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Contextualizing ALP at COD
Contextualizing ALP at COD
The present team discusses the origins of COD's ALP model. Founding instructor Dr. Karin Evans outlines the distinguishing features of ALP and the entire team shares insights on the most rewarding aspects of teaching in the program.
This article covers the creation of the Accelerated Learning Program (ALP) at the Community Colleges of Baltimore County. Peter Adams, et al. discuss the initial promising results of ALP at CCBC, attributing its success to eight essential features.
Jamey Gallagher recounts her evolution as an instructor in the ALP classroom at CCBC. In an accessible, narrative style she details the companion course, the benefits of ALP to both instructor and student, and CCBC’s shift to an integrated reading and writing approach.
Chapter 3 from ICCB’s Practitioner Manual offers a set of guiding principles that instructors should incorporate into their curriculum, such as “just-in-time support,” “consider the noncognitive,” and “integrate reading and writing.”
This 2015 study presents an in-depth examination of the ALP model and its replication across various institutions. The study delves into the effectiveness of ALP in improving student outcomes, highlighting ALP's proven positive impasct on students’ course completion rates, retention, and academic achievement.
Illinois' Partnership for College Completion advocates for equity in higher education. PCC links racial inequity in higher ed with older, lengthier developmental education models and calls for transparent and disaggregated data collection, implementation of multiple measures for equitable placement, and scaling of co-requisite models.
The website of the "original" ALP offers a very brief overview of Peter Adam’s program at CCBC and a quick glance at its main benefits. Perhaps most beneficial, the website gives information about the Conference on Acceleration in Developmental Education (CADE) and access to past CADE session materials.
The Center for the Analysis of Postsecondary Readiness (CAPR) works in partnership with Community College Research Center (CCRC) at Teachers College, Columbia University, to study developmental education reform at community colleges. The website links to current and previous research projects nationwide.
This document by CCRC reviews research studies that have evaluated the effectiveness of ALP in improving student outcomes. This meta-analysis ultimately suggests that ALP can in fact lead to significant improvements in student success.
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