3CSN Events and Activities Fall 2012

After investigating ways of improving the number of students who complete the developmental English/ESL sequence and reviewing the results of the SLO assessment for the transferable English course (English 1A), Berkeley City College (BCC) English and ESL faculty implemented a departmentalportfolio review process that drastically changed the developmental sequence the departments provide, the pedagogy and design of their courses and the mechanisms for professional development. In this presentation, a developmental English instructor, ESL instructor and campus SLO coordinator will share how weaving together SLO assessment, professional learning and course design have led to an accelerated, clear and cohesive English/ESL sequence while also invigorating the practice and identity of the faculty and department.

Jenny Lowood, Cleavon Smith & Gabe Winer, Berkeley City College

It is easy to agree that both students and faculty need access to robust, contextualized, inquiry-based and reiterative learning experiences in order to develop. One common concern is the lack of faculty drive to seek out professional learning experiences (often described as a lack of buy-in ). The design and implementation of a First Year Experience (FYE) seminar taught by faculty from across disciplines has trengthening Student Success Conference: Embracing & Leading Change | Oct 3-5, 2012 | 16 repeatedly shown to be effective in addressing student experience and faculty development goals
simultaneously, but only when such efforts are rooted in a broad base of support across campus. This workshop will demonstrate the approach used by an interdisciplinary faculty team to create ongoing, sustained, campus-wide learning experiences in order to inspire interest in both professional learning and first-year student success across disciplines.

Cecile Davis Anderson, Shelagh Rose & Carrie Starbird, Pasadena City College/3CSN; Nika Hogan,
Pasadena City College

Community colleges are looking for ways to improve student success. How does a college createsuccessful outcomes for students who start at the lowest levels of reading, writing, math and ESL? This workshop will provide a case study of Fresno City College’s process to address the needs of basic skills students. The Network’s Pilot First Year Experience program is designed with basic skills students in mind and spans nine departments and six divisions. The program provides students with the math, reading, writing and ESL courses they need beginning with their first semester of college. Come hear how they were able to launch such an ambitious endeavor and brainstorm with the facilitators and participants specific strategies to pilot or adapt existing first-year experience programs.
Donna Cooper, Fresno City College/3CSN; Janine Nkosi, Fresno City College

Chaffey College designed a unique configuration of accelerated learning pathways for students in order to promote student completion and success on a large scale (100 + courses each semester). In order to provide multiple access points for students, faster and more successful completion of sequences and  increased motivation and engagement in learning, Chaffey created several types of fast track courses for students at all levels of instruction (basic skills, transfer level, etc.). The presenters will share the design, implementation, research and implications of Chaffey’s program. Participants will also have the
opportunity to explore strategies for building and using evidence to create, evaluate and scale up acceleration initiatives on their campuses during the interactive break-out session.
Jan Connal, Cerritos College/3CSN; Angela Leontas, Giovanni Sosa, Carli Straight & Cindy Walker,
Chaffey College

Join us to discuss innovative and integrative approaches focused on preparing students for both college and career. We will provide an overview and contacts for statewide initiatives which involve the California Community Colleges and local workforce boards including Community College Pathways for Former Foster Youth and California College Pathways. You will hear from specific colleges who have evidence-based approaches in providing their students with effective strategies and techniques which equip them for success in the classroom and on the job. Features will include video, strategies that empower students to achieve despite multiple barriers and innovative practices that enhance learning and contribute to vocational success.

Theresa Rowland & Devon Werble, Career Ladders Project; Jeremy Johnson, Moreno Valley College; Dameion Renault, Orange Coast College; Chris Dech, Riverside City College

More than 90 of the state’s 112 community colleges have participated in workshops and presentations by the California Acceleration Project since Fall 2010, and 30 colleges are part of the project’s Community of Practice, an extended professional development program for faculty piloting accelerated English and pre-statistics courses. This interactive session will present the problems faculty are working to address, early results from colleges that piloted in 2011-12, and elements from the project’s lean and lively approach to faculty development.

Katie Hern & Myra Snell, California Acceleration Project