Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

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Global Skills for College Completion: An Update from the Road Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011

Transcript of Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

Page 1: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

Global Skills for College Completion: An Update from the Road

Teresa DeMonico and Eric KrausSinclair Community College

League for InnovationFebruary 28, 2011

Page 2: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

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.

Page 3: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

How – define the goalGoal: The goal of the GSCC is to double the

number of young adults in the U.S. with a postsecondary credential by 2020 – from http://www.globalskillscc.org/ Compare: University System of Ohio: by 2017,

increase the rate of college graduation by 20% http://www.uso.edu/strategicplan/handbook/uso/goals.php

Primary Method: Improving developmental

education pedagogy to increase student pass rates

Page 4: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

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, 2008.

Assertion: Rapid Cycle Pedagogical Innovation Will Lead to Pedagogical BreakthroughsHas this occurred? We are in the third

semester of the project.What does the data reveal?

Page 5: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

How – the specificsRapid-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

Page 6: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

The Writing ComponentSpring and Fall Quarters 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

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The Writing ComponentFall Quarter 2010

In the classroom Tracking students’ placement More one on one: return to the original Increased emailing between classes More end-of-concept assessments

In the project ePortfolio reviews and theme identification Choice Events Different Ped Circle

Page 8: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

The Math ComponentSpring and Fall Quarters 2010

Project elements – same as in Writing ComponentIn the classroom:

Tracking students (placement scores vs. completion) Daily assessments (Super Mini-Quiz) Small group activities; Student-centered approaches Video tapings

Fall Quarter 2010Same pedagogy and content as spring termFocus on “scaffolding” More in-depth classroom activity documentation and

theme identification/validation via GSCC ePortfolio

Page 9: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

The GSCC Website: Let’s Tour!

http://www.globalskillscc.org/ ParticipantsSchedule

Choice Events Coaching Circles ePortfolio Student Jam Pedagogy Matters Jam (February 16 – 19, 2011)

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Future IntentsIdentify 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.”

Themes Glossary http://www.globalskillscc.org/emerging-themes/themes-glossary/

Develop optional training – extend beyond the 26 original Share instructional approachesMove the needle! “Can we go from 50% to 80%?”

Page 11: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

Q and A

[email protected] Phone: 512-3882Office: 6110

[email protected]: 512-2797Office: 6323

Page 12: Teresa DeMonico and Eric Kraus Sinclair Community College League for Innovation February 28, 2011.

ReferencesGlobal Skills for College Completion: public Web

site:http://www.globalskillscc.org/ LaGuardia Community College’s Press Release::http://www.laguardia.cuny.edu/Home/newscontent.

aspx?id=10737418341Knowledge in the Public Interest:http://kpublic.com/ The League for Innovation:http://www.league.org./Bill and Melinda Gates Foundation::http://www.gatesfoundation.org/Pages/home.aspx