TENTATIVE SCHEDULE Friday, June 20
Breakout Session 5, 10:30-11:30 am
English and Math
Tuscan Room, 3rd floor
Accelerated Pedagogy in English and Math: High Challenge, High Support Classrooms for Underprepared Students
Katie Hern, California Acceleration Project
Myra Snell, California Acceleration Project
How did 16 California colleges produce “large and robust” increases in student completion of college-level math and English? Join us for an interactive session with leaders of the California Acceleration Project, who will share the design principles driving accelerated remediation that benefited students of all socioeconomic groups and placement levels.
Ionic Room, 3rd floor
Lisa Sallee, Community College of Baltimore County
Often acceleration is geared towards getting students into College Algebra, by way of Intermediate Algebra. But what about non-STEM students, who need Statistics or a Liberal Arts math course? Come see how one school created their own program and find out if it works!
Composite Room, 3rd floor
Instilling Grit and Resilience in Development Writers: Addressing Non-Cognitive Challenges with Rural Community College Students
Shelley DeBlasis, New Mexico State University Carlsbad
Patricia Zane Biebelle, New Mexico State University Carlsbad
Michelle Hansen, New Mexico State University Carlsbad
After examining scholarship on the non-cognitive traits of “grit” and “resilience,” this presentation proposes various activities linked to these concepts. Through the activities, students can become aware of the terms’ practical application in the face of their challenges, which are specific to the rural community college setting.
Veterans Room, 3rd floor
Time Requirements for Accelerated Learning Students
Darrin Berkley, Howard Community College
How much time does a student have to devote to an accelerated mathematics course? In many cases, a student grossly underestimates the amount of outside work these courses require? During this session, we will discuss expectations of these students in regards to time devoted to these courses.
Doric Room, 4th floor
Acceleration at Atlantic Cape: The Triad Model
Stephanie Natale-Boianelli, Atlantic Cape Community College
Richard Russell, Atlantic Cape Community College
Maryann Flemming-McCall, Atlantic Cape Community College
Regina Van Epps, Atlantic Cape Community College
For two years, Atlantic Cape Community College has employed the triad model of acceleration: students from two Composition I courses populate a single ALP class. Atlantic Cape faculty will share the benefits and challenges of this model, evidence of its success, and activities and assignments suited to it.
Reading and Writing
Chapter Room, 4th floor
Adventures in Crafting an ALP Program
A New Pedagogy for Teaching Literature to ALP Students
Presenters and Abstracts:
Chantay White, Southwestern Illinois College
This presentation will share the challenges and solutions learned through our faculty-introduced and -driven ALP initiative specifically in three areas: reading and composition pedagogy, overcoming perceptions, and administrative considerations. No sugar coating, our goal is to offer concrete experience and assessment-based advice on program design, growth, and retention in ALP reading and writing programs.
Geoffrey Layton, University of Oklahoma
This presentation will explore new ways to teach literature to students who may not possess a love of literature or an aptitude for literary criticism; a pedagogy that doesn’t depend on teaching either aesthetics or theory; in short, a pedagogy for ALP students.