CADE 2018 – June 15th Breakout Sessions

10:30 AM-11:30 AM

1A. Extending Multiple Measures Placement in Mathematics
and
Comprehensive Mathematics Curricular Reform at the Community College of Rhode Island
Mathematics
Independence FPresenter(s):

G. Michael Guy, City University of New York
and
Professor Todd G. Linton, Community College of Rhode Island
Jason Stockford, Community College of Rhode Island

Abstract(s):

The City University of New York is considering eliminating mathematics placement exams. I will focus on extending multiple measures to distinguish between College Algebra, Precalculus, and Calculus. I will share stakeholder engagement strategies, statistical techniques, and answered and open questions.

and

Beginning in the fall of 2018, the Mathematics Department at the Community College of Rhode Island (CCRI) will implement reforms to developmental mathematics, offer co- requisite and accelerated classes, streamline course sequences and pathways, and update the course numbering system. The process that led to this curricular transformation will be discussed.

10:30 AM-11:30 AM

1B. The Neverending Story: College Readiness
Integrated Reading and Writing
Independence GPresenter(s):

Christi Morgan, Coastal Bend College

Abstract(s):

Our session will encourage discussion of the needs of colleges and high schools in a rural, primarily Hispanic serving area and the challenges of preparing students in this area to pass the TSI Assessment, demonstrate how accelerated programs impact college readiness, and propose integrative options for students who do not test as “College Ready”

10:30 AM-11:30 AM

1C. Centering Portfolios, Centering Students: Practices for the Developmental Classroom
Integrated Reading and Writing
Independence HPresenter(s):

Lucy Steele, York Technical College

Abstract(s):

Engagement, metacognitive strategies, and integrated reading and writing are looming concerns in most developmental English classrooms, and portfolios offer possibilities in each of those areas. In the course of this session, participants will create their own mini-portfolios and reflect on the application of portfolios in their classrooms.

10:30 AM-11:30 AM

1D. How We Cast Off Commercial Placements and Went Our Own Way
Writing
Independence IPresenter(s):

Nicole Hancock, Southwestern Illinois College and Old Dominion University

Abstract(s):

Prior to Compass’s dissolution, my English Department created a placement test that would assess our course objectives. While using Accuplacer, we tested our assessment in classes. Next year, it will be used for placement, to be eventually supplemented by multiple measures. Our process and preliminary data will be shared.

10:30 AM-11:30 AM

1E. Using Evidence-based Multiple Measures to Transform Assessment and Placement into College-level Coursework
Multiple Measures Assessment
Lafayette ParkPresenter(s):

Craig Hayward, Bakersfield College
Terrence Willett, Cabrillo College
John Hetts, Educational Results Partnership

Abstract(s):

California community colleges are shifting from high-stakes testing to more accurate high school transcript-based models for assessment. MMAP colleges transformed assessment processes and developmental education sequences, dramatically improving college-level course completion while maintaining success rates. Coupled with co-requisite supports, this raises the possibility of direct access to college-level work for nearly all students.

10:30 AM-11:30 AM

1F. The Benefits of Assigning One Cohesive Multi-Part Writing Project
Writing
Farragut SquarePresenter(s):

Heather Harris, Community College of Baltimore County

Abstract(s):

Composition courses typically assign four distinct papers. This presentation proposes one cohesive writing assignment divided into steps that result in a focused final paper that challenges the student to answer the most basic writing questions: What am I trying to say, and what is the best way to say it?

11:40 AM-12:40 PM

2A. Three-Year Effects of Co-requisite Remediation with College-Level Statistics
Mathematics
Independence FPresenter(s):

Alexandra W. Logue, The City University of New York
Daniel Douglas, Rutgers University
Mari Watanabe-Rose, The City University of New York

Abstract(s):

Assigning students to co-requisite mathematics remediation (college-level statistics with additional academic support) increases their course pass rates. New results show that, independent of students’ race/ethnicity, it also increases graduation rates while maintaining or increasing success in natural and social science general education courses, as well as in subsequent mathematics courses.

11:40 AM-12:40 PM

2B. Intersections: Explicit Support Coupled with High Level Thinking
and
How is it going?: A comprehensive assessment methodology for an ALP curriculum
Integrated Reading and Writing
Independence GPresenter(s):

Emily Isaacs, Montclair State University
and
Michael P. O’Connor, Onondaga Community College

Abstract(s):

From the context of a four-year public university that has a diverse population of learners and limited opportunities for differential placement, an Intersections approach allows all students to engage in challenging, compelling contemporary issues with students receiving varied levels of support to match their individual levels of preparedness in reading and writing.
and
A case study of the development and use of assessment to refine and grow an ALP program. Focus will be given to using organic methods to assess academic success, growth of noncognitive coping, and retention across multiple populations. There will be time for participants to develop or refine assessment plans.

11:40 AM-12:40 PM

2C. Professional Tutoring in the Classroom For Increased Student Success: an Introduction to the Hows and Whys
Integrated Reading and Writing
Independence HPresenter(s):

Elizabeth Brock, City College of San Francisco
Elizabeth King, City College of San Francisco
Cullen Bailey Burns, City College of San Francisco
Leila Easa, City College of San Francisco
Mitra Sapienza, City College of San Francisco

Abstract(s):

We know the pedagogy of acceleration helps developmental students, but what
can colleges do beyond classroom teaching to facilitate success? One solution is
embedded tutoring. Learn the benefits of having a professional tutor in the classroom and
some best practices for working collaboratively with tutors, plus try a tutor-designed
brainstorm.

11:40 AM-12:40 PM

2D. Deconstructing Our Single Stories: Exploring Bias and Stereotypes in ALP
and
Confronting Learning Stigmas and Self-Esteem Issues in the Classroom on Day 1
Integrated Reading and Writing
Independence IPresenter(s):

Lauren Pollak, Community College of Baltimore County
and
Ingrid A. Garcia, Community College of Baltimore County

Abstract(s):

Overview of a semester-long ALP unit that explores the origins of stereotypes. Based on Chimamanda Adichie’s TEDTalk, “The Danger of a Single Story”, the unit includes themes of implicit bias, stereotype threat, intersectionality, and the roles of media and cultural products in the creation and reduction of stereotypes.
and
Before embarking on the journey to teach successful writing principles, many instructors forget to address this vital issue on Day 1: self-esteem in the classroom. Students who are placed in developmental courses are already struggling with potential learning challenges and non-cognitive issues. Increasing student self-worth promotes successful learning potential.

11:40 AM-12:40 PM

2E. Cohorting with a Co-Requisite
Mathematics, Reading, Writing
Lafayette ParkPresenter(s):

Nadia Nazarenko, Alvin Community College
Jennifer Hopkins, Alvin Community College
Haley Collins, Alvin Community College
Thomas Parker, Alvin Community College
Laura Tapp, Alvin Community College

Abstract(s):

In the Fall of 2017, Alvin Community College piloted a cohort co-requisite model in
English and Mathematics. This presentation will focus on the implementation, results,
and future plans of accelerated learning using a cohorted co-requisite model.

11:40 AM-12:30 PM

2F. Just-In-Time Schema: Supporting College-Level Reading for English Learners
ESOL
Farragut SquarePresenter(s):

Melissa Reeve: Solano Community College
Jose Cortes: Solano Community College

Abstract(s):

Presenters will share activities designed to bridge gaps in cultural knowledge to make sophisticated reading materials more accessible to English learners and immigrant students. Participants will then develop and share their own ideas for “just-in-time” schema building to support college reading success for culturally and linguistically diverse students.

2:00 PM-3:00 PM

3A. Use of Item Response Theory to Improve Multiple Measures-based Assessment in Two Systems
Mathematics
Independence FPresenter(s):

Alan Chan, Educational Results Partnership
Elliot Rice, Educational Results Partnership
John Hetts, Educational Results Partnership

Abstract(s):

As open access colleges shift to using multiple measures in assessment, Item Response Theory using high school and college grades can be used to estimate students’ discipline- specific likelihood of success in college-level courses. Evidence from two systems suggests its potential to dramatically increase placement into and completion of college-level coursework.

2:00 PM-3:00 PM

3B. Literacy Autobiographies: Putting the “Meta” Back into Co-requisite English Courses
Integrated Reading and Writing
Independence GPresenter(s):

Kristen Keckler, Mercy College
Dawn Cancellieri, Mercy College

Abstract(s):

The Literacy Autobiography is a multi-modal semester-long project for our English co-requisite support course. Students address and challenge their assumptions about the trajectories of their own literate lives. This session will present a template for creating, implementing, and assessing a Literacy Autobiography project in any ALP or support course.

2:00 PM-3:00 PM

3C. Building Confidence and Success in Co-requisite English
Integrated Reading and Writing
Independence HPresenter(s):

Dr. Sean McAuley, North Georgia Technical College
Mr. Levi Wright, North Georgia Technical College
Ms. Mallory Hicks, North Georgia Technical College

Abstract(s):

Given the widespread perception of English classes as venues of judgment and the stigma attached to Developmental classes in general, the study examines here is how North Georgia Technical College’s ALP workshop approach affects students levels of confidence and outlook for success.

2:00 PM-3:00 PM

3D. Accelerating English and Reading: A Developmental Success Story
Writing
Independence IPresenter(s):

Melissa Renfrow, Metropolitan Community College- Kansas City

Abstract(s):

Are accelerated models for developmental English and reading a dream, or a reality that lead to increased success? This session will share retention and success data on multiple accelerated models and discuss the role of placement, academic support and case management.

2:00 PM-3:00 PM

3E. Taking it to the Next Level: Asset-Model Accelerated ESOL as Global/Anti-Xenophobia Education
ESOL
Lafayette ParkPresenter(s):

David Hewitt, Community College of Baltimore County

Abstract(s):

This session will explore the enormous potential, and some of the challenges, of the ALP-ESOL model. Topics will include assessment and outcomes, navigating both pedagogical and non-cognitive challenges, and using classroom diversity, reading, and writing as strategic tools to combat xenophobia.

2:00 PM-3:00 PM

3F. Directed Self-Placement: Advancing Equity through Student Agency
Placement
Farragut SquarePresenter(s):

Kris Messer, Community College of Baltimore County
Elizabeth Hart, Community College of Baltimore County

Abstract(s):

Directed Self-Placement has emerged as a promising method of placement in community colleges – one that fosters equity and student agency. Presenters will discuss research into DSP and the work being done at CCBC. This session is for those new to DSP and those whose institutions have already implemented it.

3:15 PM-4:15 PM

4A. Community College Mathematics Recalculated: Remediation, Pathways and Placement
Mathematics
Independence FPresenter(s):

Jason Pallett, Metropolitan Community College-Kansas City

Abstract(s):

As of fall 2018, the math faculty at Metropolitan Community College-Kansas City are revising the math curriculum to include pathway alternatives to College Algebra and a revamped placement model. This session will share MCC’s story with an overview of data and decisions that shaped MCC’s math curriculum.

3:15 PM-4:15 PM

4B. Instructional Principles and Pedagogy for Co-Requisite Instruction
and
The English Placement Exam: A Midterm Multiple Measures Placement Tool
Integrated Reading and Writing
Independence GPresenter(s):

Ashley Sandoval, Southern Methodist University
and
Dana LeMay, Century College of Minn State
LuAnn Wood, Century College of Minn State

Abstract(s):

While much has been published about the structure of co-requisite courses, there is little in the literature about what makes effective co-requisite instruction. In this presentation, guiding instructional principles will be shared, as well as frameworks for aligning and scaffolding instruction in co-requisite courses.
and
Century College’s English and Reading departments have combined our developmental sequences and developed a multiple-measures assessment tool. We plan to share how, exactly, the courses and departments work together to increase student success and break down hierarchies.

3:15 PM-4:15 PM

4C. Scaling Up and Reducing the Pipeline: A Look at Developmental Writing at a Michigan Community College
Writing
Independence HPresenter(s):

Sean Newmiller, Lake Michigan College

Abstract(s):

Becoming a fully scaled up ALP institution gave us the opportunity to redesign our developmental writing curriculum. This session will look at our pre and post scale up success data as well as data from our newly redesigned developmental writing course that is enhancing equity and success on our campus.

3:15 PM-4:15 PM

4D. CUNY Start: An Alternative Approach to Addressing Students’ Developmental Needs
Student Support
Independence IPresenter(s):

Mia Simon and Donna Linderman, CUNY Start, City University of New York (CUNY)
Alexa Logue, City University of New York (CUNY)
Maria Cormier and Jessica Brathwaite, Community College Research Center (CCRC)

Abstract(s):

This session presents findings from a mixed-method evaluation of CUNY Start, an intensive pre-matriculation program. The program can help students with the lowest placement test scores become college ready in one semester. Findings illuminate how CUNY Start addresses developmental needs prior to matriculation.

3:15 PM-4:15 PM

4E. ALP for ESL Students
ESOL
Lafayette ParkPresenter(s):

Cheryl Garayta, Lansing Community College
Denise Warner, Lansing Community College
Marcy Bauman, Lansing Community College

Abstract(s):

Lansing Community College faculty have adapted ALP for ESL students, creating a two- tiered system of enrollment in college-level classes combined with ESL support. Presenters will discuss how ALP principles were applied to the ESL support course design and focus on instructional strategies for second-language speakers.

3:15 PM-4:15 PM

4F. FAQ’s about ALP
Integrated Reading and Writing
Farragut SquarePresenter(s):

Susan Gabriel, ALP Director, CCBC
Peter Adams, ALP Creator, CCBC
Haleh Azimi, ALP Assistant Director, CCBC
Elsbeth Manter, ALP Assistant Director, CCBC

Abstract(s):

Do you have questions about ALP? Would you like to discuss ALP as it relates specifically to your college? Then this session is for you. Following a brief overview of ALP at CCBC, presenters will answer questions submitted by attendees, while including strategies and suggestions from the whole group.