Breakout Session 1, 10:30-11:30 a.m.
Newport Beach 1
Writing & Presentations: Developing Deeper Thinking and Thoughtful Reflection in an Accelerated Pre-Statistics Classroom
Joseph Gerda, College of the Canyons, Santa Clarita, CA
Kathy Kubo, College of the Canyons, Santa Clarita, CA
How do we develop students’ abilities to communicate quantitative information, think critically, and reflect on their own learning? In this session, we will discuss pedagogy, assignments, and grading that support students in producing high-quality written and oral presentations. We will share class videos and samples of student work.
Newport Beach 2
Giving Credit Where Credit is Due: Ten Years of Learning How to Accelerate.
Lee Torda Bridgewater State University, Bridgewater, MA
Dorie Aucoin, Bridgewater State University, Bridgewater, MA
Nicole Williams Bridgewater State University, Bridgewater, MA
This presentation showcases an accelerated FYC program in its tenth year and identifies the ways the program reflects scholarship in accelerated learning, attention to changing student and university needs, and what makes the success of the program unique: cross-house collaboration, attention to student needs, and a willingness to revise.
Newport Beach 3
Acceleration: A Powerful Equity Lever
Katie Hern, Chabot College, Hayward, CA
Myra Snell, Los Medanos College, Pittsburg, CA
Need new strategies for closing achievement gaps for students of color? Changes to placement and remediation are a powerful addition to our equity toolkits. California Acceleration Project leaders will share strategies and results from colleges that have significantly improved completion rates of college math and English for students of color.
PreStatistics in a Learner-Centered Classroom: All the Math Your Students Need to Succeed
Terrie Nichols, Cuyamaca College, El Cajon, CA
In this learning model, classroom instruction is tailored to fit the needs of small groups of students as they complete brains-on activities from a workbook. The workbook and supplemental instructional materials were developed for a pre-statistics course taught in a learner-centered classroom. Access to all instructional materials will be provided.
ESL Program and Curricula Acceleration – Irvine Valley College’s ESL Program Redesign
Rebecca Beck, Irvine Valley College, Irvine, CA
Jeff Wilson, Irvine Valley College, Irvine, CA
Can one really “accelerate” language acquisition, and if so, what does this look like in terms of curriculum, courses, and basic skills pathways? The IVC ESL department will present its recent program and curricula changes to foster student success, including sequence redesign to ensure equitable pathways to transfer level writing.
Emerald Bay 1
The Role of Multiple Measures Placement and Individualized Learning Support in Effective Acceleration
Joanne Baird Giordano, University of Wisconsin Colleges, WI
Cassandra Phillips, University of Wisconsin Colleges, WI
This presentation will describe research-based strategies for using multiple measures placement to accelerate students from developmental writing to credit-bearing composition with a corequisite writing studio course. The presenters will discuss practical strategies for using multiple measures placement to provide underprepared students with individualized learning support in their first college semester.
Emerald Bay 2
The Results are Coming In: First Look at Colorado’s Scorecard for Developmental Education Redesign Abstract
Marilyn Smith, Colorado Community College System, CO
Brandon Feres, Community College of Aurora, Aurora, CO
Linda Sue Hoops, Community College of Denver, Denver, CO
Heather A. McKay, Rutgers, The State University of New Jersey, New Brunswick, NJ
Reduce the time required for remediation. Mainstream students into college level courses. Colorado’s comprehensive redesign of developmental education did this and more. Result: more students successfully completed their college level courses in math and composition. Our student success data and the experiences of the faculty will tell Colorado’s success story.