we do is we have all of our assessments. 00:14:08.000 --> 00:14:13.000 In our LMS. In our learning management system. 00:14:13.000 --> 00:14:23.000 Because we want to be able to. Take that data, take… and assess how our students are developing. 00:14:23.000 --> 00:14:33.000 Directly from our learning management system into our assessment system. The students, each time they complete an NROC lesson. 00:14:33.000 --> 00:14:40.000 Are asked to reflect on it. Does the student need to do every part of the NROC lesson? They do not. 00:14:40.000 --> 00:14:47.000 They do as much as they need. Because the student is in control of their learning. 00:14:47.000 --> 00:14:53.000 They're adults, and we like to stress that. We're dealing with adult learners. We're not dealing with. 00:14:53.000 --> 00:14:58.000 High school students or middle school students, and we treat our students with that. 00:14:58.000 --> 00:15:07.000 Respect and dignity. So. Each time they complete a lesson that is on their docket for completing. 00:15:07.000 --> 00:15:12.000 They then assess what was I good at, what are my weaknesses. 00:15:12.000 --> 00:15:19.000 And what questions do I still have for my instructor? And then the instructor is able to. 00:15:19.000 --> 00:15:24.000 Talk with the student individually, small groups, and it has worked. 00:15:24.000 --> 00:15:32.000 Really well. The second course, Math. 30. We do have the students go through every lesson. 00:15:32.000 --> 00:15:38.000 In that course, and really, that is because. Those are the students that we know. 00:15:38.000 --> 00:15:45.000 Need more of that direct math instruction. Next slide. 00:15:45.000 --> 00:15:55.000 This is just a screenshot. Into our learning management system, what you can see is the student takes the pretest, then they're able to. 00:15:55.000 --> 00:16:02.000 Review their pre-test results. And if they do not pass the pretest. 00:16:02.000 --> 00:16:05.000 We are able to… you can see the View Assign button. 00:16:05.000 --> 00:16:10.000 We are able to… Vue Assign To button. 00:16:10.000 --> 00:16:24.000 We are able to assign to specific students. And they go through… And, um, work through all of the units. The study and reflect units, take them right into NROC. 00:16:24.000 --> 00:16:30.000 Where they are studying the NROC lessons. Next slide. 00:16:30.000 --> 00:16:35.000 This is just a little bit more of that basics of college math. 00:16:35.000 --> 00:16:39.000 We're at the end of the unit, there is a unit exam. 00:16:39.000 --> 00:16:45.000 We have a test bank that I developed, so each unit, there are 30 questions. 00:16:45.000 --> 00:16:48.000 In the test bank, and each of those lessons, we pull. 00:16:48.000 --> 00:16:56.000 10, and then… 10 questions for the pre-test, and then the post-test. 00:16:56.000 --> 00:17:03.000 And then we're able to, um… link that directly to the course competencies. 00:17:03.000 --> 00:17:10.000 And where we can directly. Report on how students are doing in a snapshot of time. 00:17:10.000 --> 00:17:19.000 Next slide. This is just a screenshot of our. 00:17:19.000 --> 00:17:27.000 Math 30 or Algebra 1 course, more critical thinking. Again, the responses are the same. 00:17:27.000 --> 00:17:34.000 We've also included some problem-solving activities. And discussions for the students. 00:17:34.000 --> 00:17:39.000 The students do do. Every assignment in. 00:17:39.000 --> 00:17:47.000 Math 30, because we know our population, and we know that these students need those critical thinking. 00:17:47.000 --> 00:17:54.000 And mathematical skills. Next slide. 00:17:54.000 --> 00:18:03.000 We started this program in fall of 22. We've had great success rate in our developmental area. 00:18:03.000 --> 00:18:10.000 When we began the program, I piloted it. With just my students. 00:18:10.000 --> 00:18:15.000 And then we… differentiated the instruction the second. 00:18:15.000 --> 00:18:26.000 Semester through first semester, we didn't do the pretest. But I said, mm, I feel like I'm being very punitive with my students, so that is why we moved on. 00:18:26.000 --> 00:18:35.000 To the differentiated instruction. We, um, accelerated the program, so we did it in 8 weeks. 00:18:35.000 --> 00:18:43.000 So, we've, um… We compress the material, we've… accelerated their progress. 00:18:43.000 --> 00:18:49.000 Because we found that students. Can sustain longer. 00:18:49.000 --> 00:18:54.000 If… and we know we would love to say all of our students love math. 00:18:54.000 --> 00:19:01.000 We know we're not going to get to that point. But they can sustain something that they dislike. 00:19:01.000 --> 00:19:09.000 For a shorter amount of time. We, um, continued, and our success rates remained at 94%. 00:19:09.000 --> 00:19:17.000 And by fall, every, um, instructor teaching. Math 20 was using this new program. 00:19:17.000 --> 00:19:22.000 With pre-tests, post-tests, differentiated instruction. As well as accelerated. 00:19:22.000 --> 00:19:30.000 And we went from a 58%. Uh, before we implemented this new model to a 79%. 00:19:30.000 --> 00:19:35.000 Success rate. Next slide. 00:19:35.000 --> 00:19:41.000 Math 30, similar results. We, um, piloted. 00:19:41.000 --> 00:19:46.000 But, um, in fall of 22, it was mostly full semester classes. 00:19:46.000 --> 00:19:55.000 Now, in spring of 23, we were down to. 8-week courses only, and students were… 00:19:55.000 --> 00:20:02.000 Um, being much more successful with a 71%. Success rate. And again. 00:20:02.000 --> 00:20:10.000 Being mindful that we are taking away. The stronger students that might have just had a few gaps. 00:20:10.000 --> 00:20:16.000 When we're going into our Math 30 course. Next slide. 00:20:16.000 --> 00:20:23.000 And I'm gonna hand it over to Terry to talk about how we've made this, not just curricular, but a holistic approach. 00:20:23.000 --> 00:20:25.000 For our students. 00:20:25.000 --> 00:20:35.000 Okay, so we are lucky that we have a tutoring center for developmental students, and we use both professional, um, and peer. 00:20:35.000 --> 00:20:54.000 Tutors in our center, and as you can see on this slide, we do… we're doing… starting to do a lot of embedded… embedded tutoring, where, um, a professional or a peer tutor is actually in the class with the instructor, helping the instructor, helping students individually or in small groups, or in whole. 00:20:54.000 --> 00:21:06.000 As a whole group, along with the instructor. So, tutors are in the classroom, or they can be connected in the course if it's an online course, and help do outreach, um, or. 00:21:06.000 --> 00:21:20.000 With the instructor post announcements that they are available at all times and connecting students directly to tutoring, which oftentimes they're unsure how to do, and then that becomes a bridge for them. 00:21:20.000 --> 00:21:34.000 They also reach out to students if a student is falling behind, um, to try and connect them and pull them back, particularly peer tutors are really good at that, um, because they are their peer, and it doesn't seem as punitive. 00:21:34.000 --> 00:21:41.000 Uh, in nature as their instructor doing that outreach. Next slide. 00:21:41.000 --> 00:21:54.000 So we have different modalities of tutoring. They can come in person to our center, and then we also have virtual tutoring, so it's remote at night, and we use WC online. It seems to work really well for the students. 00:21:54.000 --> 00:22:01.000 And then the tutor themselves, uh, they can use Zoom or Teams, whichever is their preference, whatever they're most comfortable. 00:22:01.000 --> 00:22:24.000 Using. Next slide. Okay. So, we really… we're doing… a lot of professional development with our tutors. So, because they do all different types of tutoring, they do one-on-one, they do small groups, they handle walk-ins, they handle appointments and know in advance what's going to happen. So we do professional development to make sure that they have the skills. 00:22:24.000 --> 00:22:46.000 And they're prepared for all those different scenarios. They also, um… when they're embedded, they really learn… they get an intimate knowledge of the curriculum, and that's really important. So when they're embedded, a lot of times, they… they learn it really well, and they hear the instructor instructing, so that when they get in a tutoring situation. 00:22:46.000 --> 00:22:53.000 They know how to handle it as well, because they really know the curriculum well. We also have contractual, uh. 00:22:53.000 --> 00:23:00.000 Guidelines and forms that they sign of what… what are they allowed to do, what are they not allowed to do? 00:23:00.000 --> 00:23:05.000 What is truly is their role in helping students be successful. 00:23:05.000 --> 00:23:15.000 Next slide. Students love the tutoring once they get involved in it, and when they're in K-12, a lot of times tutoring. 00:23:15.000 --> 00:23:25.000 Is punitive, you've done something wrong, you have to stay extra in it, and we kind of have to… bridge that and say really successful students use tutoring. 00:23:25.000 --> 00:23:34.000 And the feedback has been really, really great. They would like to have more tutoring. We wish we could give them more, but we have budgets. 00:23:34.000 --> 00:23:40.000 But they… the feedback is really, really positive, and once they cross the threshold. 00:23:40.000 --> 00:23:46.000 Of our tutoring center. They always seem to come… to come back. 00:23:46.000 --> 00:23:59.000 Next slide. So, the three of us are a little exhausted today because we had our night against procrastination event last night, which is an evening where students can come and make up assignments, like. 00:23:59.000 --> 00:24:03.000 Any assignment from the semester, and they will get the help that. 00:24:03.000 --> 00:24:16.000 That they need. And, uh, we provide pizza and drinks, and we also provide our early childhood education students provide activities for children that we do next door, so that. 00:24:16.000 --> 00:24:22.000 You know, a lot of our students have families, and then they can access tutoring in the evening. 00:24:22.000 --> 00:24:27.000 And also bring their children and their cared-for with activities right next door. 00:24:27.000 --> 00:24:40.000 And it was… it was a great event last night. We had a lot of students, and then we also provide advising, so if a student would like to register for the next semester, we make sure that they're getting the correct sequence of courses. 00:24:40.000 --> 00:24:45.000 As well. Next slide. Back to you, Margie. 00:24:45.000 --> 00:24:54.000 Right, so we, um, we have definitely seen. Uh, decrease in enrollment in developmental education. 00:24:54.000 --> 00:24:59.000 But what you can see from this graph is it has not changed. 00:24:59.000 --> 00:25:09.000 The number of students that are starting in developmental ed. And being successful. And… That's key to us. 00:25:09.000 --> 00:25:16.000 Is we are finding that students are not stepping out after developmental ed. 00:25:16.000 --> 00:25:22.000 They are staying with it. And they're progressing to their college-level courses. 00:25:22.000 --> 00:25:29.000 And that makes us very proud. Next slide. 00:25:29.000 --> 00:25:35.000 I'm gonna turn this over to Robin. 00:25:35.000 --> 00:25:41.000 Okay, so… how we looked at this from a strategic initiative. 00:25:41.000 --> 00:25:45.000 Um, for Student Success Framework was we first started to look at. 00:25:45.000 --> 00:25:53.000 We look at what are our demographics? We analyze our student demographics, and we started there. For us. 00:25:53.000 --> 00:26:00.000 Being located in the City of Reading really helped us. Identify. 00:26:00.000 --> 00:26:05.000 The challenges our students. Face, our state testing. 00:26:05.000 --> 00:26:11.000 Um, in the city of Reading. Students are at, like, a 7%. 00:26:11.000 --> 00:26:18.000 In math, and a 22% in reading. So, and 34% of our students who. 00:26:18.000 --> 00:26:24.000 Who, um, are in developmental education come from the Reading School District, so we knew. 00:26:24.000 --> 00:26:32.000 That we needed to really look at this population before we began to think about how could… what could we do? There's also… we are also in a state. 00:26:32.000 --> 00:26:41.000 That, um, does not require us to eliminate developmental education. However, we have. 00:26:41.000 --> 00:26:46.000 Administrators who really are conscious of the idea of making this sequence. 00:26:46.000 --> 00:26:51.000 Shortening the length of time students are in the sequence, so we really had to be… be creative. 00:26:51.000 --> 00:26:56.000 Our next step was we assessed… so to do that, we had to go to the next step, which was assessing. 00:26:56.000 --> 00:27:07.000 The teaching practices. So we looked at evaluating. Um, evaluating what was working in classes, what was not working in classes, and at one point, we used a third-party. 00:27:07.000 --> 00:27:13.000 Um, program. So, with a publisher, so the students were out in this… 00:27:13.000 --> 00:27:18.000 Third party, but we weren't always super aware of what it was students were doing. 00:27:18.000 --> 00:27:29.000 So, in that evaluation process, we went out and we really took time to audit what was available to us in NROC, and we… so that's where we did the assessment. 00:27:29.000 --> 00:27:33.000 Uh, and then we decided, okay, let's see what we can put together. 00:27:33.000 --> 00:27:38.000 From the NROC materials to build our course. To meet our college's. 00:27:38.000 --> 00:27:44.000 Course competencies for both… for our developmental classes. For the two that we are running, currently. 00:27:44.000 --> 00:27:53.000 Uh, from there, we went to look at, um. How we could implement some cultural responsive practices, how could we integrate. 00:27:53.000 --> 00:27:59.000 Um, those practices to support our students, as I mentioned early in this program. 00:27:59.000 --> 00:28:06.000 43% of our students identify as Hispanic. We are a minority-majority institution. 00:28:06.000 --> 00:28:14.000 So we have some very cultural… important cultural. Cultural pieces to… to think about when we're working with our students. 00:28:14.000 --> 00:28:21.000 The next step we did is we looked to train. Um, faculty on growth mindset. 00:28:21.000 --> 00:28:33.000 And as Margie mentioned, as working with adult learners. Who often, especially as we focus on the math component here, working with adult learning. 00:28:33.000 --> 00:28:40.000 Learners who come to us very math-phobic, very, oh my gosh, I never did well in school, I just can't do math. 00:28:40.000 --> 00:28:44.000 We really had to focus on. On establishing some growth mindset. 00:28:44.000 --> 00:28:52.000 Um, techniques and building in this… you can do it into the course, and differentiation has really helped us do that. 00:28:52.000 --> 00:28:56.000 So after we put all those pieces together, we then moved. 00:28:56.000 --> 00:29:03.000 To looking at how… we have the class together, we worked on our assessment pieces. 00:29:03.000 --> 00:29:13.000 We pulled all this together. The next step was, okay, blueprinting the course. I knew that Margie could do this course when she was teaching, that she was very successful, had high success rates. 00:29:13.000 --> 00:29:26.000 So, I knew she could do it, but we needed to then… say, okay, how do we blueprint what Margie's doing and what works for her with her classes for all our other adjunct faculty? 00:29:26.000 --> 00:29:31.000 So, we blueprint it, we trained within there, we designed our courses to enhance the student's success. 00:29:31.000 --> 00:29:39.000 From that framework. And then finally. We went to implementing the case management approach. That's the last piece we added here. 00:29:39.000 --> 00:29:56.000 Um, we follow our developmental students very closely, um. With a case management approach, what courses are they… what courses… where did they start? What's their next course? We follow up with them. If they end up withdrawing, or they don't pass a class. 00:29:56.000 --> 00:30:03.000 We really work hard to stay on top of them. As they work through the developmental education sequence. 00:30:03.000 --> 00:30:07.000 Next slide, please. 00:30:07.000 --> 00:30:15.000 So, um, this slide shares with you the. Success rates that we had in our last year. 00:30:15.000 --> 00:30:19.000 And then I'm gonna add some data that's just hot off the presses. 00:30:19.000 --> 00:30:25.000 In going into our college-level math courses. Because for all of us. 00:30:25.000 --> 00:30:35.000 We can all teach developmental education, but if we can't. Have our students generalize and then be successful in the college-level courses. 00:30:35.000 --> 00:30:40.000 Than our… teaching is for naught. So. 00:30:40.000 --> 00:30:50.000 Um, in the fall, our success rate was over 70%. Um, in the spring, it climbed up even higher. In our lower-level math course. 00:30:50.000 --> 00:30:56.000 With a 79.4%. And for us, what that means is. 00:30:56.000 --> 00:31:01.000 These are the students that received a C or better in the course. 00:31:01.000 --> 00:31:08.000 Um, students with a D are required to retake the course because we don't feel that they have. 00:31:08.000 --> 00:31:17.000 Um, the basic skills that they need to move on. Um, so for the academic year, the success rate was at 75.5%. 00:31:17.000 --> 00:31:22.000 But the important thing to think about is 59% of those students. 00:31:22.000 --> 00:31:30.000 Were approved to skip to college-level mathematics. So, they never went to our second level. 00:31:30.000 --> 00:31:37.000 Algebra course, they… Um, we're accelerated directly to. 00:31:37.000 --> 00:31:42.000 The college-level math course. So, for many of those students, and. 00:31:42.000 --> 00:31:46.000 We, as we said, we do a very… big case management approach. 00:31:46.000 --> 00:31:54.000 We… I contacted every student that received a B or better, and moved them for the second 8 weeks. 00:31:54.000 --> 00:32:05.000 To their college-level course. In math. Um, and so, some of them were hesitant, and I did have a few that said, no, I'm not ready to do that. 00:32:05.000 --> 00:32:12.000 But 59% of the students were able to skip right to their college-level math course. 00:32:12.000 --> 00:32:19.000 So if we think of that in a financial situation. They saved, um, a course. 00:32:19.000 --> 00:32:30.000 They, um, are able to continue progressing. They didn't really, as some people would say, and I don't, um, I feel developmental ed is a gift. 00:32:30.000 --> 00:32:36.000 But they didn't waste a semester in developmental ed. They still finished their college-level math course. 00:32:36.000 --> 00:32:41.000 First semester. Um. For our Math 30 course. 00:32:41.000 --> 00:32:46.000 The fall success rate with our new, um, program using NROC. 00:32:46.000 --> 00:32:55.000 For all our sections was 72.5%. And that is from a… 58%, um… 00:32:55.000 --> 00:33:02.000 Prior to switching, and then in the spring. The success rates improved even more to a 73. 00:33:02.000 --> 00:33:11.000 0.9%, and the sex rates at 73.2%. And that was using our NROC program. 00:33:11.000 --> 00:33:18.000 And it was scaled through all courses. All students, all instructors use the blueprint. 00:33:18.000 --> 00:33:25.000 And the accelerated format in 8 weeks. I must note, we do not have a floor. 00:33:25.000 --> 00:33:29.000 In developmental mathematics. Every student comes in. 00:33:29.000 --> 00:33:34.000 And they start in… Math 20. Um, the. 00:33:34.000 --> 00:33:41.000 Wonderful thing, being a Hispanic-serving community college, is. That the NROC material. 00:33:41.000 --> 00:33:50.000 They can view in Spanish or in English. And so, for our students, that is really… 00:33:50.000 --> 00:33:57.000 Important. Some students who are. First language, Spanish speakers will want to. 00:33:57.000 --> 00:34:02.000 Use to learn their math in English, but many will use. 00:34:02.000 --> 00:34:10.000 The Spanish. Um… So, my Dr. Eckert is our dean, and she just shared with me. 00:34:10.000 --> 00:34:15.000 That the students who were our first… in our first-time full-time cohort. 00:34:15.000 --> 00:34:22.000 That progressed from developmental education in mathematics. Two college-level mathematics. 00:34:22.000 --> 00:34:29.000 Those that were in our Allied Health Math. There was a 9.5 increase. 00:34:29.000 --> 00:34:35.000 In success, the students going to our Foundations of Math class. 00:34:35.000 --> 00:34:41.000 We call it Math 150 at RAC. There was an 8.2%. 00:34:41.000 --> 00:34:49.000 Increased students going to our business math. There was a 10% increase in success. 00:34:49.000 --> 00:35:01.000 And students going into our statistics class. There was a 4%. So… We… that, to me, says what the changes that we've made in developmental education. 00:35:01.000 --> 00:35:09.000 Our students are… Um, using what they've learned, and they are now being much more successful. 00:35:09.000 --> 00:35:17.000 In their college-level coursework. That is only our first time, full-time cohort, so I'm looking forward to. 00:35:17.000 --> 00:35:21.000 Hearing what the numbers are. Across the board. 00:35:21.000 --> 00:35:32.000 Next slide. 00:35:32.000 --> 00:35:38.000 Thank you so much, um, Margie, Terry, and Robin, for… for going through that. 00:35:38.000 --> 00:35:48.000 There is a specific question I'll want to get to, but I think maybe as… part of digging into that, um, would love to just kind of unpack. 00:35:48.000 --> 00:35:53.000 A little bit more of what you just shared. So… If I were to recap. 00:35:53.000 --> 00:36:02.000 Kind of, uh, you know, what is this journey that you took? Um… you know, at your institution, like, institutions pretty much everywhere. 00:36:02.000 --> 00:36:13.000 Um, grapples with the reality that an awful lot of students who have… you've sort of successfully reached, whether it's you or society at large, doesn't really matter. 00:36:13.000 --> 00:36:19.000 And have some reason to believe that pursuing a post-secondary education is. 00:36:19.000 --> 00:36:35.000 A good thing for them to do, right? Maybe they're motivated by, um, you know, that there are jobs that they're seeking that are going to require that. Maybe they just don't really know what to do next, and it sort of seems like a good idea to get some further education and, you know. 00:36:35.000 --> 00:36:40.000 Uh, maybe there are, you know, any number of other reasons, but unfortunately. 00:36:40.000 --> 00:36:46.000 For far too many of those students, they're coming in either… well, with some combination of. 00:36:46.000 --> 00:36:52.000 Let's just say a mixed bag of prior preparation, particularly when it comes to mathematics. 00:36:52.000 --> 00:36:57.000 Um, but also sometimes some distance in time from when they last. 00:36:57.000 --> 00:37:04.000 Ever even dealt with a lot of mathematical concepts. So, maybe they knew it at one time? 00:37:04.000 --> 00:37:10.000 They may not have mastery right now. Um… But also, I think you mentioned this. 00:37:10.000 --> 00:37:17.000 So many students that just develop a relationship. To a subject like mathematics that is really problematic. 00:37:17.000 --> 00:37:27.000 Um, they perceive themselves as not math people, or they may even be… making decisions about what they believe is possible. 00:37:27.000 --> 00:37:39.000 For them, in terms of their careers and their future. Specifically to avoid things that feel like they might be math-heavy. Um, and so they're even limiting their horizons before they've even started. 00:37:39.000 --> 00:37:45.000 On… on this journey. And so… I think that context is well understood. 00:37:45.000 --> 00:37:51.000 Kind of universally, and you've zeroed in on a number of things that I think drove. 00:37:51.000 --> 00:37:58.000 This journey. And one is just… time. Time is, in many cases, the enemy. 00:37:58.000 --> 00:38:03.000 Um, if… if you have students who need some further help. 00:38:03.000 --> 00:38:10.000 You know, need that opportunity to get. Better prepared and build that confidence, the longer you take to do that. 00:38:10.000 --> 00:38:21.000 The more likely you will fail. Um, and… And that's kind of what seems… remarkable to me about what you shared is that, first. 00:38:21.000 --> 00:38:27.000 It was a question of, can we update our curricular approach? 00:38:27.000 --> 00:38:33.000 You know, can we maybe use different resources? Can we make it a little bit more reflective of the population we have? 00:38:33.000 --> 00:38:40.000 But once you saw that that. Seemed like it was working fine. You then said. 00:38:40.000 --> 00:38:49.000 Can we do it in half the time? Like, can we get similar, if not even improved, results, but twice as fast, right? 00:38:49.000 --> 00:38:56.000 Which is pretty major when you start to think about what people are out there grappling with and the size of the problem. 00:38:56.000 --> 00:39:03.000 Um, I think the second for me is that. You didn't look at this as just an academic. 00:39:03.000 --> 00:39:08.000 Like, a strictly academic content acquisition problem. Like, right from the get-go, you said. 00:39:08.000 --> 00:39:11.000 Okay, what are the kinds of supports we need to provide? 00:39:11.000 --> 00:39:19.000 Both in and out of the classroom, right? How do we socialize this with these groups? Are there… In your case, even singular events. 00:39:19.000 --> 00:39:26.000 One night where you're able to kind of get a whole lot of people oriented to what you're trying to do, you know? 00:39:26.000 --> 00:39:37.000 And certainly for our organization, one of the things that. We have, um, spoken about and certainly try to socialize, is this idea that. 00:39:37.000 --> 00:39:43.000 A platform like EdReady, by dint of its customization and all the options around it. 00:39:43.000 --> 00:39:54.000 We want it to support your plans. Right? Um… what we see often in the landscape is people have great ideas. 00:39:54.000 --> 00:40:04.000 But sometimes the tools and resources that they are attempting to use are almost antagonistic to those ideas. And so you end up having to, like. 00:40:04.000 --> 00:40:08.000 Do some interesting twists and turns to sort of make it work. 00:40:08.000 --> 00:40:18.000 And our goal, certainly, is to eliminate that sensation, right? Like, it should feel like this is a fairly smooth thing, it all kind of makes sense. 00:40:18.000 --> 00:40:22.000 You know, that's true for the teachers, that's true for the students, etc. 00:40:22.000 --> 00:40:27.000 So I guess I would love for you to spend a little more time just kind of. 00:40:27.000 --> 00:40:34.000 Sharing, kind of, how did that, first of all. How did that all arise? Like, was there collective action here? 00:40:34.000 --> 00:40:44.000 You know, who needed to be in the room? How did these decisions get made? And then also, how did it unfold, right? Like, when you saw that you were achieving something at some level. 00:40:44.000 --> 00:40:47.000 Who was then in the position of saying, okay, that's great. 00:40:47.000 --> 00:40:54.000 But let's keep going, right? Let's now… do this, knowing that there's a risk, but it's worth it. 00:40:54.000 --> 00:40:56.000 You speak to any of that? 00:40:56.000 --> 00:41:05.000 I could speak to that, to the point that we were already doing 8-week classes, compressed classes, in our early childhood program, which I oversee. 00:41:05.000 --> 00:41:09.000 We had started that 10 years ago to help workforce students. 00:41:09.000 --> 00:41:19.000 Be able to balance work. And classwork, and… some of those students came in to us with very low prerequisite academic skills. 00:41:19.000 --> 00:41:26.000 So… but they had experiential skills, so I already knew that with that population, we were very successful. 00:41:26.000 --> 00:41:34.000 At moving them along in an eight-week. In an 8-week session. So, I kept thinking, well, if we can do it in this population. 00:41:34.000 --> 00:41:40.000 And I also looked at the number of withdrawals we were seeing in a traditional 15-week semester. 00:41:40.000 --> 00:41:41.000 Right. 00:41:41.000 --> 00:41:47.000 Students just weren't making it, and… They were disappearing, some were around 8, 9, 10 weeks. 00:41:47.000 --> 00:41:55.000 Um, and they were just disappearing, so I kept thinking, let's just try it. So as we did the curricular changes. 00:41:55.000 --> 00:42:01.000 We started slowly to add some of the more compressed time classes. 00:42:01.000 --> 00:42:06.000 Then, when we start to look at the numbers, we saw the success rates, but I also saw less. 00:42:06.000 --> 00:42:13.000 Withdrawals. So, from my perspective as the dean, looking over these numbers. 00:42:13.000 --> 00:42:23.000 It just made sense to try to compress more. Now. I think the beauty of what we do at Writing Area Community College is we have several options. We have. 00:42:23.000 --> 00:42:31.000 The traditional 15-week semester. We have some courses that are offered in a 10-week session, and then we run. 00:42:31.000 --> 00:42:37.000 Um, we call them Mod A and B, they're 8-week sessions, but we can piggyback these mods together. 00:42:37.000 --> 00:42:44.000 Which really has… I kept saying to them, let's put Mod A and B, because our provost also wanted us to. 00:42:44.000 --> 00:42:50.000 To figure out how. To reduce the time in the developmental sequence. So it's… we noticed that our students needed the support. They weren't ready to. 00:42:50.000 --> 00:42:56.000 Right. 00:42:56.000 --> 00:43:03.000 Just go right into college level. And again, as I mentioned earlier, we're not a state that mandates that, so… 00:43:03.000 --> 00:43:08.000 We didn't want to, you know, we're not going to give up the classes with the support that these students need. 00:43:08.000 --> 00:43:15.000 But could we speed it up? So that's what pushed us to really focus on the 8-week. 00:43:15.000 --> 00:43:16.000 Excellent. 00:43:16.000 --> 00:43:28.000 Peace. And Margie was willing, I had a faculty, that's the other thing, I had full-time faculty who were willing to say, hey, okay, I'll take this on. For some faculty, that's a little scary, but I was able to convince Margie to do it. 00:43:28.000 --> 00:43:39.000 Or, um, and she, she ran with it. And once you can see one person do it, and you build the program, then you need to just… and she's very in… 00:43:39.000 --> 00:43:46.000 Her personality is that she's very… much able to influence other faculty members to try it as well. So that… 00:43:46.000 --> 00:43:50.000 That's the other thing, it's having the right people to be able to do some of those. 00:43:50.000 --> 00:43:54.000 And grow the rest. I start with one, grow the rest. 00:43:54.000 --> 00:43:59.000 And I think it… we did have faculty, and we still have faculty. 00:43:59.000 --> 00:44:07.000 Who have pushed back, and… for some, and… Obviously, Arash, you disagree. 00:44:07.000 --> 00:44:15.000 And I'm on your page, but that… It's counterintuitive. How can we do this in a smaller amount of time? 00:44:15.000 --> 00:44:23.000 And we… one of our adjuncts who was most apprehensive. Finally, like, 3 weeks ago. 00:44:23.000 --> 00:44:27.000 He, um, emailed me and said, can you talk to me? 00:44:27.000 --> 00:44:30.000 And I said, absolutely, and I called him on the phone, and he. 00:44:30.000 --> 00:44:37.000 Finally said, you know what? This was counterintuitive. I didn't understand why you wouldn't make. 00:44:37.000 --> 00:44:42.000 Students do every single topic. Um, but you're right. 00:44:42.000 --> 00:44:46.000 They're adults, and they need to be in control of their learning. 00:44:46.000 --> 00:44:52.000 And so, that, I think, for me, and I shared it with Robin. 00:44:52.000 --> 00:44:59.000 Was, like, such a success, because. I didn't think we would ever get that person on board. 00:44:59.000 --> 00:45:09.000 Yeah. Yeah, that's great. Um, yeah, keep questions coming in. I'm gonna go ahead and address a question that came in a while ago from, uh, one of our. 00:45:09.000 --> 00:45:17.000 Participants, Michael, about. Whether ed-Ready provides tutoring for students. So, uh, the short answer is. 00:45:17.000 --> 00:45:24.000 No, not really. I mean, EdReady includes a library of onboard resources. 00:45:24.000 --> 00:45:29.000 Both our own, but also from a whole variety of partner organizations. 00:45:29.000 --> 00:45:34.000 And a lot of those resources are certainly intended to provide. 00:45:34.000 --> 00:45:46.000 Multiple ways into specific topics, multiple opportunities for mastery, etc. But as far as getting a literal tutor, right, somebody with whom you would interact. 00:45:46.000 --> 00:45:53.000 To support you if you're grappling with these concepts. That's not… baked into the platform itself. 00:45:53.000 --> 00:46:00.000 Um, there are some answers, though. So, one is what you saw here, which is, well, it's. 00:46:00.000 --> 00:46:10.000 Not that difficult to incorporate tutoring support. In tandem, because one of the great things EdReady can do is it can help tutors even know what to tutor on. 00:46:10.000 --> 00:46:17.000 Right? Like, you don't want to tutor everything, you want to tutor the stuff that, you know, they need help with, and students often don't have any idea. 00:46:17.000 --> 00:46:23.000 Um, but a platform like EdReady will orient them and say, you know, if you're still struggling with this. 00:46:23.000 --> 00:46:31.000 Even with the resources available. That's an excellent opportunity to get some additional help, and make sure you're focused on the right thing. 00:46:31.000 --> 00:46:37.000 We do have a partnership. With another nonprofit organization called Upchave. 00:46:37.000 --> 00:46:46.000 Um, they provide, uh, on-demand. Live tutoring support, or free, to any student who wants it. 00:46:46.000 --> 00:46:55.000 Um, there's a connection that we can make for a given, uh, for any of our partners, where a student would have the option. 00:46:55.000 --> 00:47:06.000 In material that they're struggling with to launch an upchive session, and then interact with someone within the Upshave universe about whatever it is that they're doing. 00:47:06.000 --> 00:47:15.000 Um, that's… there's no actual literal. Face-to-face stuff, it's all mediated through a platform, and it's sort of like a shared whiteboard space. 00:47:15.000 --> 00:47:21.000 Um, but that exists, and that's available to anybody who wants it, and if anybody here is interested in that. 00:47:21.000 --> 00:47:24.000 Feel free to reach out to us, and we can talk to you. 00:47:24.000 --> 00:47:29.000 Um, and I guess the last thing I'd say is certainly with the emergence of all these AI. 00:47:29.000 --> 00:47:35.000 Supported, more kind of just-in-time tutoring tools. We are examining what options might. 00:47:35.000 --> 00:47:43.000 Be available on that front. What value that might bring to our partners, um, and when that might. 00:47:43.000 --> 00:47:50.000 Makes sense. Um, we're not going to impose any of that unilaterally. It would be something that we would. 00:47:50.000 --> 00:48:00.000 Integrate in, hopefully, the nearer future, and simply. Allow our partners to decide whether this is something they think would help their students or not. 00:48:00.000 --> 00:48:06.000 Um, so I don't know if there are any other questions on that side of things, feel free to drop it in the chat or get in touch with us. 00:48:06.000 --> 00:48:12.000 But so let's turn to Katie's question. Um, she's asking, what has been the most impactful. 00:48:12.000 --> 00:48:18.000 In terms of engaging your students who have had negative experiences in math courses in earlier schooling. 00:48:18.000 --> 00:48:23.000 Um, are there specific features in your new course that are especially helpful in engaging these students. 00:48:23.000 --> 00:48:27.000 Who either hate math or have math phobia, or just have had bad experiences. 00:48:27.000 --> 00:48:29.000 Briar. 00:48:29.000 --> 00:48:40.000 I think the way we've used NROC with. After every, um… lesson that they do, they are able to write a reflection directly to the instructor. 00:48:40.000 --> 00:48:45.000 And so they're telling us what they struggled with. Or what they were good at, what they struggled with. 00:48:45.000 --> 00:48:51.000 And more questions they have, and students have said to me after the course is over. 00:48:51.000 --> 00:48:58.000 In the reflections, that was great, because. You were able to answer my questions. 00:48:58.000 --> 00:49:02.000 And for some students, they don't want to speak in class. 00:49:02.000 --> 00:49:07.000 And ask those questions, so it gives them that modality to be able to do it. 00:49:07.000 --> 00:49:15.000 Privately. Um, I also… know in the… Um, in-person classes. 00:49:15.000 --> 00:49:20.000 You can take those questions, and then use them to start the next class. 00:49:20.000 --> 00:49:28.000 As a mini-lesson. So I think you're really… teaching in real time. You're answering their questions and giving them. 00:49:28.000 --> 00:49:39.000 That motivation to keep pressing away. I will say. Though, you can… and Robin and I say this all the time, you can do anything for 8 weeks. 00:49:39.000 --> 00:49:42.000 It's when you tell me I gotta do it for 15. 00:49:42.000 --> 00:49:49.000 That it's really difficult. So I do think that. 8-week is… has been a wonderful thing. 00:49:49.000 --> 00:49:54.000 And I will tell you, I teach it the… both the Math 20 and the Math 30. 00:49:54.000 --> 00:50:00.000 In 5-week sessions, in the summer. Beginning of summer, end of summer. 00:50:00.000 --> 00:50:05.000 Um, over Christmas break for those students that just want a head start. 00:50:05.000 --> 00:50:13.000 Or just need a little refresher before they start. And many of those can then start the semester. 00:50:13.000 --> 00:50:22.000 Feeling like I am a college student. Because, unfortunately, developmental education, although I like to say it's a gift. 00:50:22.000 --> 00:50:33.000 For some students, they really don't feel that way. So, um… we have a lot of flexibility with this new curriculum, and it's worked really well. 00:50:33.000 --> 00:50:42.000 Excellent. Um. In terms of deciding… so… so I assume there's some students who. 00:50:42.000 --> 00:50:53.000 Apply to Reading Area Community College, and by dint of. The scores that they're providing on maybe prior grades, uh, et cetera, et cetera. Are they… 00:50:53.000 --> 00:50:59.000 Eligible on that basis alone to just go straight into college-level coursework? 00:50:59.000 --> 00:51:08.000 They cannot, um, unless they are not a degree-seeking student. So, they do need to start in developmental education. 00:51:08.000 --> 00:51:18.000 But because that is… sometimes not a… positive statement that you make to them. So… but by saying, look. 00:51:18.000 --> 00:51:22.000 You're only gonna be… it's only gonna be half the semester. 00:51:22.000 --> 00:51:28.000 You will buy, you know, October, if we're starting in the fall, you're gonna be in a college-level class. 00:51:28.000 --> 00:51:36.000 Stick with me. I'm gonna get you there. And so, students really are very positive. 00:51:36.000 --> 00:51:37.000 Yeah. 00:51:37.000 --> 00:51:43.000 Once they get in there, and I… I've… spoken at, um, one of our last… we had an institutional planning committee. 00:51:43.000 --> 00:51:46.000 And I said, I really wanted to have a celebration for these students. 00:51:46.000 --> 00:51:52.000 You are… at the same level as your college-level peers now. 00:51:52.000 --> 00:51:58.000 And I think it's something to celebrate. And I'm hoping that we can institute something like that. 00:51:58.000 --> 00:52:00.000 For our students. 00:52:00.000 --> 00:52:06.000 Yeah. Um… We've seen in other partners of ours that. 00:52:06.000 --> 00:52:17.000 One of the most important. Variables and having these types of initiatives be successful is kind of getting at some of what you said, which is shifting the mindset. 00:52:17.000 --> 00:52:22.000 About both the… purpose of these programs. 00:52:22.000 --> 00:52:27.000 But also, what it says about. The people who use them. 00:52:27.000 --> 00:52:33.000 And… certainly under a more… traditional model, where. 00:52:33.000 --> 00:52:38.000 Job one is, let's identify all the students that we are gonna. 00:52:38.000 --> 00:52:48.000 Quote, call, quote, problems, right? They're… questions, or should you even be here? You know, that kind of thing. And then job two is, oh gosh. 00:52:48.000 --> 00:52:55.000 We really want to minimize the, you know, the degree to which we're sort of forcing these students. 00:52:55.000 --> 00:53:03.000 To do unpleasant things. That one-two punch. Means that you're already. 00:53:03.000 --> 00:53:06.000 Kind of fighting an uphill battle. Early on, pretty much across the board, because. 00:53:06.000 --> 00:53:08.000 Right. 00:53:08.000 --> 00:53:13.000 You're telling people that, you know, you have doubts about them, and then you're. 00:53:13.000 --> 00:53:19.000 Kind of socializing a lot of what you're doing is, boy, you know, in an ideal world, you wouldn't have to do any of this at all, right? 00:53:19.000 --> 00:53:23.000 And what we… often try to get. 00:53:23.000 --> 00:53:28.000 Our partners to think about is, can you… flip that script, because. 00:53:28.000 --> 00:53:29.000 Exactly. 00:53:29.000 --> 00:53:37.000 If you know that investing a little bit of time in a personalized, so meaning it is highly relevant to. 00:53:37.000 --> 00:53:48.000 This student's, one, needs, and two, future aspirations. That this modest amount of investment in their own development. 00:53:48.000 --> 00:53:54.000 Is going to increase the odds of passing the actual courses they're taking, which you just shared. 00:53:54.000 --> 00:53:59.000 Some data indicating that that's indeed happening, but we also see. 00:53:59.000 --> 00:54:03.000 Pretty repeated evidence that it means they're more likely to persist. 00:54:03.000 --> 00:54:08.000 Through their program of study, and actually obtain the degree that they were seeking in the first place. 00:54:08.000 --> 00:54:16.000 And so, if you take that as your… framework, then it's like, wow, you would be doing a real disservice to these students. 00:54:16.000 --> 00:54:22.000 To simply expect them to muddle through on their own, and hopefully get out the other side. 00:54:22.000 --> 00:54:28.000 When you know you can increase the odds that that. Happens in a way that. 00:54:28.000 --> 00:54:32.000 Isn't just having them jump through a bunch of hoops, but is genuinely. 00:54:32.000 --> 00:54:42.000 You know, effective in improving their situation. Um, so I don't know, do you feel like… It sounds like, given your holistic approach, that you've given some real thought. 00:54:42.000 --> 00:54:47.000 To that messaging, and kind of how that fits, and is that a message that, for example, you're. 00:54:47.000 --> 00:54:48.000 Colleagues in admissions are sharing, and, you know, so on and so forth. 00:54:48.000 --> 00:54:52.000 I… I think so, um… 00:54:52.000 --> 00:55:01.000 Because as a community college, we're always open access, but Margie mentioned earlier in our presentation that we don't have a floor on our placement tests. 00:55:01.000 --> 00:55:13.000 A lot of institutions do. They'll say, if you score below this number, you're going to start in our community education side. We removed that barrier several years ago. I believe that's a barrier removal. 00:55:13.000 --> 00:55:20.000 However, there are going to be some students whose. Skill set, we may never get up all the way, because that means we have students who will have some ability to benefit-to-benefit issues. 00:55:20.000 --> 00:55:25.000 Mm-hmm. 00:55:25.000 --> 00:55:31.000 But they all should have the opportunity to try, so we view that as an opportunity. 00:55:31.000 --> 00:55:36.000 I am a community college graduate, so I was somebody who was told, you're not college material. 00:55:36.000 --> 00:55:46.000 So, I really work… heavily with students and my faculty to say, everyone deserves that opportunity and a second chance. 00:55:46.000 --> 00:55:58.000 So, we, I think, philosophically, as a college, but also. Specifically in our foundational studies division, that is our main focus, that everyone has that opportunity. 00:55:58.000 --> 00:56:03.000 And the differentiation we were allowed… able to do using the materials. 00:56:03.000 --> 00:56:11.000 From the EdReady. And rock materials allowed us the flexibility to really meet them where they are to start. 00:56:11.000 --> 00:56:16.000 And move them along as they're ready to move along. And to me, that's the critical piece. 00:56:16.000 --> 00:56:26.000 And again, I have an early childhood background, so I believe we meet everybody where they are, and we developmentally move them along, so… for me. 00:56:26.000 --> 00:56:34.000 The philosophy of really meeting our developmental learners. In college, it's the same philosophy as I would use with young children. 00:56:34.000 --> 00:56:39.000 Right. That's excellent. 00:56:39.000 --> 00:56:45.000 So, um, we're pretty much up on… time, and so I want to burst. 00:56:45.000 --> 00:56:51.000 Thank all of you for sharing your story. Obviously, even prior to that, thank you for. 00:56:51.000 --> 00:57:01.000 Being willing to, um, lean in and work with us and try to do these, um, you know, make these changes and programmatic improvements for your students. 00:57:01.000 --> 00:57:07.000 Um, for everybody who's here, um, we've shared the contact info for everyone. 00:57:07.000 --> 00:57:13.000 Um, feel free to get in touch with any of our panelists, and certainly any of us here at NROC about. 00:57:13.000 --> 00:57:24.000 This particular story, but as well as anything else you might have heard, as we said, this webinar is being recorded, and that'll get packaged up and sent out. 00:57:24.000 --> 00:57:29.000 Uh, the link will be sent out by email to everybody who registered, including anyone who was here today. 00:57:29.000 --> 00:57:34.000 Um, if you have any further questions about anything, then please don't hesitate to reach out. 00:57:34.000 --> 00:57:43.000 So, with that, I think we'll… conclude today's webinar. Um, thanks, everybody, and have a great day. 00:57:43.000 --> 00:57:49.000 For those of you who joined us.