Thank you from CADE 2018!

We want to thank all the hard working folks who helped make CADE 2018 a success! We hope you got as much from the conference as we did in hosting it.
Click here for conference presentations.

CADE 2018 Schedule


Schedule for the 2018 Conference on Acceleration in Developmental Education. Please check back for the updates!
Schedule at the glance | PDF of full schedule

Thursday, June 14

Time Event Presenters Location
9:00 AM-12:00 PM Mathematics Acceleration for Beginners, Part 1: The Nuts and Bolts

Are you interested in developing a math acceleration model at your institution? Attend this session to learn about a replicable and successful cohort model used at the Community College of Baltimore County. Participants will receive an extensive overview the model; topics of discussion include accelerated course design, faculty training models, marketing, scale-up, and the latest data.

Jesse Keifner, Director of AMP, CCBC
Danielle Truszkowski, Math Faculty, CCBC

Independence F

9:00 AM-12:00 PM Amping Up Developmental Reading, Writing, and Critical Thinking for Academic Success

This workshop focuses on Academic Literacy, the current CCBC model that accelerates developmental reading and writing by employing a thematic approach which generates critical thinking based on real academic tasks. During this workshop, participants will explore the day-to-day execution of this accelerated model through proven course materials and assignments. Presenters will also discuss the training and support necessary for faculty teaching this model as well as innovative strategies for addressing challenges to student success.

Sharon Moran Hayes, ACLT Director, CCBC
Lindsay Lassen, ACLT Faculty, CCBC
Denise Parker, ACLT Faculty, CCBC
Nancy Parker, ACLT Faculty, CCBC

Independence G

9:00 AM-12:00 PM ALP Pedagogy: “What Will I Do in My ALP Class?”

Student success in a co-requisite model, such as ALP, depends on what happens in the linked developmental course (the ALP class). This workshop will focus on (1) backward curriculum design, (2) aligning the syllabi of the credit-level and developmental classes, (3) incorporating active/collaborative learning, (4) integrating instruction in active reading, critical thinking, and analytical writing, (5) developing scaffolding activities that support the college-level texts and writing projects assigned in the credit-level class, and (6) utilizing the principles of andragogy (adult learning theory). Attendees will have the opportunity to consider these topics within the context of their own classes.

Susan Gabriel, ALP Director, CCBC
Haleh Azimi, ALP Co-Director, CCBC
Elsbeth Mantler, ALP Co-Director, CCBC

Independence H

9:00 AM-12:00 PM Equity and the ALP Difference: A Call to Raise Expectations on Ourselves

In this session, CCBC’s Culturally Responsive Teaching-Learning team will lead participants in self-discovery and reflective small group discussions about social capital privilege and how it frames the inequitable “rules of the game.” To be discussed: how a lack of familiarity with the non-cognitive factors of student college experiences requires faculty to study their own backgrounds and to consider new approaches to hiring for acceleration, equity and social justice, and how we must question prevalent “high expectation” assumptions in community college education and augment them with high expectations of our own regarding our faculty and staff.

David Truscello, English Faculty, CCBC
Jadi Omowale, English Faculty, CCBC

Independence I

12:00 PM-1:00 PM Lunch

Cabin John/Arlington

1:00 PM-4:00 PM Mathematics Acceleration for Beginners, Part 2: Learning Activities and OER

The structure of the Accelerated Math Program at the Community College of Baltimore County allows instructors to integrate engaging (and fun) learning activities. Participants will have the opportunity to experience these activities from the student perspective. In addition, open educational resources are integrated in accelerated math classes to alleviate student expenses. The adoption and integration of open source materials will be discussed.

Lisa Feinman, CCBC Math Faculty
Pete Surgent, CCBC Math Faculty

Independence F

1:00 PM-4:00 PM From Concept to Classroom: Accelerated Pedagogy in Action

An increase in completion rates begins with a change in structure and placement policies, but once we make these changes, we must also make shifts in our classroom teaching in order to help students prepare for and complete transfer-level writing classes. Rebecca Kaminsky, Assistant Professor of English at Irvine Valley College, and Summer Serpas, Assistant Director of the California Acceleration Project and Professor of English at Irvine Valley College, will share classroom strategies and activities that are grounded in the belief that students have the capacity to succeed at college-level work with additional support in order to demonstrate how accelerated pedagogy manifests in the classroom.  Attendees will participate in hands-on activities that illustrate the stages of IVC’s instructional cycle (adapted from the CAP model) to see how instructors can shift their teaching strategies to increase student success in the accelerated classroom.

Summer Serpas, Assistant Director of California Acceleration Project
Rebecca Kaminsky, Assistant Professor of English, Irvine Valley College

Independence G

1:00 PM-1:00 PM Workshop on Reducing Error

In this workshop, we will first interrogate the often-quoted conclusion of Braddock, Lloyd-Jones, and Schoer (1963) that “the teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing.” And then we will attempt to answer this question: if traditional approaches do no good, what should a conscientious instructor do? What does work?

Peter Adams, Professor Emeritus, CCBC

Independence H

1:00 PM-4:00 PM Evaluation and Data Visualization 101: A Toolkit for Evaluating your Accelerated Program

Evaluating your accelerated program is about more than just tracking pass rates. This interactive session will introduce participants to a comprehensive framework for evaluating their programs along with best practices for visualizing and reporting program data.  Participants will walk away with evaluation tools that are ready to be used at their own institutions (with minor modifications as needed), including a readiness assessment, a student survey, quality improvement methods, and even spreadsheets to do analysis and graphing to demonstrate and present program outcomes.  No math or statistics skills are needed!

Dawn Coleman, EdS, Independent Evaluation Consultant

Independence I

1:00 PM-4:00 PM Transfer Level Success from 13% to 73%! How?

This interactive session focuses on deepening relationships with students, particularly students of color in the context of a “wall-to-wall” co-requisite course. San Diego Mesa College’s 101X has increased one-year student success in 1A from 13% (for students in the traditional pathway) to 73%, also quadrupling the number of African-American students who pass English 1A. Participants will leave with tangible and practical techniques to use immediately.

Sim Barhoum, Faculty, San Diego Mesa College
Wendy Smith, Faculty, San Diego Mesa College
Jason Kalchik, Faculty, San Diego Mesa College

Cabin John/Arlington

Friday, June 15

Time Event Presenters Location
7:30 AM-9:30 AM Conference Check-In

Independence Foyer

7:30 AM-9:00 AM Continental breakfast

Farragut/Lafayette Foyer

9:00 AM-9:15 AM Welcome

Independence East

9:15 AM-10:15 AM Plenary Speaker Asao Inoue

Independence East

10:15 AM-10:20 AM Overview

Independence East

10:30 AM-12:40 PM Breakout Sessions 1 and 2

12:45 PM-1:40 PM Lunch and Plenary Speaker: Annette Cook

Independence East

2:00 PM-4:15 PM Breakout Sessions 3 and 4

6:00 PM-7:30 PM Reception sponsored by Bedford


Saturday, June 16

Time Event Presenters Location
8:00 AM-9:00 AM Continental breakfast

Farragut/Lafayette Foyer

8:30 AM-9:30 AM Conference Check-In

Independence Foyer

9:00 AM-10:00 AM Plenary Speaker: Katie Hern

Independence East

10:30 AM-12:40 PM Breakout Sessions 5 and 6


Important Change in the ALP Model

Our ALP co-requisite course sequence has undergone an important change; the developmental co-requisite class is now a fully integrated reading and writing course, Academic Literacy (ACLT) 053. The ALP co-requisite structure remains the same. Students with upper-level developmental placements in reading and writing register for a 10-student section of ACLT 053 and are also mainstreamed, as a cohort, into a 20-student section of college-level composition (ENGL 101), joining 10 college-ready students. Both classes are taught by the same instructor. Continue reading

Findings from Year Two of a Nationwide ALP Study Available

study-logosThe results from year two of a nationwide study, funded by the Kresge Foundation and overseen by Achieving the Dream, are now available in the report, “Replicating the Accelerated Learning Program: Updated Findings. ” This study, conducted by the Center for Applied Research, examines the implementation of ALP at institutions other than CCBC, with the following goals:

– Assess the extent to which ALP can be replicated by other institutions and still achieve the level of success achieved at CCBC,
– Assess student success rates for schools that have made modifications to the CCBC model, and
– Determine which characteristics of ALP are critical for its success and which characteristics allow for more flexibility.

The entire report for year two, as well as a summary of the findings, is available now for download: