Title of Effective Practice: - California Postsecondary Education ...

evaluate and place themselves in the appropriate course (either ENGL301 or a writing intensive course specific
to their discipline). It was decided that directed self-placement would become part of the required on-line
orientation for undergraduate students and encompass not only writing but mathematics placement as well. The
writing portion of the self-placement process asks students to (a) indicate which of two sets of characteristics
(one that indicates ENGL301 may be their best choice and another that indicates that the student is ready for a
writing intensive course) best describes them, (b) to complete a 20 question grammar assessment (which is
scored electronically and provides guidance regarding score interpretation), (c) read a sample essay that
represents the level of work that will be expected in the WIT course and assess whether this is something they
could produce, and (d) to review the syllabus for ENGL301. The math portion of the self-placement process
asks students to (a) indicate which of two sets of mathematics experiences best describes them, (b) complete a
test that covers math, elementary algebra and intermediate algebra (with guidance about interpreting scores and
what course might be an appropriate starting place), and (c) to review the math/statistics requirements of their
major and what those courses cover (with example problems). At the end of each section of the directed selfplacement
process, students are asked to indicate what course they intend to enroll in.
How does this practice achieve sustainability?
The positioning of directed self-placement as a component of the mandatory undergraduate on-line orientation
ensures both the sustainability and cost effectiveness of the program. We are able to accommodate the busy
schedules of our adult students (many of whom are heads of households) and allow them access to directed selfplacement
at their convenience. Because advising about the appropriate entry level math and English courses is
only required by students who cannot decide what’s most appropriate for them at the end of the directed selfplacement
process, there is a great reduction in expenses related to advising staff time. Because all of the
placement information about the students is captured electronically, there is a reduction in time spent scoring
and filing placement exams and notifying students regarding their results. Perhaps most important with regard
to sustainability, students who enter the developmental courses now do so as a matter of free choice and no
longer resent and resist their presence in them.
What are the results/measurable outcomes?
Of the first 4,694 students who have completed directed self-placement since the process was implemented, the
following have received strong recommendations regarding the need for remediation:
• 744 (16%) were strongly recommended to take ENGL301
• 2,162 (46%) were strongly encouraged to take MATHWS1 (Arithmetic workshop)
• 1,269 (27%) were strongly recommended to take MATHWS2 (Elementary Algebra Workshop)
• 3,738 (80%) were strongly recommended to take MATHWS3 (Intermediate Algebra Workshop)
Of those strongly recommended to take developmental courses the following percentages chose to follow the
recommendation:
• 88% opted to take ENGL301
• 17% opted to take MATHWS1
• 11% opted to take MATHWS2
• 7.5% opted to take MATHWS3
The discrepancy between the percent of students following the writing and mathematics recommendations is
apparently due to students’ uncertainty as to whether they will be required to take any math while at GSU
(usually because they took a course(s) similar to that required for their major elsewhere). This is reflected in the
large percentage of students who are undecided about what they’ll do with regard to math courses (49%) as
compared to those who are uncertain about what they’ll do with regard to writing (16%).
Contact Information
Name: Dr. Linda Buyer
Email: l-buyer@govst.edu
Phone: (708) 534-4991
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