Teaching and Learning Institute
The 2015 DREAM Teaching and Learning Institute will focus attention on teaching and learning as a critical element for moving student success forward. Practitioner experts will facilitate deep dives into effective practices that support and speed students’ progress to and through gateway courses. The Teaching and Learning Institute will consist of two ATD Pre-Institute Workshops on Tuesday, February 17 (additional fees and pre-registration required) and morning sessions held on Wednesday, February 18 (included with your registration to DREAM).
ATD Teaching and Learning Institute Sessions
Wednesday, February 18
10:15 am – 12:15 pm
The Accelerated Mathematics Program: Past, Present, and Future
The Accelerated Mathematics Program (AMP), established by The Community College of Baltimore County in 2010, challenges the traditional linear approach to developmental mathematics coursework. The AMP model allows students to take a developmental mathematics prerequisite course as a co-requisite, and content from the two courses is integrated using a dovetail approach. Data indicates gains in both success and retention rates. This session will showcase the evolution of AMP and includes discussion of accelerated course structure, updated data results, faculty training models, and future implications.
Danielle Truszkowski, Director of the Accelerated Mathematics Program, Community College of Baltimore County
Jesse Kiefner, Assistant Director of the Accelerated Mathematics Program, Community College of Baltimore County
ALP Pedagogy: Strategies for Teaching an Accelerated Class
Student success in a co-requisite model for developmental writing, such as CCBC’s Accelerated Learning Program (ALP), depends on what happens in the linked developmental course (ALP class). This session will focus on strategies for aligning the syllabi of the credit-level and developmental classes and developing classroom assignments/activities that provide scaffolding to support accelerated learning. Attendees will have the opportunity to create classroom materials within the context of their specific accelerated classes.
Peter Adams, Professor Emeritus, Community College of Baltimore County
Susan Gabriel, Co-Director of the Accelerated Learning Program, Community College of Baltimore County
Jamey Gallaher, Co-Director of the Accelerated Learning Program, The Community College of Baltimore County
Designing a Low-cost, High-impact Professional Development Program for Student Success
This session will focus on creating an on-going and sustainable professional development program that draws on current research on learning and the implications for effective teaching. We will begin by outlining a set of principles followed by a planning method for developing reflective, collaborative inquiry. If you are interested in designing a program that engages people year after year—new and veteran teachers, administrators, student affairs professionals, and institutional research staff—this workshop can provide the tools, including a planning "kit" to use on your own campus.
Lynn Dunlap, Professor Emeritus, Skagit Valley College
Engaged Academic Literacy for All: An Introduction to Reading Apprenticeship Workshop
This workshop will introduce participants to the Reading Apprenticeship instructional framework, developed by WestEd’s Strategic Literacy Initiative, which helps faculty learn how to build on students' underestimated strengths as readers and problem solvers and create instructional opportunities for "apprenticing" students into discipline-specific academic literacies. Teachers, schools, districts, and community colleges implementing Reading Apprenticeship find it can produce a dramatic, positive transformation of students’ engagement and achievement in literacy and in learning across all disciplines. With a focus on STEM examples, the workshop will engage participants from all disciplines in routines by which they could bring metacognitive conversation into their classrooms.
Monika Hogan, Associate Professor, English, Pasadena City College
Ruth Schoenbach, Co-Director of the Strategic Literacy Initiative, WestEd
Lilit Haroyan, Faculty Member, Pasadena City College
Fostering Change and Transformation: One Institution’s Hands-On Experience Engaging Faculty and Staff in the Student Success Agenda
During a three year initiative, 15 ATD Leader Colleges embarked on an ambitious strategy to broaden faculty and staff engagement through the Walmart PRESS (Persistence, Retention, and Student Success) for Completion Grant. In this workshop, participants will analyze and discuss one college’s PRESS for Completion Grant experience. The session will employ a case study discussion format through which participants will identify individual and institutional factors that foster and inhibit increased faculty and staff engagement on their campuses. NOTE: To facilitate productive conversation, participants will need to review the institutional case study prior to the session.
Joseph Zolner, Senior Director of Higher Education Programs, Harvard Graduate School of Education
Rachel Singer, Senior Fellow, Achieving the Dream
Fostering Conversations about Teaching and Learning with the DQP
The goal of this session is to explore strategies for using the Degree Qualifications Profile (DQP) to launch, shape and sustain campus conversations about teaching and learning. After an introduction to the DQP, participants will explore how they might use the DQP on campus to engage faculty and staff in conversations that lead to the development of better, more clearly defined, learning opportunities for students—within the context of single courses, linked or integrated courses, academic or career programs, and co-curricular opportunities.
Emily Lardner, Co-Director, The Washington Center at Evergreen State College
Nick Bekas, Campus Dean, Academic Affairs, Valencia College
Jillian Kinzie, Associate Director, Center for Postsecondary Research and NSSE Institute
Integrating and Accelerating Developmental Reading and Writing
This interactive workshop will feature ACLT 052, an accelerated, integrated developmental reading and writing course that emphasizes critical thinking. Specifically, we will discuss the inner workings of such a course--including a description of what the course entails, the process of designing the course, the collaboration between Reading and English faculty, and the professional development activities that are integral to the success of the course. In addition, we will present sample assignments, student work samples, and several semesters of data on student success and outcomes.
Jeanine Williams, Director of the Reading Acceleration Initiative, Community College of Baltimore County
Rachele Lawton, Chair of the Reading and Language Department, Community College of Baltimore County
Sharon Moran Hayes, Associate Professor and Coordinator of Reading, Community College of Baltimore County
Ryan Donnelly, Assistant Professor of English, Community College of Baltimore County
A Key to Student Success: Strengthening the Role of Part-Time Faculty
Nationally, nearly 60% of community college classes are taught by part-time faculty. There are real limits on improvements in student success – and thus, the prospects for achieving completion goals unless colleges re-vamp the ways they work with and support part-time faculty. This session features the national report focused on strengthening the role of part-time faculty. Discussion will draw upon findings from the Community College Faculty Survey of Student Engagement (CCFSSE) and faculty focus groups conducted throughout the country. Participants will also hear about promising solutions from community colleges that are redesigning their work to strengthen the role of part-time faculty.
Evelyn Waiwaiole, Executive Director, Center for Community College Student Engagement
Cameron Brunet-Koch, President, North Central Michigan College
Jennifer Lara, Faculty Member, Anne Arundel Community College
Making Accelerated Mathematics Pathways the New Norm
Colleges that are implementing accelerated mathematics pathways face critical decision points that can result in opportunities or potential pitfalls. Based on their experience supporting colleges to implement Statway/Quantway and the New Mathways Project courses, the presenters will lead participants in discussions about how to effectively plan for successful implementation. This will include identifying important issues to be addressed in local planning, processes for conducting that planning and resources available to colleges.
Amy Getz, Strategic Implementation Lead, Higher Education, The Charles A. Dana Center
Karon Klipple, Senior Associate, Director of Community College Pathways, Carnegie Foundation for the Advancement of Teaching
Productive Persistence: How to Promote and Sustain Students’ Academic and Social Mindsets in Community College
Students’ mindsets about their ability to learn and belong in a community college setting play a critical role in the motivation to put forth effort, seek help from others, and use effective learning strategies. Carnegie defines this as “Productive Persistence”, or the combination of tenacity to persist in the face of challenges and the use of effective strategies. To promote Productive Persistence, Carnegie has developed a set of classroom routines. In this workshop, participants will reflect on common experiences using a shared framework and learn how to adapt practical routines that promote academic and social mindsets for their classroom.
Rachel Beattie, Director of Productive Persistence, Carnegie Foundation for the Advancement of Teaching
Iris Lopez, Post-Baccalaureate Fellow in Productive Persistence, Carnegie Foundation for the Advancement of Teaching
Kristin Egan, Assistant Professor in Mathematics, Cuyahoga Community College
Rethinking Remediation Pathways: Increasing Completion and Closing Achievement Gaps in Mathematics
In California 23 colleges are redesigning remediation with the support of the California Acceleration Project. In redesigned pathways at the first 8 CAP colleges, the odds of students completing college math were 4.5 times the odds of students in traditional remediation. For African American remedial math students, completion of college math quadrupled (from 10% to 41%), and the achievement gap between African American and Asian students in remediation was eliminated. Learn about CAP design principles and instructional strategies in this session.
Myra Snell, Professor, Los Medanos College
Strategies for Enriching Developmental Math Courses: Khan Academy Resources
This workshop will get you set up to use Khan Academy as an instructional tool and supplemental curriculum resource in your developmental mathematics classrooms. Using an interactive format participants will learn how to set up a class and coach account within Khan Academy and will be provided implementation model materials tailored to the goals of participants' developmental math programs (e.g., instructor-led math course, learning lab placement test prep). Participants are encouraged to bring their laptop, ipad or other tablet device.
Naomi Davidson, Education Partnerships, Higher Education, Khan Academy
Tim O'Connor, Faculty Member, Community College of Vermont
Using Cooperative Learning Pedagogy to Maximize Student Success and Completion
This workshop will explore how cooperative learning can be used as a teaching strategy to minimize time spent in developmental education and maximize progress towards completion. In this session, participants will see how cooperative learning can be used in face-to-face and distance learning classes to maximize student success and increase institutional graduation/transfer/completion rates. Participants will engage in numerous examples of cooperative learning activities, and each new skill will be accompanied by a technique that can be immediately implemented into the classroom. Finally, participants will engage in data analysis showing how this pedagogy helps close gaps for traditionally underperforming students.
Greg Hodges, Dean of Academic Success and College Transfer, Patrick Henry Community College
Michelle Zollars, Associate Professor of Developmental English, Patrick Henry Community College
Chris Wikstrom, Assistant Professor of Developmental Mathematics, Patrick Henry Community College
Window into an Accelerated, Integrated Reading and Writing Course
In effective accelerated pathways, students' odds of completing college English are 2.3 times higher than in traditional remediation, according to a recent study of 16 colleges participating in the California Acceleration Project. But what happens inside these accelerated classrooms? This interactive session will feature tools used in an accelerated course in academic literacy, including an instructional framework for integrating reading and writing, guidelines for choosing texts, and strategies for making sure that affective issues don’t derail students. Participants will experience the day-to-day life of an accelerated, integrated course through classroom video, activities, texts, and assignments, along with online materials.
Katie Hern, English Instructor, Chabot College