TENTATIVE SCHEDULE Thursday, June 19
Breakout Session 2, 11:40-12:40 pm
Tuscan Room, 3rd floor
Faculty Voices, the Premier Conduit for Professional Development
Elaine DeLott Baker, Colorado Community College System
Marilyn Smith, Colorado Community College System
Faculty Voices looks at peer-to-peer professional development, harnessing the experiences of faculty innovators in piloting redesigned courses in English/reading and mathematics. Participants will delve into the process and content of an in-house publication of thirty essays, focusing on lessons and strategies learned in teaching redesigned classes.
Ionic Room, 3rd floor
Improving Composition Instruction for 1.5 Generation Students
Dr. Christa de Kleine, Notre Dame of Maryland University
Minah Woo, Howard Community College
In this presentation we discuss the unique academic writing challenges of 1.5 generation students. Using preliminary data collected at two local community colleges, we explain how writing instruction in Developmental English and ESL courses can be modified to better meet the needs of this rapidly-growing group of ESL students.
Composite Room, 3rd floor
Outcome Assessment of an Accelerated Review Course in Developmental Mathematics
Roxanne Brinkerhoff; Utah Valley University
Students often take absences from mathematics. Upon return they find they can no longer replicate topics that they had once mastered. Math Pass, an accelerated review course, answers a need of these students. The presenter will discuss: course design, an outcomes assessment, and give tips on making the program successful.
Reading and Writing
Veterans Room, 3rd floor
Reading/Writing Connections through Concept Definition
Jacqueline Scott, Community College of Baltimore County
Nicole Williams, Community College of Baltimore County
Defining and investigating concepts is an important strategy when integrating college level reading and writing. A brief exercise/conversation will follow the presentation so attendees can brainstorm ways to use concept definition with their students.
Doric Room, 4th floor
Connecting to Strength: Advancing Academic Persistence in Accelerated Students
Their Paper, Not Yours: A Three-Tiered, In-Class, Learner-Centered Approach to Editing/Evaluating Rough Drafts
Presenters and Abstracts:
JoNelle Toriseva, SUNY-Genesee Community College
Getting to academic engagement is a crucial step for student success. This presentation centers on ways to help students connect to their strengths to achieve their academic goals. With a focus on academic writing projects, we will discuss ways of developing and increasing academic persistence by overcoming emotional, behavioral & thinking issues.
Brianne Bouska, Oakland Community College
If you struggle with the arduous task of reading through and commenting on all of your students’ rough drafts only to fix the same mistakes on the final draft, you may want to consider learner-centered revision. This workshop will focus on activities to help you re-direct editing/evaluation sessions to help your students become better writers.
Chapter Room, 4th floor
Genre-Based Strategy Instruction with College Writers: Findings, Reflection and Possibilities
Michelle Blake, West Chester University of PA
Charles MacArthur, University of Delaware
Shannon Mrkich, West Chester University of PA
Zoi Philippakos, Towson University
Ilknur Sancak-Marusa, West Chester University of PA
Abstract:Panel will discuss theory, practice, and results of a curriculum based on strategy instruction and self-regulation. Positive findings on writing quality and motivation will be shared as well as challenges and successes from the perspective of instructors and students. The session will include demonstration of key components of the curriculum.