In his presentation, John Hetts will review the current state of evidence for the capacity of our students and the potential of using additional, powerful predictors of student performance in community college (often referred to as multiple measures). Along the way, he will discuss how best to understand and measure student capacity to do college-level work; what the current evidence suggests about students’ capacity vs. the reality of current assessment practices ; the role that the use of multiple measures in assessment can play in improving those practices; the evidence for the effectiveness of the use of multiple measures and their impact on completion of college-level English and Math while maintaining course success rates; converging evidence from other research, including importance of direct placement in to college level courses; the potential to improve college completion and reduce long-standing equity gaps in student outcomes.
This session will discuss how Butler utilizes the Hawkes Online Learning curriculum to create an individualized placement plan for students in the math module program. This session will also offer a brief update on the success of Butler’s math module program as Butler is completing year two of a total math redesign.
In this session, keynote speaker John Hetts will provide greater detail on the mounting evidence about and resources available for the most effective approaches to placement for completion of college-level courses, with detailed attention to the most commonly asked questions and specific attention to audience questions.
In this session, Nick and Teri will share their development of a college-level course that integrates the essentials of writing within discipline contexts, differentiates reading through various applications, and formulates methods to enhance critical thinking and deep learning within either a general or technical course/program. Focus will also be on their experience with the curriculum approval process, communication with Advising to “market” the course, and future plans to write a textbook for it.
Whether it be math, science or reading and writing, there are do’s and don’ts about active learning strategies. Also, how instructors design lesson delivery is an essential part of leveraging high engagement learning tools successfully. Participants will experience a few key high impact strategies and learn the method behind the madness. This session will explore AVID for Higher Education’s support for teaching and learning to accelerate long-term learning.
The session will focus on themes used in either the lower-level developmental English course or in the upper-level Comp 1 course. Presenters will discuss the themes used, how they are introduced and developed for students to write about in assigned papers, and the successes or issues with the theme assignments. Themes may include: Maslow’s hierarchy of needs, personal value code, poverty and privilege, waste/Garbology, messages about education, obstacles to student success, Income Inequality; Civil Disobedience; Identity; and Interpretation of Art, Literature and Culture.
Attendees will have the opportunity to sign up for a consultation session with Susan Gabriel to discuss their challenges, ideas, and questions about the Accelerated Learning Program (ALP), a co-requisite model for English. Sign up will be available after the first general session on Thursday, Feb. 21.
Conference attendees with have the opportunity to sign up for a consultation session with speaker Dawn Coleman to discuss their own data challenges and questions. Her sessions are being offered in four of the five concurrent sessions. Sign up will be available after the first general session on Feb. 21.
During this presentation, details will be shared about the developmental mathematics redesign at Kansas City Kansas Community College. This computer‐assisted course format, which is a modification of the emporium model, allows students to progress through 3 developmental mathematics courses in one year. This design has been revised to closely replicate what Butler County College is doing with their modular format, but with limited faculty and limited infrastructure. The design, curriculum, and results of the program will be shared and discussed.
After a brief overview of the path to ALP at Rend Lake College, this presentation will focus on how the results of specific assignments have shaped this instructor’s perception of student engagement. Included in the presentation will be specific information on one scaffolded assignment, one online activity and one in-class activity which have bolstered student engagement.
To promote a more rigorous understanding of complex concepts by fundamental students, Dr. Trenary proposes a methodology called “backwards revision” that will help simplify and create growth-oriented assignments. Through simplicity, paradoxically, students are able to approach difficult concepts with a thoroughness not always occurring when students juggle multiple concepts, guidelines, and suggestions. By simplifying assignments to minimum standards for the first draft, students feel comfortable with integral concepts before other requirements are introduced though revision. With each additional draft, students work backwards on papers to add new concepts or to complicate concepts that have already been introduced. Last year, this method was in its initial stages; this presentation will update results and findings from the past year testing this methodology.
Are accelerated models for developmental English and reading a dream or a reality? This session will share retention and success data on accelerated models and multiple measures placement. Data will be shared from several accelerated developmental English models implemented at a five-campus community college system over a three-year period: the CCBC co-requisite, the triangle co-requisite, and a block-scheduled co-requisite model linked to reading. Data will also be shared on modular developmental reading. Finally, this session will discuss the process and results of the change from an ACT/Accuplacer English placement to multiple measures using ACT, HSGPA, Accuplacer, and writing sample.
This session will report on the present realities and future ambitions of Butler’s newly minted Pathways Mentoring Team system, a network supporting success and retention through specific, timely interventions personalized to each student’s needs and goals. Participants will encounter data about the program by way of AVID-style techniques. The session should be of use to administrators as well as instructors who are interested in the implementation of Pathways at Butler.
Attendees will have the opportunity to sign up for a consultation session with Susan Gabriel to discuss their challenges, ideas, and questions about the Accelerated Learning Program (ALP), a co-requisite model for English. Sign up will be available after the first general session on Thursday, Feb. 21.
Conference attendees with have the opportunity to sign up for a consultation session with speaker Dawn Coleman to discuss their own data challenges and questions. Her sessions are being offered in four of the five concurrent sessions. Sign up will be available after the first general session on Feb. 21.
Come to the Clifford Stone room to view the display tables of your colleagues, showcasing their current program redesign progress! This will be a casual time of sharing and discussing as we view these tables and get to know about each other and our programs while enjoying drinks, cheese & crackers before dinner.
Enjoy conversations with your colleagues as you dine tonight! The menu will be carved beef tenderloin, baked potatoes, twice-baked potatoes, roasted vegetables, green beans, dinner salad, and a variety of desserts from which to choose.
Butler's A Cappella Choir, a dynamic and innovative group of nine directed by Matthew Udland, will perform for us after dinner. Sit back and enjoy these creative and talented young people.
One of the challenges of the co-requisite English/ALP class is knowing where to start. This round table will explain a form of scaffolding using an online VARK test to prepare ALP students to take on the first major writing assignment in the English class: a narrative essay focused on a learning experience. Handouts will include prompts for both sides of the assignment, including the effect the combination has on encouraging student engagement.
There is more to high engagement instructional strategies than using fun interactive activities. Designing lessons that increase the opportunity for students to retain essential information is the focus of AVID’s professional learning support. This focus on intentionally leveraging writing to learn, inquiry, collaboration, organization, and reading to learn strategies can be incorporated in any content area, making a difference in student success.
Many students have difficulty with personal organization, time management, and deadline awareness. Discussion in this session will center on students’ use of planners, notebooks, and other strategies others wish to share. The objective for participants is brainstorming and discovering strategies to help keep students on track, not only academically, but also in multiple areas of their lives. This session will focus on successes, failures, and future plans.
Fostering two-way, continual communication between a departmental program redesign team and advising has been a large part of the on-going procedural success of ALP (Accelerated Learning Program) at Butler. Kathy (English dept.) and Cheryl (Advising dept.) will share their experience with how this has worked at Butler and open the discussion for others to share their experiences and questions.
This round table session will share best practices for writing instructors to be used with slow readers. The practices have been used at Butler Community College and resulted in higher passing and retention rates.
Constantly connected, perpetually distracted, and blamed for everything from the death of retail shopping to brunch, the modern student faces a unique host of challenges. Whether it be the constant intrusion of social media, hovering parents, or the demands of the modern competitive job markets, today’s students require a new (and yet quite traditional) approach that adapts to their unique view of the world. Join Andy for a round table discussion filled with a host of techniques and best practices to meet these tech-savvy generations half way. Topics will include engagement strategies, classroom activities, incorporating social media into the classroom, curricula design, and discussion concerning what the modern student expects from their instructors.
The 10-2 presentation method aims for an effective balance between lecture and self-reflection and discovery. In this session, this method will be explained as well as the pros and cons of its use in the math classroom. Also, Robert Zavala will share his adaption of the Cornell notes method, which he uses to encourage students to not only take notes but help them discover the value of good note taking.
Butler ALP classes assign a non-fiction book during the second half of most semesters, and this book is useful for teaching the reading cycle, vocabulary, and research concepts. In this roundtable, participants will learn how such texts may also be used to teach paragraph structure, including transitions from previous paragraphs and ways to arrange and emphasize evidence
Mathematics, and especially advanced mathematics, may seem like a daunting subject for the visually impaired to succeed at, but there are many tools and techniques that exist to help, and many more technology aids on the horizon. Together we’ll explore what assistive methods currently exist to aid students in learning math concepts, performing calculations, graphing, and accurately relaying what they’ve learned and understand in assessments. Additionally, we will discuss how technology advances could assist with providing students a better way to learn and communicate mathematics.
This session will suggest ways to cultivate a shared vocabulary in Math and English classes and reinforce it in assignment prompts, class discussions, and student work. Such meta-cognitive awareness is easy to promote and yields fruits in student engagement.
Excel spreadsheets will display student data from the Accelerated Learning Program (ALP), but using the features in Excel can be daunting and confusing when trying to determine results. This session will show the tools in Excel and various methods of data analysis to make utilizing results more productive.
In this presentation, Brian Koch and Matt Schact will discuss course design methods geared towards maximizing student success and promoting student retention. Their focal areas will include methods for implementing tools such as recitations, MyMathLab, and Canvas to aid and assist in student retention--pedagogical approaches that help maximize student learning and success.
This study used descriptive and inferential statistics to examine the accuracy of placement measures (e.g. high school GPA) on student success in college math and English. This presentation will include an overview of our placement system, background of current placement literature, an overview of the statistical methodology, data visualizations of the results, next-steps, and an opportunity for questions.
Most instructors start each semester with a genuine hope to reach all of their students in meaningful ways, but they may not always have the insight needed to transform this hope into a reality. In this session, participants will discuss strengths and barriers of different student populations in the accelerated classroom, using intersectionality as a lens through which they can anticipate and mitigate challenges while examining the broader ways in which the underlying structures of higher education might be reimagined to more genuinely serve all students.
Disciplinary Literacy refers to the reading and writing practices used within the disciplines such as literature, science, math, and history to create, communicate, and evaluate the ideas of the discipline. This session will provide research-based Disciplinary Literacy strategies to support students who struggle with reading while allowing instructors to maintain rigor in the classroom. Strategies will include supports for explicit vocabulary instruction, reading comprehension, writing, extended text discussion, and increasing student engagement. Participants will receive handouts containing research and templates as well as guided instruction for the provided strategies.
Attendees will have the opportunity to sign up for a consultation session with Susan Gabriel to discuss their challenges, ideas, and questions about the Accelerated Learning Program (ALP), a co-requisite model for English. Sign up will be available after the first general session on Thursday, Feb. 21.
Conference attendees with have the opportunity to sign up for a consultation session with speaker Dawn Coleman to discuss their own data challenges and questions. Her sessions are being offered in four of the five concurrent sessions. Sign up will be available after the first general session on Feb. 21.
Pick up your boxed lunch in the Welcome Center Lobby and head into the Clifford Stone Room. Besides giving us a chance to eat and mingle, this time will allow us to hear from colleagues who have volunteered to share about their program redesign progress and challenges in our Program Review sharing led by Butler's Jim Buchhorn. Cory Teubner from Butler will also facilitate the answering of questions from our conference "Parking Lot."
There is a great deal of focus in higher education on data-driven decision making. However, many practitioners find data to be intimidating and feel overwhelmed by the prospect of presenting data about their successes and challenges to administrators and other audiences. The goal of this presentation is to reframe the process of collecting, analyzing, and presenting data so that it is less daunting and instead approached as storytelling. This session will present a simple framework for telling your story, including the types of data to gather and examples of how to illustrate that story with appropriate data visualizations and other reporting strategies.
Data visualization techniques can help college faculty and administrators explore their data and improve the presentation of information about their programs to a variety of audiences. In this presentation, Dawn Coleman will share some foundational concepts in data visualization including choosing fonts wisely, using color effectively, formatting tables and graphs, and improving PowerPoint presentations.
This session will focus on “Continuing the Conversation” with a panel of Butler ALP students who passed the co-requisite course successfully. Complementing a 2017 study which looked closely at how 12 students perceived the three-pronged strategy of using a co-requisite design, incorporating AVID, high-engagement strategies, and utilizing high-support tutoring methods of having helped in their success, the informal conversation will focus on whether the students continue to perceive these strategies as having been critical factors in their success.
Roughly 25% of students at OSU-OKC require at least one developmental course. Prior to the implementation of co-requisite models for both English and math and Math Pathways, students could be faced with taking two developmental reading and writing courses before reaching credit bearing English and three developmental math courses before reaching credit bearing math. Students stuck or delayed in this remedial loop often failed to persist and complete their degree. This co-presentation will tell our story of how we developed and implemented the co-requisite models in math and English and redesigned developmental math to better meet our students’ needs, reduce the amount of time in developmental course work, and increase student degree completion. We will discuss our challenges and successes in this process as well as the impacts on our students.
While faculty in the OTC English Department were still in the pilot stage of designing the perfect integrated reading/writing co-req model, a series of changes beyond their control, including early adoption of Guided Self-placement, moved them from “pilots in training” to “astronauts.” Jane Cowden and Keri Huff will share the history of their course structure, experiences with Guided Self Placement, and most successful class assignments and lesson plans. Their current model has been producing promising results and helped to avoid some of the most common difficulties associated with the co-req model.
The ability to take initiative and be responsible for one's learning is a crucial skill for success during college and in the workplace, but students in developmental education classes may lack experience and success taking ownership of their learning. In this session, participants will explore ways to increase student ownership through in-class work, homework assignments, and student-teacher interactions. Participants will brainstorm ways they can encourage student ownership in their classes and learn about strategies to increase students' willingness and ability to take responsibility for their own learning.
Attendees will have the opportunity to sign up for a consultation session with Susan Gabriel to discuss their challenges, ideas, and questions about the Accelerated Learning Program (ALP), a co-requisite model for English. Sign up will be available after the first general session on Thursday, Feb. 21.
College instructors often are unfamiliar with simple tools that can make the invisible structures of writing clear to students. These supports help students take the ideas they want to communicate and create written products that are typically required in college coursework. Participants in this session will become familiar with the research behind scaffolding methodology and practice using three strategies—one for sentences, one for paragraphs, and one for essays.
This session, of interest to instructors, leads, and chairs aims to highlight some points of happy overlap between ALP sections and Butler’s new required first year seminar class, the one-credit-hour Pathways orientation course required for most incoming students. The active-learning presentation will demonstrate AVID engagement techniques to supply details about the new program and suggest ways ALP schools can work to emphasize points of connection between ALP courses and existing student support mechanisms.
This presentation, held in the Math Lab of the Butler El Dorado campus, will include a tour of the lab and information of its key role in the recently designed Math Module Program, as well as a demonstration of the Hawkes Learning software used in this program.
All instructors have all seen students who fail to achieve their goals because emotions get in the way. This hands-on session will feature activities that can help students to learn to identify emotions and manage them more effectively. Stress reduction strategies and conflict management strategies including perception checking will also be brainstormed and shared if time allows.
The Integration Team at Hutchinson Community College has created just-in-time supplemental instruction modules (self-contained mini-courses) available to their students on-line. Modules such as “Managing Test Anxiety,” “Reading for Content,” and “Proofreading” include assessment questions, so teachers can assign them for a grade or simply recommend them. This presentation will begin with a brief skit and include lecture, a module demonstration, and exercises in which participants consider creating their own supplemental instruction modules.
Attendees will have the opportunity to sign up for a consultation session with Susan Gabriel to discuss their challenges, ideas, and questions about the Accelerated Learning Program (ALP), a co-requisite model for English. Sign up will be available after the first general session on Thursday, Feb. 21.
Conference attendees with have the opportunity to sign up for a consultation session with speaker Dawn Coleman to discuss their own data challenges and questions. Her sessions are being offered in four of the five concurrent sessions. Sign up will be available after the first general session on Feb. 21.
Enjoy a snack and discussions with colleagues as we wind down our 2019 conference. Safe travels as you hit the road! Please look for our conference evaluation survey, coming to your email inbox soon after the conference!
