1. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 1 COMMUNITY COLLEGE RESEARCH CENTER JANUARY 13, 2016 Thomas Bailey Director Community College Research Center CUNY Faculty Development Workshop John Jay College of Criminal Justice Redesigning America’s Community Colleges A Clearer Path to Student Success @CommunityCCRC #RedesigningCCs

2. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 2 COMMUNITY COLLEGE RESEARCH CENTER Pilot-to-scale model— horizontal scaling Vertical scaling Widespread Reform—Little Progress

3. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 3 COMMUNITY COLLEGE RESEARCH CENTER Many services, little guidance, highly complex Colleges built to promote enrollment--Cafeteria Model Enrollment focused model does not emphasize completions Problem with the Structure of Community Colleges

4. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 4 COMMUNITY COLLEGE RESEARCH CENTER Ideal CC Student Pathways Source: Crosta, 2013.

5. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 5 COMMUNITY COLLEGE RESEARCH CENTER Actual CC Student Pathways Source: Crosta, 2013.

6. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 6 COMMUNITY COLLEGE RESEARCH CENTER GENERAL EDUCATION REQUIREMENTS 6

7. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 7 COMMUNITY COLLEGE RESEARCH CENTER Lost in a Maze

8. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 8 COMMUNITY COLLEGE RESEARCH CENTER Pathway Models Compared Cafeteria (Status Quo)Guided Pathways Integrated, contextualized academic support for program “gateway” courses Students’ progress not monitored, limited feedback Proactive progress tracking, feedback, support Pre-requisite remediation focused on Algebra & English composition Assessment used to sort students Assessment used to diagnose areas where support needed Optional career / college planningRequired plans, exploratory majors Default, full-program mapsPaths unclear, too many choices Students not building skills across curriculum SLOs aligned with end goals, assessed across each program

9. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 9 COMMUNITY COLLEGE RESEARCH CENTER Student Pathway Analysis Enter Program of Study Complete Program, Advance to Further Education and in Career Consider College Education CONNECTION From interest to application ENTRY From entry to passing program gatekeeper courses PROGRESS From program entry to completion of program requirements COMPLETION Completion of credential of value for further education and labor market advancement

10. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 10 COMMUNITY COLLEGE RESEARCH CENTER Four Structural Components Program Structure Intake & Support Services Instruction Developmental Education

11. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 11 COMMUNITY COLLEGE RESEARCH CENTER Two Approaches to College Teaching Knowledge TransmissionLearning Facilitation Focus on factsFocus on concepts Breadth of contentDepth of understanding Foundational knowledge a pre- requisite for deeper thinking Deeper thinking a pre-requisite for retention and application of knowledge Lecture-based pedagogyDiscussion and/or activity-based pedagogy Students are primarily responsible for motivation Shared responsibility for motivation Teaching metacognition and academic behaviors deemphasized Emphasis on teaching metacognitive skills and academic behaviors

12. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 12 COMMUNITY COLLEGE RESEARCH CENTER

13. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 13 COMMUNITY COLLEGE RESEARCH CENTER What makes it difficult to promote and adopt new ways of teaching?

14. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 14 COMMUNITY COLLEGE RESEARCH CENTER

15. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 15 COMMUNITY COLLEGE RESEARCH CENTER Landscape of Instructional Reform Structure Curriculum Pedagogy Structural reforms focus on reorganization of instructional time and delivery (e.g., compressed courses, mainstreaming, and modularization). Curricular reforms focus on rationalizing and refining content (e.g., alternative pathways, contextualization, and course elimination). Pedagogical reforms focus on changes to teaching (e.g., student- centered activities, conceptual learning, and metacognition). Approaches are NOT mutually exclusive

16. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 16 COMMUNITY COLLEGE RESEARCH CENTER What role can professional development play in improving classroom instruction?

17. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 17 COMMUNITY COLLEGE RESEARCH CENTER

18. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 18 COMMUNITY COLLEGE RESEARCH CENTER What does faculty development typically look like? Focused on fostering disciplinary expertise Emphasis on policies and administrative issues Unrelated to pedagogy Few opportunities for adjunct engagement Professional norms of autonomy Occurs in isolation Designed for broad appeal across disciplines Not grounded in the daily work of teaching Decontextualized

19. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 19 COMMUNITY COLLEGE RESEARCH CENTER Talking about Pedagogy Highly Prescriptive Sharing Strategies

20. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 20 COMMUNITY COLLEGE RESEARCH CENTER Faculty-initiated and led Meaningful and Contextualized Collaborative Reflective Structured Ongoing and recursive Features of faculty professional development

21. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 21 COMMUNITY COLLEGE RESEARCH CENTER

22. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 22 COMMUNITY COLLEGE RESEARCH CENTER Example: Guttman’s Instructional Teams Students enrolled in LCs nested within houses Each house taught by an “instructional team”: –Cross-disciplinary group of faculty –Advisor (teaches required success course) –Librarian (creates info literacy materials to support curricular content) –CUNY grad student (“Studio” supplemental instruction) In weekly meetings, team discusses curricular, pedagogical, and support students for their shared students.

23. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 23 COMMUNITY COLLEGE RESEARCH CENTER Reactions to instructional team structure We are never alone in the endeavor; the instructional team gives us stamina. It helped students knowing that there was a team working for and with them. It helps me do my job better. Everyone on the team is supportive of one another and really cares about the students. I did not feel crazy; I could compare my perceptions about students with other people’s. It made life easier. Typical choices: mom, dad, boy/girlfriend, sibling Weinbaum, Rodriguez, & Bauer-Maglin (2013)

24. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 24 COMMUNITY COLLEGE RESEARCH CENTER GPS Design Principles Help students with career exploration and goal-setting from the start Simplify their choices with default roadmaps—registration to completion including transfer Redesign intake (and dev ed) with goal of helping students choose and successfully enter a POS Assess learning and improve teaching across programs, not just courses Monitor students’ progress, giving frequent feedback and support as needed

25. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 25 COMMUNITY COLLEGE RESEARCH CENTER Start with the End in Mind Market program paths Build bridges from high school and adult ed. into program streams (e.g., strategic dual enrollment, I-BEST) Require exploratory or “meta-majors” for undecided students Integrate basic skills instruction with program gatekeeper courses Align program outcomes with requirements for success in further education and the labor market Clearly map out program paths Rethink advising around maps Use “eAdvising” to monitor student progress, provide feedback and support as needed CONNECTION From interest to application ENTRY From entry to passing program gatekeeper courses PROGRESS From program entry to completion of program requirements COMPLETION Completion of credential of value for further education and labor market advancement START HERE STEP 2STEP 3STEP 4

26. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 26 COMMUNITY COLLEGE RESEARCH CENTER CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 COMMUNITY COLLEGE RESEARCH CENTER Thomas Bailey, Director, CCRC Shanna Jaggars, Asst. Director, CCRC Davis Jenkins, Sr. Research Associate, CCRC Redesigning America’s Community Colleges A Clearer Path to Student Success

27. CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 27 COMMUNITY COLLEGE RESEARCH CENTER CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016 COMMUNITY COLLEGE RESEARCH CENTER where you can download presentations, reports, and briefs, and sign-up for news announcements. We’re also on Facebook and Twitter. Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: ccrc@columbia.edu Telephone: 212.678.3091 For more information, please visit us on the web at: http://ccrc.tc.columbia.edu Photo Credit: Newsday/Jessica Rotkiewicz