MSI Consortium for Innovation and Change

The MSI Consortium for Innovation and Change highlights and supports state-of-the-art initiatives that effectively improve the practice of developmental education, advance the capacity of institutions to assess and articulate student learning outcomes, and improve the delivery of campus financial services and piloting concepts such as OER (Open Educational Resources) that potentially reduce the cost of attendance.  SEF has identified and engaged institutions that have a deep interest and/or investment in enhancing practices that directly improve student success.  

In our most recent iteration of the project, SEF partnered with six campuses, each of which executed and studied an innovative approach to developmental education. At the conclusion of the analyses of their respective interventions, SEF further engaged these partners, as well as other practitioners in the field in a convening to share their findings, challenges, successes, and plans for scaling these promising developmental education initiatives.

 

Learn about SEF's Developmental Projects
 

Eastfield College

Eastfield College’s Computerized Modular Math (CMM) program was offered to students in all five levels of the developmental math sequence.  The program fused best practices of lecture, computer instruction, and independent study. Pretests were designed to allow the opportunity to shorten their assignments and, hence, attain course completion faster.  As such, students could work through the curriculum at an accelerated pace and could even complete more than one level of developmental math in one semester.

Claflin University

Claflin University redesigned course offerings combining former remedial courses with gateway courses in mathematics and English.  "Extended" courses were taught five days per week and included tutorial support and computer lab time for mathematics.  Extended English instructors collaborated with the Writing Center to strengthen instruction and address skill deficiencies in composition.

Morgan State University

Morgan State University created a Developmental Humanities Initiative which included hands-on, technology-driven projects across the disciplines of Reading, English and History.  Faculty members from each department taught two classes.  An intervention (e.g. interdisciplinary syllabus, tutoring, frequent feedback/assessment) was applied to only one class.

Texas Southmost College

TSC developed a "fast-track" developmental math course which combined Introductory and Intermediary Algebra courses into two 8-week sessions.  TSC compared gateway course success of fast-track students with students who took the traditional 16-week format.

University of the Incarnate Word

UIW created a college-level College Algebra course with a mandatory lab.  The additional hour gave the instructor the opportunity to remediate based on specific deficiencies indicated by the placement exam while still meeting college-level learning outcomes.

California State University San Bernadino

CSUSB created the Intensive Math Program in 2001 and saw impressive results in (former) DE students' gateway course completion.  In addition, they adopted a program in the English department that allowed students to self-assess their readiness and to choose their own course.


Meet our Technical Review Team

Higher education scholars and experts in research methods have been retained to advance SEF's demonstration projects related to developmental education at MSIs.  The technical review team was tasked with supporting the development and execution of work-plans and assessment/research protocols of the six institutions participating in the Consortium.  Each member was assigned to specific campuses to engage more closely with as a resource while the institutions staged demonstrations that commenced in 2015.
 

Tiffany Jones, Former Program Director, Higher Education Research and Policy, Southern Education Foundation

Stephen Porter, Professor of Higher Education in the Department of Leadership, Policy and Adult & Higher Education, North Carolina State University

Josh Pretlow, Assistant Professor of Higher Education and Community College Leadership, Old Dominion University

Leticia Tomas Bustillos, Associate Director, Education and Children's Policy Project at the National Council of La Raza

Paul Umbach, Associate Professor of Higher Education in the Department of Leadership, Policy and Adult and Higher Education, North Carolina State College of Education

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