Teresa DeMonico and Eric Kraus Fall Faculty Professional Development Day September 2, 2010

The Big Picture: Why and How? Premise: America is Failing Under-Prepared Adults “Past attempts to improve basic skills outcomes too often focused on the organizational structure of the institution, curricular structures, or support mechanisms. We have spent millions on assessment tests, mentors, advisors, tutors, and learning communities.” -Basic Skills Problem Statement, 2008.

How – define the goal Goal: The goal of the GSCC is to double the number of young adults in the U.S. with a postsecondary credential by 2020 – from Compare: University System of Ohio: by 2017, increase the rate of college graduation by 20%

How – the ideal process “We propose that a radical transformation in classroom practice will occur if we can provide basic skills faculty from across the country the opportunity to craft an enhanced pedagogical process through deep engagement with each other.” – Dr. Gail Mellow, LaGuardia CC, from Basic Skills Problem Statement, Assertion: Rapid Cycle Pedagogical Innovation Will Lead to Pedagogical Breakthroughs

How – the specifics Rapid-cycle pedagogical innovation is an emergent concept. The relational formula is not clear – are approaches and techniques additive, or multiplicative? The model proposed here is one of rapid prototyping, where the newly developed “product” is immediately placed into the “market” to be tested, evaluated and then brought back into the “shop” to be modified. Can we demonstrate ways in which great faculty, working together in a think/action hothouse can innovate through combining, synthesizing, and applying an integrated pedagogy that achieves breakthrough results*? *80% basic skills completion rate is the GSCC target

The Writing Component Spring Quarter 2010 In the project: Choice Events Presentations Jams ePortfolio postings (weekly and multi-faceted) Discussions both large and small In the classroom: Tracking students (placement scores vs. completion) Doing and collecting assessments Creating more engagement approaches Video tapings

The Writing Component Fall Quarter 2010 In the classroom Tracking students’ placement More one on one: return to the original Increased ing between classes More end-of-concept assessments In the project ePortfolio reviews and theme identification Choice Events Different Ped Circle

The Math Component Spring Quarter 2010 Project elements – same as in Writing Component In the classroom: Tracking students (placement scores vs. completion) Daily assessments (Super Mini-Quiz) Small group activities; Student-centered approaches Video tapings Fall Quarter 2010 Same pedagogy and content as spring term Focus on “scaffolding” More in-depth classroom activity documentation and theme identification/validation via GSCC ePortfolio

The GSCC Website: Let’s Tour! Participants Schedule Choice Events Ped Circles ePortfolio Student Jam Sources

Future Intents Identify themes, trends, and patterns “The goal is not to develop a single math and a single writing curriculum. Rather, the goal is to uncover themes and patterns which, when well-executed by the faculty of any college, lead to measurably stronger student learning. GSCC is entirely devoted to uncovering, testing, and refining these basic skills math and writing pedagogical themes and patterns.” Develop optional training – extend beyond the 26 original Share instructional approaches Move the needle! “Can we go from 50% to 80%?”

Q and A Phone: Office: 6110 Phone: Office: 6323

References Global Skills for College Completion: public Web site: LaGuardia Community College’s Press Release:: d= d= Knowledge in the Public Interest: The League for Innovation: Bill and Melinda Gates Foundation::