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2011 July 11 - 12:00 am

Next Generation Learning Challenge Grant Winners

The first wave of funding under the Next Generation Learning Challenges was announced last year and focused primarily on postsecondary education. Grant-seekers were asked to address four challenges: deployment of open core courseware; scaling of blended learning programs; encouragement of deeper learner engagement; and mobilization of learning analytics. More than 600 institutions and organizations responded to the RFP. The field was eventually narrowed down to 29 grant winners. They were announced in April. Following is a list of community colleges among the grant winners and their descriptions of their planned work:

  • Central Piedmont Community College (N.C.)

Online Student Profile Learning System: A Learner Analytics Model for Student Success

Central Piedmont Community College will lead a consortium of community colleges from across the nation in the adoption of the Online Student Profile Learning System (OSPLS), a technology-enabled solution that has a proven track record of improving the academic success of young adult learners enrolled in developmental education courses. The OSPLS technology platform and four integrated OSPLS components include an orientation course, student assessment tools, online student profile and staff professional development. The partner colleges will implement the OSPLS on their campuses and will support the goal of scaling up across the nation beyond the NGLC project period.

  • Cerritos Community College (Calif.)

Open General Education Curriculum at Multi-Institutional Scale

The project will create and scale a comprehensive, first-year, general-education curriculum that uses existing open educational resources and technologies. The project will not develop new OER, but will invest to identify and improve the best of the existing stock. The project will bring together senior leaders from institutions that are seeking to adopt OER with OER experts, in order to create effective, sustainable, collaborative models to support the academic success of underserved populations.

  • Chattanooga State Community College (Tenn.)

Do the Math! Increasing Student Engagement and Success in Math through Blended Learning

“Do the Math! Increasing Student Engagement and Success” will aim to increase student success in developmental math by utilizing software, disrupting the traditional math class and introducing a new approach where students work in the math classroom and teachers spend their time assisting students individually. Chattanooga State Community College, Jefferson Community and Technical College (Ken.), University of Hawaii Maui and the Education Trust will join forces in this project which promises to increase both student engagement and success in the area of developmental math.

  • Community College of the District of Columbia, Portland State University (Ore.), South Texas College, and St. Paul College (Minn.)

Open Source Blended Learning Solutions Partnership for Retaining and Graduating Gatekeeper Course and Developmental Learners by Eliminating Traditional Developmental Writing Courses

The goal of this project is to scale alternative methods of avoiding placement of students in developmental non-credit courses by supporting them in blended learning environments at four colleges led by the Community College of the District of Columbia and Portland State’s Learner Web. The strategy for disruptively implementing this project will include the evaluation of different blended strategies. This analytic approach to implementation will let the principal investigators determine see which online blended interventions are the most effective in supporting students toward the goals of improved completion, persistence, content mastery, and mastery of deeper learning outcomes.

  • Iowa Community College Online Consortium

eAnalytics — ICCOC Best Practices in Using Learner Analytics to Enhance Student Success

The seven community colleges of the Iowa Community College Online Consortium (ICCOC) use commonly available learner analytics to improve instruction and student learning outcomes. This grant will give the ICCOC the opportunity to share what it does and how it does it with others who wish to start implementing processes of their own. In addition, the ICCOC will look at how improving communication between student services and instructors can be used to improve student retention and success.

  • Sinclair Community College (Ohio)

Scale-up and Sustainability of the Student Success Plan Software

The project will open-source the award-winning Student Success Plan system developed at Sinclair Community College. The system consists of (1) preventive measures, early alerts, assertive intervention, holistic counseling techniques, student self assessment; and (2) web-based software for tracking students and data analytics. The software is designed to increase the success and persistence rates of students with an emphasis on first-time, degree- or certificate-seeking students with key risk factors. Each college determines risk factors to target, such as low-income or academically-unprepared students. The software will be transitioned to a sustainable open source model, including a community management organization.

  • The City Colleges of Chicago

Math On-Demand + Early Warning System

Student success in developmental math courses is one of the greatest challenges facing community colleges. CCC’s project addresses this issue by adapting and scaling Math-On-Demand (MOD), a successful program at Wright College, to the district’s six other colleges. Fully implemented, this project will have two main components – Math On-Demand (MOD) and Early Alert System (EAS) – and will be renamed MOD+. Through the creation of a blended learning environment using computerized, modularized developmental courses, MOD+ addresses the objectives of improving content mastery, course completion and persistence and ultimately increases college completion rates for low-income young adults in Chicago.

  • The SUNY Learning Network

The SUNY SLN “Catch-up and Complete” Enhanced Blended Learning Initiative

We know that education can disrupt the cycle of poverty and the intergenerational transmission of poverty. We know that 40 to 70 percent of incoming college students need remedial education. We also know that more than half that try, fail and drop out, and that billions of dollars are spent on activity that never leads to a credential for the student. To address this “Bermuda Triangle” of developmental education — where most students go in and never come out — the State University of New York’s Catch-up and Complete Enhanced Blended Learning Initiative will help students catch up so that they can then complete their education. The SUNY Learning Network will work with SUNY campuses to “blend” and enhance selected degree and certificate programs for this project, specifically targeting young adult single parents from underserved populations with educational options that focus on student success.

Source: Next Generation Learning Challenges

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