TENTATIVE SCHEDULE Thursday, June 19
Breakout Session 3, 2-3 pm
Tuscan Room, 3rd floor
Scaling Change Not Just Reform: The Story of Developmental Math Innovation at Queensborough Community College
Maria Cormier, Community College Research Center
Jonathan Cornick, Queensborough Community College
G Michael Guy, Queensborough Community College
Karan Mohan Puri, Queensborough Community College
Math faculty at Queensborough Community College engaged in ongoing data collection and analyses during four years of developmental math reform. Activities included reviewing student performance metrics and gathering and sharing feedback among a coalition of stakeholders. This session will discuss these practices and implications for reform and broader organizational change.
Ionic Room, 3rd floor
Sequencing for Success in the Accelerated Writing Classroom
CCBC The Evolution of Faculty Development
Presenters and Abstracts:
Karen Jacobsen, Davenport University
Drawing on the theories of instructional scaffolding, this session will offer concrete examples of sequenced assignments that foster ALP students’ autonomy and success in the college-level writing course. Specifically, the presentation will discuss the sequencing for an ad analysis essay assignment and a summary/response essay assignment involving outside research
Robert Miller, Community College of Baltimore County
Jessica Floyd, Community College of Baltimore County
Faculty development is one of the key components to a successful acceleration program. Yet finding what works for an institution is not always easy. This presentation will focus on the evolution of faculty development at CCBC’s ALP.
Composite Room, 3rd floor
Accelerating an Academic Attitude
Sandra M. Trammell, Director of AWA, Academic Affairs
Sue Stamper, Director of ACE, Student Success and Enrollment Management
To reduce time-to-degree for students requiring extensive developmental coursework, KSU faculty designed and implemented an accelerated curriculum. It utilized research from the California Acceleration in Context model to develop three variations of an accelerated stream of reading and writing courses: Acceleration Model, Paired-Course Model, and Integrated Reading and Writing Model.
Veterans Room, 3rd floor
Faster IS Better: Accelerating to Success
Kay Teague, Tarleton State University
Michael Warren, Tarleton State University
To improve student success in the College Algebra course, TSU implemented a program in which the two developmental math courses, or the second developmental math course and College Algebra, were taught in one semester in 8-week class formats. Background, a description of the program, and results will be described.
Doric Room, 4th floor
Beyond Innovation: Sustaining Pedagogical Improvement
Susan Bickerstaff, Community College Research Center
Myra Snell, Los Medanos College
Jamey Gallagher, Community College of Baltimore County
When a reform is launched, faculty expend significant energy collaborating, planning, and preparing to teach the new course. As a reform matures, this energy may wane as the innovation becomes the “new normal.” This session includes research findings and faculty perspectives on ongoing refinement beyond the early stages of implementation..
Chapter Room, 4th floor
“So, How Are Things Going?” – The Power of Faculty Reflection
Linda S. De La Ysla, Community College of Baltimore County
Jacqueline Scott, Community College of Baltimore County
Dave Hewit, Community College of Baltimore County
Charlotte Wulf, Community College of Baltimore County
Bina Pittman, Community College of Baltimore County
Brian Sateriale, Community College of Baltimore County
Lavinia Edmunds, Community College of Baltimore County
“ALPles & Oranges” meet-ups provide an informal, yet powerful place for faculty reflection related to challenging classroom situations, pedagogical experiences, and collaborative problem-solving. A deceptively simple model of professional development, “ALPles & Oranges” has evolved over the past two years from a “make-and-take” opportunity to a space where deeper reflection on teaching and learning occurs. Panelists are full- and part-time CCBC faculty. Handouts provided.