| School |
Contact |
Email |
How long in use |
Notes/Comments |
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| Aurora University |
Heidi Rosenberg |
hrosenbe@aurora.edu |
Less than a year. |
Last year we did a pilot using a combination of DSP and a timed writing placement. This year we've used only DSP, and the results of this are still pending. |
| Belmont University (Nashville, TN) |
Robbie Pinter and Ellen Sims |
pinterr@mail.belmont.edu |
9 years |
not confirmed |
| Chapman University (Orange, CA) |
Jeanne Gunner or Doug Sweet |
gunner@chapman.edu or dsweet@chapman.edu |
less than a year |
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| CSU, Channel Islands |
Bob Mayberry |
bob.mayberry@csuci.edu |
4 years |
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| CSU, Chico |
Chris Fosen |
cfosen@csuchico.edu |
First year pilot |
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| CSU, Fresno |
Asao B. Inoue |
ainoue@csufresno.edu |
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Asao gathered the initial list of schools |
| Daniel Webster College |
Alexandria Peary |
peary@dwc.edu |
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Online |
| Dartmouth College |
Christiane Donahue |
christiane.donahue@dartmouth.edu |
6 years |
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| DePauw University |
Cynthia Cornell and Robert Newton |
ccornell@depauw.edu |
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not confirmed |
| Drew University (Madison, NJ) |
Sandra Jamieson |
sjamieso@drew.edu |
since 2006 (when we stopped requiring SAT scores) |
Everyone takes a "Placement Confirmation Test" online over the summer (using iMoat), which includes: 1) an essay synthesizing three articles; 2) checklists for each level of the class; 3) an essay in which students use the checklist and their reading and writing experience to argue that we should accept their self-placement decision. The difficulty of the synthesis essay gives them a sense of what we expect —quite a few who have already registered change their registration (wisely) after taking the test, so it does function to guide them. Our Common Reading essay is also submitted through the iMoat portal, and students say this sends a strong message about how seriously we take reading and writing and signals that they should take the placement process seriously. BTW: most of our placement "conversations" are with students who place themselves into the year-long stretch course because they lack confidence in their writing skills when we think they can handle the one semester FYC (yes, we are gathering data about that!) |
| Eastern Connecticut State University |
Barbara Liu |
liub@easternct.edu |
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| Eastern Michigan University |
Linda Adler-Kassner |
Linda.Adler-Kassner@emich.edu |
3 years |
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| Governers State University |
Becky Nugent |
b-nugent@govst.edu |
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online |
| Grand Valley State University |
Daniel Royer and Roger Gilles |
royerd@gvsu.edu |
around 7 years |
See more information by following the "DSP" link in the left navigation menu. |
| Illinois State University |
Bob Broad |
|
4 years |
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| Indiana University-Purdue University Fort Wayne |
Stuart Blythe |
blythes@ipfw.edu |
since Fall 2008 |
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| Kutztown University of Pennsylvania |
Kevin Mahoney and Janice Chernekoff |
Mahoney@kutztown.edu and cherneko@kutztown.edu |
7 years |
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| McDaniel College (Westminster, MD) |
Julia Jasken |
jjasken@mcdaniel.edu |
2 years |
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| Miami University: Middletown |
John Heyda |
heydajf@muohio.edu |
at least 7 years |
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| North Carolina State University |
Susan Miller-Cochran |
skmille4@ncsu.edu |
Since Fall 2009 |
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| Portland State University |
Greg Jacob |
jacobg@pdx.edu |
Since 2010 |
Portland State University has recently developed an online DSP process using Learner Web. |
| Seton Hall University |
Ed Jones |
jonesedm@shu.edu |
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online |
| Southern Illinois University Carbondale |
Ronda Leathers Dively |
rldively@siu.edu |
around 6 years |
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| Southern New Hampshire Universtty |
Helen M. Packey |
h.packey@snhu.edu |
5 years |
System is working well for the most part. We have an online process in place. Students select before orientation and then register for the course when they arrive. Some students do not complete the process before arrival (obviously this is problematic), but I facilitate a placement session where students can ask questions, see more information, and finalize their decision. Some students change their minds once they hear more about the courses and the credits (our developmental course credits (3) do not count towards graduation). DSP is not perfect, but it is far better than our former placement method. |
| Southern Oregon University |
Mada Morgan |
morganm@sou.edu |
less than a year |
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| The School for New Learning, DePaul University |
Michelle Navarre Cleary |
mnavarr9@depaul.edu |
Since Winter 2007 |
DSP works very well with our students, who are returning adults. |
| University of Colorado at Boulder |
Rolf Norgaard or Lonni Pearce |
rolf.norgaard@colorado.edu or Lonni.Pearce@colorado.edu |
5 years |
Also online |
| University of Indiana-Purdue University, Indianapolis |
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Susanmarie Harrington was the contact, but she is now at U of Vermont |
| University of Maine |
Patricia Burnes |
Pat_Burnes@umit.maine.edu |
five years |
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| University of Michigan, Ann Arbor |
Anne Gere |
argere@umich.edu |
About 10 years |
We revised our DSP last spring for this fall's incoming students. We added an essay and revised the questions to which students respond. Anecdotal feedback from students, advisors, and faculty and initial surveys indicate that the addition of the essay has increased student confidence in their placement decisions. Students access UM's course management system to complete the DSP, which has the added benefit of introducing them to this interface before they begin classes. |
| Wake Forest University |
Tom McGohey |
mcgohetw@wfu.edu |
1 year |
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| Wright State University |
Richard Bullock |
richard.bullock@wright.edu |
5 years |
Developed online version that also folded in other student information (e.g., SAT/ACT scores, high school gpa, etc.) but deleted that when we found that they had NO predictive value (in terms of students' success in ENG 101 or 102). Due to dual enrollment and other policy impositions in Ohio, we will likely move to an online reading, summarizing, and writing task for students with certain ACT scores. |
