Ohio Association of Developmental Education
Presentation Title:
Evolution and Revolution in Developmental Writing: The Emporium MOdel and ePortfolios
Abstract:
Research suggests that the longer students remain in developmental courses, the less likely they are to persist in their academic careers (CCRC, 2014). At our open access, two-year college, we were certainly finding this to be true. One model for transforming developmental course design is the emporium model where lectures are replaced with on-demand, personalized assistance as students make their way through lessons, often online (NCAT, 2005). Accordingly, we designed a reading and writing course, based on the emporium model, to help students willing to work at an accelerated pace to progress to first-year composition. We created course modules in our learning management system that would allow students to learn about basic elements of reading and writing for college and to practice those elements in their own work as college writers. The instructors worked with students individually and in small groups to provide additional support and guidance as students developed work for an end-of-course learning eportfolio.
In this presentation, we discuss the effectiveness of this redesigned course. We interviewed students, gave student surveys, collected student eportfolios, and tracked retention data . Our preliminary findings suggest that the modified course structure does help some students to progress more quickly to the required first-year composition course, but it does not address overall retention of students placed in this course. Unfortunately, overall student attendance and participation did not increase with this model of learning.The emporium model seems to work well for motivated students who are willing to engage in the course materials.
Presenter Biographies
Laurie Bauer is an assistant professor at the University of Cincinnati Blue Ash College in the English and Communication department. She teaches developmental literacy courses and does research in student technology use. Email: [email protected]
Ruth Benander is a professor at the University of Cincinnati Blue Ash College in the English and Communication department. She teaches developmental writing and participates in the University eLearning Committee’s ePortfolio Task Force. Email: [email protected]
Brenda Refaei is an associate professor at the University of Cincinnati Blue Ash College in the English and Communication department where she serves as the Composition Coordinator overseeing developmental reading and writing courses as well as first and second year composition courses. Email: [email protected]
Evolution and Revolution in Developmental Writing: The Emporium MOdel and ePortfolios
Abstract:
Research suggests that the longer students remain in developmental courses, the less likely they are to persist in their academic careers (CCRC, 2014). At our open access, two-year college, we were certainly finding this to be true. One model for transforming developmental course design is the emporium model where lectures are replaced with on-demand, personalized assistance as students make their way through lessons, often online (NCAT, 2005). Accordingly, we designed a reading and writing course, based on the emporium model, to help students willing to work at an accelerated pace to progress to first-year composition. We created course modules in our learning management system that would allow students to learn about basic elements of reading and writing for college and to practice those elements in their own work as college writers. The instructors worked with students individually and in small groups to provide additional support and guidance as students developed work for an end-of-course learning eportfolio.
In this presentation, we discuss the effectiveness of this redesigned course. We interviewed students, gave student surveys, collected student eportfolios, and tracked retention data . Our preliminary findings suggest that the modified course structure does help some students to progress more quickly to the required first-year composition course, but it does not address overall retention of students placed in this course. Unfortunately, overall student attendance and participation did not increase with this model of learning.The emporium model seems to work well for motivated students who are willing to engage in the course materials.
Presenter Biographies
Laurie Bauer is an assistant professor at the University of Cincinnati Blue Ash College in the English and Communication department. She teaches developmental literacy courses and does research in student technology use. Email: [email protected]
Ruth Benander is a professor at the University of Cincinnati Blue Ash College in the English and Communication department. She teaches developmental writing and participates in the University eLearning Committee’s ePortfolio Task Force. Email: [email protected]
Brenda Refaei is an associate professor at the University of Cincinnati Blue Ash College in the English and Communication department where she serves as the Composition Coordinator overseeing developmental reading and writing courses as well as first and second year composition courses. Email: [email protected]