Pictures from the Conference
Some of the presentations given by 3CSN
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In this session, participants from Leading from the Middle initiative who identified their primary focus as cultural transformation will share the challenges and lessons from their ambitious agendas. They will present and discuss strategies that made a meaningful difference in remaking their cultural conditions for change, and will explore continuing challenges.
Raju Hegde & Keith Wurtz, Crafton Hills College; Lorraine Smith, Fresno City College; Christina Goff & Paula Gunder, Los Medanos College[scribd id=186167535 key=key-1i3s55umokqj92blj29q mode=slideshow]
More than 100 California colleges have participated in acceleration workshops hosted by 3CSN, with 42 institutions receiving extended professional development to pilot shorter, redesigned pathways in English and math. This interactive session will feature early completion data from a study by the Research and Planning Group for California Community Colleges (RP Group), a new fiscal analysis tool colleges can use to compare the costs of accelerated and traditional remedial math pathways, and classroom illustrations of the pedagogical shifts faculty make as they pilot high-challenge, high-support accelerated courses.
Katie Hern & Myra Snell, California Acceleration Project; Craig Hayward, Irvine Valley College; Terrence Willett, RP Group[scribd id=186179534 key=key-141qyp4nwbyfrmdj8as9 mode=slideshow]
As faculty implement new curriculum and pedagogy to increase student success (acceleration, service learning, first-year experience programs, project-based learning), they need comprehensive professional development to support these efforts. Years of research have provided a summary of best practices to guide these professional learning activities. This interactive workshop will model active learning and collaboration as it guides participants in how to capitalize on the synergy of innovative projects to facilitate institutional change through customized professional learning.
Valerie Foster, A.C. Panella & Shelagh Rose, Pasadena City College
Leading from the Middle: Engaging Resistance—How Ordinary People Successfully Champion Change
Despite the frustration that resistance can create, it is also an essential aspect of any reform agenda. Learning ways to manage it is an important step in strategic planning. Researcher and author of Engaging Resistance—How Ordinary People Successfully Champion Change, Aaron Anderson will provide a presentation from his study on ways, whys and whens of engaging resistors. A panel of practitioners will then apply Anderson’s principles to practical scenarios and provide a guided discussion of ways to effectively engage resistance so that resistors are included in the change process.
Gregory Anderson, Cañada College; Charlene Frontiera, College of San Mateo; Lorraine Smith, Fresno City College; Jennifer Rodden, Long Beach City College; Debra Polak, Mendocino College; Aaron Anderson, San Francisco State University
Hundreds of California community college faculty from across the disciplines and levels have explored Reading Apprenticeship (RA) and become enthusiastic proponents of using the RA framework to help students not only read for comprehension, but to develop as disciplinary thinkers and problem-solvers. Still, the process of changing the way that you teach can be slow, difficult, daunting and reiterative. In other words, revising your syllabus, assignments and assessments is a long-term learning project worthy of time, attention and support. This Action Planning Session will provide some of that support. Bring a course syllabus and textbooks, and get ready to work with colleagues to deepen the metacognitive conversation in your classroom. Note: This workshop will be relevant and accessible to all, regardless of your prior experience with RA.
Nika Hogan, 3CSN/Pasadena College[scribd id=186179531 key=key-hwjwl8qiwc55h7wpepv mode=slideshow]
Education is about changing minds. At its most basic level, it is about confronting and changing habits of mind. Beyond teaching subject matter and information, we strive to inculcate the skills necessary for questioning and building knowledge, solving current and future problems, and accomplishing goals. This 3CSN-sponsored session is for those interested in changing minds—by understanding and building the habits of mind that surround goal achievement. During this session we will introduce a range of habits of mind and illustrate how we can help students develop the habits in the classroom, through the use of support services, and throughout the campus. Members of 3CSN’s Habits of Mind Community of Practice will share their campus experiences and resources. Participants will consider implications for their own campus initiatives and develop strategies for infusing habits of mind into classrooms, services and campus-wide practices.
Jan Connal, 3CSN/Cerritos College; Debra Howell & Cynthia Stubblebine, Chabot College; Donna Cooper, Fresno City College; Dani Wilson, Fullerton College; Christina Goff & Paula Gunder, Los Medanos College; Kim Manner, Pierce College[scribd id=186117599 key=key-8c5ekd5hqwjlmvvce0v mode=slideshow]
The Umoja Community, a statewide professional development organization focused on African-American student success, will actively involve participants in the core Umoja practices currentlybeing used by many colleges across our state. Umoja Practices range from Manifesting to On the Porch, Live Learning to Ethic of Love, Building Communal Intelligence to Connecting to the African Diaspora, and Occupy Study Space to Language as Power. These holistic practices, focused particularly on developmental students, forge deep links between the cognitive and the affective, with the goal of accelerating them to transfer-level status. We will share specific, detailed expressions of these practices from a wide range of colleges, including student work and assessment. The Umoja Practices form a profound ecosystem that embraces and leverages student capacity.
Tom deWit, Chabot College/Umoja Community; Donna Colondres, Chaffey College/Umoja Community; Jennifer Mendoza, College of San Mateo/Umoja Community[scribd id=186124694 key=key-zjfnn2ric88kg61yrca mode=slideshow]
El Camino College (ECC ECC) and Pasadena City College (PCC PCC) have independently designed alternate accelerated pathways to transfer-level math for non-STETEM students. These pathways emphasize a greater depth of numeracy and understanding of the role math plays in their day-to-day lives. At ECC ECC, the courses Basic Accelerated Math (BAM) and General Education Algebra (GE A) are currently in their second year of implementation. At PCC PCC, more than a dozen instructors have developed the Accelerated Intermediate Algebra (AIA) and Statistics and Liberal Arts Math (SLAM) projects. SLAM includes a sequence of quantitative literacy courses being offered for the first time this fall. The workshop will focus on motivating principles, backward design, common design elements and professional development mechanisms. ECC ECC will present some success data.
Susan Bickford & Lars Kjeseth, El Camino College; Linda Hintzman & Roger Yang, Pasadena City College[scribd id=186184357 key=key-wsp0xfc7jmvothbllke mode=slideshow]
Have you ever considered flipping your classroom, putting lecture and explanatory materials online for students to access for homework, and moving active reading and problem solving activities to the center of face-to-face class time? It is easy to see the benefits of doing this: students can spend as much time with lecture materials as they wish and they can benefit from personal support during class time. But many faculty are stymied by “the how” and “the what” of flipping the classroom. How do they begin the overwhelming process of putting instructional materials online? And what exactly do they do with their newfound class time? This interactive workshop will present resources and strategies for creating web-based instructional materials and for extending an instructor’s repertoire of classroom activities to support deep learning.
Deborah Harrington, 3CSN/LACCD; Bradley Vaden, 3CSN/LA Trade-Technical College; Nika Hogan, 3CSN/Pasadena College[scribd id=186189974 key=key-1jho1q5z5x38ah6tegnb mode=slideshow]
As college leaders in California and across the country focus on improving readiness of incoming students, as well as strengthening remedial instruction for those who aren’t prepared, a host of new initiatives are re-thinking math readiness in the context of students’ educational pathways. We share a new brief that highlights these innovations and experiments, and discusses emerging research as well as the implications for the future.
Pamela Burdman, Consultant; Amy Getz, Charles A. Dana Center; Myra Snell, Los Medanos College[scribd id=186133743 key=key-2eu2xtov4zk23zgjo1ii mode=slideshow]
3CSN’s latest initiative, The Threshold Project, launched in summer 2013 to help high school, community college and university faculty begin articulating and aligning core conceptual knowledge across levels and learning how to better support students’ academic literacy development. In this highly interactive post-conference session, facilitators from each level will report out on how they conceptualized their launch activities and what they have learned so far about creating successful partnerships, as well as the role of assessment/placement in our notions of “college readiness.” Participants will learn about the organizing principles of The Threshold Project and how to begin a “vertical team” in their region or bring their existing team into the 3CSN network.
Nika Hogan, 3CSN/Pasadena College; Chris Padgett, American River College; Kimberly Costino, California State University (CSU) San Bernardino; Jillyan McKinney, Granite Bay High School; Shawn Frederking, Yuba College[scribd id=186101107 key=key-295njg716kvrzj9gb0oo mode=slideshow]
Since 2009, teams of faculty, staff and administrators from more than 64 colleges across California have participated in 3CSN’s Basic Skills Initiative Leadership Institute (BSILI) in which each college identified an institutional problem linked to student success they wanted to address and developed a long-term plan to engage their campus in an initiative to do so. Join us as we reconvene these teams for an interactive progress report. You will learn about 3CSN’s theory of change as well as tools for systematic program planning and evaluation that the teams used to support their initiatives over the years. You will also join us in reflecting on how we present and discuss our change initiatives for maximum impact. In other words, how does change beget change? How can leaders form inter- and intra-campus networks to support and seed meaningful transformation?
Deborah Harrington, 3CSN/LACCD; Crystal Kiekel, 3CSN/Pierce College; Michael Harnar, 3CSN External Evaluator; Jan Connal, 3CSN/Cerritos College[scribd id=186167536 key=key-1fmbsrcxm98e5kdypmm4 mode=slideshow]