Thursday, June 13
Breakout Session 4, 3:10-4:10 p.m.
Tuscan Room, 3rd floor
Students as Experts in Inquiry: Increasing Student Curiosity and Critical Thinking through Thematic Driving Questions and Project-Based Learning
Caroline Minkowski, City College of San Francisco
Michelle Troen, City College of San Francisco
All accelerated English courses at City College of San Francisco feature thematic driving questions such as: Can we end gang violence? Is technology making our lives better? Why are we so attracted to monsters? Faculty participating in the California Acceleration Project will share how this approach empowers students and increases their learning.
Ionic Room, 3rd floor
Trends in Accelerated Learning Programs
Monica Walker, Community College of Baltimore County
Cheryl Scott, Community College of Baltimore County
Robert Miller, Community College of Baltimore County
This presentation will explore the similarities and differences among these ALP programs across the country and examine success rates. Study results present a clear picture of ALP in general across the United States even though the vast majority of those schools have no connection to the Community College of Baltimore County.
Composite Room, 3rd floor
Joseph Gerda, College of the Canyons
Kathy Kubo, College of the Canyons
Within a year of first piloting a new accelerated developmental math course that prepares students for statistics, College of the Canyons has increased section offerings to 40 per year. In this session we will share our experiences with curriculum, professional development and tutor training to maintain innovation, quality and rigor.
Veterans Room, 3rd floor
Faculty-driven Reform: Making the Argument for Acceleration
Iris Bucchino, Bergen Community College
Peter Helff, Bergen Community College
Leigh Jonaitis, Bergen Community College
Kelly Keane, Bergen Community College
Don Reilly, Bergen Community College
Jon Yasin, Bergen Community College
Faculty from an integrated developmental reading/writing program will discuss the process of initiating, sustaining, and expanding acceleration. Topics for discussion will include the use of “targeted acceleration,” scalability, curricular development, and a departmental Summit during which faculty-driven change was approved.
ESOL and Writing
Doric Room, 4th floor
Developmental Students and ELLs Across the Curriculum: Models of Acceleration
Linda Hirsch, Hostos Community College/CUNY
This presentation will lead participants in a discussion of the role of WAC and Writing Intensive courses in accelerating developmental students across the disciplines. Through analysis of WI syllabi and data examining student performance in these sections, the session will demonstrate how exposure to WAC principles and practices can benefit developmental and advanced ELLs.
Chapter Room, 4th floor
Teaching English in Context: The Role that a Knowledge of History Plays in Understanding
Lynda Lambert, Community College of Baltimore County
History shapes perspective, and writing communicates it. Without a knowledge of history, students are often left confused by things they read. Such confusion leads them to erroneous conclusions. Teaching English in Context offers instructors ways to bring the historical perspective to the reading or writing classroom.