TENTATIVE SCHEDULE Thursday, June 19
Breakout Session 4, 3:10-4:10 pm
4A.
Tuscan Room, 3rd floor
ALP National Inventory Project: Replication, Adaptation, and Student Success
Presenters:
Susan Gabriel, Community College of Baltimore County
Dawn Coleman, Central Piedmont Community College
Abstract:
The impressive student success rates of ALP create questions. What aspects of the ALP model are essential for student success? What happens to student success rates at colleges where the model has been adapted (not replicated)? This session reports findings from a year-long research project designed to answer these questions..
4B.
Math
Ionic Room, 3rd floor
Virginia’s Community Colleges Developmental Education Math Redesigned–What We Know, What We’re Learning and Where We’re Headed…
Presenters:
Van C. Wilson, Assistant Vice Chancellor, Academic & Student Services, Virginia’s Community College System (VCCS)
Lindsey Interlante, Director of Institutional Effectiveness, VCCS
Thomas MacKay, Decision Support System Director, VCCS
Abstract:
In 2012 the Virginia Community College System implemented system-wide changes to developmental math. Currently the VCCS is tracking students from assessment through graduation or transfer. Session participants will receive an update on student outcomes, a
QUINN (decision support tool) overview, and a discussion of next steps to improve student success.
4C.
Writing
Composite Room, 3rd floor
Service Learning in the ALP Course
and
From Anxiety to Discovery: Engaging ALP students in Research Projects through Guided Inquiry
Presenters and Abstracts:
Elsbeth Mantler, Community College of Baltimore County
This presentation will examine the role of service learning in an ALP course that includes volunteer hours and writing components in both the composition and developmental contingents of the ALP course. This talk will discuss the challenges and rewards of requiring a service learning project in this already demanding course.
Lavinia Edmunds and Elizabeth Irtenkauf, Community College of Baltimore County
Using guided questioning, we work with ALP students in small groups, and one-on-one, to develop the questions that lead to topics that are doable, intellectually stimulating, and relevant to their lives. These questions work especially well to engage ALP students using the I-Search model.
4D.
English and Reading
Veterans Room, 3rd floor
Individualizing Transitional English and Reading
Presenters:
Magdeleine Vandal, Carroll Community College
Abstract:
We have redesigned transitional English and reading classes to meet the challenges currently facing developmental education. Students work on individualized learning paths for remediation which allows them to accelerate through the developmental sequence and into credit level classes while meeting their individual learning needs.
4E.
Reading and Writing
Doric Room, 4th floor
Accelerating Freshman Understanding of College Tasks
Presenter:
Deborah J. Culbertson, Texas A&M University
Abstract:
This presentation exposes the issues of improving freshman student reading from thinking to skills and the techniques of accelerating proficiency through multiple resources. Participants will consider the wording of reading/writing tasks of the freshman student composition class, core subjects and see the data on the student/professor perception of the tasking.
4F.
Chapter Room, 4th floor
Collaboratively Accelerating Learning: An Experiment with Summer Bridge Programs
Presenters:
Jim Thompson, Wilkes Community College
Sherry Thompson, Wilkes Community College
Debbie Woodard, Wilkes Community College
Abstract:
Unprepared students at Wilkes Community College are engaged in learning through a collaborative summer bridge program called, “Preparing to Achieve Student Success” (PASS). This panel discussion will explicate and explore how AccessAbility Services, the Academic Support Center, and the College and Career Readiness Division teamed up for student success.