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ILSADE 2015
2014 ILSADE CONFERENCE
Check the website for updates on our 2015 conference!
THANKS TO OUR SPONSORS Triton College National Association of Developmental Educators Townsend Press Cengage Learning Edmentum Thanks o: McGraw Hill Etducation
ModuMath Pearson
OCTOBER 24, 2014 TRITON COLLEGE, RIVER GROVE ILLINOIS
Dear Attendee: Welcome to ILSADE 2014 – Celebrating S uccess! As we celebrate the success of our students, and the many dedicated professionals that help them succeed so d oes ILSADE celebrate you and all the hard work you do for student success. Thank you for being a part of our celebration! In our celebration we reflect on many things – the elements of success we can cultivate in our students and the barriers many students face in achieving their goals. Developmental Educators often help students with the greatest barriers to success and our unique charge Yet our work is never done. The Developmental Educator’s job begins when their students leave; the planning, the evaluation, and meetings we d o all complement the work done in class, and the empathy and compassion that permeates every aspect of what we d o. As education remains the primary way to provide a living in a post-‐industrial economy our work will remain vital throughout our students’ lives. We can’t thank you enough for your attendance and participation. Throughout the day we will learn about cutting-‐edge best practices in our field, learn about new ideas and implementation at schools throughout the state, and see old friends (and make some new ones). Please stay connected with us! We love to hear from you and we hope that you stay connected with us through the year. We hope you have a wonderful experience and look forward to seeing you at ILSADE 2015! With Warmest Regards, Jason King President, Illinois Learning Specialists and Developmental Educators Associate Professor, Developmental Mathematics, Moraine Valley Community College
8:30 -‐ 9:00: Registration and continental breakfast -‐ Room 221 9:00 -‐ 9:50: Keynote address featuring Dr. Sharon Silverman & Dr. Martha Casazza of TRPP Associates discussing their current initiative, Student Voices, a collection of conversations from undergraduate and graduate students overcoming challenging situations. Theater 10:00 -‐ 12:00: Student Success panel discussion and celebration featuring Illinois Aspen Institute Prize for Community College Excellence nominees. These colleges were selected for their achievements in four areas: student learning, certificate and degree completion, high rates of employment and earnings for graduates, and high levels of access and success for minority and low-‐income students. Theater 12:00 -‐ 12:50: Board meeting, awards, and buffet lunch – Room R221
1:00 – 4:00: Workshops
Aspen Nominee Representatives KENNEDY-‐KING COLLEGE Ms. Arshele Stevens, President • • •
Remarkable improvement in its graduation/transfer rates: from 34% in 2007 to 51% in 2011. Strong graduation/transfer rate for underrepresented minority students (42% compared to 34% nationally) Intense, data-‐driven efforts to reform developmental education programs, with demonstrated success.
MCHENRY COUNTY COLLEGE Dr. Amy Maxeiner, Executive Dean for Math, Science, & Health Professions
McHenry County College (MCC) is a student-‐centered institution providing high-‐quality educational experiences that h ave the power to transform lives. The formation of MCC’s updated mission statement, “Our focus is learning. Student success is our goal.” has reinforced the College’s priority and focus on student-‐ centered excellence in the areas of completion, learning, labor market outcomes and equity. MCC’s definition of student success is achieving a degree or certificate, or the skills needed to h elp a student succeed in work and life.
MORTON COLLEGE Dr. Dana Grove, President
“We are honored to be invited by the Aspen Institute to apply for this prestigious award. When I look at the list of two-‐year colleges that were extended the same invitation, I notice the names of some very fine colleges that are not on the list. To be included is quite a distinction for Morton College and its service area.” …………..Dr. Dana Grove, M orton College President
Kishwaukee College Dr. Mark Lanting, Vice President of Instruction
Kishwaukee College first opened its doors in 1968, offering educational opportunities to students in DeKalb, Sycamore, Rochelle and the many small communities that surround them. Nestled in the rich agricultural fields, Kishwaukee offered area residents an ever-‐increasing variety of programs and services to meet the n eeds and wants of district residents—academic degrees for students wanting to transfer to a university, occupational degrees for students wanting a skilled career, preparation for students wanting to earn their GED, English classes for non-‐native speakers.
Wabash Valley College Dr. Matt Fowler, President Teaching and learning are at the heart of the College and are hallmarks of the community college in the United States. At Wabash Valley College our faculty place great emphasis on the formation and application of knowledge. We take this a step further by recognizing that every interaction a student has with an employee of the College, inside and outside the College, produces a learning opportunity.
The bar for the Aspen Prize is intentionally set high in order to identify those institutions that have demonstrated exceptional levels of student success.
Program
1:00 pm – 1:50 pm
1:00 pm – 1:50 pm
Making a PACT for Student Success
Guided Pathways to Success
R-‐123
Dr. James Applegate, IBHE At the Illinois Board of Higher Education (IBHE), we are currently working several colleges and want to work with all of our institutions eventually to do this remodeling. Much of the work is captured in the approach called Guided Pathways to Success (GPS) as part of truly “game changing” strategies for higher education.
New Findings on Holistic Placement by Wright College and ETS R-‐127
Google Drive + YouTube = 24/7 Learning
Larry Buonaguidi & Rachel Gardner, WILBUR WRIGHT COLLEGE Wilbur Wright College and ETS will p resent an update on our robust, holistic course placement model that also allows acceleration and individualized student support based on students' non-‐cognitive skills. We will present new data on the efficacy and implications of this placement model for the institution, its faculty, administrators, and students.
Meaningful Access and Support: The Path to College Completion R-‐131 Dr. Sharon Silverman & Dr. Martha Casazza, TRPP ASSOCIATES This session will highlight the White Paper, written on behalf of the Council of Learning Assistance and Developmental Associations (CLADEA). The p aper is a call to action for U.S. colleges and universities and higher education policymakers to provide meaningful access and academic support for all students. Meaningful access and academic support are imperative to increase graduation rates, develop an educated workforce, strengthen the economy, and compete globally.
R-‐207
Jennifer Theriault, Tina Ballard & Ginger Alms, ELGIN COMMUNITY COLLEGE Three colleagues share an iteration of an integrated learning community based on best practices with developmental reading, writing, and college success courses using one text: The Pact, a true story of three African American males facing poverty, drugs, and crime who instead make a pact to succeed.
R-‐211
Keitaro Matsuoka, RASMUSSEN COLLEGE Be present when they need you. Many beginning students in the developmental track struggle to regularly attend residential classes or get online help from their instructors. This presentation will demonstrate how to add a human touch to the course room using Google Drive and YouTube to alleviate this challenge.
Powering Up Your Classroom with Peer Mentoring R311 Jacquelyn Werner & Tina Swiniarski, TRITON COLLEGE In an effort to support student success, Academic Success partnered with College Readiness to create the Peer Mentoring Collaborative Program. In this program, peer mentors guide and support students throughout their enrollment in a specified course. The program provides classroom-‐based tutoring and mentoring, merging academic support with traditional mentoring.
1:00 pm – 1:50 pm Building Academic Tenacity
2:00 pm – 2:50 pm
R-‐314
Dr. Renee Wright, TRITON COLLEGE According to Dr. Gregory Walton of Stanford University, academic tenacity is not about being smart, but learning smart. This workshop will review the implications of using psychological interventions to address student achievement gaps with practical classroom examples used over two semesters. Student success rates will also be discussed.
New School: How to Mobilize Emerging Technologies for Student Success R-‐315
Timothy O. Linehan, MCHENRY COUNTY COLLEGE Rather than compete with the exciting new technologies our students love, why not commandeer those technologies as tools for student success? Here we shall focus on how to effectively reach students at various levels of ability through microlectures, backchannel communication, and the free Q&A platform Piazza.
Pearson Learning Solutions for Reading and Writing R-‐319
Elizabeth Ellsworth & Andrea Davis, PEARSON, INC. From Internet usage, smart classrooms, online and hybrid classes, to eTexts, smartphones, and social media, digital technology has undoubtedly influenced higher education. It isn't the only change agent at work, though. Course models and approaches to teaching have also changed to reflect new research and new ideas. At Pearson, we understand these changes, and work to design solutions to help you meet these new challenges head-‐on, while making a positive impact on student learning and results.
What’s In Your Wallet/Framework? Rethinking Developmental Education for Student Success
R-‐125
Adriane Hutchinson, Marie Robison, Gabriel Decio; MCHENRY COUNTY COLLEGE Recently, M cHenry County College underwent major organizational and planning changes focused on student learning and success. Similar to Capitol One credit card, we wanted to know what’s in our “wallet” for the success and retention of developmental education students. Hear our approach for implementing redesign strategies worth our investment.
Ways to Integrate Vocabulary in the College Reading Class R-‐127 Ann Marie Kirby, HAROLD WASHINGTON COLLEGE Although research has linked vocabulary knowledge with comprehension and the level of students' academic success, vocabulary development is not always incorporated in the instruction of college d evelopmental reading. The workshop will include several guidelines to integrate vocabulary into the curriculum and make available strategies for students to learn new words.
Measuring Student Learning in Developmental Courses R-‐129
Jessica Menez; Dr. Medea Rambish; Michelle Lindquist; WAUBONSEE COMMUNITY COLLEGE Course assessment is important to make informed decisions about curriculum and instruction and to gain an u nderstanding of where students are performing in relation to stated outcomes. Presenters will walk participants through outcomes assessment at Waubonsee. They will also see how the division has aligned their outcomes to Common Core State Standards. Participants will be able to ask questions of faculty and administrators directly involved with this process.
2:00 pm – 2:50 pm
2:00 pm – 2:50 pm
Engaging Math Activities for the Pre-‐Algebra Student R131
Together We Achieve – Black Males Retention Initiative R-‐311
Marilyn Berrill & Laura Egner, JOLIET JUNIOR COLLEGE This workshop is designed to provide inspirational math instruction that increases mathematical literacy and student engagement. Participants will play and interact in basic math activities suited to the pre-‐algebra student or future elementary educator. Expect to have fun and share your own creative ideas.
A Multi-‐Site Examination of College Reading Readiness R-‐207 Sonya L. Armstrong, NORTHERN ILLINOIS UNIVERITY; M. Joanne Kantner, KISHWAUKEE COLLEGE; Mary Perkins, ELGIN COMMUNITY COLLEGE; Betsy Sobin, ILLINOIS V ALLEY COMMUNITY COLLEGE; Norman A. Stahl, NORTHERN ILLINOIS UNIVERSITY This session will introduce a multi-‐site study that sought to examine the literacy expectations in introductory-‐level Career Technical Education and developmental reading courses. The research team will discuss the methodology, and site liaisons from the three community colleges included in this study will discuss their institution’s involvement in the study.
Less Focus on Grades, More on Improved Writing R-‐211 Dr. Sheryl Mylan, COLLEGE OF DUPAGE Although developmental courses d o not count towards college-‐ level credit, students are often too focused on grades. Accumulating points to get an A becomes their goal rather than improving their skill in writing. A contract system seems to be one way to put the focus back where it belongs.
Dr. Steven Rutledge; Mr. Misty Bell; Mr. Greg Square, PARKLAND COLLEGE Together We Achieve is a black-‐male developmental student learning community at Parkland College. This team-‐based program focuses on keeping black men on track for success. Strategies include a frontloaded college success course, changes in curriculum and pedagogy, and intrusive support with mentoring. Data and analysis of outcomes will b e included.
Dialogue Journals and Transformational Learning: Latino Students and Their Professor “Talk-‐back” to Each Other R-‐315 Dr. Yolanda Nieves, WILBER WRIGHT COLLEGE This workshop explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's(2002) transformational learning theory, Brookfield's (2000) concepts on teaching for critical thinking, and Cranton's (2000) ideas of individuation and strategy for fostering self-‐ awareness in students, the students and professor “talk-‐back” to each other through dialogue journals. The complexities of discourse, culture, and individuation or resistance to it are revealed.
Math Activities to Engage Students
R-‐319
Tina Allen, MORAINE VALLEY COMMUNITY COLLEGE This presentation will consist of different types of classroom activities that p romote student engagement and collaborative learning. The presentation will include numerous math activities that incorporate group work and different types of formative assessments. The activities address different math skills and can be tailored to specific needs.
3:00 pm – 3:50 pm
3:00 pm – 3:50 pm Studying Mathematics is Different
R-‐123
R-‐125
Mike Martindale, NORTHERN ILLINOIS UNIVERITY Studying for mathematics is fundamentally different from studying for other subjects in many ways. This p resentation would cover some of the mental and physical reasons for the differences, and include some techniques for overcoming those differences.
Kellogg Institute: Why You Should GO!
Dr. Medea Rambish, WAUBONSEE COMMUNITY COLLEGE The Kellogg Institute for the Certification of Adult and Developmental Educators is the nation's longest running professional d evelopment program for developmental educators and learning skills specialists. This presentation will provide an overview of the Institute and the presenter will answer participants' questions.
Using Common Core English Standards in Postsecondary Classrooms R-‐129
Dr. Renee Wright, TRITON COLLEGE Researchers from the National Center for Postsecondary Education suggest the Common Core State Standards (CCSS) “might serve as a good foundation on which to work toward improving pedagogy in community colleges.” What do the standards look like in a college classroom? This workshop looks at ways to improve student-‐learning outcomes using the CCSS.
The Three Responsibilities of a Student
R-‐207
Michael Morsches, MORAINE VALLEY COMMUNITY COLLEGE This presentation will explore the distillation of 30 years’ worth of research and practice into student retention and graduation. This paradigm has been used at all levels of higher education to instill confidence and efficacy in at-‐risk and/or reluctant learners. The presentation will be interactive and practical.
ALP’s and LC’s: There’s Room for Both
R-‐211
Active Math and Common Core
Sarena Lee-‐Schott, JOLIET JUNIOR COLLEGE As post-‐secondary institutions struggle to employ best practices in order to draw underprepared students onto successful pathways, competition between accelerated learning and learning communities has left many practitioners feeling somewhat territorial. However, with strategic planning, colleges and u niversities can best help students if they implement both interventions based on close examinations of students’ needs. This presentation seeks to illustrates how, through trial and error, one team of faculty arrived at understanding which students benefit from acceleration and which students benefit from integrative learning at their institution.
R-‐311
Serpil Caputlu, TRITON COLLEGE In my session, I will explain Common Core Mathematical Practices, focusing on M odeling Mathematics. Studies suggest that students remember only 10% of what they "see" and 90% of what they "do and say". Several math classroom best practices will be introduced including hands on activities about percentage, algebraic expressions and sample work on Algebra tiles. Also, I will introduce some Apple applications as great classroom tools.
Make Remedial Math Engaging, Efficient and Effective R-‐315 Bob Khouri, WISCONSIN TECHNICAL COLLEGE SYSTEM FOUNDATION, INC.
ModuMath Basic Math and Algebra multimedia courses harness audio/video tutorials in a user-‐friendly, interactive, adaptive learning environment. Session demonstrates how multimedia accommodates a wide range of skill levels and learning styles in college prep and ABE settings. It discusses implementation as an individualized, self-‐paced course and a supplemental learning resource.
Our conference theme—Developmental Education: Bridging the Past & Present to the Future—is aimed at equipping professional educators as we serve to undergird and support NADE’s motto of “helping underprepared students prepare (the past), prepared students advance (the present), and advanced students excel (the future).” No matter the past educational experiences of our students, as caring professionals we want students to succeed. Students are a major focus of our lives as educators, so this conference will extend an invitation to our students to take part in NADE 2015.
APPLICATIONS ARE NOW BEING ACCEPTED FOR THE 2015 KELLOGG INSTITUTE KELLOGG 2015 -‐-‐ June 20 – July 17, 2015
The Kellogg Institute for the Certification of Adult and Developmental Educators is the nation's longest running professional development program for developmental educators and learning skills specialists. The program consists of two components: 1. an intensive, four-‐week summer residence 2. a supervised practicum following the residency and carried out at the participant's home campus The residency portion of the Institute includes four seminars on such topics as Assessment and Placement; Strategies to Accelerate Learning; Integrating Support Services, Instruction; and Technology; and Outcomes Assessment and Program Evaluation. Each seminar is led by one or more recognized experts in the content area and is designed to meet the needs of the practicing developmental educator and learning assistance specialist. Who should attend the Kellogg Institute? The Institute is not designed as an introduction to the field of developmental education. Instead, it is intended as an advanced professional development program to assist practitioners in expanding their knowledge of the field and improving their own developmental or learning assistance program. Participants should have at least one year's practice in developmental education or a related field. Enrollment will be limited to 45 participants selected from among qualified applicants on a first-‐come, first-‐serve basis. Institutional balance may be considered in selecting participants.