Welcome to the Mesa Community College English Department’s Accelerated Learning Program (ALP).
The Accelerated Learning Program (ALP) allows students whose placement test score indicates that they should begin in ENG091 to complete both ENG091 and ENG101 in one semester. ALP students take ENG101 and ENG091 concurrently. The ENG091 class meets immediately after ENG101, and is taught by the same instructor, who provides supplementary instruction and a focused workshop environment in which students work on their ENG101 assignments. All students who test into ENG091 are eligible to join an ALP learning community.
The ALP is modeled after Community College of Baltimore County’s ALP, which has had measurable success with developmental students, particularly with student retention. Additionally, MCC’s ALP stems from current research in basic writing, composition theory, and developmental education, and utilizes best teaching practices from other programs, such as learning communities and mainstreaming models.
MCC's ALP promotes the following core principles:
|Integrated Writing & Reading||Metacognition||Strength-Based|
|Students should explicitly study the interwoven relationship between reading and writing.||Students should evaluate and reflect on their own writing and reading processes.||Students should recognize and utilize their learning strengths and not focus solely on their weaknesses.|
Enculturation into Academic Writing
|Students should develop ownership of their educations, recognizing how their decisions affect their educational success.||Students should study language in context, not in isolated worksheets removed from writing context.||Students should be introduced to academic writing as a particular discourse with language expectations they may have to learn to be successful.|
An initial survey of the Fall 2012 ALP students, 75% (27/36) successfully completed Eng091 and Eng101. In the previous academic year, only 30% (230/767) of students who passed Eng091 in Fall 2011 passed Eng101 by the Spring 2012 semester.
Adams, Peter; Gearhart, Sarah; and Robert Miller. “The Accelerated Learning Program: Throwing Open the Gates.” Journal of Basic Writing. 28.2 (2009): 50-69. Print.
Jenkins, Davis, et al. "A Model for Accelerated Academic Success of Community College Remedial English Students: Is the Accelerated Learning Program Effective and Affordable?" Community College Research Center. 21 (2010): 1-13. Print.
Lalicker, William B. "A Basic Introduction to Basic Writing Program Structures: A Baseline and Five Alternatives." Teaching Developmental Writing. Ed. Susan Naomi Bernstein. Boston: Bedford/St. Martin's. 2007. 15-26. Print.
McLeod, Susan; Horn, Heather; and Richard H. Haswell. "Accelerated Classes and the Writers at the Bottom: A Local Assessment Story." College Composition and Communication. 56.5 (2005): 556-580. Print.
McNenny, Gerri. "Writing Instruction and the Post-Remedial University: Setting the Scene for the Mainstreaming Debate in Basic Writing." Mainstreaming Basic Writers. Ed. Gerri McNenny. Mahwah, NJ: Lawrence Erlbaum Associates, 2001. 1-15. Print.
Otte, George and Rebecca Williams Mlynarczyk. Basic Writing. West Lafayette, IN: Parlor Press. 2010. Print.
Singer, Marti. "Moving the Margins." Mainstreaming Basic Writers. Ed. Gerri McNenny. Mahwah, NJ: Lawrence Erlbaum Associates, 2001. 101-118. Print.
Wiley, Mark. "Mainstreaming and Other Experiments in a Learning Community." Mainstreaming Basic Writing. Ed. Gerri McNenny. Mahwah, NJ: Lawrence Erlbaum Associates, 2001. 173-191. Print.
Community College of Baltimore County's ALP website: http://alp-deved.org/
Framework for Success in Postsecondary Writing: http://wpacouncil.org/framework
MCC's ALP highlighted by local radio station: http://www.kjzz.org/content/1302/changes-remedial-education-aim-keep-students-track-and-school