GROUP 3 – Curriculum Reform - Pedagogy
Report of findings and recommendations, authored by Karen Johnson, Edmonds Community College, committee chair

Notes from discussion of the above report at the 2011 Best Practices Exchange

Brainstorming Recommendations

Thinking a bit more broadly about our recommendations...beyond the classroom strategies, what would be helpful?
· Data collection and research focused on practices in our CTC system?
· Administrative support
· Professional development to increase adoption of recommended strategies and practices
· Competitive RFP to pilot one of the strategies
  • Provide a state wide training in the ACE model by bringing Diego Navarro to WA rather than sending people to CAli with the travel freeze on
  • Provide lots of training for developmental faculty and administrators on
    • research on dev ed ineffectiveness and on models that work (I-BEST; ACE)--integration, contextualization, intensity, high challenge, etc.
    • use the College Readiness Retreats to train faculty and administrators
    • form faculty learning communities with clear goals for using the principles of success to redesign dev ed programs
  • Provide week-long summer design institutes where teams of faculty and administrators from colleges come for re-conceiving their dev ed programs
  • Hold another fall "Transforming Precollege Education" meeting to roll out the recommendations


Post your ideas here, please.

What if we created videos of specific strategies that exemplify the recommendations we make?

Videos created by the Outreach and Technical Assistance Network for Adult Educators (OTAN) specifically focus on integrating technology in Adult Basic Education classrooms, but could give us ideas for our own video examples.

MLoTS <video links aren't working on this site...stay tuned>
The Media Library of Teaching Skills (MLoTS) for adult learning and literacy project is a free, online, digital library of short videos of adult education teachers and their classes or tutorials, intended for use in professional development. Each video is an example of a state-approved content standard, research-based practice, preferred approach, or specific teaching method or skill. In some cases these are examples in practice of a particular state's approved curriculum frameworks or content standards. The project began in March, 2007, and has grown as new videos are added to the online library.

MEETING MINUTES Our April 8th meeting resulted in the following summary of progress:
Summary of Current Practice Being Reviewed:

Current practice is to place students into discrete pre-college reading, writing and math classes based on cutoff scores on a standardized placement test like Compass or Accuplacer. The classes students take are generally stand alone classes focused on advancing student skills so they can be successful in the next level. Colleges differ greatly from one to the next on the scores used to place students, on the curriculum used, learning outcomes identified, and on the pathways and number of classes within a pathway that students may take to get to college level. The classes are not part of a student’s degree program and not linked directly to one, so students cannot connect it to their degree or career goal.

Summary of what the literature is telling us that works or does not:

Literature suggests promising practices supported by research that support student success and instructional effectiveness:

  • cohort building models that integrate basic skills work with a student’s degree goal area
  • structured programs that have well defined program options or prescribed paths to completion
  • contextualized instruction in which a content subject area becomes the instructional vehicle for basic skills
  • acceleration of the rate students move into college level by restructuring courses using instructional technology or “inclusion”models that provide necessary supports for students in college level classes
  • integrated programs that provide a learning community for students to develop college student skills, form social relationships, clarify aspirations and how to achieve them, and address outside of school challenges that can be barrier to student success

What is not working is:
  • standardized assessment instruments are not accurate
  • students have a smorgasbord of class offerings to choose from and don’t follow a logical path
  • developmental classes are not linked to students degree or career goals
  • lack of focused advising
  • transition points between basic skills and developmental levels vary
  • developmental programs are housed in different areas across colleges which confuses responsibility
  • lack of tracking and advising

Areas Our Group is exploring for potential statewide implementation:
  • cohort building models
  • modularization
  • acceleration, competency/performance based models
  • integrated and contextualized instruction models

Of particular note is the the ACE program model at Cabrillo College which blends a number of the above named models into one with great success. The group is developing a vision for pre-college programs that sees students in the largest possible context. They would work in cohorts that are presented material in a discipline context that is aligned wit their career or degree goals and peppered with student success material to succeed in college culture. This model would be accelerated and be based on the Carnegie Principles of: “high structure, high challenge,intensity,intentionality and learning how to learn, and inquiry and assessment to make learning visible.”

Our March 17, 2011 meeting was held online.
To view the recording, click the link below:
View the Elluminate //Live!// recording




Due Dates:

March – update task force on progress
April 10 - report to Michelle Andreas for compilation with other efficiencies work, to be forwarded to WACTC
May – completion of project
June- final plan submitted to the Instruction Commission
July - implementation plan to WACTC

Model,
Contact
Integrated
Contextualized
Accelerated/performanced- based
Modularized
Cohort-building
Academy for College Excellence
Cabrillo College, Diego Navarro
X
X
X
?
X
I-BEST, Washington State, Tina Bloomer (tbloomer@sbctc.edu )
X
X


X
Carnegie Five Principles, WA example,
Judi Wise, Bellingham Tech
X
X

X
X
Accelerated Learning Program,
Comm. Colleges of Baltimore
X

X


Accelerated English and Math Programs
Chabot College, CA
Katie Hern and Myra Snell


X


Increasing Student Success: Redesigning Mathematics
The National Center for Academic Transformation (NCAT)



X

Tennesee Developmental Studies Redesign
Tennessee's Community Colleges



X

What Community College Developmental Mathematics Students Understand About Mathematics
Carnegie Foundation for the Advancement of Teaching



X

More Than Rules
College Transition Math Teaching for GED Graduates at The City University of New York by Steve Hinds



X

Next Generation Learning Challenges
Transforming Education Through Technology



X

Promising Practices for Trnasitioning Students from Adult Education to Postsecondary Education
X
X
X
X
X

X
X


X

Monica M. LeMoine, Highline CC
X

X

X

Spokane Falls, Jean La Bauve
X





Spokane Falls, Jean La Bauve
X




Khan Academy - modularized and competency-based

Bellingham Technical College, Inverted Classroom Tony Kuphaldt cohort building/accelerated/performance based
Bellingham Technical College, Electrician cohort success story
Roz Spitzer rspitzer@btc.ctc.edu

Six Models for Course Redesign Emerging from NCAT's Course Redesign Programs
Summary

Carnegie Learning
A new way of teaching math.

PowerPoint Pellissippi State Community College
Developmental Math Redesign using Carnegie
Presentation 2011 National Association for Developmental Education Conference

Bellingham Technical College Math 50 Syllabus
Carnegie Online Cognitive Tutor Bridge to Algebra
Modularized
Self-paced
Paula Girouard, Instructor

Task force members: Karen Johnson, Kyle Hammon, Angie Russell, Pam Dusenberry, Doug Emory
Susan Parker,Rolita Ezeonu,Jean LeBauve, Noreen Light, Bridgitt Kidd
System Representatives:
· Faculty members – Math, English, Reading, I-BEST and Basic Skills : Eleni Palmisano, Roz Spitzer, Paula Girouard, Carol Green
· eLearning - Boyoung Chae
· Library - Jon Kerr
· Institutional Research - James Mulik

Group Tasks:
· Describe successful evidence-based teaching and learning models in pre-college education – including use of technology and content integration models.

MEETING MINUTES



Our March 17, 2011 meeting was held online.
To view the recording, click the link below:
View the Elluminate //Live!// recording

Basic Skills for Complex Lives: Designs for Learning in the Community College

Principles: high structure, high challenge, intensity, intentionality and learning how to learn, inquiry and assessment.
Example from Washington State: contact Judy Wise, Bellingham Technical College


ACE Model - Cabrillo College

· Identify faculty development needs to aid in implementing new pre-college education models.

· Identify successful evidence-based student supports needed for models.

· Identify federal, state and local policies, regulations, and practices that create barriers to transforming pre-college education and student transitions from pre-college to the Tipping Point and beyond.

Resources:

Research on Professional Development and Teacher Change: Implications for Adult Basic Education

In this chapter we draw on the K–12 and adult literacy education research literature to examine two topics: (a) what is known about what makes teacher professional development effective, and (b) how teachers change as a result of professional development. Before addressing these topics, we briefly summarize a few of the key research studies that have underscored the central role of teachers in student achievement.

Definitions, Integration/Contextualization


Facilitating Student Learning Through Contextualization
Dolores Perin, February 2011
CCRD Working Paper No. 29

This paper is a literature review that explores the nature and effectiveness of contextualization as a way to improve outcomes for academically underprepared college students. Two forms of contextualization have been studied: “contextualized” and “integrated” instruction.



Facilitating Student Learning Through Contextualization (CCRC Brief No. 53)

By: Dolores Perin -- April 2011

This Brief summarizes findings discussed in CCRC Working Paper No. 29, part of the CCRC Assessment of Evidence Series. The paper considers the hypothesis that low-skilled students can learn more effectively and advance to college-level programs more readily through contextualization of basic skills instruction, and presents two forms of contextualization that have been studied: "contextualized" and "integrated" instruction.

>>Learn more at:
http://ccrc.tc.columbia.edu/Publication.asp?UID=882
As another resource, the recent League for Innovation had several sessions regarding our subcommittee's work. Copies of all of the presentation materials were recently made available online at: http://www.league.org/i2011/powerpoints.cfm


SBCTC web page
GISS
The GISS was developed as part of a three-year, four-state initiative by the Association of Community College Trustees (ACCT) and the Community College Leadership Program (CCLP) in the College of Education at the University of Texas at Austin (UT), with a goal to develop and implement a culture of evidence and accountability for student success at community and technical colleges.
Get with the Program-CCRC Get with the Program: Accelerating Community College Studnets' Entry into and Completion of Programs of Study-Discusses ways community colleges can rethink their practices at key stages of students' engagement to substantially increase rates of program entry and completion.


Information from Getting Past Go about the "co-requisite" model exemplified by the Accelerated Learning Project at the CC of Baltimore County and the "structured assistance program" being implemented by Austin Peay University in its precollege program...






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From the Global Skills for College Completion project, an interesting (though overly-long and complex) list of themes allegedly emerging from their work with a small cohort of "highly successful" developmental education faculty...===