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Holly,

The dates for the TIDE 2014 Institute are Sunday, July 20 through Friday, July 26th.

Thank you for asking.

Dave Caverly

From: LRNASST-L automatic digest system <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: Open Forum for Learning Assistance Professionals <[log in to unmask]<mailto:[log in to unmask]>>
Date: Wednesday, April 23, 2014 11:02 PM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: LRNASST-L Digest - 22 Apr 2014 to 23 Apr 2014 (#2014-105)

There are 5 messages totalling 1332 lines in this issue.

Topics of the day:

  1. from Ed Central
  2. From Inside Higher Education...today
  3. Employment Opportunity
  4. TIDE Summer 2014 Professional Development (2)

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Date:    Wed, 23 Apr 2014 09:21:14 -0400
From:    Norman Stahl <[log in to unmask]<mailto:[log in to unmask]>>
Subject: from Ed Central

Q & A on what excellent community colleges do...


http://www.edcentral.org/wyner-excellent-community-colleges/


Norman Stahl
[log in to unmask]<mailto:[log in to unmask]>



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Date:    Wed, 23 Apr 2014 15:09:23 +0000
From:    "Aldrich,Charlene" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: From Inside Higher Education...today

So, how do we as a community of educators get this message out to the decision-makers who are in the statistics mentality for measuring success?

Let your life speak.


Charlene Aldrich, Instructor
Academic Coordinator
Palmer Campus
Trident Technical College
Charleston, SC  29412
843.722.5516




-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of rick-lsche
Sent: Friday, April 18, 2014 5:46 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: From Inside Higher Education...today

I applaud and support both Luann Walker's and Charlene Aldrich's comments and responses below.  We need to be careful in making assumptions about the students' purposes and goals as community college students.  When students enter a university degree program, I would assume they are seeking that degree.  Community Colleges serve many functions, to assume that all students enrolled in a developmental course are seeking a two-year degree and should complete it in four years is not a valid assumption.  I began working in the Community Colleges in Learning Assistance in 1982 and am certified to teach developmental and college-level reading, math, computer, and education courses.  I have taught developmental math courses and even worked to offer a beginning algebra class that added a fourth credit hour to focus on math anxiety issues, it had a very good record of students success measured by the goals the students stated when they started the class. Not all were planning to get a!
  two-year or four-year degree, though many were.


Community college student goals can include the following:

·         to move on from the Adult Basic Ed and GED courses to the next
level

·         wanting to upgrade job skills and need the remedial course to
prepare them for the course that will do that

·         wanted to improve their reading or writing skills to attain a
different goal

·         are taking one or two classes a semester while working full time
in hopes that in 8 or ten years they will be able to have a college
(two-year) degree.

·         didn't do well in high school and wanted to see what college was
all about

·         try out different community colleges and online options for
courses they take based on convenience and current need

·         determined to overcome a learning subject obstacle like math

·         take some classes to be able to transfer to a university to attain
a four-year degree

·         students attending who are working on their two-year degree


My own former community college states the following mission:

The Mission of Paradise Valley Community College is to educate the whole person and to serve our students and our communities by providing learning opportunities that are designed to help them achieve their goals.

PVCC provides diverse learning opportunities including:

·         University transfer education

·         General education

·         Developmental education

·         Continuing education

·         Community education

·         Workforce development

·         Student development

·         Honors education

·         Global engagement

·         Civic responsibility

PVCC provides access to these opportunities in a welcoming, inclusive, and supportive environment.  As a college committed to learning and continuous quality improvement, PVCC annually assesses and publishes reports concerning the effectiveness of our programs and services.

Community colleges, by design have been open door institutions providing a myriad of educational opportunities.  Without knowing a student's reasons, plans or goals in taking remedial courses at a community college, it is inappropriate to measure their success as you would a university student enrolled in a degree program. As Charlene mentioned below, some of our developmental education students worked hard to get here and are dealing daily with life obstacles we can only imagine. When not having an opportunity to attend post-secondary classes before or when no one in their family has ever attended college before, just being at the college and taking the class is a success. For some, coming to the developmental class is one hope they have in making a change, even if they are not successful on the first attempt on some of their classes.  The dedication they show to attend and make education a priority is something.  It may take someone years to get a certificate which will al!
low him/her to get the promotion dreamed of.  Is this not a success? For many the remedial course is the only hope of success in math as it was an obstacle all of their school life.


Any plans aimed at creating one standard to measure the success of community college students taking developmental or remedial classes is doomed to failure unless it truly accounts for the opportunities for student success that a community college can provide to support reasons, goals, and dreams.
The use of an extended timeline and an exit process in helping to assess a students' success in reaching their own educational goals can help.


I agree that there need to be some changes, beginning with how we define success for community college students.  On some campuses, the vast majority (even 75%) of developmental classes are often taught by part-time faculty
(adjunct) who are not available for office hours and may not be aware of the campuses resources. A major fix needs to be in how we view developmental education and offer the faculty the respect and support needed to be more successful in helping these courses work well as we support and help students reach their educational goals.  We can all work to help make the developmental courses be a better and working onramp to college-level courses, but that does not necessarily mean degree-seeking.


We really need to be wary of making false assumptions in determining whether a student is successful in attaining their educational goals.  Research can be such a valuable tool for making change as long as we are aware and realize the assumptions and limitations of the research study and of conclusions drawn.


Thanks.

Rick

Rick Sheets, Ed.D.

LSC Director, Paradise Valley Community College (retired)

ITTPC Coordinator, CRLA

LSCHE Co-founder & Webmaster

623-240-0528


websites: lsche.net & crla.net/ittpc <http://www.crla.net/ittpc/>


-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Walker, Luann Ronae
Sent: Friday, April 18, 2014 8:34 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: From Inside Higher Education...today


That 10% only captures those that graduated from that institution. What about the ones who transfer? I would be interested in the statistics for student who complete remedial courses, go on to complete college level (I always have the Dev reading and writing courses that go on to take ENG 1100), and simply transfer to a University to complete their BA without graduating from the community college.


Does anyone have stats likes that from their school?


Luann Walker

Graduate Student

Texas State University

<mailto:[log in to unmask]> [log in to unmask]<mailto:[log in to unmask]>




On 4/18/14 9:56 AM, "Aldrich,Charlene" < <mailto:[log in to unmask]> [log in to unmask]<mailto:[log in to unmask]>>

wrote:


Hurray for that 10% who overcame the deficiencies which prevented them

from getting into a school that doesn't have an open-door policy!

Sometimes community colleges are their last hope for higher education,

and developmental instructors are their only cheerleaders.


Let your life speak.



Charlene Aldrich, Instructor

Academic Coordinator

Palmer Campus

Trident Technical College

Charleston, SC  29412

843.722.5516





-----Original Message-----

From: Open Forum for Learning Assistance Professionals

[ <mailto:[log in to unmask]> mailto:[log in to unmask]] On
Behalf Of Norman Stahl

Sent: Friday, April 18, 2014 10:27 AM

To:  <mailto:[log in to unmask]> [log in to unmask]<mailto:[log in to unmask]>

Subject: From Inside Higher Education...today


Remediation Is Badly Broken





April 18, 2014



By

Stan Jones





Remedial education and the instructors who provide it are critical to

maintaining college access and increasing student success, but the

traditional model deployed by most colleges and universities is badly

broken. Complete College America¹s call for reform is not about the

total elimination of remediation. It is about transforming the system

to ensure more students succeed.

The numbers are staggering: of the up to 60 percent of community

college students who are assigned to remediation, 10 percent graduate

within three years. Even given four years for a two-year degree,

chances remain slim that these students will complete college. Further,

70 percent of students placed into remedial math never even attempt a

college-level gateway course within two academic years.

These numbers -- which are provided by the campuses and states -- are

indisputable evidence that we can no longer defend the status quo when

it comes to remedial education. They are also a poignant reminder that

we must not measure our success by whether students pass remedial

education courses alone, but instead implement models that dramatically

increase the number of students who pass gateway college-level courses

and ultimately earn a degree. Doing any less would be to deny millions

of Americans access to the one proven means to finding a well-paying

job and entering the middle class -- a college credential.

In working with the 34 members of our Alliance of States, Complete

College America has sought out the strategies and best practices that

most effectively address these challenges. Most importantly, these

innovations have been developed and implemented by college faculty who

are passionately committed to student success.

The Accelerated Learning Program (ALP), developed by longtime community

college English instructor Peter Adams, has doubled success rates for

students, with 74 percent completing gateway courses in English in one

semester. Likewise, the Structured Assistance program, developed by

Tristan Denley when he was at Austin Peay State University, provides

students who previously required remedial courses additional support in

learning labs while they are enrolled in gateway college-level courses.

The results have been astounding, with 78 percent of students

successfully completing gateway courses in quantitative reasoning and

65 percent in statistics in a single term -- up from about 10 percent

under traditional remediation models.

In these approaches, institutions are not eliminating remedial

education, as some have suggested. Instead, they are shifting it from a

prerequisite requirement to a corequisite, where students receive

support while enrolled in the gateway courses. By delivering

corequisite remediation alongside the college-level course, we

eliminate attrition points -- the moments where students are most

likely to fall out of the system -- and give remedial education

instructors a framework in which many, many more of their students can

succeed. We have found that it is not what happens in classrooms that

is the problem -- but what happens from one semester to the next.

Lengthening a student¹s academic program by adding time and courses

reduces the likelihood of their graduation. We are excited that

innovators have found a way to solve the attrition problem without
compromising the quality of instruction or lowering academic standards.

Around the country, efforts like corequisite remediation are gaining

momentum. At a White House summit this past winter, 22 states made

commitments to significantly increase the percentage of students placed

into remedial education who complete gateway courses in one academic

year. In addition, seven states have committed to scaling corequisite

remediation statewide by 2015, ensuring that the majority of

underprepared students in their states receive the academic support

they need while enrolled in gateway courses.

These principles for reform are based on a recognition that our current

system allows too many students to fall through the cracks -- students

who want nothing more than an opportunity to chase their dreams and

reach their full potential. Our work is not a devaluation of the

extraordinary efforts undertaken by remedial education instructors, but

a challenge for all of us to work together and empower their work with

innovation and ingenuity.

At Complete College America, we believe -- and research has shown

(
<http://www.insidehighered.com/news/2012/02/29/too-many-community-colle

http://www.insidehighered.com/news/2012/02/29/too-many-community-colle

ge-

students-are-placing-remedial-classes-studies-find#sthash.QukdhVhH.Av3R

zQs

k.dpbs) -- that far more students can succeed in college-level gateway

courses than are currently placed into them. But we also know that such

successes are dependent on additional support. Many students need

remediation, but we have to deliver it in a way that is effective.

CCA supports any and all models that can show dramatic improvements in

the number of students who successfully complete gateway math and

English courses and ultimately earn a college degree. We look forward

to continuing to work with faculty and higher education leaders from

across the country to accomplish this critical goal.










BIO



Stan Jones is president and founder of Complete College America, a

national nonprofit working to significantly increase the number of

Americans with a college degree or credential of value and to close

attainment gaps for traditionally underrepresented populations.





IF you care to write a comment on this piece...go to

<http://www.insidehighered.com/views/2014/04/18/essay-how-fix-remedial
-e>
http://www.insidehighered.com/views/2014/04/18/essay-how-fix-remedial-e

duc

ation#sthash.DKEm1Zuf.dpbs









Read more:

<http://www.insidehighered.com/views/2014/04/18/essay-how-fix-remedial
-e>
http://www.insidehighered.com/views/2014/04/18/essay-how-fix-remedial-e

duc

ation#ixzz2zFQTmjvk

Inside Higher Ed


Norman Stahl

<mailto:[log in to unmask]> [log in to unmask]<mailto:[log in to unmask]>




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------------------------------

Date:    Wed, 23 Apr 2014 13:39:58 -0400
From:    Gail Bauer <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Employment Opportunity

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Richland Community College in Decatur, Illinois has an position opening f=
or a full-
time, tenured developmental English faculty. Please see the attached=20
advertisement or go to www.richland.edu/hr for more details.

Gail Bauer
Coordinator of Dev. Education
English Department
Richland Community College
Decatur, IL

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--part-me-BCZC2dF7ZB7owFkr3-2nYw-FRq--66lC3--y-BQCtT--

------------------------------

Date:    Wed, 23 Apr 2014 17:33:57 -0400
From:    David Caverly <[log in to unmask]<mailto:[log in to unmask]>>
Subject: TIDE Summer 2014 Professional Development

The end of this spring semester is coming.  What will you learn during the
summer of 2014?   Extensive research has documented the benefits of
professional development and its impact on our developmental students.

Dave Caverly, Lucy MacDonald, Scott McDaniel, and Chris Woods invite you to
join us at the 16th annual TIDE (Technology Institute for Developmental
Educators) here at Texas State University.

This week long institute provides an opportunity for you to network with
developmental educators from all over the country and the world as you learn
how to integrate technology into your work.  Participants choose 6
mini-courses from this range designed for novices to experts, some that are
offered synchronously online with the @ sign.

• Teaching with Social Networking @
• Technology and Developmental Math
• Mobile Apps for Developmental Math
• Instructional Software for Non-Course Based Options @
• Teaching with Mobile Devices @
• Blogs and Wikis for Integrated Reading and Writing @
• Google Docs & Google+ @
• Powerpoint and Prezi slide shows @
• Tutoring Online
• Best Practices for Online Learning Centers @
• Best Practices for Online & Hybrid Classes
• Creating Audio Podcasts
• Creating Video Podcasts
• Webquests & Mind Mapping
• Assistive Technology
• Advanced Microsoft Office 2011/2013/365

After a day of learning and networking, those who attend in San Marcos will
experience Central Texas hospitality tubing the San Marcos river, exploring
the San Antonio Riverwalk, as well as visiting the oldest dance hall in
Texas and the largest outlet mall in the US.  Your spouse and family are
also invited for a technology vacation in the Central Texas hill county
where they can visit Austin, the state capital with the LBJ presidential
library and the Texas History museum, or San Antonio with the Riverwalk and
Sea World.

We ask you to bring technology projects and your mobile technology for
hands-on instruction and practice.  Throughout the week, you will have the
opportunity to participate in a mentoring team of developmental educators
and you’ll received support for a year following the institute.  You can
also receive C.E.U. credit toward professional certification.

Cost for TIDE is $800 for the week and includes conference registration, all
meals and snacks during the day, transfers to and from Austin Bergstrom
airport, materials, evening entertainment, gala river cruise in San Antonio,
and one year post-conference support.  Individual mini-courses are available
for $150 each for those that can attend only a morning or an afternoon (see
the schedule under the Schedule tab on the website).  Seven of the
mini-courses are offered online synchronously if you have access to a
Polycom (or comparable) video conferencing system at your school.

Enrollment limited to 30, so don’t delay!

Contact:
Dave Caverly  (512.245.3100)
[log in to unmask]<mailto:[log in to unmask]>

For more info and online registration:
http://tide.ci.txstate.edu/

~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your
subscription options (including subscribe/unsubscribe), point your web browser to
http://www.lists.ufl.edu/archives/lrnasst-l.html

To contact the LRNASST-L owner, email [log in to unmask]<mailto:[log in to unmask]>

------------------------------

Date:    Wed, 23 Apr 2014 22:06:12 +0000
From:    "Susi, Holly" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: TIDE Summer 2014 Professional Development

Heaven help me if I've missed it, but what are the dates?
   Thanks,
    Holly Susi
    CCRI

On Apr 23, 2014, at 5:34 PM, "David Caverly" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
The end of this spring semester is coming.  What will you learn during the
summer of 2014?   Extensive research has documented the benefits of
professional development and its impact on our developmental students.
Dave Caverly, Lucy MacDonald, Scott McDaniel, and Chris Woods invite you to
join us at the 16th annual TIDE (Technology Institute for Developmental
Educators) here at Texas State University.
This week long institute provides an opportunity for you to network with
developmental educators from all over the country and the world as you learn
how to integrate technology into your work.  Participants choose 6
mini-courses from this range designed for novices to experts, some that are
offered synchronously online with the @ sign.
• Teaching with Social Networking @
• Technology and Developmental Math
• Mobile Apps for Developmental Math
• Instructional Software for Non-Course Based Options @
• Teaching with Mobile Devices @
• Blogs and Wikis for Integrated Reading and Writing @
• Google Docs & Google+ @
• Powerpoint and Prezi slide shows @
• Tutoring Online
• Best Practices for Online Learning Centers @
• Best Practices for Online & Hybrid Classes
• Creating Audio Podcasts
• Creating Video Podcasts
• Webquests & Mind Mapping
• Assistive Technology
• Advanced Microsoft Office 2011/2013/365
After a day of learning and networking, those who attend in San Marcos will
experience Central Texas hospitality tubing the San Marcos river, exploring
the San Antonio Riverwalk, as well as visiting the oldest dance hall in
Texas and the largest outlet mall in the US.  Your spouse and family are
also invited for a technology vacation in the Central Texas hill county
where they can visit Austin, the state capital with the LBJ presidential
library and the Texas History museum, or San Antonio with the Riverwalk and
Sea World.
We ask you to bring technology projects and your mobile technology for
hands-on instruction and practice.  Throughout the week, you will have the
opportunity to participate in a mentoring team of developmental educators
and you’ll received support for a year following the institute.  You can
also receive C.E.U. credit toward professional certification.
Cost for TIDE is $800 for the week and includes conference registration, all
meals and snacks during the day, transfers to and from Austin Bergstrom
airport, materials, evening entertainment, gala river cruise in San Antonio,
and one year post-conference support.  Individual mini-courses are available
for $150 each for those that can attend only a morning or an afternoon (see
the schedule under the Schedule tab on the website).  Seven of the
mini-courses are offered online synchronously if you have access to a
Polycom (or comparable) video conferencing system at your school.
Enrollment limited to 30, so don’t delay!
Contact:
Dave Caverly  (512.245.3100)
[log in to unmask]<mailto:[log in to unmask]>
For more info and online registration:
http://tide.ci.txstate.edu/
~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your
subscription options (including subscribe/unsubscribe), point your web browser to
http://www.lists.ufl.edu/archives/lrnasst-l.html
To contact the LRNASST-L owner, email [log in to unmask]<mailto:[log in to unmask]>

~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your
subscription options (including subscribe/unsubscribe), point your web browser to
http://www.lists.ufl.edu/archives/lrnasst-l.html

To contact the LRNASST-L owner, email [log in to unmask]<mailto:[log in to unmask]>

------------------------------

End of LRNASST-L Digest - 22 Apr 2014 to 23 Apr 2014 (#2014-105)
****************************************************************