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In-Service
Professional Development
Strong Start to Finish Arkansas initiative is a statewide effort tied to the University of Texan Dana Center designed to improve the completion of gateway English and Math. It focuses on the following actions: 1) using multiple measures for student placement; 2) placing students into the appropriate math and English pathway for their program of study; and 3) scaling co-requisite support for at least 75% of all underprepared students. The SStF priority is strengthening math and English gateway course completion and provides more co-requisite options in the math and English.
Math SStF Changes
Using PCCUA data, the following changes have been made in math:
Making sure advisors assign Technical Math to students taking technical and career courses.
Adding Quantitative Reasoning/Literacy to the options for students.
Reorganizing by removing two courses from the requirement (Pre-Algebra and Intermediate Algebra).
Establishing three co-requisite remediation labs.
English SStF Changes
The following academic changes are being piloted for English on the Helena campus only:
Students who ordinarily would test into Basic Writing II (ACT 14-18 or Accuplacer 226-250 in Writing) are being placed in Composition I with a co-requisite lab meeting one hour per week (this eliminates one semester of remediation).
Basic Writing I is provided to all students below ACT 14. EH 1131 and EH 113 – LAB with Composition I – (ACT 14-18 or Accuplacer 226-250) EH 1013 and EH 1011 –Basic Writing I and Lab – (ACT below 14 or Accuplacer below 226).
ASSESSMENT
Phillips Community College of the University of Arkansas submitted a proposal to the Higher Learning Commission (HLC) requesting that the Open Pathway Quality Initiative be assessment. The College is participating in the Assessment Academy and has made significant improvements with assessing student leaning.The Quality Initiative proposal was accepted by HLC. It is designed to reorganize all aspects of course, program, and institutional assessment. The July 2020 HLC Virtual Visit for Open Pathways resulted in a recommendation foran Assessment Report for 2023. Immediately after that visit, College leaders and faculty took steps to make faculty more accountable for assessment. This has resulted in the development of a robust assessment which is critical for improving learning outcomes. While all faculty profess to assess, we know that many were not actually measuring student learning outcomes and using those outcome results for the improvement of teaching and learning. It is likely that this renewed assessment effort will result in establishing a stronger culture of assessment, one where all faculty understand the power of assessment to improve teaching and learning. The members of the Assessment Academy and the Assessment Team are leading this work.