Poster sessions, Friday 1:15-2:00 p.m.
Accelerating Reading, Writing, and ESL at CUNY’s Community Colleges
Caroline Pari-Pfisterer, Borough of Manhattan Community College, BMCC
Domenick Acocella, Borough of Manhattan Community College, BMCC
Heather Bobrow-Finn, Borough of Manhattan Community College, BMCC
Donna Kessler-Eng, Bronx Community College, BMCC
This poster session will showcase accelerated courses in reading and writing in both ESL and non-ESL courses, at three community colleges in CUNY: Borough of Manhattan Community College, Hostos Community College, and Bronx Community College. We will share data and other information that reveal the successes and challenges of designing and managing these courses.
Mainstreaming Remedial Mathematics Students: Follow-Up on a Random Assignment Experiment at CUNY
Mari Watanabe-Rose, The City University of New York
Alexandra W. Logue, CUNY Graduate Center
Daniel Douglas, CUNY Graduate Center
In Fall 2013 we conducted a randomized controlled trial with 907 students assessed as needing mathematics remediation, as presented at the 2014 CADE Conference. Follow-up data, including total credits accumulated and quantitative requirements satisfied, demonstrate placing these students directly into college-level statistics with extra support (corequisite remediation) increases student success.
Challenges and Instructional Practices in Integrated Reading and Writing
Patrick Saxon, Sam Houston State University
The purpose of this study was to identify challenges and best practices in teaching Integrated Reading and Writing (IRW) courses in developmental education. Analyzing survey data received from 46 faculty members who teach IRW in 2- and 4-year colleges, researchers identified the 10 most frequently occurring challenges in teaching IRW, as well as the 11 most commonly used instructional strategies that work well when teaching IRW. Based on the findings, practical implications were drawn for future practice in IRW instruction.