2015 Conference Schedule

Pedagogical Session 3, 3:15-4:45 p.m.

Newport 1
From Self-Sabotaging to Success: How to Address Fear and Build Community in the Math Classroom

Joseph Gerda, College of the Canyons, Santa Clarita, CA
Kathy Kubo, College of the Canyons, Santa Clarita, CA

Often students exhibit self-sabotaging behaviors that interfere with their success. In this session, math faculty will share intentional strategies to build community and help students overcome self-doubt, anxiety and fear. Participants will have access to activities, assignments, and implementation guidelines that can transform the classroom.

Newport 2
The Instructional Sequence in Action: Windows into Accelerated English

Bridget Kominek, Fullerton College, Fullerton, CA
Mike Mangan, Fullerton College, Fullerton, CA
Julie Ewing, Lake Tahoe Community College, South Lake Tahoe, CA
Melissa Knoll, Irvine Valley College, Irvine, CA

Featuring windows into a sample accelerated instructional sequence foregrounding student accountability and active collaboration, English instructors will illustrate dynamic, student-centered strategies that support comprehension of challenging readings, the steps of the writing process, and peer review. Participants will leave with useful strategies and materials.

Integrated Reading/Writing
Newport 3
Nuts and Bolts of Teaching Integrated Reading and Writing

Jeanine L. Williams, Community College of Baltimore County, Dundalk, MD
Sharon Moran Hayes, Community College of Baltimore County, Essex, MD
Jeremy Trucker, Community College of Baltimore County, Dundalk, MD
Rachele Lawton, Community College of Baltimore County, Essex, MD

During this session, participants will gain an understanding of how to effectively execute an integrated developmental reading and writing course using an academic literacy model that focuses on critical thinking and authentic college-level tasks. Participants will gain knowledge of best practices in curriculum design and the day-to-day pedagogy involved in such a course.

Balboa 1
Teach with a Reach: Teaching to Accelerate Students through the ESOL Course Sequence

Lisa Cook, Laney College, Oakland, CA
Suzan Tiemroth-Zavala, Laney College, Oakland, CA
Anna Cortesio, Laney College, Oakland, CA
Chelsea Cohen, Laney College, Oakland, CA
Amy Loewen, Laney College, Oakland, CA

Experience accelerated learning in the intermediate level reading/writing classroom of participants in the Laney College ESOL Acceleration College, a community of practice in which instructors engage one another in the design and implementation of high-impact teaching and assessment practices aimed at accelerating students’ learning and progression through the ESOL course sequence.

Integrated Reading and Writing
Balboa 2
Beyond the Pilot Stage: Supporting Faculty to Expand Successful Accelerated Courses

Jeanne Costello, Fullerton College, Fullerton, CA
Kim Orlijan, Fullerton College, Fullerton, CA
Leslie Henson, Butte College, Oroville, CA
Summer Serpas, Irvine Valley College, Irvine, CA

English faculty from three California community colleges will discuss the local training programs they created to support their departments’ efforts to expand accelerated course offerings and foster pedagogical change beyond the pilot stages of reform. Participants will experience strategies that can be used to train new and continuing instructors.

Integrated Reading and Writing
Emerald Bay 1
The Power of Integrated Reading and Writing for Developmental Students

Jennifer Hurley, Ohlone College, Fremont, CA
Alison Kuehner, Ohlone College, Fremont, CA


IRW classes work: retention, success, and persistence rates are higher in IRW than in traditional developmental classes. Success can be attributed to the IRW curriculum that engages students. We will provide examples of theme-based classes with related reading and writing assignments, and empower participants to develop their own theme-focused class.