TENTATIVE SCHEDULE Thursday, June 19

Breakout Session 1, 10:30-11:30 a.m.

1A.
Statewide Redesign
Tuscan Room, 3rd floor
Making It Work: Implementing a Developmental Education Redesign across Colorado Community Colleges

Presenters:
Brandon Feres, Community College of Aurora
Linda Hoops, Community College of Denver
Marilyn Smith, Colorado Community College Developmental Education Coordinator

Abstract:
Mainstreaming students into college level English and math courses. Integrated reading and writing. Pathways in math. One semester to complete developmental education requirements. These are a few of the innovations from Colorado’s redesign of developmental education. Come and hear the why, the what, and the how of this statewide redesign.

1B.
Math
Ionic Room, 3rd floor
Developmental Math Acceleration: ModMath Demonstration at Tarrant County College
and
Technology-Intensive Models for Accelerating Students Through Developmental Mathematics

Presenters and Abstracts:
Alissa Gardenhire, Tarrant County College

Abstract:
MDRC’s Developmental Education Acceleration Project will test the effectiveness of two math programs, a modularized approach called ModMath at Tarrant County College in Fort Worth, Texas and a compression approach called Math Path at Pasadena Community College in California. Since the project is just getting underway in both sites, no findings are available yet. Instead, the presentation will focus on the math programs themselves as well as the goals and design of the study.

Alycia Marshall, Anne Arundel Community College
Stacey O. Nicholls, Anne Arundel Community College
Robyn Toman, Anne Arundel Community College

Anne Arundel Community College (AACC) has several acceleration pathways in developmental mathematics. In one semester, students can complete their developmental math sequence in a modularized technology-intensive format or complete an Intermediate/College Algebra sequence that uses a flipped-classroom model. Learn about AACC’s acceleration pathways, the challenges encountered, and the benefits witnessed.

1C.
Reading and Writing
Composite Room, 3rd floor
Preparing Developmental Education Students for Accelerated Online & Hybrid Courses

Presenters:
Tonya M. Jones, Baltimore City Community College

Abstract:
In this session you will gain insight on teaching strategies for incorporating distance learning into face to face developmental reading and writing accelerated classes, transitioning developmental education students to hybrid and online accelerated classes, and utilizing awareness of learning styles for students enrolled in hybrid and online accelerated developmental courses.

1D.
ESOL
Veterans Room, 3rd floor
ALP-ESOL: Acceleration Goes Global

Presenters:
David Hewitt, Community College of Baltimore County
Alex Garrido, Community College of Baltimore County

Abstract:
Acceleration has come of age in developmental education, but how can it be made to work for non-native or World English speakers? This discussion will include guidelines for creating a rigorous accelerated ESOL writing course and, equally importantly, for taking full advantage of the wonderfully diverse companion English 101 section.

1E.
Faculty Development
Doric Room, 4th floor
Casting a Faculty-Wide Net: The Evolution and Expansion of IVC’s Acceleration and Training Program

Presenters:
Summer Serpas, Irvine Valley College
Kurt Meyer, Irvine Valley College
Rebecca Kaminsky, Irvine Valley College
Melissa Knoll, Irvine Valley College

Abstract:
Irvine Valley College faculty discuss the evolution of IVC’s accelerated pre-composition program and its expansion strategies. Topics include an overview of IVC’s new-instructor training program based on their participation in the California Acceleration Project, the shared curriculum, student success rates, and the program’s positive effects on students and instructors.

1F.
Reading and Writing
Chapter Room, 4th floor
Using Parallel Reading and Writing Themes in the Integrated Classroom

Presenters:
Mary Ellen Kubit, University of Arkansas at Little Rock

Abstract:
The goal of this session is for instructors to leave with pragmatic, applicable strategies to improve the integration of reading and writing in the classroom. Five parallel constructs to promote integration will be discussed as well as assignments/handouts. A discussion will be facilitated to develop additional parallel constructs in reading and writing.