Breakout Session 2, 11:40-12:40 p.m.
Newport Beach 1
Replicating Success: Results from a National Study of the Accelerated Learning Program (ALP)
Susan Gabriel, Community College of Baltimore County, Esssex, MD
Dawn Coleman, Center for Applied Research Central Piedmont Community College
Peter Adams, Community College of Baltimore County, Essex, MD
Discover lessons learned from a nationwide study of schools that have adapted/adopted the Accelerated Learning Program (ALP), the successful, co-requisite developmental writing model from the Community College of Baltimore County. This session will be of interest to schools that have adopted ALP as well as those that are considering ALP.
Newport Beach 2
A Merger of Flipped-Classroom Model and Acceleration in Mathematics
Neeraj Sharma, Community College of Baltimore County, Catonsville, MD
Community College of Baltimore County has several pathways in mathematics to complete credit level courses. This session focuses on the combination of the last Developmental Math course and Introduction to Statistics taught over a semester in a 7-week class format. In this session you will gain insights on teaching strategies for incorporating flipped-classroom model to accelerate student learning.
Newport Beach 3
Piloting Acceleration for the Lowest-Scoring Students
Elena Cole, Las Positas College, Livermore, CA
Michelle Gonzales, Las Positas College, Livermore, CA
Karin Spirn, Las Positas College, Livermore, CA
Las Positas College has a new model for the lowest-scoring 5% of students: an integrated reading and writing course one-level-below college, with extra co-requisite support. In Fall 2014, 67% of accelerating students became eligible for college English within a single semester, more than doubling the rate of the traditional sequence in half the time.
Increasing Math Completion in the Real World: Early Findings from the New Mathways Project
Elizabeth Zachry Rutschow, MDRC
Jennifer Dorsey, Dana Center
Presenters will review early research findings on the New Mathways Project (NMP) in Texas, a multiple math pathways initiative being implemented in all 50 Texas community colleges. This session will also discuss the design for rigorously evaluating the NMP within the IES-funded Center for the Analysis for Postsecondary Readiness (CAPR).
Potholes in the Path of Faculty Development
Robert Miller, Community College of Baltimore County, Essex, MD
One of the keys to the success of acceleration is faculty development. This presentation gives the results of a sabbatical studying faculty development. It provides an overview of research in the field, assessment, as well as practical applications looking at faculty development at a number of schools.
Writing/Cultural Responsive Teaching
Emerald Bay 1
Composition Beyond the Classroom: How Social Protest Ignites Students’ Interest in Writing, Creating Lifelong Writers
Where’s the Racial Equity in ALP? Increasing Marginalized Student Success in Accelerated Programs With a Critical Race Curriculum
Presenters and Abstracts:
Osen Bowser Jr.; Community College of Baltimore County, Dundalk, MD
Getting freshmen from urban communities excited about writing can often be a daunting task. Social protest encourages them to effect “real” change on contemporary issues that affect them and to become lifelong writers by establishing a meaningful purpose for writing.
Kathleen Sheerin DeVore, Minneapolis Community and Technical College, Minneapolis, MN
ALP’s wildfire-quick national adoption over the past 5 years brightly illustrates that Acceleration is a good idea whose time has come. The institution-altering potential of this model is plain to see, but reaching the pedagogy’s fullest possibilities requires dramatic classroom-altering as well; a Critical Race Curriculum can get us there.
Working Within Constraints
Emerald Bay 2
The Numbers Game: Class Sizes, Costs, and Lessons Learned While Getting Them Right
Instructor Initiated Acceleration: What You Can Do Now
Presenter and Abstracts:
Candace McClelland-Fieler, Community College of Aurora, Aurora, CO
Our developmental English redesign implementation over the past few years has taught us the importance of numbers and justifying the cost of small class sizes, teacher assignments, and classroom scheduling. We learned that higher initial costs and complications led us to the right compromise and more success for our students.
Marlise Ajanae Edwards, San Jose City College, San Jose, CA
When an institution has not implemented an acceleration program, when students are held back from placing into college level classes because of mismatched placement scores and are uninformed about their options to challenge classes, what can an instructor do? This presentation addresses efforts towards acceleration direct from the classroom.