• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Transitions2010
 

Transitions2010

on

  • 529 views

 

Statistics

Views

Total Views
529
Views on SlideShare
497
Embed Views
32

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 32

http://www.lucyonline.com 30
http://www.slideshare.net 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • No Doom and gloom statistics - we know these already No one size fits all solutions - campuses vary; politics vary; history varies What I am going to share is Possibilities - no only for reading and writing but also for Math. Most talks on transitions focus on the stepping stones. How can we get this student to the beach and “beyond.” And I will focus on this. But I want to break of this box and focus on the broader picture first. What’s going to happen when the student reaches “the other side”? Who is coming over to greet this student? What’s going on in the college in the upper far left?
  • No. We didn’t have extra offices for folks. You had to be really really old to get a window. I found niches. One time the college was retrofitting an area for faculty offices. I requested to go into that area (offices are very political). The Dean told me just to put my stuff in the corner of the room, which I did and they built the offices around me! Another time the electronic department found an office for two and wanted someone who didn’t smoke to share. I raised my hand. How isolated are you? Nursing department felt like they had their own private consultant. Over the years, this grew into an actual position of the Study Skills Consultant.
  • No. We didn’t have extra offices for folks. You had to be really really old to get a window. I found niches. One time the college was retrofitting an area for faculty offices. I requested to go into that area (offices are very political). The Dean told me just to put my stuff in the corner of the room, which I did and they built the offices around me! Another time the electronic department found an office for two and wanted someone who didn’t smoke to share. I raised my hand. How isolated are you? Nursing department felt like they had their own private consultant. Over the years, this grew into an actual position of the Study Skills Consultant.
  • EMT program - sent students to remedial reading. Computer Reading. Resources: Reading in the Brain.
  • EMT program - sent students to remedial reading. Computer Reading. Resources: Reading in the Brain.
  • Paramedic program - send students to remedial reading. Computer Reading. Resources: Reading in the Brain.
  • 1/3 Lost 1/3 Entered the Electronics program and successfully graduated. 1/3 saved for the college in other programs Retention of 2/3 of the students served.
  • 1/3 Lost 1/3 Entered the Electronics program and successfully graduated. 1/3 saved for the college in other programs Retention of 2/3 of the students served.
  • 1/3 Lost 1/3 Entered the Electronics program and successfully graduated. 1/3 saved for the college in other programs Retention of 2/3 of the students served.
  • 1/3 Lost 1/3 Entered the Electronics program and successfully graduated. 1/3 saved for the college in other programs Retention of 2/3 of the students served.
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • Sidebar template needed
  • No Doom and gloom statistics - we know these already No one size fits all solutions - campuses vary; politics vary; history varies What I am going to share is Possibilities - no only for reading and writing but also for Math. Most talks on transitions focus on the stepping stones. How can we get this student to the beach and “beyond.” And I will focus on this. But I want to break of this box and focus on the broader picture first. What’s going to happen when the student reaches “the other side”? Who is coming over to greet this student? What’s going on in the college in the upper far left?

Transitions2010 Transitions2010 Presentation Transcript

  • Transitions from stumbling blocks to stepping stones Lucy Tribble MacDonald [email_address]
    • Stumbling block here is the gap .
    • We need to develop a connection with the college and connections with college faculty, administrators, counselors and staff.
  • con
    • Stepping Stone #1 - Be visible on campus.
    • Example: Office area in different locations
        • Multidiscipline group
        • Shared office – electronics
        • Consulting office - nursing
    • Stepping Stone #1 - Be visible on campus .
    • Benefits:
      • De facto consultant for that program
      • Easy way to build relationships with faculty
      • Perceived a “real” faculty
    • How does the campus perceive you?
    • How do they refer to your program?
    • Is it still remedial reading?
    • “ Perception is real even when it is not reality.”
    • -- Edward de Bono
    • Is it still remedial reading?
    • Stepping Stone # 2: Speak Academic.
    • Get help with Stanislas Dehaene’s
      • Reading in the brain:
      • The science and evolution of a human invention
      • Number Sense: How the mind creates mathematics
    • Coordinate Services with your program
      • Advising
      • Counseling
      • Distance Learning
    • Advising
    • Stepping Stone # 3
    • Coordinate and integrate advising
    • Example: Pre-tech program
    • Distance Learning
    • Stumbling Block:
    • We don’t recommend online classes for
    • those students.
    • Distance Learning
    • Stepping Stone :
    • Design online classes specifically for development students.
    • http://www.lucyonline.com/mnade
    • Counseling
    • Stepping Stone:
          • Can you refer students to me?
  • Stepping Stones within your Program
    • Stumbling Block:
    • Which stepping stone is first?
    • Aha. The placement test will tell us. Right?
    • Stepping Stone:
    • Schedule various levels at the same time to allow for adjustments of placement without rescheduling.
    • Stumbling Block
    • “ We do not ensure a seamless transition.”
    • -- Hunter Boylan
    • Stepping Stones:
    • Exit level standards for one level course are consistent with the entry level for the next level course.
    • Stumbling Block
    • “ We do not train adjunct faculty teaching developmental courses.”
    • -- Hunter Boylan
    • Stumbling Block
    • “ ... Only 35% of developmental courses in the community colleges are taught by full time faculty.”
    • -- Hunter Boylan
    • Stepping stones:
    • Develop online training courses
    • Provide incentives for participation
    • Provide training manuals
    • Provide mentors
    • -- Hunter Boylan
    • Stepping stones:
    • Provide a formal plan for training adjunct faculty in Developmental Math
    • Ties together Developmental Math and the Math department
    • Provides instructional materials for non-traditional approaches to developmental math
    • Provides ongoing mentoring
    • -- Selina Vasquez Mireles
    • Stumbling Block:
    • “ Reading is the
    • invisible curriculum .”
    • --Lucy MacDonald
    • Stepping Stones:
    • Analogous to teaching thinking
    • Edward de Bono’s explanation of thinking
    • Stepping Stones:
    • Our brain was not designed for reading, but recycles some of its circuits for this novel cultural activity.
    • --Dehaene
    • Stepping stone: Contextual Reading
    • Reading Scenario
    • “ I have a Master’s degree in Reading, why can’t I read my computer science textbook.”
    • Contextual Reading
          • McWhorter, Kathleen T.
          • Academic Reading .
          • Pearson.
          • Customized.
    • Contextual Reading
          • Academic Reading
        • Social Sciences
        • Business
        • Humanities and the Arts
        • Mathematics
        • Natural Sciences
        • Technical and Applied Fields
    • Contextual Resources
        • 19 different disciplines
        • http://www.howtostudy. org
    • Example: Biology
    • how to read a biology textbook
    • how to write a biology lab report
    • Stepping Stone:
          • Paired Courses
          • Linked Courses
  • Review the journey Thank you Lucy Tribble MacDonald [email_address]