FSCJ's Developmental Education Plan

BRIDGES TO COLLEGE AND CAREER SUccESS
Florida State College at Jacksonvilles Developmental Education Implementation Plan December 2013
Bridges to College and Career Success Developmental Education Implementation Plan
ACKNOWLEDGEMENTS
Florida State College at Jacksonvilles Developmental Education Implementation Plan represents the collaborative efforts of numerous faculty, student success professionals, and academic administrators who completed professional development and training together, dialogued and debated together, and wrote and revised together. We in the Office of Academic Foundations wish to express appreciation to the members of the Academic Success Center Council, the Reading Council, the Letters Council, the Math Council, the Humanities Council, the Social and Behavioral Sciences Council, the Natural Sciences Council, the Assessment and Certification Center Council, the Advising Council, and the Academic Leadership Council for opportunities to share and exchange ideas about developmental education reform. One over-arching principle guided each collegial interaction: Student Success. We extend sincere gratitude to our colleagues, both collectively and individually, for their professional time and expertise in creating Florida State College at Jacksonvilles Developmental Education Implementation Plan. We greatly appreciate the contributions of our core Developmental Education Advisory Team: Patti Levine-Brown, Professor of Communications Marilyn Metzcher-Smith, Professor of Developmental Writing Jerry Shawver, Professor of Mathematics Joanne Mechmech, Professor of Developmental Mathematics Dr. Stefanie Waschull, Dean of Liberal Arts and Sciences Mary Ann Bodine Al-Sharif, Director of Advising/First-year Experience Martina Perry, Student Services Trainer Dr. Kim Hardy, Executive Dean of Student Success and Engagement Kevin Cotton, Director of Student Recruitment Lori Collins, College Registrar Theresa Lott, Executive Director of College Data Reporting Greg Michalski, Director of Student Analytics and Research Rich Turner, Assessment and Certification Center Manager
We are especially indebted to Professor Levine-Brown, who, while serving as President of the National Association for Developmental Education, contributed invaluably to the Colleges plan by preparing a survey of the literature upon which course and program reforms are based. Special thanks to Professor Levine-Brown as well for authoring passages within the proposed plan and for preparing the glossary of terms. Many thanks to Jametoria Burton, Associate Director of Program Development, Liberal Arts and Sciences, for providing links to scholarly and practitioner literature from which we generated a bibliography. To Professor Metzcher-Smith, we express gratitude for her insights into instructional design and delivery as well as for her editorial review of the plan. We also wish to thank Adrienne Sachse, Professor of Economics; Youlanda Henry, Associate Dean of the Library/ Learning Commons, North Campus; and Dr. Lynne Crosby, Associate Vice President for Institutional Effectiveness and Accreditation, for their close readings of the plan. Special thanks to Kay Pope, Curriculum Services Coordinator, for her guidance with curriculum development and to Rebecca Nelson, Curriculum Services Specialist, for proofing the document. We also thank Dr. Jerry Collins, Associate Vice President of Educational Programs, for sharing his expertise on curriculum and program development.
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The Office of the Vice President of the College December 2013
To Stephanie Smith, Administrative Assistant II, and Steve Kruszewski, Assistant Research Analyst, we express sincere appreciation for their assistance with document design. We extend special appreciation to Susan Lehr, Director of Government Relations, for her legislative insights throughout plan development. We also wish to express our gratitude to Dr. Judith Bilsky, Vice President of the College, for her guidance and leadership with the creation of the plan and the implementation of the legislation. And most of all, we thank our students for the opportunity to help them better their lives as they pursue a college education at Florida State College at Jacksonville. Educationally yours,
Kathleen Ciez-Volz Executive Dean, Academic Foundations Florida State College at Jacksonville
Executive Leadership Team

Dr. Cynthia Bioteau, College President Dr. Judith Bilsky, Vice President of the College Dr. Barbara Darby, North Campus President Dr. Margarita Cabral-Maly, South Campus President Dr. Tracy Pierce, Downtown Campus Interim President Dr. Christal Albrecht, Kent Campus President Ms. Jana Kooi, Open Campus/Deerwood Center President
TABLE OF CONTENTS
ACKNOWLEDGEMENTS...................................................................................................................................................... 2 TABLE OF CONTENTS......................................................................................................................................................... 4 SECTION I: EXECUTIVE SUMMARY.................................................................................................................................. 6
SECTION II: DOCUMENTED STUDENT ACHIEVEMENTS. ................................................................................................. 9 SECTION III: COMPREHENSIVE ADVISING PLAN............................................................................................................ 13 SECTION IV: DEVELOPMENTAL EDUCATION AND GATEWAY COURSE STRATEGIES................................................... 22 SECTION V: STUDENT COSTS AND FINANCIAL AID OPPORTUNITIES......................................................................... 41 SECTION VI: COLLECTION OF STUDENT SUCCESS DATA. ............................................................................................ 45 SECTION VII: CONCLUSION.............................................................................................................................................. 48 SECTION VIII: REFERENCES . ........................................................................................................................................... 50 SECTION IX: APPENDICES ............................................................................................................................................. 51 Appendix A .............................................................................................................................................. 51 Appendix B............................................................................................................................................... 52 Appendix C. .............................................................................................................................................. 53 Appendix D............................................................................................................................................... 54 Appendix E............................................................................................................................................... 55 Appendix F............................................................................................................................................... 59 Appendix G. .............................................................................................................................................. 60 Appendix H. .............................................................................................................................................. 61 Appendix I. ................................................................................................................................................ 62 Appendix J. ............................................................................................................................................... 68 Appendix K............................................................................................................................................... 69 Appendix L .............................................................................................................................................. 70
SECTION I:
EXECUTIVE SUMMARY
Fuller Warren Bridge (I-95) Opened in 2002
SECTION I: EXECUTIVE SUMMARY

In American poet Theodore Roethkes The Waking, the speaker remarks, I learn by going where I have to go as he awakens to a new daya day filled with both potentialities and uncertainties that he learns to embrace equally. With the passage of Senate Bill 1720 dawns a new day for developmental education in the Florida College System, whose twentyeight open-access institutions share a statewide commitment to postsecondary educational opportunity, access, and student success for Floridas diverse citizens. Like the speaker in The Waking, the students, faculty, and staff at Florida State College at Jacksonville, serving Northeastern Florida within the Florida College System, find themselves awakening to a new day, one in which they must learn to embrace both the challenges and the opportunities inherent in reforming developmental education. Each institution in the Florida College System has been tasked with creating a Developmental Education Implementation Plan that details its approach to fulfilling the requirements of Senate Bill 1720, the legislation currently governing developmental education. Following the guidelines furnished by the State, Florida State College at Jacksonvilles proposed plan reflects the collaborative efforts of numerous faculty, student services professionals, and academic administrators who have designed strategies for promoting student success in associate degree programs. The plan presented herein comprises a renewed vision for Florida State College at Jacksonvilles First-Year Experience (FYE) program, which represents a close-knit, student-centered collaboration between academic and student affairs. With student success at the crux of the First-Year Experience, the College will develop an automated process within its Student Information System (SIS) for determining students exempt and non-exempt status for Common Placement Testing and Developmental Education Instruction, per Florida State Board of Education Rule 6A-10.0315. The College will also design and implement a triangulated approach for documenting students academic achievements via an analysis of their cumulative secondary weighted and unweighted grade point averages; their cumulative secondary subject area grade point averages; and their secondary course type progression. The model will involve the creation of a Student Advising Rubric for assessing students preparation for gateway courses and will generate a Student Academic Strengths Profile that will serve as an advising tool for helping students make informed decisions about their developmental education and gateway course options. Through a comprehensive advising model founded upon the principles of appreciative inquiry, student success advisors will collaborate with voluntary faculty members to inform students about meta-major academic pathways and strategies for mapping academic degree plans to which developmental education and gateway course options will be tailored. A college-wide, shared vision for student orientation, first-term advising, and regular advising checkpoints will guide the academic road along which students will travel to degree completion. Complementary to the goals and student learning outcomes of the Colleges Quality Enhancement Plan, titled MAP for Success, the proposed comprehensive advising model is intended to foster college and career success. Florida State College at Jacksonvilles proposal for developmental education and gateway course strategies will provide first-year students with enhanced academic support. In terms of developmental education strategies, the College proposes an Early Start/Bridge program, a self-paced, software-driven intervention designed to prepare students for gateway course competencies; eight-week accelerated developmental reading, writing, and math courses; and four-week modularized reading, writing, and math courses that may be delivered in either a stand-alone or a co-requisite modality. In terms of gateway courses, the College proposes a contextualized reading course, REA 1105: College Reading/Critical Analysis, which can be designed to support general education or career education courses; an embedded remediation English course, ENC 1101C, which provides students with enhanced support for critical thinking and writing skills; and meta-major math pathways focused on Intermediate Algebra (MAT 1033) as the gateway course for science, technology, engineering, and math (STEM) majors or Topics in College Mathematics (MGF 1106) or Explorations in Mathematics (MGF 1107) as the gateway course options for non-STEM majors. During orientation and first-term advising, students will learn of the aforementioned developmental education and gateway course options so that they can make informed decisions based on their meta-major academic pathways.
Throughout their first-year experience and beyond, students will benefit from a variety of academic and student support services, including advising, tutoring and learning assistance, services for students with disabilities, career development, as well as student life and leadership activities. The integration of these services will help learners transition from high school or the work force to college while supporting their progress toward degree completion. Additionally, the plan includes details about student costs and financial aid opportunities associated with the proposed enrollment options as well as a student success data collection model for each of the options. For the annual accountability report due to the Florida College System office, Florida State College at Jacksonville will collect, analyze, summarize, and report on multiple measures about the efficacy of the various options. With the goal of enhancing student success and retention, the College will use the student achievement data to guide future course and program improvement. The culmination of college-wide collaborations among faculty, student success professionals, and academic administrators, Florida State College at Jacksonvilles Developmental Education Implementation Plan is designed to promote student success in both developmental education and gateway courses, ultimately leading to degree completion.
Five Campuses One College
DOWNTOWN
DEERWOOD
KENT
NORTH
SOUTH
SECTION II:
DOCUMENTED STUDENT ACHIEVEMENTS
Napoleon Bonaparte Broward Bridge (Dames Point Bridge) Completed in 1989
SECTION II: DOCUMENTED STUDENT ACHIEVEMENTS Introduction

Florida State College at Jacksonvilles proposal for documenting student achievements involves a determination of entering students exempt/non-exempt status per Senate Bill 1720 criteria, supplemented by a triangulated analysis of related student achievement indicators, including (1) students cumulative secondary grade point average (weighted and unweighted), (2) cumulative secondary subject area grade point average, and (3) a secondary course type progression analysis. The triangulated model is designed to serve as a proxy to common placement testing and to provide exempt students with advising information by which to make informed choices from available curriculum options and new delivery modalities. The College will develop a Student Advising Rubric to evaluate documented student achievements and to generate an individualized Student Academic Strengths Profile.
Determination of Students Exemption Status and Triangulated Analysis of Students Academic Strengths Profile
Step 1 Step 1 of the three-fold process entails determination of entering students exempt or non-exempt status. The Offices of College Data Reporting, the Registrar, Student Analytics and Research, and Academic Foundations will collaborate to build a program within the Colleges Student Information System (SIS) for obtaining information about first-time-in-college, transfer, and returning students status based on the following criteria: Year of Florida Public High School Entry Year of Florida Public High School Graduation Diploma Classification (Standard Diploma Required for Exemption) Active Duty Military Status
If it is determined via the SIS that the student entered the ninth grade in a Florida public high school in the 2003-2004 school year, or any year thereafter, and earned a Florida standard high school diploma, or if the student is serving as an active duty member of any branch of the United States Armed Services, then the student will be classified as exempt from taking a common placement test and from enrolling in developmental education courses at Florida State College at Jacksonville. After determining students exemption status, Florida State College at Jacksonville will conduct an additional analysis of students potential for success in gateway English (ENC 1101: English Composition I or ENC 1101C: English Composition I Enhanced) and math (MAT 1033: Intermediate Algebra or MGF 1106: Topics in College Mathematics/MGF 1107: Explorations in Mathematics) courses to provide students with information important to making appropriate course selections relative to their exemption status. The analysis will require additional programming in the SIS to assess the following information: Students Cumulative High School Grade Point Average (Weighted) Students Cumulative High School Grade Point Average (Unweighted) Placement Exam Scores Previously on File (e.g., PERT) Entrance Exam Scores Previously on File (e.g., SAT, ACT) Military and/or Other Educational/Work Experiences
Using a five-point rubric, the SIS will contain an automated calculation table that will feed into a personalized Student Academic Strengths Profile to assist students and advisors in educational pathway planning.
Step 2 Step 2 of the analysis involves an assessment of students cumulative high school subject area grade point average in English or math, as illustrated in the Cumulative Secondary Subject Area G.P.A. Analysis (See Appendix A). In this measure, an analysis of students grades for Semesters 1 and 2 of each high school year (freshman, sophomore, junior, and senior) will be conducted. A yearly sum will then be calculated, and the grades for Semesters 1 and 2 will be averaged to determine the Yearly Grade Point Average (G.P.A). The next step will involve a calculation of the four-year cumulative subject area G.P.A., to which college preparedness points will be assigned. This measure will be instrumental to providing insight into students academic strengths in English and math, respectively. Step 3 Step 3 of the process includes a course type progression analysis of the types of high school courses that students completed in English language arts and math, as found in the Secondary Course Type Progression Analysis (See Appendix B). This step of the process will involve consideration of students participation in the following course types: Intensive English as a Second or Other Language Standard Honors, Advanced Placement International Baccalaureate (IB), Advanced International Certificate of Education (AICE), Dual Enrollment
The results from this measure will then be assessed with those for the cumulative secondary weighted and unweighted G.P.A. and the cumulative secondary subject area G.P.A. to determine the students overall personalized Student Academic Strengths Profile for advising purposes. A program will be created within the Colleges Student Information System so that the triangulated data will be automatically extracted from students high school transcripts and populated into the system for access by student success advisors. Advisors will use the data to assist students in developing optimal course progression pathways. Interpretation of Student Advising Rubric and Students Academic Strengths Profile Feeding into the Students Academic Strengths Profile (Appendix C), the Student Advising Rubric (Appendix D) will be based on a five-point ordinal scale, with the following values: 5Very High Preparation 4High Preparation 3Adequate Preparation 2Low Preparation 1Very Low Preparation
Exempt students who score a 3 or above on the rubric shall be considered as having documented achievements that demonstrate adequate or higher levels of preparation for gateway courses. Exempt students who score a 2 or below on the rubric shall be considered as having documented achievements that demonstrate low or very low preparation for gateway courses and therefore as being potentially in need of supplemental instruction or academic support as provided for in Senate Bill 1720. While statutorily permitted to enroll in gateway courses, students in this latter category will be advised of available gateway and developmental education options.
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Through the Colleges comprehensive advising model, advisors will discuss with students their career interests; prospective meta-major academic pathways; and developmental education and gateway course options customized to students declared career interests and meta-majors.
Student Self-Reports of Academic Strengths and Meta-Major Interests

In addition to documenting students achievements through a triangulated analysis, the College will collect information about students self-reports of their academic strengths and meta-major interests, thereby engaging students in the process of making informed decisions about developmental education and gateway course options. The Offices of Advising/First-Year Experience, Assessment and Certification, and Academic Foundations will develop a document titled Senate Bill 1720 Student Questionnaire in which students (1) report their self-perceptions of their academic strengths in reading comprehension, writing, and math and (2) report their career and meta-major interests (See Appendix E). The students responses to these questions will provide important insights into the students perceptions of their academic strengths and career interests. The self-reported student information will be instrumental to a comprehensive advising model. Advisors will enter student advising notes within the Colleges student information system to provide a written record of the first-term advising session about developmental education and gateway course options as well as career interests and meta-major pathways. The advising notes will be extracted from the Student Information System for qualitative data analysis. This documentation will be used for future advising and assessing of the efficacy of the Colleges new advising model.
Missing Data Provision

In the event that one or more pieces of data (e.g., cumulative secondary weighted and unweighted G.P.A.; cumulative secondary subject area G.P.A.; secondary course type progression) are missing for a student within the Student Information System, the College will use a modified calculation table to derive the students Academic Strengths Profile based on the Student Advising Rubric. The advisor will inform the student that the profile may not be complete because of the missing data but represents the Colleges best effort at determining the students academic strengths based on available data.
Summary
Florida State College at Jacksonville proposes to document student achievements via the creation of a triangulated model within its Student Information System for analyzing students cumulative weighted and unweighted secondary G.P.A.; cumulative secondary subject area G.P.A.; and secondary course type progression. The model will entail development of a Student Advising Rubric for assessing students preparation for gateway courses and will generate a Student Academic Strengths Profile that will serve as an advising tool for helping students make informed decisions about their developmental education and gateway course options.
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SECTION III:
COMPREHENSIVE ADVISING PLAN
John T. Alsop Jr. Bridge (Main Street Bridge) Opened in 1941
SECTION III: COMPREHENSIVE ADVISING PLAN Introduction

This section comprises Florida State College at Jacksonvilles proposal for a comprehensive advising model, which begins with the determination of students exempt or non-exempt status regarding common placement testing and developmental education. The Colleges advising model will emerge from a data-informed approach for generating a Student Academic Strengths Profile upon which to advise students about the declaration of meta-majors and the mapping of academic pathways that include appropriate gateway courses, and when relevant, developmental education options. An enhanced, college-wide approach to student orientation will engage both Student Success professionals and voluntary faculty participants in informing students about meta-major academic pathways and strategies for creating an academic degree plan to which developmental education and gateway course options will be tailored. Closely interrelated to the goals and student learning outcomes of the Colleges Quality Enhancement Plan, titled MAP for Success, the proposed comprehensive advising model is designed to promote college and career success. Based on the theory of appreciative inquiry, the Colleges advising model will include professional development and training for all student success professionals.
Determination of Students Exempt or Non-Exempt Status

Automated analysis of the documented student achievements of exempt students will be critical to the success of the Colleges comprehensive advising plan. By March 15, 2014, approximately one month before registration for the Fall 2014 semester begins, the College will have developed a program for the triangulated documentation of student achievements, a Student Advising Rubric, and a Student Academic Strengths Profile within its Student Information System (SIS). Before the program becomes available, advisors will use a printed Senate Bill 1720 Student Questionnaire for new, current, returning, and transfer students (See Appendix E). Advisors will complete this document individually with students and enter the data manually into the Colleges SIS. On the student questionnaire, students will identify their active duty military status (if applicable), the year in which they entered ninth grade, the type of high school that they entered (public or private), the year in which they graduated from high school, the type of high school from which they graduated (public or private), the high school location (city and state), and the high school diploma type. Based on this information, an advisor will determine students exempt or non-exempt status. A flow chart titled Determining Student Eligibility for Exemption (See Appendix F) illustrates the guiding questions by which advisors will determine students exempt or non-exempt status and then advise students of their developmental education and gateway course options. On November 7, 2013, Florida State College at Jacksonville posted a Notification of Common Placement Testing and Developmental Education Exemptions on the Student Admissions and Assessment and Certification Center web pages (See Appendix G). Effective November 21, 2013, students who request and qualify for exemption from developmental education are required to meet with an advisor before the Assessment and Certification Staff members will clear the students demographics in the Colleges Student Information System for placement testing exemption. In this way, students will receive advising about their exempt and non-exempt student status; understand their developmental education and gateway course options; and make informed decisions about their course enrollments.
First-Year Student Orientation

Florida State College at Jacksonvilles comprehensive advising plan will entail a mandatory orientation for all new and transfer students pursuing an associate degree at the College. Orientations that accommodate up to 150 students who come from various campuses and centers to one designated site will contribute to a more closely coordinated and consistent first-year student experience. The orientations will be held at different campuses/centers on a rotational basis and will be co-facilitated by an adequate number of advisors and counselors from the various sites to ensure the availability of personalized attention and the opportunity for one-to-one follow-up advising for students as needed. The College will develop one master template for orientation, with customizable information for the individual campuses and centers, each of which offers some unique programs and services while being an integral part of one College, one shared vision.
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A common, college-wide presentation for orientation will contain the following information: Welcome to the College College and Career Success Academic Culture and Your Faculty Academic Self-Management Advising Selecting a Major and Meta-Major Making a Map for Success: The Academic Degree Plan Developmental Education and Gateway Courses Developmental Education Options --- -- Reading: Early Start/Bridge Program, Accelerated Courses, Modularized Courses Writing: Early Start/Bridge Program, Accelerated Courses, Modularized Courses Math: Early Start/Bridge Program, Accelerated Courses, Modularized Courses Writing: ENC 1101 (3 credits), ENC 1101C (4 credits) Math: MAT 1033 (4 credits) or MGF 1106/MGF 1107 (3 credits)
Gateway Course Options
Faculty Videos regarding Course Options and Meta-Majors Student Videos regarding Course Options and Meta-Majors First-Term Enrollment
During orientation, advisors will also discuss the diagnostic testing methodologies to be employed in developmental education and gateway courses as well as the one-week drop/add period during which students will be able to drop the course in which they had originally enrolled and register for another in the same subject area that may be more appropriate for their current skill levels. Other topics may also be addressed as deemed relevant by the Advising/First-Year Experience team. To assist students with making appropriate course selections, faculty and student success professionals will collaborate to create brief videos in which they provide students with an overview of course descriptions, learning outcomes, and topics for both developmental education and gateway courses. Sample assessments with questions reflective of the content in developmental education and gateway courses will be designed to assist students with course selection. Faculty will also share insights into selecting a major and a meta-major as well as choosing developmental education and gateway courses that complement ones major/meta-major. Additionally, sophomore-level students will create brief videos in which they share their experiences in developmental education and gateway courses at the College. In addition to talking about the knowledge, skills, and abilities necessary for success in these courses, students will discuss their meta-major plans.
Advising Tools: The First-Year Experience Guidebook

During Orientation, students will receive a copy of Florida State College at Jacksonvilles First-Year Experience Guidebook (See Appendix H), which provides students with tools for academic and collegiate success. The guidebook, which will undergo review and revision on an iterative basis, contains the following resources:
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Welcome Letter Creating College & Career Success
Goal Setting Self-Reflection Career Exploration Getting to Know Your Faculty Ways to Communicate with Faculty Time Management 101 Beginning Your Educational Journey My Support System College Resources When Should I Meet with an Advisor? Academic Degree Plan First-Term Enrollment Form
Academic Culture & Your Faculty
Academic Self-Management
Advising
Next Steps
The guidebook provides a critical set of resources for helping students select a career area, or meta-major, in college. In the section titled Creating College & Career Success, students will be asked to reflect on their short-term, mid-term, and long-term goals. Further, in a Self-Reflection activity, students will be asked to consider questions such as the following: Today, are you looking for a job or a professional career? How do you define the difference between the two? What are your goals in life, and how do they relate to your career choice? How do you know what major goes with a specific career choice?
These questions lead to the next activity in the section on Creating College & Career Success, which invites students to engage in Career Exploration. Questions such as Have you narrowed down some areas of interestsHealth Care, Engineering, Education, Arts, Psychology, English, etc.? and Have you created any internet searches on your own to learn about all of the options within these fields? prompt students to reflect on their academic and career interests. These guidelines will assist students in selecting meta-major concentration areas, and ultimately, academic majors that will prepare them for the professional careers in which they are interested. The section titled Time Management 101 in the guidebook will help students create a daily and weekly schedule in which they balance college with work, family, and other life obligations. Advisors will communicate to students the importance of effectively managing time by applying the rule of thumb that for each hour of class time per week, students should plan to study two to three hours. Students will be further advised that to succeed in challenging subject areas, they may need to allocate additional study time.
First-Term Advising
Upon the completion of the general orientation session, students will be sub-divided into smaller groups of 15 with whom an advisor/counselor will meet to assist with mandatory first-term advising prior to first-term enrollment. The recommended ratio of students to advisors in the small group sessions will be 15 to 1, thereby facilitating individual interaction and relationship building. The Director of Advising/First-Year Experience, in collaboration with the Advising Council and the Deans of Student Success, will organize the groups by home campus so that students can begin working
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with campus-based advisors. Students will receive first-term advising through both small group and individual sessions, with the former being a starting point and the latter providing more individualized attention for students with additional questions. The goal of the first-term advising session is for students to leave with a printed schedule for their first term of enrollment. Therefore, it will be necessary to provide printers, laptops, tablets, iPads, and other mobile devices in the orientation room for the purpose of assisting students with registration. It is recommended that advisors assist students in scheduling follow-up advising sessions during which they can discuss their developmental education and gateway course options and thus make data-informed enrollment decisions. In addition to small group and individual first-term advising from student success advisors, students will benefit from interacting with faculty members. Integral to the Colleges Quality Enhancement Plan is an initiative for engaging faculty members in collaborating with student success advisors to guide students through academic degree planning, course sequencing, and the use of academic and student support services. During the group advising sessions, faculty may voluntarily collaborate with an advisor to assist with questions about college preparedness and meta-major declarations. Faculty may also assist with informing students about the content of developmental education and gateway course options as well as the selection of majors and meta-majors.
Overview of Meta-Majors
Per State Board Rule 6A-14.065, the State Board of Education, in consultation with the Board of Governors, established meta-major academic pathways to advise Florida College System associate degree-seeking students of the gateway courses that are aligned with their intended academic and career goals. Accordingly, Florida State College at Jacksonville will develop a model for advising students of the academic pathways that correlate with their selected meta-majors. Each meta-major will include gateway courses that are appropriate to the students intended program of study. ENC 1101 (English Composition I) is the required gateway course from communications within the general education curriculum for all meta-major academic pathways. However, the gateway courses within the mathematics general education curriculum vary by meta-major academic pathway, as noted herein: Arts, Humanities, Communication, and Design
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MGF 1106 (or MGF 1107 or MAC 1105), STA 2023 MAC 1105, STA 2023 MGF 1106 (or MGF 1107 or MAC 1105), STA 2023 MGF 1106 (or MGF 1107 or MAC 1105), STA 2023 MGF 1106 (or MGF 1107 or MAC 1105), STA 2023 MGF 1106 (or MGF 1107 or MAC 1105), STA 2023 MAC 1105, STA 2023 MGF 1106 (or MGF 1107 or MAC 1105), STA 2023
Business Education Health Sciences Industry/Manufacturing and Construction Public Safety Science, Technology, Engineering, and Mathematics Social and Behavioral Sciences and Human Services
Although some students may change their meta-majors as they fulfill general education requirements and learn more about their academic and professional interests, the meta-majors are nonetheless designed to facilitate students academic pathways toward degree completion. Of particular relevance is the math pathway that students pursue. For many students, college-credit math courses become a gatekeeper from, rather than a gateway toward, course progression and degree completion. As research from the Colleges Quality Enhancement Plan (QEP) reveals, Students need guidance in selecting their academic goals and planning a clear path to complete their program of study (11). A review of the literature suggests that students who successfully complete their first credit-bearing English and math courses early in their college career are more successful in their subsequent courses and are more likely to persist to graduation (12). According to the Colleges Office of Student Analytics and Research, the graduation rate of students who successfully completed a required college-credit math course within their first 12 hours of enrollment was 26.67%, compared to a graduation rate of 16.17% for those who did not attempt or did not successfully complete such a course. Whereas students pursuing a science, technology, engineering, and mathematics (STEM) pathway will need college algebra (MAC 1105) for their programs of study, those in a non-STEM meta-major, such as arts, humanities, communication, and design, may benefit from completing a non-STEM general education math course like MGF 1106 (Topics in College Mathematics) or MGF 1107 (Explorations in Mathematics). Advisors will communicate to students that the aforementioned meta-majors provide general academic pathways that may vary depending on individual programs of study. During advising sessions, students will learn about the Colleges bachelors degree programs and university transfer opportunities. Advisors will assist students who express an interest in a particular upper-division degree program, both at the College and elsewhere, with selecting appropriate general education and professional core/elective courses for the targeted program. To assist students with the selection of meta-majors, the College will engage all new students in creating an academic degree plan through the implementation of its Quality Enhancement Plan, which was submitted to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) in August 2013. The College will promote student, faculty, and staff awareness of MAP for Success through a marketing and advertising approach that includes campus posters about meta-majors; informational brochures; and web pages with links to Career Development and Exploration resources.
Advising for Meta-Majors and the Colleges Quality Enhancement Plan

Complementary to the requirements of Senate Bill 1720, the Colleges already developed Quality Enhancement Plan will strengthen and facilitate the implementation of meta-major academic pathways. Though initially designed to identify and track high-performing, first-time-in-college students, the College will expand this conceptual framework to encompass meta-major advising for all new students. The previously established Quality Enhancement Plan criteria for determining the college-ready cohort include the following: Acceleration mechanism credite.g., completion of dual enrollment English and math courses with a grade of C or higher Earning an Advanced Placement (AP) exam score that is awarded college credit for English or math at the College Earning an International Baccalaureate (IB) exam score that is awarded college credit for English or math at the College Postsecondary Education Readiness Test (PERT) scores on file in the public high schools that meet or exceed college readiness cut scores ACT Scores (Reading Cut Score=19, Writing Cut Score=17, Math Cut Score=19) SAT Scores (Reading Cut Score=440, Writing Cut Score=440; Math Cut Score=440 ) FCAT Scores (Reading Cut Score=355, Writing Cut Score=355, Math Cut Score=375) FCAT 2.0 Scores (Cut Score for both Reading and Writing Placement=262 on the Reading portion of the test)
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While the aforementioned criteria are intended to aid the College in identifying college-ready students for the QEP cohort, the proposed criteria in the Documented Student Achievements section entail a triangulated analysis of all new students high school transcripts. All associate degree-seeking students, regardless of whether they are selected as QEP cohort participants, will benefit from the same set of college-wide advising services and resources. All students, moreover, will receive information about meta-major academic pathways during their orientation and first-term advising session. The QEP consists of the following goals: Enhance students knowledge of academic planning and the resources necessary for collegiate success. Increase percentage of first-time-in-college, college-ready students who successfully complete credit-bearing English and math courses in the first two terms (or 12 hours) of enrollment.
To accomplish these goals, the College has established the following student learning outcomes: Cohort students will demonstrate effective knowledge of academic planning. Cohort students will create an accurate academic degree plan that reflects designated academic and career goals. Students will demonstrate accurate knowledge and effectively utilize resources that support collegiate success.
In addition to demonstrating knowledge of academic planning, students will be responsible for developing an accurate academic degree plan for their program of study, and when cross-applied to the Colleges Developmental Education Implementation Plan, for their meta-major academic pathways. To succeed within their meta-majors, students will need to use academic and student support services. Integral to the meta-major component of the Developmental Education Implementation Plan as well as to the student learning outcomes of the Quality Enhancement Plan will be collaboration among student success professionals, faculty, deans, and program managers who will co-develop course sequencing documents and road maps based on the courses offered in each program of study. This effort will result in term-by-term roadmaps by which students can navigate their programs of study within the meta-majors. Housed within Connections, the Colleges online student portal, the Academic Degree Plan will enable students to plan their courses by semester and year as well as record credits earned. All associate degree-seeking students will be advised to use the Academic Degree Plan and to submit it via Connections to a student success advisor at designated checkpoints, or degree completion milestones. At the 25% checkpoint (enrolled in 15 credit hours), students will be directed via a registration hold to the Colleges web page titled Career Development for Career Exploration to learn about academic and career pathways. Students will also have an opportunity to meet with an advisor to create their Academic Degree Plan. At the 50% checkpoint (enrolled in 30 credit hours), students must schedule an appointment with an advisor to discuss their academic progress and remaining degree requirements. At this academic juncture, students who have not yet declared a meta-major academic pathway and program of study will be required to attend a workshop titled Choosing a Meta-Major, which will be available both on campus and online. At the 75% checkpoint (enrolled in 45 credit hours), students will be prompted to meet with an advisor to check their Academic Degree Plan against the Colleges electronic Degree Audit system, which will provide a real-time update about students credits and remaining course requirements relative to their declared programs of study. Lastly, at the 90% checkpoint (enrolled in 54 credit hours), students should meet with an advisor to conduct a final review of the Academic Degree Plan and to confirm their transition to a bachelors program or the workforce.
Professional Development and Training Model for Advisors The Appreciative Advising Model
Overview Through the Office of Student Success and Engagement, the Director of Advising/First-Year Experience Program and the college-wide Student Success Trainer will collaborate with the Office of Academic Foundations to train advisors and
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counselors on how to advise students concerning their exempt or non-exempt status and the developmental education and gateway course options available to them. Having created a Quality Enhancement Plan that reflects the notion that good advising may be the single most underestimated characteristic of a successful college experience (Light, 2001, p. 81), the College has adopted the appreciative advising model. Developed from appreciative inquiry, a theory of organizational development, appreciative advising represents an integrative approach to academic advising that emphasizes organizational strengths over weaknesses. Bloom, Hutson, and He (2008) define appreciative advising as the intentional collaborative practice of asking positive, open-ended questions that help students optimize their educational experiences and achieve their dreams, goals, and potentials. Applying this approach, advisors build on students strengths in the co-creation of academic goals and action plans for academic success that leads to life success. Appreciative Advising for Meta-Major Academic Pathways At Florida State College at Jacksonville, the appreciative advising model will encompass small group and one-to-one dialogue about individual students academic strengths and career interests; data-informed advisement about students developmental education and gateway course options based on the analysis of their documented achievements and their individualized Student Academic Strengths Profile (See Appendix C); students selection of a meta-major academic pathway; and the mapping of an academic degree plan for success based on their meta-major. Two-Part Professional Development and Training Model for Student Success Professionals The College will establish a two-part professional development and training program for student success professionals, including student success deans, campus enrollment leaders, campus achievement leaders, coordinators of academic planning, advisors, counselors and counselor coordinators, and assessment and certification staff members. The training will be offered on-ground at each campus and center, and video and web versions of the training will also be created. Level 1: Developmental Education Legislation: An Introduction to Senate Bill 1720 This training will provide an overview of Senate Bill 1720. Participants will learn how to determine if students are exempt or non-exempt, how to evaluate documented student achievements, and how to engage students in conversations about their level of preparedness for college-level work using the appreciative advising model. As a result of the training, participants will be able to determine what guidance to give exempt students concerning currently available developmental education and gateway course options. Finally, participants will be able to identify the appropriate forms that students and advisors will need to complete in order to verify that the students understand their developmental education and gateway course options. Level 2: Data-informed Advising About Developmental Education and Gateway Course Options This training will provide an in-depth description of the determination of students exemption status based on students responses to the Senate Bill 1720 Student Questionnaire, which the College will use until programming for automating this process within its Student Information System is completed. During the training, attendees will learn about the Colleges short-term plan for immediate implementation of the legislation and the long-term plan, effective Fall 2014, for a comprehensive advising model and set of developmental education and gateway course options. Additionally, the training will include an overview of the Colleges proposed triangulated analysis for the documentation of student achievements (e.g., cumulative secondary weighted and unweighted secondary G.P.A.; cumulative secondary subject area G.P.A.; and secondary course type progression). The training will also entail a preview of the Colleges plan for adopting a system that generates a Student Academic Strengths Profile based on the Student Advising Rubric for the documentation of each first-time-in-college students achievements. The training will further include a preview of the developmental education and gateway options that may be appropriate for individual students based on their Student Academic Strengths Profile. For the long-term plan, student success professionals will learn how they can access the students Student Advising Rubric scores in My Advisor (a user-friendly sub-component of the Colleges Student Information System), what developmental education and gateway courses are available to students as well as the benefits of those options, and which developmental education and gateway courses to suggest to students. In addition, advisors will learn how to help students understand and declare a meta-major and select appropriate courses, particularly math gateway courses,
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tailored to the students declared meta-major academic pathways. This training will include case studies; decision matrices for reading, writing, and math based on the declared meta-majors; and a script for interpreting the Student Advising Rubric and the Student Academic Strengths Profile. Summary In this section, the College proposes a comprehensive advising model, beginning with the determination of students exempt or non-exempt status regarding common placement testing and developmental education instruction. The Colleges advising model will rely upon the results of an automated Student Advising Rubric and a Student Academic Strengths Profile for the documentation of student achievements. The data from these resources will enable advisors to assist students with the declaration of meta-majors and the mapping of academic pathways that include relevant gateway and developmental education course options. A newly revised, college-wide model for student orientation will engage student success professionals and voluntary faculty participants in informing students about meta-major academic pathways. Through this model, which supports the Colleges MAP for Success initiative, students will learn how to create an academic degree plan. Founded upon the principles of appreciative inquiry, the advising proposal herein also includes professional development and training for all student success professionals.
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SECTION IV:
DEVELOPMENTAL EDUCATION AND GATEWAY COURSE STRATEGIES
St. Elmo W. Acosta Bridge Opened in 1921
SECTION IV: DEVELOPMENTAL EDUCATION AND GATEWAY COURSE STRATEGIES Introduction

This section contains Florida State College at Jacksonvilles proposals for developmental education and gateway course strategies. To begin, the Colleges developmental education options are designed for non-exempt students who are required to fulfill developmental education requirements and for exempt students who may opt into developmental education. Additionally, gateway course options are intended for exempt students who will benefit from additional instruction and academic and student support services in English and math as well as other general education courses. Both the developmental education and gateway course strategies are integral to the Colleges vision for a renewed FirstYear Experience program whose mission is to prepare students for distinctive success with their academic, career, and personal goals.
Overview of Developmental Education and Gateway Course Strategies

At the crux of Florida State College at Jacksonvilles First-Year Experience program is a model for developmental education and gateway course strategies designed to foster student success and retention. Developmental Education Strategies The College will design and deliver the following Developmental Education Strategies: The Early Start/Bridge Program: an early intervention strategy intended to help non-exempt (and opt-in exempt) students develop the competencies necessary for academic success in gateway courses. This self-paced strategy provides students with opportunities to practice and review postsecondary reading, writing, and math competencies through discipline-specific software. Accelerated Courses: developmental education courses taught in eight-week sessions. The following developmental courses will be taught in an accelerated delivery format at the College: Reading: Writing: Math: REA 0007 (Reading Comprehension); REA 0017 (Critical Reading Strategies) ENC 0015 (Essentials in Writing I); ENC 0025 (Essentials in Writing II) MAT 0018 (Basic Mathematics); MAT 0028 (Elementary Algebra)
Modularized Courses: one- and two-credit courses delivered in a customizable, individualized format for nonexempt students who meet the Colleges eligibility criteria for this delivery method. The following modularized courses will be developed: Reading: Writing: Math: REA 0055, REA 0056 ENC 0055, ENC 0056 MAT 0055, MAT 0056
The modularized courses may also benefit exempt students who opt into this model for additional instructional support. Diagnostic testing will be critical in accelerated and modularized developmental classes during the first week of the term to provide students with information about their academic strengths and areas for improvement. Analyzing the diagnostic test results, faculty will work with students to develop individualized learning plans. Students will also be able to use the results to make informed decisions about options for class level changing that best supports their learning needs within the Colleges drop/add period. The table below illustrates the Colleges proposal for offering the aforementioned Developmental Education Strategies:
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Developmental Education Strategies

Subject Area Reading Instructional Strategy Course-based (Yes or No) No Yes Course ID Number of Credit Hours N/A 4 4 1 2 N/A 4 4 1 2 N/A 4 4 1 2 Number of Student Contact Hours or Program Hours 15 60 60 15 30 15 60 60 15 30 15 60 60 15 30 Scheduled Weeks 4 8 8 4 4 4 8 8 4 4 4 8 8 4 4
The Early Start/Bridge Program Accelerated Courses Modularized Courses
N/A REA 0007 REA 0017 REA 0055 REA 0056
Writing
No Yes Yes No Yes Yes
N/A ENC 0015 ENC 0025 ENC 0015 ENC 0025 N/A MAT 0018 MAT 0028 MAT 0055 MAT 0056
Math
Gateway Course Strategies Further, the College will develop and offer the following Gateway Course Strategies: A Contextualized Reading Course: This model involves a college-credit reading course that connects reading strategies with general education courses, such as the humanities and the social and behavioral sciences. By integrating content-specific material from a humanities or social and behavioral sciences course within a reading course, this model engages students more deeply in their learning. An example of a college-credit reading course that can be contextualized is REA 1105. It should be noted that this associate of arts elective can also be taught as a stand-alone course. Embedded Remediation Course for Writing: This model includes built-in instructional support, including, without being limited to, additional student-teacher conferences, supplemental mini-lectures and group study sessions, and practice and review of grammar and composition skills often in a lab setting, within the credit-bearing writing course. An example is ENC 1101C (English Composition I Enhanced), a four-credit hour course that fulfills general education requirements. Meta-Major Math Courses: This two-pronged model includes MAT 1033 (Intermediate Algebra) for science, technology, engineering, and math (STEM) and STEM-related meta-majors and MGF 1106 (Topics in College Mathematics) or MGF 1107 (Explorations in Mathematics) for non-STEM majors. Math pathways customized to students meta-majors, programs of study, and career interests are designed to foster student success and retention, leading to degree completion.
Diagnostic testing will be critical in gateway classes during the first week of the term to provide students with information about their academic strengths and areas for improvement. Analyzing the diagnostic test results, faculty will work with students to discuss appropriate learning plans. Students will also be able to use the results to make informed decisions about options for class level changing that best supports their learning needs within the Colleges drop/add period.
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The table below illustrates the Colleges proposal for offering Gateway Course Strategies: Gateway Course Strategies
Subject Area Instructional Strategy Course-based (Yes or No) Course ID Number of Credit Hours Number of Student Contact Hours or Program Hours 45 60 60 45 45 Scheduled Weeks
Reading Writing Math
Contextualized Course Embedded Remediation Meta-major Math Courses
Yes Yes Yes
REA 1105 ENC 1101C MAT 1033 MGF 1106 or MGF 1107
3 4 4 3 3
8, 12, or 16 8, 12, or 16 8, 12, or 16 8, 12, or 16 8, 12, or 16
The following section provides information about academic pathways in reading and writing as well as math based on the proposed strategies for developmental education and gateway courses relative to students declared meta-majors and programs of study.
Academic Pathways Reading and Writing Pathways

Overview While creating academic and career pathways for every student at Florida State College at Jacksonville will undoubtedly be challenging, these structured pathways will enrich students educational experiences. As referenced in the literature review (See Appendix I), a one-size-fits-all approach to the challenge of college preparedness will not meet the needs of the many diverse learners who attend open-access institutions like Florida State College at Jacksonville. Therefore, the College proposes a variety of options for developmental education and gateway courses designed to help students achieve their academic goals. Developmental Reading and Writing Courses As the Reading and Writing Pathways diagram illustrates (See Appendix J), the College will offer developmental reading and writing courses in two formats: stand-alone, accelerated courses and modularized courses. The stand-alone, accelerated courses for reading include REA 0007 (Reading Comprehension) and REA 0017 (Critical Reading Strategies), and those for writing include ENC 0015 (Essentials in Writing I) and ENC 0025 (Essentials in Writing II), all of which will be delivered in eight weeks, thus enabling students to complete up to two courses in a developmental sequence within a traditional sixteen-week period. Inside the box for the upper-level reading (REA 0017) and writing (ENC 0025) courses is an insert for modularized coursesspecifically, REA 0055 and REA 0056 for reading and ENC 0055 and ENC 0056 for writing. Available for registration by restricted enrollment only, these courses are designed primarily for non-exempt students who score within the top 50th percentile of the respective upper-level developmental reading or writing course on the Postsecondary Readiness Education Test (PERT). The curricula for the modularized courses are derived from the upper-level courses within the relevant discipline and customized for individual students based on the results of a diagnostic test and individualized prescriptive learning plan. Courses assigned 0055 as their identification number include one credit hour (or 15 contact hours) of developmental instruction, and those assigned the 0056 number include two credit hours (or 30 contact hours) of developmental instruction. Modularized reading and writing courses may be taught in a stand-alone format, or alternatively, the curricula for these courses may be contextualized to support a general education course. Modularized developmental reading courses with
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contextualized content may be taken before or with general education courses and are especially beneficial to associate of science degree-seeking students whose programs of study do not support additional college credits. Exempt students may opt to enroll in accelerated or modularized reading and writing classes before enrolling in gateway English, humanities, or social and behavioral sciences classes, which necessitate critical thinking, reading, and writing skills. Alternatively, exempt students may enroll in developmental reading and writing classes for additional instructional support while fulfilling general education requirements. A Contextualized Gateway Reading Course Both exempt (and non-exempt students who satisfactorily complete developmental reading requirements) may be encouraged to enroll in REA 1105, a three-credit, associate of arts elective that emphasizes critical thinking and reading comprehension. Through contextualized curriculum development, this course is designed to assist students with reading critically within the disciplines and across the curriculum. The curriculum for REA 1105 will be contextualized with content needed for success in a general education area (e.g., humanities or social and behavioral sciences) or students chosen meta-majors. A contextualized reading course will facilitate students comprehension of course-related reading, improve their test-taking and study skills, and expand their vocabulary. Associate of arts degree-seeking students may benefit from taking a contextualized REA 1105 course either before or with a humanities or social and behavioral sciences course. (Because of specific program of study requirements, associate of science degree-seeking students may not have room within their academic degree plans for an additional elective like REA 1105). Upon fulfilling required developmental reading and writing courses, non-exempt students may enroll in ENC 1101 (English Composition I) or ENC 1101C (English Composition I Enhanced) and other general education courses from the humanities and social and behavioral sciences disciplines. An Embedded Remediation Gateway Writing Course As depicted in the Reading and Writing Pathways diagram, the College plans to offer two versions of English Composition I: ENC 1101 (three credits) and ENC 1101C (four credits). Both versions of ENC 1101 will adhere to the Colleges official approved curriculum outline for the course, with designated course topics, instructional hours per topic, and a standardized course learning outcomes and assessment form. ENC 1101C, though, will contain an additional credit hour (or fifteen contact hours of instruction) to be applied as an associate of arts elective credit on the students degree audit. This model is not recommended for associate of science degree-seeking students who may not have room for an additional elective credit within their programs of study. Representing the embedded remediation model, ENC 1101C provides students with additional instruction and opportunities for one-to-one interaction with their instructor of record in a classroom laboratory setting. This model may benefit exempt students whose Student Advising Rubric scores and Student Academic Strengths Profile suggest a need for additional practice and review in English. The model may also benefit non-exempt students who scored in the upper range of ENC 0025 on the PERT placement exam (94-98). The model reflects research that indicates that students learn how to complete college-level work by doing college-level work. Summary The models proposed for the Reading and Writing Pathways reflect the Colleges commitment to providing students with developmental education and gateway course options that support their learning needs and advance their completion of a meta-major academic pathway leading to a college degree. Collaboration among developmental and general education faculty will involve a review of the curricula, instructional strategies, and academic and student support services designed to foster student success in reading and writing.
Math Pathways
Overview With the guiding notion that one size of instruction does not fit all learners, the College proposes two math pathways dependent upon students meta-majors and programs of study: (1) A traditional algebraic pathway for science, technology, engineering, and math (STEM), business, and other programs for which college algebra is a prerequisite and
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(2) A non-STEM math pathway for students in a variety of associate of arts and associate of science degree programs that do not require advanced math and science courses. For many students, college algebra becomes a gatekeeper, rather than a gateway, course. Therefore, it is incumbent upon Florida State College at Jacksonville to design alternative math pathways that will complement students meta-majors and programs of study and that will accordingly serve to advance student success, program completion, and graduation. Developmental Math Courses As illustrated in the Math Pathways diagram (See Appendix K), the College will offer developmental math courses in two formats: stand-alone, accelerated courses and modularized courses. The stand-alone, accelerated courses for math include MAT 0018 (Basic Mathematics) and MAT 0028 (Elementary Algebra), both of which will be delivered in eight weeks, thus enabling students to complete up to two developmental math courses within a traditional sixteen-week period. Inside the box for the upper-level math (MAT 0028) course is an insert for modularized coursesMAT 0055 and MAT 0056. Available for registration by restricted enrollment only, these courses are designed primarily for non-exempt students who score within the top 50th percentile of MAT 0028 on the Postsecondary Readiness Education Test (PERT). The curricula for the modularized courses are derived from the upper-level course and customized for individual students based on the results of a diagnostic test and individualized prescriptive learning plan. Courses assigned 0055 as their identification number include one credit hour (or 15 contact hours) of developmental instruction, and those assigned the 0056 number include two credit hours (or 30 contact hours) of developmental instruction. Exempt students may opt to enroll in accelerated or modularized math classes before enrolling in gateway math classes. Alternatively, exempt students may enroll in a modularized developmental math class for additional instructional support while fulfilling gateway math requirements in MAT 1033 or MGF 1106/MGF 1107. Gateway Math Courses The Math Pathways chart represents a critical juncture in the college-credit math curriculum, whereby those students pursuing a meta-major that requires college algebra will enroll in MAT 1033 (Intermediate Algebra) as their gateway math course, and those students pursuing a meta-major that does not require college algebra will enroll in MGF 1106 (Topics in College Mathematics) or MGF 1107 (Explorations in Mathematics). Both the traditional algebraic pathway and the non-STEM pathway lead to STA 2023 (Elementary Statistics), but many students for whom algebra has been a barrier may benefit from taking MGF 1106 or MGF 1107two alternative gateway math courses with an emphasis on practical applications. While either MAT 1033 or MGF 1106/MGF 1107 will comprise the Colleges gateway math course offerings, some students may be advised to voluntarily take a math placement exam for possible placement beyond these courses based on the students scores on the Student Advising Rubric and the Student Academic Strengths Profile. Summary The Colleges proposal for Math Pathways is designed to facilitate student success by appropriately aligning required gateway math courses to students declared meta-majors and programs of study. The following narrative details the Colleges proposals for developmental education and gateway course strategies.
Developmental Education Options The Early Start/Bridge Program

Overview The Early Start/Bridge Program is designed to help students develop the necessary proficiencies in reading, writing, and/ or math prior to enrolling in a college-credit, gateway English or math course. In this self-paced intervention strategy, students work independently, using discipline-specific software to practice and review basic reading, writing, or math
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skills in order to develop the proficiencies necessary for success in gateway writing and math courses. Through this early start or bridge program, non-exempt developmental students will have an opportunity to develop the competencies necessary for academic success and, upon re-taking the Colleges placement exam, may test directly into a collegecredit English or math course. Exempt students may also benefit from practice and review of postsecondary readiness competencies before enrolling in a gateway course. Intended Student Audiences The intended student audiences for the Early Start/Bridge Program are non-exempt students who place marginally below the PERT placement college readiness cut score in reading, writing, or math as well as exempt students who wish to practice and review their reading, writing, or math skills before starting gateway courses. Benefits for Participating Students The Early Start/Bridge Program is a proactive strategy that targets essential skills that students need for success in gateway composition and math courses. By using software that is prescriptive, a tailor-made plan can be created for a student with specific instructional needs. Other benefits for students include the flexibility to work at their own pace, 24/7 availability to a software program, and accessibility to online tutoring that will help bolster basic literacy and numeracy skills. Optimal Delivery Period Although the program may be offered on a rolling basis throughout the academic year, the optimal period for delivering it is six weeks before the start of a major class session. Early July to mid-August before the beginning of the Fall term and early November to mid-December before the start of the Spring semester represent ideal time frames during which students can review the necessary proficiencies for success in gateway composition and math courses. Initiating the Intervention Eligible non-exempt students will be identified and informed of this option by designated Assessment and Certification Center staff members. Based on students performance on the Postsecondary Education Readiness Test (PERT), the eligibility criteria for the program appear below: Subject Area Reading Writing Math Required PERT Score 97-105 94-102 106-113
After obtaining a Florida State College at Jacksonville username and password, eligible students will be provided access to diagnostic/remediation software (e.g., MyReadingLab, MyWritingLab, MyMathLab, or MyFoundationsLab) prior to the first-term advising session and course enrollment. In addition to completing the PERT placement exam, qualifying students will take the PERT diagnostic test in the Assessment and Certification Center, which will provide an item analysis of the students performance. Participating students will receive an individualized learning plan within the appropriate software program. Each learning plan will vary depending on the individual students strengths and areas for improvement. A Self-paced, Software-driven Intervention The Early Start/Bridge Program will not have an instructor of record, per se, because it is a self-paced, software-driven intervention that is not scheduled as a credit or non-credit class. Participating students will work independently offcampus, and upon completing the assigned work, they will return to the Assessment and Certification Center whose staff members will verify completion of the assigned software activities and then re-administer the PERT placement. Students will be responsible for paying the current re-take sitting fee for the PERT. Ideally, students will score at the college-ready level and enroll in their first English or math gateway course. If students do not score at the college-ready level, they will be able to continue using the software independently in the appropriate developmental education course, as determined by the retake score on the PERT placement.
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Access via the software to an online tutoring service will enable students to receive one-to-one tutorial assistance with their basic literacy and numeracy skills. Students will be able to access free 24/7 online tutoring support for mastering discipline-specific competencies. Financing Costs Participating non-exempt students will be responsible for paying for the Early Start/Bridge software, plus the PERT administration fee. Ideally, students will satisfy the remediation requirements and test out of developmental education instruction. If students do not achieve a college-ready score after completing the program, the software that they purchased will continue to be valid for six months from the date of initial access and may be used independently by the student upon enrolling in the required developmental education course.
Accelerated Developmental Education Courses

Overview The College will offer eight-week, stand-alone developmental education courses taught via mini-lectures, class discussions, and lab. The following courses will be scheduled in eight-week sessions: Reading: REA 0007 (Reading Comprehension), REA 0017 (Critical Reading Strategies) Writing: ENC 0015 (Essentials in Writing I), ENC 0025 (Essentials in Writing II) Math: MAT 0018 (Basic Mathematics), MAT 0028 (Elementary Algebra)
Intended Student Audience This instructional delivery method is intended for non-exempt students, but exempt students may opt into it. Benefits to Participating Students The primary advantage to students enrolling in accelerated classes is the ability to complete course work in less time. Accelerated classes cover the same amount of material as semester-long classes, but they do so in shorter increments. Therefore, students can quickly learn what is necessary for a course and move on to another course within their program of study. For some students, another advantage in taking accelerated courses is the ability to concentrate, absorb material faster, retain what is needed to take exams, and progress to other courses in their program of study. Open Exit Option Accelerated classes will be scheduled via a managed entry and open exit model. That is, classes will be scheduled with specified sessions (A-8, B-8, C-8) as opposed to an open-entry model. Students, however, may exit the classes upon satisfactorily completing all course requirements. Students may then enroll in the next course within the disciplinary sequence, thereby accelerating the completion of their developmental education courses and their entry into gateway courses. Strategically scheduling complementary eight-week sessions will be instrumental to the success of this model. For example, A-8 sections of MAT 0018 should be followed by C-8 sections of MAT 0028, and when possible, with the same faculty member for instructional continuity. By scheduling many upper-level accelerated developmental courses (REA 0017, ENC 0025, and MAT 0028) for C-8 sessions, the College can limit potential enrollment gaps that may occur when an eight-week gateway course, such as ENC 1101 or MAT 1033, is not advisable based on the individual learners Student Academic Strengths Profile and performance in developmental education courses.
Modularized Developmental Education Courses

Overview The College will develop and deliver the following one- and two-credit modularized courses in reading, writing, and mathematics:
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Reading: REA 0055 (one credit), REA 0056 (two credits) Math: Writing: MAT 0055 (one credit), MAT 0056 (two credits) ENC 0055 (one credit), ENC 0056 (two credits)
The stand-alone modules are designed to be delivered in four-week, accelerated sessions and will benefit those students who are marginally underprepared. In a lab-based classroom, students will use software and receive individualized instruction and/or small group instruction from a faculty member who will serve as the instructor of record for the modularized course. It is recommended that modularized courses have a maximum class size allocation of 15 students to allow for a manageable student-to-instructor ratio. It is further recommended that a master student (or peer tutor) be assigned to work with the faculty member, thus providing the learners with enhanced individualized support. To complete a modularized course successfully, students must achieve mastery level on formative assignments and assessments as well as a summative assessment of the course competencies from their individualized diagnostic/prescriptive learning plan. This open-exit, mastery learning-based model will enable students to complete the course on an accelerated basis and, upon the successful completion of course learning outcomes, to enroll in the next course within the disciplinary sequence. The following scheduling model for modularized courses is recommended: an A-4 modularized course, followed by a B-12 gateway course. Please note the scheduling examples: Semester A-4 B-12 A-4 B-12 A-4 B-12 Class REA 0055 PSY 1012 ENC 0055 ENC 1101C MAT 0055 MAT 1033
In addition to this proactive scheduling model, modularized courses may also be scheduled to meet the just-in-time, ondemand needs of students struggling in gateway English and math courses. A B-4 modular course could be scheduled to support the learning needs of students who, after four weeks of enrollment in a gateway English or math course, require additional learning support to be successful. Intended Student Audience and Eligibility Criteria The intended student audience for this developmental education option is non-exempt students whose PERT placement scores reveal that they are marginally underprepared for a gateway course. Students who score between 97 and 105 on the PERT reading placement exam may be eligible to enroll in a one-credit developmental reading course (REA 0055). Those who score between 90 and 96 on the PERT reading placement exam may be eligible to enroll in a two-credit developmental reading course (REA 0056). Students who score between 94 and 102 on the PERT writing placement exam may be eligible to enroll in a one-credit developmental writing course (ENC 0055). Those who score between 90 and 93 on the PERT writing placement exam may be eligible to enroll in a two-credit developmental writing course (ENC 0056). Those who score between 106 and 113 on the PERT math placement exam may be eligible to enroll in a onecredit developmental math course (MAT 0055). Those who score between 100 and 105 on the PERT math placement exam may be eligible to enroll in a two-credit developmental math course (MAT 0056). These one-credit, fifteen-contacthour and two-credit, thirty-contact-hour courses are intended to provide an accelerated learning option for those learners who are relatively, as opposed to significantly, underprepared. The classification of marginal underpreparedness was determined by a research-based analysis of students performance on the PERT placement and subsequent success in discipline-specific developmental and gateway courses during the Fall 2012, Spring 2013, and Summer 2013 semesters at the College. The data are available from the Offices of Assessment
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and Certification and Student Analytics and Research. A chart displaying PERT score analysis and recommended placement for non-exempt students into modularized courses follows: Modular Course Placement for Non-exempt Students Modular Course REA 0055 Eligible REA 0056 Eligible ENC 0055 Eligible ENC 0056 Eligible MAT 0055 Eligible MAT 0056 Eligible Recommended PERT Score 97-105 90-96 94-102 90-93 106-113 100-105
Below is a form for Modular Course Placement Recommendation. Modular Course Placement Recommendation Student Name: Last Four Digits of Students Social Security Number: Subject Area Reading Writing Math Assessment Center Staff Member Signature:____________________________________ Date: _________ Restricted Enrollment The modularized courses will be listed in the Colleges Class Schedule as having restricted enrollment only. Non-exempt students with the recommended PERT placement and diagnostic sub-test scores as well as opt-in exempt students will be eligible to take the courses, which will require a Student Success advisors assistance with registration. Benefits to Participating Students A major benefit for students taking modularized courses is that the format provides course information in instructional units that summarize the learning concepts that students need to know. Because topics are condensed and summarized, they are generally more interesting and match the content of the course more appropriately. PERT Score Modular Course Recommendation
Note on the Colleges Student Life Skills Policy for Developmental Education Students
It should be noted that the College has implemented a policy requiring that any student who places into one or more developmental education areas enroll in either SLS 1103 (Strategies for Success in College, Career, and Life) or SLS 0005 (Foundations of Success). Because of the anticipated high percentage of students who will be exempt from developmental education in Fall 2014, the College proposes removing the mandatory SLS policy and instead creating SLS courses for meta-majors. Students may enroll in these SLS classes, to be designed under the auspices of SLS 1933
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(Selected Topics in SLS), if the course is part of their official program of study and degree audit, in which case students will be eligible to receive federal financial aid for the course. The course would count as an associate of arts elective for various programs of studye.g., SLS 1933 for Education, SLS 1933 for STEM, SLS for Nursing, SLS 1933 for Business, among others. It should be noted that many associate of science degree-seeking students may not have room for an SLS elective within their programs of study.
Gateway Course Strategies A Contextualized Reading Course

Overview The proposed model for contextualized course delivery involves a college-credit reading course that connects reading strategies with general education courses, such as humanities or social and behavioral sciences. By integrating contentspecific material from a humanities or social and behavioral sciences course within a reading course, this model aims to engage students more deeply in their learning. A gateway education reform strategy, this model involves teaching students how to read within the context of a particular discipline. As a result of contextualized reading strategies, students will learn to acquire and appropriate the academic language of a specific subject areae.g., the humanitieswith the underlying goal of reading with enhanced comprehension and critical thinking skills. Such strategies are generalizable and transferable to other general education courses. Contextualized reading courses can also be developed for career education programs, such as nursing, criminal justice, and biotechnology. A special topics focus in REA 1105 on College Reading in the Health Sciences, for example, would represent a contextualized approach to reading instruction. In their contextualized reading courses, students will learn about the recognition of the main point of a paragraph or passage; the use of transition words and phrases to create patterns within passages; and the organization of words and sentences to convey certain ideas. Students will also learn how to distinguish between a statement of fact and that of opinion; how to interpret meaning through tone words; and how to identify logical fallacies and to develop sound arguments. This model emphasizes the importance of learning the language of critical reading and reasoning for building effective reading comprehension, problem solving, and analytical skills, all of which are necessary for student success within the disciplines and across the curriculum. Intended Student Audience The intended student audience for this gateway course option is exempt students whose documented student achievements suggest a need for reading instruction. Specifically, students whose weighted cumulative high school subject grade point averages in English language arts and social studies courses (e.g., world history, U.S. history, U.S. government, and economics) total a 1 or 2 on the Student Advising Rubric may be advised to enroll in a contextualized reading course that prepares them for the intensive reading required within general education courses. Exempt students in need of reading instruction may opt into REA 1105, a three-credit associate of arts elective course, designed to emphasize critical thinking and comprehension skills. Benefits to Participating Students Participating students will benefit from this model by learning information in a way that permits them to construct meaning based on their own experiences. This approach emphasizes problem solving, thereby giving students a set of authentic skills that can be used in their daily lives as well as on the job. Learning in the classroom involves setting clear goals, providing students with options, and giving constant and meaningful feedback. Within the classroom setting, students begin to understand how to monitor their own learning, become self-regulated learners, and learn from one another. Contextualized learning experiences may also include internships and service learning. Suggested Courses A suggested course for the contextualized reading model is REA 1105 (College Reading/Critical Analysis). The course focuses on the development of college-level vocabulary and learning strategies as well as increased higher-order thinking skills. Course topics include, but are not limited to, the following:
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learning theory study and test-taking strategies library and Internet skills vocabulary development literal comprehension main idea supporting details relationships within and between sentences patterns of organization authors purpose tone fact and opinion bias fallacies and valid argument logical inferences and conclusions reading rate
Suggested general education courses for the contextualized reading model include the following, with additional offerings to be further determined by faculty: Humanities HUM 2210 (Humanities: The Foundations) HUM 2020 (Humanities Forum) PSY 1012 (General Psychology) SYG 2000 (Introductory Sociology) ECO 2013 (Principles of Economics I)
Social and Behavioral Sciences
The contextualized reading course model will result in a coherent instructional design that will include explicit instructional strategies, coordinated instructional sequences, and aligned student materials. Scheduling the Courses It is recommended that the contextualized REA 1105 course be offered in an eight-, twelve-, or sixteen-week format. Students may take the course before enrolling in a reading-intensive general education course, or they may complete the reading and general education courses concurrently. By preparing for the reading requirements of general education courses via the aforementioned contextualized reading proposal, students may enhance their reading comprehension and course performance.
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Embedded Remediation English Course

Overview Another gateway course strategy that the College plans to use is embedded remediation, which integrates enhanced instruction and academic support within a college-credit course. The College will adopt the embedded remediation model within its gateway English (ENC 1101) course. This proposal supports Goal # 2 of the Colleges Quality Enhancement Plan, which reads, Increase percentage of first-time-in-college, college-ready students who successfully complete creditbearing math and English courses in the first two terms (or 12 hours) of enrollment. As the Colleges Office of Student Analytics and Research has reported, students who complete English and math gateway courses early in their college experience are significantly more likely to persist toward a degree in a timely manner than are those who delay in taking these courses. Clearly, early completion of gateway English and math courses is instrumental to student success, course progression, and degree completion. In the Florida Department of Educations State Course Numbering System (SCNS), ENC 1101 (English Composition I) is taught as a three-credit-hour course. In the Colleges proposal, an additional credit hour, or fifteen contact hours, will be embedded within the aforementioned gateway course, for a total of four college credit hours in a course titled ENC 1101C (English Composition I Enhanced). The course will fulfill the common, statewide general education core requirement for communications and provide students with an additional credit that will be applied as an associate of arts elective to the students degree audit plan at Florida State College at Jacksonville. Students pursuing an associate of science degree will be informed of this option but advised of a potential concern regarding financial aid and excess hour surcharges upon university transfer. In addition to the standard curriculum for ENC 1101, delivered primarily via lecture and discussion, students will benefit from 15 additional contact hours over the semester in ENC 1101C. This additional instructional contact time may be scheduled in a lab environment where students can receive individual assistance from their instructor, and, should funding permit, a peer tutor trained by the instructor. During the scheduled lab time, students will experience supplemental instruction via one-to-one writing conferences with their instructor; mini-lectures on grammar, punctuation, sentence structure, and mechanics; cooperative learning activities with other student writers; writing workshops and peer reviews; and other supportive instructional activities as determined by the communications faculty. Intended Student Audience ENC 1101C will be designed for exempt students whose documentation of student achievements reveals the need for enhanced instruction and academic support servicesnamely, tutoring and the use of an Early Alert model to refer students for additional assistance to advisors and student retention specialists when concerns related to student attendance, performance, and various non-cognitive life issues arise. Specifically, exempt students whose documentation of student achievements reveals a Student Advising Rubric and Student Academic Strengths Profile score of 1 or 2 in English will be advised to register for ENC 1101C. Non-exempt students who score between 94 and 102 on the Postsecondary Readiness Education Test (PERT) may also enroll in ENC 1101C. Non-exempt students who complete developmental English courses will be advised to enroll in the traditional three-credit-hour ENC 1101, for they will have theoretically already developed the requisite competencies for gateway composition. However, non-exempt students who fulfill their developmental reading and writing requirements will have the option of enrolling in ENC 1101C for enhanced academic support. Benefits to Participating Students The enhanced ENC 1101C course can have a positive impact on student engagement and motivation. Students are likely to progress and persist if they are earning college credit. A credit-bearing writing course with built-in supplemental instruction and academic support services such as advising and tutoring provides value added for students.
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Meta-Major Math Courses

Overview The College proposes a two-pronged model for gateway math courses. First, for those students pursuing a science, technology, engineering, math (STEM) or a related meta-major, MAT 1033 (four-credit Intermediate Algebra) will serve as the gateway course. Students enrolled in MAT 1033 will benefit from a lecture and discussion format that may be supplemented by lab instruction. This course is designed to prepare students for MAC 1105 (College Algebra) and more advanced math courses as well as for science courses for which MAC 1105 is a prerequisite. Secondly, for students pursuing a non-STEM meta-major, MGF 1106 (three-credit Topics in College Mathematics) or MGF 1107 (three-credit Explorations in Mathematics) will serve as the gateway course within the mathematics general education area. Students enrolled in MGF 1106 or MGF 1107 will benefit from a lecture and discussion format that may be supplemented by lab instruction. This course is designed to prepare students for STA 2023 (Elementary Statistics), which will be their terminal course in the math general education area. Intended Student Audiences The intended student audience for MAT 1033 (Intermediate Algebra) will be students who have declared a STEM or STEM-related program of study or meta-major. The intended student audience for MGF 1106 or MGF 1107 will be students who have declared a non-STEM program of study or meta-major. Benefits to Participating Students Students preparing for a STEM or STEM-related meta-major will benefit from taking MAT 1033 as a four-credit gateway course that prepares them for the concepts in college algebra and more advanced math courses. Students preparing for a non-STEM meta-major will benefit from taking MGF 1106 or MGF 1107 as a gateway course that prepares them for statistics as well as the critical thinking and practical applications of mathematics relevant to their career interests.
Academic and Student Support Services

Integral to student success in developmental education and gateway courses will be the Colleges academic and student support services which exist to enhance the educational experience of students. The College will offer a variety of services to students, including the following: Academic Advising and Counseling Tutoring and Learning Assistance Services for Students with Disabilities Career Development Student Life and Leadership
Academic Advising and Counseling Florida State College at Jacksonville will provide both exempt and non-exempt students with academic services for advising and counseling. Academic advising is available to help students identify appropriate developmental education and gateway course options based on their Student Advising Rubric and Academic Strengths Profile. Students will also receive advising assistance with selecting meta-majors and majors, choosing university transfer institutions, and addressing academic concerns. Students will be encouraged to seek advising on a regular basis in order to achieve their educational objectives.
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Student Assistance Program The College recognizes that many of the reasons why students drop out or stop out of college are non-academic in nature. Personal issues related to students mental and/or physical health, family, and work can become overwhelming, leading them to leave college. Aware of the need for non-academic counseling and support, Florida State College at Jacksonville has established the Student Assistance Program to provide students with resources to cope with collegerelated, personal, legal, and/or financial issues that may affect their academic performance. Students can receive assistance in-person, online, or via telephone. Free and confidential, the following services are available to students: 24-hour helpline Confidential crisis consultation and assessment In-person counseling with a licensed network provider Individualized educational materials and resources Legal/financial consultation Risk assessment for substance abuse or behavioral problems Information on health and wellness, child care and other concerns
Recommendations by Faculty for Counseling Intervention Counselors at the College provide short-term personal counseling to students as well as referral to community resources and the Student Assistance Program for longer term counseling. Students needing assistance with matters such as academic advising, college policies and procedures, and study skills may be referred by faculty to either counselors or advisors. A link to Emergency and Crisis Information contains helpful resources for faculty who may need to refer students to a counselor for personal intervention. In The Crisis Information Guidebook, readers will discover information about handling stress-producing situations, suicide prevention, child abuse, adult abuse, rape and sexual assault, workplace violence, among other crises: (http://www.fscj.edu/mydegree/counseling-advising/assets/documents/crisisguide.pdf). A list of referral agencies, coupled with the Student Assistance Program, provides opportunities for students to receive longer term counseling after visiting one of the Colleges counselors. Tutoring and Learning Assistance The College will provide students enrolled in developmental education and gateway courses with tutoring and learning assistance via its Library/Learning Commons and Offices of Services for Students with Disabilities. The Library/Learning Commons The Colleges Library/Learning Commons (LLC) is a comprehensive, learner-centered educational environment encompassing the Library, Learning Center, and Academic Success Center. Library Services The Colleges libraries offer student patrons access to books, e-books, audio books, DVDs, magazines, newspapers, journals, and electronic databases, available through the Library/Learning Commons Web page (http://www.fscj.edu/ mydegree/library-learning-commons/). The College is part of a statewide automated information system that electronically connects state and community college library collections. Use of the online catalog (LINCC) allows access to the Florida State College at Jacksonville collections, other college library collections, electronic databases, and worldwide information resources. If the College does not own the book that a student needs, he or she may request it through the Interlibrary Loan (ILL) system, which provides access
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to the circulating book collections of all the library systems in Florida as well as those in universities and public libraries throughout the United States. Dedicated teams of librarians, research and information specialists, and library assistants provide individual instruction at the Library/Learning Commons reference desk to help students access and use library resources. Additionally, librarians regularly conduct library orientations to assist students with the research and information literacy skills necessary in developmental education and gateway courses. Learning Center Staffed with career-level and student tutors, the Learning Center within the Library/Learning Commons facilitates tutoring services across a variety of disciplines, including English and mathematics. Academic tutoring and supplemental instruction for students enrolled in developmental education and gateway courses will be critical to the successful implementation of the Colleges plan. Special topic workshops, test preparation sessions, and just-in-time group study sessions will be available upon faculty request. Academic tutors in the English and math labs will collaborate with faculty to develop individualized intervention and remediation programs for students enrolled in developmental education and gateway courses. In addition to on-ground tutoring, the College will provide students with access to Smarthinkingan online tutoring service with assistance in a variety of subject areasas well as to other online resources, such as the Library/Learning Commons Virtual Learning Labs, which provide tutorial information about English, math, and other subjects. The Academic Success Center Since Fall 2010, the College has delivered developmental education courses through its Academic Success Centers (ASCs). Housed within the Library/Learning Commons, the ASCs are designed to provide students with prompt, personalized assistance through a diagnostic and prescriptive approach to learning. At the beginning of each developmental course, students complete a diagnostic exam that determines their academic strengths and areas for improvement. Upon conducting an item analysis of the test results, faculty work with students to create a prescription for remediation in a lab-enhanced setting where students use discipline-specific software to master course competencies. Engaging in meaningful time-on-task activities, students benefit from working individually with their instructor as well as with a peer tutor. In addition to receiving individualized instruction in a classroom and lab environment, students have the opportunity to visit adjacent tutoring labs where both career- and peer-level tutors assist them with their course work. The ASC represents a one-stop shop approach to developmental education, for in it, students discover dedicated developmental classrooms/ labs, open computer labs, and tutoring labsall in one centralized location. Faculty, moreover, work closely with the Academic Success Center manager to refer at-risk students for additional assistancenamely, advising, counseling via the Student Assistance Program (SAP), crisis intervention, and on some campuses, academic case management. In Spring 2014, a college-wide Advisory Board will convene to review the current ASC model and to make recommendations for change and enhancement based upon the Colleges proposed Developmental Education Implementation Plan. Support Services for Students with Disabilities Through the Office of Services for Students with Disabilities, the College will provide appropriate academic support services for students enrolled in developmental education and gateway courses. The Office will implement and coordinate reasonable accommodations and disability-related services to allow for the full participation of individuals with disabilities in all aspects of college life. The Office, furthermore, will offer students with disabilities educational support services that include testing accommodations, adaptive equipment and software, course substitutions, enlarged and brailed instructional materials, note takers, tutors, readers, interpreters, and scribes. The College will provide services and facilities for students with learning disabilities, hearing impairments, speech or communication disorders, visual impairments, and/ or motor impairments.
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Career Development The College will provide developmental education and gateway course students with academic support services through the Career Development Center, whose services and resources include the following: Individual career counseling and advising Career assessments Computerized career exploration Career resource library Occupational research assistance Matching majors and career options Resum writing assistance Cover letter writing assistance Specialized workshops
In partnership with WorkSource, a job placement agency, the Career Development Center provides a variety of resources and services to help students fulfill their meta-major academic pathways and career goals, including: Online job postings through College Central Network Career fairs WorkSource representatives on every campus Connections with volunteer and student organizations on campus
Through WorkSource, the College assists students in connecting with prospective employers. Students receive assistance in searching for internships as well as part-time or full-time employment. In addition to connecting students to prospective employers and job opportunities, the Career Development Centers offer the following services to assist with job searches: Resume critiques Cover letter reviews Interview preparation assistance Mock interview appointments Job search strategies
Florida Virtual Campus Another valuable resource is a link from the Colleges Counseling and Advising website (http://www.fscj.edu/mydegree/ student-resources/index.php) to the Florida Virtual Campusa statewide, Web-based system providing students with access to a wide variety of admissions, academic, career, financial aid, and learning resource information (http://www.flvc. org). Students can use a variety of resources at the Florida Virtual Campus website, including the following: Access to their degree audit online to determine their graduation status An analysis of how their course work matches with the requirements of different degrees
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A copy of their transcript A summary of financial aid resources and procedures An online system of career exploration (Florida CHOICES)
In brief, the Florida Virtual Campus provides students with helpful online academic and career planning resources. Student Life and Leadership The College also provides students with academic support services related to student life and leadership opportunities through which students can interact with one another and their faculty. Opportunities for students to become engaged with campus and college life outside the classroom include clubs, organizations, social events, as well as intramural and intercollegiate sports programs. The Colleges clubs and organizations may provide an especially helpful co-curricular approach to facilitating students identification and pursuit of meta-major academic pathways. Organizations such as Brain Bowl and the Forensics Team as well as clubs such as the Business Club, Future Educators of America, Future Health Care Professionals, and the STEM Club, among others, support the Colleges emphasis on meta-major academic pathways and career exploration.
Faculty Professional Development Training

The College will establish a professional development program that will consist of two levels of training designed for full-time and adjunct faculty. Level 1 will consist of an informational overview of Senate Bill 1720, and Level 2 will involve discipline-specific and interdisciplinary dialogues about instructional strategies and the academic support services and resources necessary for effectively delivering the Colleges proposed models for developmental education and gateway courses. Level 1: An Introduction to Senate Bill 1720 Jointly scheduled for faculty and student success professionals, this training will provide an overview of Senate Bill 1720, thereby fostering communication and collaboration between academic and student affairs. Participants will learn about the Colleges approach to determining if a student is exempt or non-exempt, how to evaluate documented student achievements, and how to engage students in conversations about their level of preparedness for college-credit work using the appreciative advising model. Attendees will also learn how to access the students Student Advising Rubric scores in My Advisor (a user-friendly sub-component of the Colleges Student Information System) and the students Student Academic Strengths Profile. As a result of the training, participants will understand the model that advisors will use in informing students of their developmental education and gateway course options. Level 2: Discipline-specific and Interdisciplinary Faculty Forums This training will involve both discipline-specific and interdisciplinary faculty forums focused on the discussion of instructional strategies and academic support services and resources for delivering developmental education and gateway courses. When possible, the discipline-specific forums will be scheduled around the general education discipline council meetings for approximately 60 minutes per session. Feedback will also be solicited from career education faculty and their industry advisory boards. During the forums, faculty will explore the following topics: Developmental Education Delivery Models
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Early Start/Bridge Program Accelerated Courses Modularized Courses Contextualized Reading REA 1105
Gateway Course Delivery Models
Embedded Remediation ENC 1101C: English Composition I Enhanced Meta-Major Math Courses MAT 1033 MGF 1106 or MGF 1107
Meta-Majors and Meta-Major Academic Pathways Strategies for Informing Students of Meta-Major Academic Pathways
Interdisciplinary faculty forums will be scheduled on the campuses to facilitate additional dialogue about ideas for working collaboratively to help students achieve the following statewide general education competencies: Critical Thinking: Effectively analyze, evaluate, synthesize, and apply information and ideas from diverse sources and disciplines. Quantitative and Scientific Reasoning: Use processes, procedures, data, or evidence to solve problems and make effective decisions. Communication Skills: Engage in effective interpersonal, oral, and written communication. Information Literacy: Locate, evaluate, and effectively use information from diverse sources. Global Social-cultural Understanding: Demonstrate understanding of the diverse traditions of the world and an individuals place in it.
To ensure that all College employees have access to needed information, a variety of training options will be provided via face-to-face, hybrid, and online presentations. Professional development and training will enable Florida State College at Jacksonville to achieve the following goals: Promoting the collaboration of academic and student affairs professionals in support of student learning and success in developmental education and gateway courses Providing students with developmental, general, and career education curricula collaboratively designed to maximize their development in college.
Summary
In this section, the College has proposed developmental education and gateway course options for targeted student audiences. Primarily intended for non-exempt students and secondarily for exempt students who opt into developmental education, the Colleges developmental education options include modularized and accelerated courses for reading, writing, and math. Both non-exempt and exempt students will also have the opportunity to practice and review their basic literacy and numeracy skills in a self-paced, software-driven Early Start/Bridge Program. Additionally, the College will offer gateway courses for exempt and high-performing non-exempt students via a contextualized reading model (REA 1105); an embedded remediation ENC 1101C course; as well as a four-credit intermediate algebra course (MAT 1033) for STEM and related meta-majors and alternative, applied math courses (MGF 1106/MGF 1107) for non-STEM meta-majors. Exempt and non-exempt students will benefit from enhanced academic and student support services for English, math, and other general education courses. The developmental education and gateway course strategies will be designed to foster student success and retention from the first year of college to graduation at Florida State College at Jacksonville.
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SECTION V:
STUDENT COSTS AND FINANCIAL AID OPPORTUNITIES
Isaiah David Hart Bridge Opened in 1967
SECTION V: STUDENT COSTS AND FINANCIAL AID OPPORTUNITIES Introduction

This section contains Florida State College at Jacksonvilles proposal for addressing student costs and financial aid opportunities associated with developmental education and gateway education course strategies.
Lower-Division College-Credit Course Tuition and Fees

The following table displays tuition and fees for lower-division courses at Florida State College at Jacksonville (http:// catalog.fscj.edu/content.php?catoid=31&navoid=4088#tuition-fees): Residency In-State Residents Non-State Residents *Eligible Georgia Residents Tuition and Fees $102.88 per credit hour of instruction $399.27 per credit hour of instruction $216.55 per credit hour of instruction
Georgia Residents
Georgia residents in approved counties and cities are eligible for reduced differential tuition. While the student costs for eligible Georgia residents are higher than those for Florida residents, the costs are nevertheless significantly lower than those for traditional non-residents. Please visit the following link for additional information about Georgia zip codes eligible for differential tuition and fees: http://catalog.fscj.edu/content.php?catoid=31&navoid=4061.
Distance Learning Tuition and Fees

The standard tuition and fees paid by distance learning (online) students in developmental education and gateway courses vary depending on the students residency. In-state distance learning students pay in-state tuition and fees; non-state and Georgia students pay the Georgia rate for online courses. The College also charges an additional $15.00 fee per credit hour of instruction for distance learning courses; students completing online courses will need to factor this fee into the cost of their education. Florida Statute 1009.23 (16)(b) authorizes Boards of Trustees to assess a distance learning course fee attributable to the development and delivery of the distance learning course. A distance learning course is one in which at least 80% of the instruction is delivered with technology; the instruction occurs where the faculty member and student are separated by location; and the course is listed in the Florida Higher Education Distance Learning Catalog. As the College continues to increase the number of distance learning offerings, additional subject matter experts and instructional designers will be needed. The fee revenue from online courses will support these costs.
Student Costs for Third Attempt at Course

In-state students may take a course twice at the in-state residential rate of tuition. Upon the third (and final) attempt, students will pay non-Florida resident tuition rates. This policy does not apply to course attempts made prior to Fall term 1997.
Tuition and Fees for Proposed Developmental Education and Gateway Courses
The following table displays the projected tuition and fees for the Colleges proposed developmental education and gateway course options for in-state students, effective Fall 2014:
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Developmental Education Option Early Start/Bridge Program
Type of Costs Pearsons MyFoundationsLab Access Code PERT Re-sitting Fee Tuition and Fees for Four Credit Hours of Instruction $19.00 $22.00
Costs
Accelerated Courses (REA 0007, REA 0017; ENC 0015, ENC 0025; MAT 0018, MAT 0028) Modularized Courses
$411.52 per course
One-Credit Modularized Courses (REA 0055, ENC Tuition and Fees for One Credit Hour of $102.88 per course 0055,MAT 0055) Instruction Two-Credit Modularized Courses (REA 0056, ENC Tuition and Fees for One Credit Hour of $205.76 per course 0056, MAT 0056) Instruction Gateway Course Option Contextualized Reading Course (REA 1105 three credits) English Courses ENC 1101 (three credits) ENC 1101C (four credits) Meta-Major Math Courses MAT 1033 (four credits) MGF 1106 (three credits) MGF 1107 (three credits) Tuition and Fees for Four Credit Hours of Instruction $411.52 Tuition and Fees for Three Credit Hours $308.64 of Instruction Tuition and Fees for Four Credit Hours of Instruction $411.52 Type of Costs Costs Tuition and Fees for Three Credit Hours $308.64 of Instruction
Tuition and Fees for Three Credit Hours $308.64 of Instruction Tuition and Fees for Three Credit Hours $308.64 of Instruction
Tuition and fees are subject to change by action of the District Board of Trustees.
Financial Aid Opportunities

Students will be advised during the admissions and orientation processes about federal financial aid assistance as well as both need- and merit-based scholarship opportunities. Federal and state student grants, college work-study, and loans will be available. To learn more about these opportunities, students may visit the following website: http://catalog.fscj.edu/ content.php?catoid=31&navoid=4088%20-%20tuition-fees. Per the United States Department of Education, students who meet common placement testing/developmental education exemption criteria according to SB 1720 and choose to enroll in developmental education will be eligible for Title IV aid for up to 30 developmental education credits.
Note on Military Students Benefits

It should be noted that Veterans Aid benefits will not cover the tuition and fees of exempt active duty military or exempt veteran military students who wish to opt into developmental education classes. Only those veterans who have nonexempt status will be able to receive Veterans Aid for developmental education classes.
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Tuition and fees (excluding lab and equipment usage fees) for out-of-state active duty military students and qualified spouses receiving Department of Defense tuition assistance will not exceed $220.00 per credit hour for lower-division classes only.
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SECTION VI:
COLLECTION OF STUDENT SUCCESS DATA
Mathews Bridge Opened in 1953
SECTION VI: COLLECTION OF STUDENT SUCCESS DATA

In this section, the College proposes a model for the collection of student success data. In preparation for submission of an annual accountability report, beginning on October 31, 2015, Florida State College at Jacksonville will compile student success data for each proposed developmental education and gateway course strategy. The Offices of Academic Foundations, Student Analytics and Research, and College Data Reporting will collaborate to collect, organize, analyze, summarize, and report progress on the following indicators: Student Success Data Indicators
Developmental Education Option Course Enrollment Percentage of Successful Course Completions (Grade of C or Higher) Exempt Students Non-Exempt Students Exempt Students Average Time1 to Successful Completion of Developmental Education Exempt Students Non-Exempt Students Exempt Students Average Time to Successful Completion of Gateway Course Exempt Students Non-Exempt Students Exempt Students Average Time to Successful Degree Completion
Early Start/Bridge Program Accelerated Courses (REA 0007, REA 0017; ENC 0015, ENC 0025; MAT 0018, MAT 0028)
Exempt Students Non-Exempt Students Exempt Students
Exempt Students Non-Exempt Students Exempt Students
Non-Exempt Students Modularized Courses One-credit Modularized Courses (REA 0055, ENC 0055, MAT 0055) Non-Exempt Students Two-credit Modularized Courses (REA 0056, ENC 0056, MAT 0056) Exempt Students Exempt Students
Non-Exempt Students Exempt Students
Non-Exempt Students
1
Non-Exempt Students
Non-Exempt Students
Non-Exempt Students
Non-Exempt Students
Average time will be measured as successive terms elapsed. Gateway Course Options Course Enrollment Percentage of Successful Course Completions (Grade of C or Higher) Exempt Students Average Time2 to Successful Completion of Developmental Education N/A Average Time to Successful Completion of Gateway Course Exempt Students Average Time to Successful Degree Completion
Contextualized Reading Course REA 1105 (three credits)
Exempt Students
Exempt Students
High-performing NonExempt Students
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Gateway Course Options
Course Enrollment
Percentage of Successful Course Completions (Grade of C or Higher) Exempt Students
Average Time2 to Successful Completion of Developmental Education N/A
Average Time to Successful Completion of Gateway Course Exempt Students
Average Time to Successful Degree Completion
English Courses ENC 1101 (three credits) ENC 1101C (four credits)
Exempt Students
Exempt Students
Exempt Students High-performing NonExempt Students
Exempt Students High-performing NonExempt Students Exempt Students
N/A
Exempt Students High-performing NonExempt Students
Exempt Students High-performing NonExempt Students Exempt Students
Meta-major Math Courses MAT 1033 (four credits) MGF 1106 (three credits) MGF 1107 (three credits)
2
Exempt Students
N/A
Exempt Students
Exempt Students Exempt Students
N/A N/A
Average time will be measured as successive terms elapsed.
The College will further disaggregate findings by student age, reporting success and retention data in the following demographic categories: Students under age 20 Students between ages 20 and 24 Students older than 24
This measure will provide the College with age-related data about exempt and non-exempt student performance in developmental education and gateway courses. Additionally, the College will analyze student success and retention relative to students initial scores on the Student Advising Rubric and Student Academic Strengths Profile to examine the reliability and validity of these predictive analytical tools. While ensuring the protection of students privacy and confidentiality, student advising notes from the first-term advising session about developmental education and gateway course options will be extracted from the Student Information System for qualitative analysis about recurring themes and patterns in students self-perceptions of their college preparedness and resultant course and academic pathway selections. The notes will be used to assess the efficacy of the Colleges new advising model and to recommend strategies for enhancing it. The findings from the student data collection model will be widely disseminated to College faculty, administrators, and student success professionals as well as to the Florida College System office. Based on an analysis of student success and retention in the developmental education and gateway course strategies throughout the 2014-2015 academic year, the College will modify and enhance its reform proposals for subsequent academic years. In sum, the College will collect, analyze, summarize, and report on the aforementioned measures as required for the annual accountability report due to the Florida College System office. The College will use these results and other related measures to guide course and program enhancement, with the goal of positively influencing student learning, success, retention, and completion, from developmental education to gateway courses through degree attainment.
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SECTION VII:
CONcLUSION
Henry Holland Buckman Bridge Opened in 1970
SECTION VII: CONCLUSION

Representing the collaborative efforts of faculty, student success professionals, and academic administrators, Florida State College at Jacksonvilles Developmental Education Implementation Plan contains proposals for the reforms required by Senate Bill 1720. The legislation has galvanized the Colleges vision for a renewed First-year Experience program founded upon a collegial partnership between academic and student affairs. With student success as the guiding principle, the plan includes proposals for the documentation of student achievements, a comprehensive advising model, developmental education and gateway course strategies, student costs and financial aid opportunities, as well as the collection of student success data. Integral to the documentation of student achievements will be verification of students exempt/non-exempt status per State Board of Education Rule 6A-10.0315 as well as a triangulated analysis of students cumulative secondary weighted and unweighted grade point average; cumulative secondary subject area grade point average; and secondary course type progression. The creation of an automated Student Advising Rubric and Student Academic Strengths Profile within the Colleges Student Information System will provide advisors with tools for helping students make informed decisions about their developmental education and gateway course options. Based upon appreciative inquiry, the Colleges comprehensive plan for advising will engage student success professionals and voluntary faculty in informing students about meta-major academic pathways and approaches for mapping academic degree plans that include strategically chosen developmental education and gateway courses. Supportive of the goals and student learning outcomes of MAP for Success, the Colleges Quality Enhancement Plan, the comprehensive advising model will facilitate students academic and professional success. Florida State College at Jacksonvilles proposals for developmental education and gateway course strategies will offer first-year students increased academic support. Developmental education options comprise an Early Start/Bridge Program, a self-paced, software-driven intervention intended to prepare students for college-credit competencies; eight-week accelerated developmental reading, writing, and math courses; and four-week modularized reading, writing, and math courses that may be delivered via a stand-alone or co-requisite modality. Gateway course strategies consist of a contextualized reading course (REA 1105: College Reading/Critical Analysis), which can be developed to support general education or career education courses; an embedded remediation English Composition I course (ENC 1101C), which provides students with enhanced critical thinking and writing instruction; and meta-major math pathways, with Intermediate Algebra (MAT 1033) for STEM majors or Topics in College Mathematics (MGF 1106) or Explorations in Mathematics (MGF 1107) for non-STEM majors. Students will learn of the Colleges various developmental education and gateway course offerings during orientation and first-term advising. To promote student success, the College will provide academic and student support services that include advising, tutoring and learning assistance, services for students with disabilities, career development opportunities, and student life and leadership activities. In addition to specifying student costs and financial aid opportunities for the proposed instructional options, the Colleges plan details the approach to collecting, analyzing, summarizing, and reporting on student success. The College will use student achievement data to enhance courses and programs. Like the speaker in Theodore Roethkes The Waking, Florida State College at Jacksonville is awakening to a new dayone heralded by Senate Bill 1720, the legislation governing developmental education in Florida College System institutions. In Fall 2014, developmental education course strategies at Florida State College at Jacksonville will differ significantly from current practice. At the crux of a renewed First-Year Experience program, the proposed instructional strategies and comprehensive advising model are designed to foster student success, from developmental education to gateway courses through degree completion. Embracing challenges and opportunities alike, students, faculty, staff, and administrators will collectively learn by going where they have to go.
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SECTION VIII:
REfERENcES
Main Street and Acosta Bridges across St. Johns River Credit Visit Jacksonville and photographer, Ryan Ketterman
SECTION VIII: REFERENCES

Bloom, J.L., Hutson, B.L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing. Florida State College at Jacksonville. (2013). The quality enhancement plan: MAP for success. Jacksonville, FL. Light, R. (2001). Making the most of college: Student speak their minds. Cambridge, Mass: Harvard University Press.
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SECTION IX: APPENDICES Appendix A

Cumulative Secondary Subject Area G.P.A. Analysis Grade Freshman Sophomore Junior Senior 4-Year Cumulative Subject Area G.P.A. College Preparedness Points Semester 1 Semester 2 Yearly Sum Year G.P.A.
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Appendix B
Secondary Course Type Progression Analysis Grade Freshman Sophomore Junior Senior 4-Year Total College Preparedness Points English Course Type Math Course Type
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Appendix C
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Appendix D
Student Advising Rubric The Student Advising Rubric will be based on a five-point ordinal scale, with the following indicators: 5 Very High Preparation: The students cumulative weighted and unweighted secondary G.P.A.; cumulative secondary subject area G.P.A.; and secondary course type progression demonstrate a very high level of academic preparation in English and/or math. The advisor may recommend that the student voluntarily take a placement exam for possible placement beyond the Colleges designated gateway courses: English: ENC 1101 (English Composition I) and Math: MAT 1033 (Intermediate Algebra) or MGF 1106 (Topics in College Mathematics) or MGF 1107 (Explorations in Mathematics). Note: Placement beyond the Colleges designated gateway courses requires that students take a placement exam (e.g., PERT) to ensure accurate placement. 4 High Preparation: The students cumulative weighted and unweighted secondary G.P.A.; cumulative secondary subject area G.P.A.; and secondary course type progression demonstrate a high level of academic preparation in English and/or math. The advisor may recommend that the student voluntarily take a placement exam for possible placement beyond the Colleges designated gateway courses: English: ENC 1101 (English Composition I) and Math: MAT 1033 (Intermediate Algebra) or MGF 1106 (Topics in College Mathematics) or MGF 1107 (Explorations in Mathematics). Note: Placement beyond the Colleges designated gateway courses requires that students take a placement exam (e.g., PERT) to ensure accurate placement. 3 Adequate Preparation: The students cumulative weighted and unweighted secondary G.P.A.; cumulative secondary subject area G.P.A.; and secondary course type progression demonstrate an adequate level of academic preparation in English and/or math. The advisor should recommend that the student enroll in the following courses: English: ENC 1101 (English Composition I); Math: MAT 1033 (Intermediate Algebra) or MGF 1106 (Topics in College Mathematics) or MGF 1107 (Explorations in Mathematics). 2 Low Preparation: The students cumulative weighted and unweighted secondary G.P.A.; cumulative secondary subject area G.P.A.; and secondary course type progression demonstrate a low level of academic preparation in English and/or math. The advisor should recommend, but may not require, that the exempt student enroll in a developmental education option for reading, writing, or math or, in English, a gateway course with embedded remediation (e.g., ENC 1101C: Enhanced English Composition I). 1 Very Low Preparation: The students cumulative weighted and unweighted secondary G.P.A.; cumulative secondary subject area G.P.A.; and secondary course type progression demonstrate a very low level of academic preparation in English and/or math. The advisor should recommend, but may not require, that the exempt student enroll in a developmental education course in reading, writing, or math prior to taking a gateway course to increase the likelihood of the students being successful in the respective subject area.
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Appendix E Senate Bill 1720 Student Questionnaire: 2014-2 Registration

All new, current, returning, and transfer students who seek Exemption from Common Placement Testing and Developmental Education must complete this form with an advisor. First Name: ___________________________________________ Last Name: ________________________________________ Social Security Number: ___________________________________________________________________________________ In compliance with Florida Statute 119.071(5), the College will collect your social security number (SSN) for reporting and documenting testing information. Providing your SSN on this form means that you consent to the use as described. All SSNs are protected by federal regulations and will not be released to unauthorized parties. Read more about the collection of SSNs in the College Catalog. Please check your student classification: ___New ___Current ___Returning ___Transfer
ELIGIBILITY CRITERIA 1. Are you a current active duty service member in the United States Armed Services? ___Yes ___No
2. *If yes, what is your military status? ___Active duty ___Full-time training duty ___Annual duty in Coast Guard during a period of hostility ___Annual training duty and attendance while in active military status at a service school ___Active National Guard ___Reservists serving on active duty
3. Which of the following high school credentials did you earn? Please choose ONLY one. ___Standard High School Diploma ___GED Certificate ___Certificate of Completion
4. In what year did you start 9th grade? ______ 5. At which high school did you start 9th grade? _________________________________________________________
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6. Is your high school a public or private institution? (Check one) _____Public
_____Private
7. In what city ____________________ and state _____________________ is the high school in which you began the ninth grade located? 8. In what year did you graduate from high school? ______ 9. From which high school did you graduate? ________________________________________________________________ 10. Is your high school a public or private institution? (Check one) _____Public _____Private
11. In what city ____________________ and state _____________________ is the high school from which you graduated located? *Please provide documentation of current active duty military status to your advisor. Form(s) of Documentation: ________________________________________ ________________________________________ ________________________________________
I acknowledge that the information provided herein is accurate. Student Signature __________________________________________________________ Date __________________________
EXEMPT/NON-EXEMPT STATUS (Advisor to check appropriate line.) _____The student is exempt from placement testing and developmental education instruction. _____The student is NOT exempt from placement testing.
ADVISING INFORMATION 1. What are your academic interests (e.g., math, science, technology, health sciences, English, foreign languages, counseling, psychology, politics, business, education, public safety, manufacturing/construction, other)? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ 2. How would you rate your ability and skill level on a 1 to 5 scale, with 1 being the lowest and 5 being the highest, in the following subject areas? Subject Area: Reading Comprehension Writing Math Self-rating ________ ________ ________
3. What are your career goals? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________

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STUDENT ADVISING ACKNOWLEDGEMENT Exempt Students: Pursuant to s.1008.30, F.S. and Rule 6A-10.0315, F.A.C., you are exempted from the requirements of common placement testing and developmental education. This exemption enables you to enroll in any college-credit course that does not require a college-level prerequisite. You may opt to take the common placement test. Regardless of your placement test scores, you will not be required to enroll in developmental education. You may opt to enroll in developmental education to improve your skills before enrolling in college-level courses. Your advisor can provide additional information on developmental education options. I, ____________________________, have been informed by a College advisor of my options for developmental education and gateway courses. I further acknowledge that I received the opportunity to ask a College advisor questions about my course options before making my choice.
Student Signature __________________________________________________________ Date _________________________ _____(Student Initials) I opt to take the placement test (PERT) to learn more about my current knowledge and skill levels in reading, writing, and/or math.
Non-exempt Students: Students who are NOT exempt are required to take a common placement test to determine if they are ready for collegelevel courses in English and mathematics. The Postsecondary Education Readiness Test (or PERT) is used for this purpose, and the results determine the most appropriate course placement. Students who do not meet college ready scores will be required to enroll in developmental education and to select among the options provided by the College. I, _______________________, understand that I do not meet the exemption criteria for common placement testing and will be required to take the Colleges placement test (PERT). I further understand that based on the results of the placement test, I may be required to take developmental education courses in reading, writing, and/or mathematics in order to prepare for college-level course work.
Student Signature __________________________________________________________ Date _________________________
Advisor Signature __________________________________________________________ Date _________________________
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For Advisor Use Only: NON-EXEMPT:_____________ CURRENT COURSE PLACEMENT: EXEMPT: ____________ _________MATH _________READING _________READING _________READING _________WRITING _________WRITING _________WRITING
CLEAR DEMOGRAPHICS IN ( or N/A): _________MATH ADMINISTER PERT IN ( or N/a): _________MATH
STUDENT SUCCESS ADVISOR NAME: ______________________________________________________________________ STUDENT SUCCESS ADVISOR SIGNATURE: _________________________________________________________________ DATE: ________________ CAMPUS/CENTER: _________________________________ PHONE EXT: __________________
STUDENT ADVISING NOTES ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
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Appendix F
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Appendix G Notification of Common Placement Testing and Developmental Education Exemptions

Effective Spring 2014, if you entered the ninth grade in a Florida public school in 2003 or after and earned a standard Florida high school diploma, or if you are a student who is serving as an active duty member of any branch of the United States Armed Services, you will not be required to take the placement test (P.E.R.T.) or enroll in developmental education at any Florida College System institution, including Florida State College at Jacksonville (per State Board of Education Rule 6A-10.0315). If you are exempt from placement testing and developmental education, you may still opt to be assessed or may enroll in developmental education, and the College will provide assessment and instruction upon your request. Exempt Students Who Is Exempt from (Can Skip) Common Placement Testing and Developmental Education Instruction? First-time-in-college, transfer, or currently enrolled students who entered ninth grade in a Florida public high school in the 2003-04 school year, or any year thereafter, and who earned a Florida standard high school diploma First-time-in-college, transfer, or currently enrolled students who are serving as active duty members of the United States Armed Services, defined by the Department of Homeland Security, U.S. Citizen and Immigration Services, Section 392.1, as including: Full-time training duty Active duty in Coast Guard during period of hostility Annual training duty and attendance while in active military status at a service school Active duty National Guard Reservists serving on active duty Active duty in noncombatant capacity
Non-exempt Students Who is Non-Exempt from (Cannot Skip) Common Placement Testing and Developmental Education Instruction? Students who earned a high school equivalency diploma or GED Prospective dual enrollment students Home school students Students who graduated from an out-of-state public high school Students who graduated from an in-state or out-of-state private high school Veterans are not exempt unless they meet other eligibility criteria.
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Appendix H
Please see the printed version of Florida State College at Jacksonvilles First-Year Experience Guidebook.
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Appendix I New Directions for Developmental Education: A Survey of the Literature

Patti Levine-Brown
Introduction
The nations 1,200 community colleges enroll 6.7 million students, or nearly half the U.S. undergraduate population. They are key institutions in todays education-intensive economy (Bryk & Toch, 2012). According to the National Center for Education Statistics, nearly 100 percent of the public community colleges in the United States offer some form of developmental education. Nationally, about 60 percent of community college students are referred to one or several developmental courses (Attewell, Lavin, Domina, & Levey, 2006; Bailey, Jeong, & Cho, 2010). In some community colleges, more than 90 percent of entering students are deemed insufficiently prepared to start college-level work (Kerrigan & Slater, 2010). According to the Lumina Foundation (2008), nearly one-third of first-year college students require remedial education in reading, writing, or mathematics. Because large numbers of incoming community college students continue to need help preparing for college-level courses, it would appear that developmental education will continue to be a major responsibility for American community colleges, and failure to provide it is not an option for community colleges or for the country (Arendale, 2010). However, rising costs of remediation, coupled with unsatisfactory completion rates, require that community colleges commit to longterm, comprehensive solutions that will reduce the need for remediation and assure that those who need help will receive it in a manner that supports their educational goals (Russell, 2008). Major changes in delivery options for developmental education courses in community colleges are needed. The conversion that needs to occur will be both challenging and complicated, but a number of promising changes in public school reforms, including reorganizing K-12 curriculum (Greene & Forster, 2003), could make this transition much easier; additionally, policymakers and national leaders have recently made efforts to better align secondary and postsecondary curricula and mandate further preparation in high school in order to increase students success in college (Rutschow & Schneider, 2011). However, it is likely to take some time for these reforms to have any measurable impact on the skills of incoming community college students (Boylan & Saxon, 2012).
Integration of Academic and Student Affairs

While the alignment of curriculum and supplemental preparation certainly can bolster student success, it is essential that community colleges also work toward extending the resources for learning on campuses and see academic and non-academic life as interlocked (Boyer, 1987). Because the impact of college largely is determined by the individuals quality of effort and level of involvement in both academic and nonacademic activities (Pascarella & Terenzini, 1991), developmental education programs in the community colleges need to embrace and sanction an interdisciplinary, crosscampus delegation of faculty, administrators, and student affairs professionals to work on creating quality programs aimed at increasing the success of students. Research states that retention strategies developed jointly, via collaborative efforts involving academic and student affairs, result in more comprehensive and effective retention programs than those that had been developed previously through independent efforts by these two units (Stodt & Klepper, 1987). Students in higher education need to experience this integration of the curriculum and co-curriculum in order to maximize their development in college. Academic and student affairs need each other to realize their respective educational objectives (American College Personnel Association, 1994). If the goal is to educate the whole person, then the support of student affairs is integral to achieving the academic mission of the institution. Integration of academic and students affairs might include first-year experience programs, learning communities, student life, and service learning (Bourassa & Kruger, 2001; Dale & Drake, 2005). Other forms of integration might include onestop centers that house advising, career counseling, and learning and tutoring programs. Student success centers can house academic and career counseling, leadership development programs, and student organizations and can create an environment where faculty and staff are encouraged to enter into a dialogue with students.
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Because there is not universal agreement on the need for developmental education or its most effective delivery methods, achieving these goals will involve challenges. Changes will be further complicated by a culture that since the 1970s has fostered the implementation of remediation by what is referred to as the stockpiling model (Keimig, 1983). This sad situation is all too familiar to thousands of incoming students taking some sort of assessment that places them into various levels of remediation where they may experience hardships and spiral downward until they get bored, quit, run out of time and/or money, or somehow manage to pass the courses needed to get into college credit classes (Boylan & Saxon, 2012). Critics of developmental education have long argued that students get bogged down taking multiple remedial courses, leading many to give up and drop out (Deil-Amen & Rosenbaum, 2002). In addition, some research studies cite the annual cost of college-level remediation at close to $7 billion while also pointing out that many college students who take developmental education classes fail to graduate or do not earn a degree or certificate within 8.5 years (Lu, 2013). On the other hand, advocates of developmental education stress that most students who take remedial/developmental coursework subsequently complete their degrees successfully (McCabe, 2000; Merisotis & Phipps, 2000). Supporters point out that students of color, students from less affluent families, and students for whom English is a second language are greatly overrepresented in remedial courses, and policies that prevent students who need remedial/developmental work from enrolling in four-year colleges could greatly reduce the likelihood that such students would ever obtain bachelors degrees (Greene & Forster, 2003).
Models
The questions posed as of late focus on how developmental education/remedial courses need be delivered in an attempt to move students into credit-bearing courses more quickly and increase overall graduation rates. Because the needs of students vary greatly, there is no one delivery method that fits all needs. Delivery models that seem to afford the most success are those that combine traditional and innovative approaches to instruction. Innovative instructional approaches proposed include, but are not limited to, accelerated and compressed models that focus on getting students through developmental education coursework in a shorter period of time, co-requisite models that involve enrolling students in remedial and college-level courses in the same subject at the same time and center on students receiving targeted support to help boost their understanding and learning of the college-level course material, embedded models which require the restructuring of curriculum in credit-bearing courses to include built-in supplemental supports in basic skills, contextualized models that connect basic-skills coursework to real-world applications and attempt to engage students more deeply in their learning program (Feldman & Zimbler, 2011), technological approaches that provide more individualized instruction to students, and modularized or self-paced approaches that focus on a particular skill set rather than offering the whole curriculum in one continuous course (Rutschow & Schneider, 2011; Zachry & Schneider, 2010). While multiple models for the reorganization of developmental education have been posited and piloted over time, legislative mandates in many states, including Florida, now necessitate continued and immediate attention to the reworking of developmental education. A review of best practices in the field is demanded, with a sense of urgency, as well as continued research scrutiny for the purposes of local educational delivery implementation. After a review of a number of delivery methods, three models accelerated/compressed, modularized, and co-requisites emerged as options that would fit well with developmental and traditional general studies curricular offerings at Florida State College at Jacksonville (FSCJ).
Delivery Methods for Florida State College at Jacksonville

A popular delivery model that has been piloted at FSCJ is the accelerated or fast-track model. While the literature sometimes refers to accelerated courses as compressed courses, the structure of the two courses is different. Accelerated courses are stand-alone developmental education courses usually taught in an eight-week format via minilectures, discussions, and lab. Students receive grades for each accelerated course. Compressed courses involve combining multiple levels of a developmental education sequence, thereby allowing students to move through more than one level of coursework in a single semester. While the length of the compressed courses is shortened (usually eight weeks), the instructional contact hours are the same as in a traditional 16-week course. Therefore, class periods tend to be longer and require instructors to modify the course curriculum.
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A study applicable to the discussion of student success in accelerated/compressed format courses was conducted at Santa Monica Community College (Geltner & Logan, 2001). The study showed that successful course-completion rates were higher for courses offered in compressed formats than in traditional semester-length courses. In general, shorter course length corresponded to higher course-completion rates. College-wide pilots offering self-paced instruction through competency-based modularization have also shown promise. This method of delivery essentially provides multiple mini-courses, or modules, that focus on particular skill sets. Usually, students completing modularized coursework receive some assistance through computer instruction. Research refers to this delivery option as a way for students to strengthen particular weaknesses they may have in a subject area while bypassing instruction in their areas of strength (Zachry & Schneider, 2010). Technology involving software programs is often connected to modular delivery. The integration of technology into developmental courses with traditional content and curriculum is a delivery format familiar to every faculty member who teaches in the Academic Success Centers (ASCs) at FSCJ. Computer-aided instruction is a major part of the curriculum that was designed with the intent of helping students move through developmental education classes at a faster pace. Many of the software programs, such as MyReadingLab, MyWritingLab, and MyMathLab, can be pre-set to create an individualized program of instruction for each student which allows them to spend more time working on areas where they need the most improvement. A third model, the co-requisite, is an increasingly popular approach to achieving the goals of accelerating developmental education students into and through college-level courses as soon as possible (Commander, Stratton, Callahan, & Smith, 1996; Boylan, 1999; Edgecombe, 2011; Complete College America, 2011). This model involves enrolling students in remedial and college-level courses in the same subject at the same time and mainstreaming students directly into collegelevel courses, which are supplemented with additional supports such as tutoring or additional courses for students with greater academic needs. Co-requisite courses usually have two instructors who work together to integrate their instruction in a way that supports shared learning and student engagement (Edgecombe, 2011; Tinto, 1998). Ideally co-requisite courses foster a single, coherent educational experience that promotes deeper, contextualized learning (Tinto, 1998). However, defining the co-requisite model is complicated by the models evolution over time and by its various forms of implementation. Initially, co-requisite referred to any two paired, simultaneous courses. Over time, practitioners have adapted and refined the co-requisite model for use in supporting early college success in mathematics. Co-requisite course experiences are also known as learning communities, linked courses, and paired courses, to name a few (Higher Ed Issue Brief, 2012). Overall, evaluations of the varied models of co-requisite approaches have been associated with higher grades and higher completion rates in introductory college-level courses, increased fall-to-fall persistence in enrollment, and higher total college-credit accumulation (Wilcox, del Mas, Stewart, Johnson, & Ghere, 1997; Jenkins, Speroni, Belfield, Jaggars, & Edgecombe, 2010; Tennessee Board of Regents, 2009). However, there is a need to be cautious when implementing versions of the co-requisite model. In some cases, instructors have not made significant changes to integrate the curriculum or instruction between courses. This lack of coordination can lead to a mismatch between the courses (Visher, Schneider, Wathington, & Collado, 2010). In the context of developmental education, what is referred to as the first-generation co-requisite model often pairs a college-level mathematics or science course with a complementary developmental mathematics course for students at the highest level of developmental coursework (Edgecombe, 2011; Tinto, 1998). Another popular model for students with more significant developmental needs pairs developmental reading and developmental mathematics courses (Tinto, 1998). The first-generation models vary in how content is sequenced and structured. Some versions redesign both classes so the content of the developmental class directly supports the content of the college course (Commander, Stratton, Callahan, & Smith, 1996; Visher, Schneider, Wathington, & Collado, 2010). What is referred to as the secondgeneration co-requisite model is likely a more familiar scenario to faculty at FSCJ. Instead of pairing a college-level course with the highest level of developmental course, second-generation co-requisite models may pair a college-level course with a student success course, a specialized lab, or other support options such as mandatory tutoring or supplemental instruction. The defining features of these second-generation models are that they target students referred to the highest level developmental course, students begin earning college credit right away, and transition points between courses are eliminated (Higher Ed Issue Brief, 2012).
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Another approach that FSCJ faculty may want to consider piloting is the Accelerated Learning Program (ALP), which pairs college-level English courses with a supplemental support course. ALP is structured so that one instructor teaches both courses, and the instructor is tasked with identifying the knowledge and skills needed for supplemental instruction in the support course. ALP also mixes college-level and developmental students in the college-level course to take advantage of positive peer effects of learning with more advanced students (Jenkins, Speroni, Belfield, Jaggars, & Edgecombe, 2010). The co-requisite model in its truest form has not been piloted at FSCJ, but a few classes running developmental writing and freshman-level composition (ENC 1101) side-by-side in one term, with the same students, have been deemed successful. This concurrent design could allow FSCJ to offer the co-requisite developmental instruction as a non-credit, fee-based offering connected to a credit-bearing college course.
Reorganization of Developmental Education

The reorganization of developmental education in Florida and other states such as Connecticut and Virginia will affect the entire educational community. The course delivery options discussed in this paper are recommended as ways of implementing developmental education instruction at Florida State College at Jacksonville. They are by no means the only possible alternatives, but they are highly recommended strategies for reducing the amount of time students have to spend completing remedial courses. All of the options mentioned have been piloted at numerous educational institutions and reviewed in a number of research journals. Unsatisfactory completion rates in developmental education courses have shown us that teaching students the same way over and over is not working. Students who did not grasp key concepts in high school are not likely to learn them if they are presented in the same way in the community colleges. Developmental education delivery options are part of the solution to assuring educational opportunity for all, and educational institutions must work to develop more effective practices that will prove beneficial for students who need to acquire postsecondary credentials. Without developmental education, these students have reduced chances of succeeding in regular college classes, of achieving their educational goals, and ultimately, of contributing fully to society and the nations economy (Russell, 2008).
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References
American College Personnel Association. (1994). The student learning imperative: Implications for student affairs. Washington, D.C.: Author. Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New evidence on college remediation. Journal of Higher Education, 77(5), 886-924. Arendale, D. (2010). Access at the crossroads: Learning assistance in higher education. ASHE/ERIC Higher Education Report, 35(6). Hoboken, NJ: Wiley. Bailey, T., Jeong, D. W., & Cho, S. (2010). Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29, 255-270. Bourassa, D. M., &. Kruger, K. (2001). The national dialogue on academic and student affairs collaboration. New Directions for Higher Education, 116, 9-38. doi:10.1002/he.31 Boyer, E. L. (1987). College: The undergraduate experience in America. New York: Harper & Row. Boylan, H. (1999). Exploring alternatives to remediation. Journal of Developmental Education, 22(3), 2-8. Boylan, H., & Saxon, D. P. (2012). Attaining excellence in developmental education: Research-based recommendations for administrators. Boone, NC: DevEd Press. Bryk, A., & Toch, T. (2012). Reform with promise. Inside Higher Ed. (Online). Retrieved July 27, 2013 from http://www. insidehighered.com/views/2012/05/01/essay-reforming-remedial-education-community-colleges Commander, N., Stratton, C., Callahan, C., & Smith, B. (1996). A learning assistance model for expanding academic support. Journal of Developmental Education, 20(2), 8-16. Complete College America. (2011, September). Transform remediation: The co-requisite course model, CCA. Handout from the Complete College America Chicago Gateway Course Success Institute, Chicago, Illinois. Dale, P. A., &. Drake, T. M. (2005). Connecting academic and student affairs to enhance student learning and success. New Directions for Community Colleges, 131, 51-64. doi: 1O.1OO2/CC.2O5 Deil-Amen, R. & Rosenbaum, J. (2002). How can low-status colleges help young adults gain access to better jobs? Practitioners applications of human capital vs. sociological models. Presented to the American Sociological Association. Edgecombe, N. (2011). Accelerating the academic achievement of students referred to developmental education (CCRC Issue Brief Number 55). New York: Community College Research Center, Teachers College, Columbia University. Feldman, R. S., & Zimbler, M. S. (2011). Engendering college student success: Improving the first year and beyond. McGraw-Hill Research Foundation. Geltner, P., & Logan, R. (2001). The influence of term length on student success. (ERIC Document Reproduction Service No. ED455858). Greene, J. P., & Forster, G. (2003). Public high school graduation and college readiness rates in the United States (No. 3). New York: The Manhattan Institute. Higher Ed Issue Brief. (2012). Developmental education structures designed for the readiness continuum: Clarifying the co-requisite model. Retrieved from http://www.utdanacenter.org/wp-content/uploads/Clarifying-the-Co-RequisiteModel.pdf Jenkins, D., Speroni, C., Belfield, C., Jaggars, S., & Edgecombe, N. (2010). A model for accelerating academic success
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of community college remedial English students: Is the accelerated learning program (ALP) effective and affordable? (CCRC Working Paper No. 21). New York: Community College Research Center, Teachers College, Columbia University. Kerrigan, M., & Slater, D. (2010). Collaborating to create change: How El Paso Community College improved the readiness of its incoming students through Achieving the Dream. Culture of Evidence Series (Report No. 4). New York, NY: Community College Research Center and MDRC. Keimig, R. (1983). Raising academic standards: A guide to learning improvement. Washington, DC: Association for the Study of Higher Education/Educational Resource Information Center. Lu, A. (2013). States reform college remedial education. Stateline (Online). Retrieved July 27, 2013 from http://www. pewstates.org/projects/stateline/headlines/states-reform-college-remedial-education-85899492704 Lumina Foundation. (2008). Lumina Foundation focus. Remediation redux. Colleges revisit developmental ed. in a bid to boost student success. Retrieved from http://www.luminafoundation.org/publications/focus_archive/fall_2008/Focus_ Fall_2008.pdf McCabe, R. (2000). No one to waste: A report to public decision-makers and community college leaders. Washington, DC: American Association of Community Colleges, Community College Press. Merisotis, J. P., & Phipps, R. A. (2000). Remedial education in colleges and universities: Whats really going on? Review of Higher Education, 24, 67-85. Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass. Russell, A. (2008). Enhancing college student success through developmental education. Higher Education Policy Brief. Washington DC: American Association of State Colleges and Universities. Rutschow, E. Z., & Schneider, E. (2011). Unlocking the gate: What we know about improving developmental education. MDRC. Stodt & Klepper (Eds.) (1987). Increasing retention: Academic and student affairs administrators in partnership. New Directions for Higher Education. San Francisco: Jossey Bass. Tennessee Board of Regents (2009): Developmental studies redesign initiative (Austin Peay State University Project Abstract). Retrieved July 28, 2013 from http://www.thencat.org/States/TN/Abstracts/APSU%20Algebra_Abstract.htm Tinto, V. (1998, January 26-27). Learning communities and the reconstruction of remedial education in higher education. Prepared for presentation at the Conference on Replacing Remediation in Higher Education at Stanford University, Stanford, CA. U.S. Department of Education, National Center for Education Statistics. 2003. Remedial education at degree-granting postsecondary institutions in fall 2000. Visher, M., Schneider, E., Wathington, H., & Collado, H. (2010). Scaling up learning communities: The experience of six community colleges (NCPR Working Paper). New York: National Center for Postsecondary Research at the Community College Research Center: Teachers College, Columbia University. Wilcox, K., del Mas, R., Stewart, B., Johnson, A., & Ghere, D. (1997). The package course experience and developmental education. Journal of Developmental Education, 20(2), 1826. Zachry, E.M., & Schneider, E. (2010). Building foundations for student readiness: A review of rigorous research and promising trends in developmental education. New York: National Center for Postsecondary Research.
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Appendix J
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Appendix K
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Appendix L GLOSSARY of TERMS

Accelerated Courses for Reading, Writing, and Math: Developmental education courses taught in eight-week sessions Appreciative Advising: A social-constructivist advising model that is being used by student services at Florida State College. This philosophy provides a framework for optimizing advisor interactions with students in individual and group settings. Completion: The goal of increasing college completion rates by easing transfer processes, decreasing the time underprepared students must spend in developmental education classes, and using data-based approaches to improve completion rates at both two- and four-year institutions. Contextualized Courses: Developmental instruction that is related to meta-majors and connects basic skills coursework to real-world applications. These courses aim to engage students more deeply in their learning program. Co-requisite Pairings: Supplemental credit or non-credit instruction while a student is concurrently enrolled in a creditbearing course. Students in these courses are enrolled in developmental and college-level courses in the same subject at the same time. The courses focus on mainstreaming students directly into credit-level courses which supplement credit instruction through such additional supports as tutoring. Co-requisite courses typically have two instructors who work together to integrate their instruction in a way that supports shared learning. Developmental Education: Instruction through which a high school graduate who applies for any college-credit program may attain the communication and computation skills necessary to successfully complete college-credit instruction. Developmental Education Options: Students admitted to a Florida College System institution whose score on the common placement test indicates a need for developmental education must be advised of all the developmental education options offered at the institution and, after advisement, shall be allowed to enroll in the developmental education option of their choice. Guidelines for these options, outlined by Senate Bill 1720, required the state to establish the test scores a student must achieve to demonstrate readiness to perform college-level work and also specify the criteria by which a student is exempted from common placement testing and developmental education. It also required of all Florida state and community colleges to develop at least two different developmental education options from which students could select to complete coursework in the areas of reading, writing, and math. Developmental Education Strategies: Strategies or options by which developmental education classes/coursework may be delivered. Early Start/Bridge Program: An early intervention strategy intended to help non-exempt (and exempt) students develop the competencies necessary for academic success in gateway courses. This self-paced strategy provides students with opportunities to practice and review postsecondary reading, writing, and math competencies through discipline-specific software. Embedded Courses: These courses require the restructuring of curriculum in credit-bearing courses to include built-in supplemental support in basic skills within the credit-bearing course. Exempt Students: Those students who entered a Florida public high school in 2003-04 or later and who graduated from a Florida public high school with a standard diploma and all active duty military are considered exempt from placement testing and developmental education classes. Gateway Courses: Courses that serve as the foundation for a college major. A gateway course is the first course that provides transferable, college-level credit allowing a student to progress in his or her program of study. These courses are designed to introduce students early to research, analytical thinking and problem-solving, and inquisitiveness that leads to life-long inquiry and collaboration.
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Meta-Majors: A collection of programs of study or academic discipline groupings that share common foundational skills. This academic grouping contains courses and course sequences that meet academic requirements of multiple programs of study. Examples of meta-majors include science, technology engineering and mathematics (STEM), education, and business, among others. Modularized Instruction: Self-paced instruction that is customized and targeted to address specific skills gaps. This method of delivery provides multiple mini-courses, or modules, that focus on particular skill sets. Students completing modularized coursework usually receive some assistance through computer instruction. Non-Exempt: The following students are considered non-exempt from common placement testing: Students who earned a high school equivalency diploma or GED Prospective dual enrollment students Home school students Students who graduated from an out-of-state public high school Students who graduated from an in-state or out-of-state private high school Veterans are not exempt unless they meet other eligibility criteria
These students must be provided with admissions counseling that includes developmental education options for those whose test results indicate a need to improve college-ready skills. After advisement, non-exempt students shall be allowed to enroll in the developmental education option of their choice. Quality Enhancement Plan (QEP): A plan developed by Florida State College at Jacksonville (FSCJ) that includes an institutional process for identifying key issues emerging from institutional assessment and focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution. The QEP, titled MAP for Success, at FSCJ demonstrates institutional capability for the initiation, implementation and completion of the plan; includes a broad-based involvement of institutional constituencies in its proposed implementation; and identifies goals and a plan to assess achievement. Remediation: While postsecondary remediation is a controversial issue, it fulfills the role in U.S. higher education of providing students with opportunities to correct inequalities generated in primary and secondary education to develop the minimum skills and prerequisite competencies that are crucial for success in college-level coursework. Retention: Retention involves how an institution determines whether a student has achieved his/her academic and/or personal goals. At FSCJ, retention will be defined according to the number of students enrolled in each credit course after the course census date and the number of students who successfully complete the course with an A, B, or C grade at the end of the term. Standard Types of Diplomas: See explanation from FDOE Website: (http://www.fldoe.org/eias/dataweb/ database_0910/st80_1.pdf). Student Success: Those students who complete developmental education courses/options with a grade of C or higher.
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Florida State College at Jacksonville provides equal access to education, employment, programs, services and activities and does not discriminate on the basis of age, race, color, national origin, sex, disability, religious belief, or marital status. The College Equity Officer has been designated to handle inquiries regarding the non-discrimination policies and may be contacted at equityofficer@fscj.edu. Florida State College at Jacksonville is a member of the Florida College System and is not affiliated with any other public or private university or college in Florida or elsewhere. Florida State College at Jacksonville is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award the baccalaureate and associate degree. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097, or call (404) 679-4500 for questions about the accreditation of Florida State College at Jacksonville. The Commission is to be contacted only if there is evidence that appears to support an institutions significant non-compliance with a requirement or standard.

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BRIDGES TO COLLEGE AND CAREER SUccESS

Bridges to College and Career Success Developmental Education Implementation Plan

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

Executive Leadership Team

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

The Office of the Vice President of the College December 2013

Fuller Warren Bridge (I-95) Opened in 2002

Bridges to College and Career Success Developmental Education Implementation Plan

SECTION I: EXECUTIVE SUMMARY

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

Five Campuses One College

The Office of the Vice President of the College December 2013

DOCUMENTED STUDENT ACHIEVEMENTS

Napoleon Bonaparte Broward Bridge (Dames Point Bridge) Completed in 1989

Bridges to College and Career Success Developmental Education Implementation Plan

SECTION II: DOCUMENTED STUDENT ACHIEVEMENTS Introduction

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

Student Self-Reports of Academic Strengths and Meta-Major Interests

Missing Data Provision

The Office of the Vice President of the College December 2013

COMPREHENSIVE ADVISING PLAN

John T. Alsop Jr. Bridge (Main Street Bridge) Opened in 1941

Bridges to College and Career Success Developmental Education Implementation Plan

SECTION III: COMPREHENSIVE ADVISING PLAN Introduction

Determination of Students Exempt or Non-Exempt Status

First-Year Student Orientation

Bridges to College and Career Success Developmental Education Implementation Plan

Gateway Course Options

Advising Tools: The First-Year Experience Guidebook

Welcome Letter Creating College & Career Success

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

Academic Culture & Your Faculty

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

Advising for Meta-Majors and the Colleges Quality Enhancement Plan

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

The Office of the Vice President of the College December 2013

DEVELOPMENTAL EDUCATION AND GATEWAY COURSE STRATEGIES

St. Elmo W. Acosta Bridge Opened in 1921

Bridges to College and Career Success Developmental Education Implementation Plan

SECTION IV: DEVELOPMENTAL EDUCATION AND GATEWAY COURSE STRATEGIES Introduction

Overview of Developmental Education and Gateway Course Strategies

The Office of the Vice President of the College December 2013

Bridges to College and Career Success Developmental Education Implementation Plan

Developmental Education Strategies

The Early Start/Bridge Program Accelerated Courses Modularized Courses

N/A REA 0007 REA 0017 REA 0055 REA 0056

The Early Start/Bridge Program Accelerated Courses Modularized Courses

No Yes Yes No Yes Yes

The Early Start/Bridge Program Accelerated Courses Modularized Courses

FSCJ's Developmental Education Plan

FSCJ's Developmental Education Plan