Breakout Session 2, 11:40-12:40 p.m.
Active Learning Pedagogy as Universal Design
Capitol Ballroom 1
Cory Teubner, Butler Community College, Associate Professor of English
Kristi Gerdes, AVID for Higher Education, Instructional Strategist
Butler Community College and AVID for Higher Education have partnered to integrate active learning strategies and culturally relevant teaching techniques to provide authentic learning experiences for all students, notably in the college’s ALP sections. Demonstrating these methods, hosts will lead a discussion about the intersections between pedagogy and multi-cultural inclusion.
ESL Acceleration: Pedagogy in Action
Capitol Ballroom 3
Guillermo Colls, Cuyamaca College
Virginia Lyn Neylon, Cuyamaca College
Despite the notion of acceleration not applying to English as a Second Language, Cuyamaca College in San Diego is helping show the state of California that there is something extraordinary happening in their program. Video segments of class lessons, student samples, emails, and testimonials will show why acceleration DOES work in ESL and how.
Eval 101: A Toolkit for Evaluating your Accelerated Program
Capitol Ballroom 2
Dawn Coleman, University of South Carolina
Evaluating your accelerated program is about more than just pass rates. Learn more about program evaluation and walk away with tools to evaluate your own program, including a readiness assessment, a student survey, quality improvement methods, and even spreadsheets to do basic analysis and graphing to demonstrate program outcomes.
Up to the Challenge: California Colleges Expand Access to College English & Math
Capitol Ballroom 5
Katie Hern, California Acceleration Project
Myra Snell, California Acceleration Project
Traditional remediation makes students less likely to complete college and exacerbates racial inequity. What happens when colleges change their placement policies and curricula to enable more than 70% of incoming students to begin directly in college-level English and math? Find out in this session featuring colleges from the California Acceleration Project.
Renewed Focus: Scaling and Scaffolding the IRW Co-Requisite Course
Integrated Reading and Writing
Capitol Ballroom 6
Gwenn Eldridge, Ivy Tech Community College
In its sixth year of offering IRW co-requisite courses, Ivy Tech Community College has experienced increased success and retention. Implementing the model has energized our focus on composition course outcomes. This session will share how our scaffolding of assignments has resulted in increased engagement that prepares students for the rigor of college reading and writing.
Accelerating Math Education at LaGuardia, CUNY: A Year at Large Scale
Capitol Ballroom 7
Milena Cuellar, LaGuardia Community College, CUNY
Jeanne Funk, LaGuardia Community College, CUNY
Dong Wook Won, LaGuardia Community College, CUNY
Abderrazak Belkharraz, LaGuardia Community College, CUNY
LaGuardia Community College is implementing accelerated math pathways to address the significant attrition of students with developmental math needs. In this interactive session, we will discuss the first year of this initiative at large scale, including student outcomes, equity measures, challenges, and faculty support programs.