30-minute Webcast
Higher and Higher: Improving the Support for Developmental Writing
Dalton State College’s developmental English program saw pass rates of only 50 percent for several years. To rectify this situation and improve pass rates, the College implemented rigorous improvements to the program as part of its Quality Enhancement Plan.
The results had a tremendous, positive impact on student success. In only three years, overall student success rates have increased from an average of 50 percent to 87 percent. Students who complete the developmental English program move on to English Composition I and complete that course at higher rates than the overall student population (84 percent versus 73 percent).
Join us to hear from Dr. Jenny Crisp as she discusses the changes that Dalton State College put into place within its developmental English program and the lessons that she and her colleagues learned. Their experiences demonstrate how a strong community, the effective use of institutional resources, the successful integration of technology and classroom instruction, and consistent student engagement can lead to fantastic learning outcomes.
Presenters
Jenny Crisp holds a Ph.D. in English from the University of Georgia. Her specialties include the Gothic and Modernist poetry. In recent years, she has become very interested in the intersection of the digital humanities and educational technology, and delights in being able to do her own research while sharing with first-year students the tools that may help them become more self-directed learners and with upper-division students the tools to support their undergraduate research. She teaches English and Humanities at Dalton State College in northwest Georgia and directs the college’s Quality Enhancement Plan, which focuses on developmental writing.
Jason Chu is Education Director for Turnitin. His focus is on working to build resources for educators, and his personal passion is to find better ways to enhance student achievement. He will be moderating this webcast.
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