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Re-envisioning Teaching & Learning | AACC 2017
The document outlines the Achieving the Dream initiative, which aims to transform community colleges across the U.S. to improve outcomes for over 4 million students, particularly low-income and minority populations. It emphasizes the importance of engaging adjunct faculty in student success efforts, as they teach the majority of community college courses. Additionally, it highlights various programs and frameworks designed to enhance teaching, learning, and institutional capacity within these colleges.
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Re-envisioning Teaching & Learning | AACC 2017
- 1. RE-ENVISIONING TEACHING &LEARNING FOR THE 21ST CENTURY COMMUNITY COLLEGE Jonathan Iuzzini, Rachel Singer, Richard Sebastian
- 2. HISTORY Achieving the Dreambegan as a national initiative in 2004 The Lumina Foundation (founding investor) plus 7 founding organizations in the field of Higher education.
- 3. OUR NETWORK The Achievingthe Dream National Reform Network includes over 200 colleges, 15 state policy teams, more than 20 investors, and more than 100 coaches and advisors - working throughout 35 states and the District of Columbia - to help more than 4 million community college students have a better chance of realizing greater economic opportunity and achieving their dreams.
- 4. MISSION To lead andsupport a national network of community colleges to achieve sustainable institutional transformation through sharing knowledge, innovative solutions and effective practices and policies leading to improved outcomes for all students.
- 5. VISION A nation inwhich community colleges are highly valued for preserving access and assuring that their students, especially low income students and students of color, achieve their goals for academic success, personal growth, and economic opportunity.
- 6. INCUBATION of newideas that will support the continued development of our theory of change and/or add new learning to the field DISSEMINATION of knowledge back to the field and the community of practice to accelerate improvement of network and non-network colleges DESIGNED SUPPORTS for scaled solutions for colleges offered around the organizational change model. ATD’S WORK
- 7. INSTITUTIONAL CAPACITY FRAMEWORK Tobuild a student- focused culture leading to positive educational and employment outcomes, colleges must have capacity in these 7 areas
- 8. THE NATIONAL LANDSCAPE Wehave a need nationally for thought leadership in addressing the experiences of adjunct faculty • 67% of community college faculty nationwide are adjunct faculty • 58% of community college classes are taught by adjunct faculty
- 9. WHAT OUR STUDENTSNEED Strong correlation between quality of faculty- student interactions and student persistence toward completion • Effects are especially strong for first- generation students, students of color, students from low-income backgrounds
- 10. ENGAGING ADJUNCT FACULTY INTHE STUDENT SUCCESS MOVEMENT 2-year planning and implementation grant, funded by The Helmsley Trust Great Lakes Higher Education Guaranty Corporation Goal is to develop practices and policies to support adjunct faculty to improve instruction and become engaged in student success initiatives Community College Research Center (CCRC) serves as a third- party evaluator, documenting strategies employed, stakeholder experiences with implementation, and project outcomes Practitioner’s Guide: coming in fall 2018
- 11. 6 PARTICIPATING LEADERCOLLEGES • Community College of Philadelphia • Delta College • Harper College • Patrick Henry Community College • Renton Technical College • Community College of Baltimore County
- 12. BY A SHOWOF HANDS … How many of you have deliberate conversations on your campus about adjunct faculty? How many of you have an initiative or program on your campus designed to engage adjunct faculty?
- 13. PROJECT HIGHLIGHTS • Facultydevelopment activities • Recognition and representation of adjunct faculty in shared governance
- 14. OER DEGREE INITIATIVE Richardwill add slides here
- 15. TEACHING & LEARNINGNATIONAL INSTITUTE TLNI is sponsored by: • Achieving the Dream, Inc. (ATD), • National Institute for Learning Outcomes Assessment (NILOA), • National Survey of Student Engagement (NSSE), • Washington Center for Improving Undergraduate Education Washington State Board for Community and Technical Colleges (WSBCTC). This is a 4 day residential institute at Evergreen State College: Which hosts 20-25 institutions with 5-8 members – at least three of whom are faculty but also including and academic administrator, an assessment expert, student affairs professional or other stakeholders who can contribute to an effective and sustainable action plan
- 16. TEACHING & LEARINGNATIONAL INSITIUTE THIS RESIDENTIAL INSTITUTE IS DESIGNED TO: • strengthen campus engagement in evidence-based change initiatives aimed at promoting student learning and success; • more clearly define student learning outcomes for participating institutions and their programs, and courses; • actively promote faculty leadership in initiatives aimed at improving student learning and student success; • use data to design change initiatives, assess them, and plan subsequent steps; • create a sustainable model for learning-centered professional development for all campus educators, including contingent faculty
- 17. ATD SUPPORTING MATHPATHWAYS: CARNEGIE AND DANA CENTER Fosters systemic institutional transformation and scaling Helps identify and target persistent gaps in student performance Addresses teaching and learning in meaningful ways Positions faculty as change agents Emphasizes the importance of professional development Primes institutions to begin or strengthen guided pathways Encourages developmental education transformation in conjunction with the Core Principles
- 18. MATH PATHWAYS • Quantwayis focused on quantitative reasoning that fulfills developmental requirements with the aim of preparing students for success in college-level mathematics. The goal of Quantway is to promote success in community college mathematics and to develop quantitatively literate students • Statway is focused on statistics, data analysis, and causal reasoning, combining college-level statistics with developmental math. It is designed to teach mathematic skills that are essential for a growing number of occupations and are needed for decision-making under conditions of uncertainty
- 19. MATH PATHWAYS Are structuredso that: • all students, regardless of college readiness, enter directly into mathematics pathway that is aligned to their program of study. • students complete their first college-level math requirement in their first year of college. • advance quality and innovative teaching • strategies to support students as learners are integrated into courses and are aligned across the institution. • incorporate productive persistence • instruction incorporates evidence-based curriculum and pedagogy.
- 20. FACULTY AS DRIVERSOF CHANGE Jon will add text here
Editor's Notes
- #7 -- We have several Funded Learning Initiatives, aligned with a number of capacity areas, which Jon will talk about. This project is just one of our several Funded Learning Initiatives.
- #8 Grounded in field experience and research Colleges, ATD Coaches, partner organizations have all contributed to the development of the framework In our work with our network colleges, ATD uses this framework to help colleges assess their areas of strength as well as areas where there is room for growth and development. We developed this framework in collaboration with our network colleges, coaches, and partner organizations; grounded in field experience and research. As colleges develop capacity in each of these 7 areas, they move towards an increasingly student-focused culture leading to positive educational and employment outcomes. The project we are discussing today focuses on the Teaching & Learning capacity.
- #9 These two statistics point to how deeply community colleges now rely on the work of adjunct faculty. From our students’ point of view, we want their learning experience to be of the same high quality whether their course is taught by a full-time or adjunct faculty member. So these statistics demonstrate a real need for this work.
- #10 Building on what we saw on the previous slide, we know there are good reasons why adjunct faculty may be less engaged in their institutions, relative to their full-time counterparts. But findings like this one remind us that we must find ways to engage adjunct faculty more deeply; our students’ success depends on it.
- #11 This slide and the next slide provide basic background on the project. This is a 2-year project, announced at DREAM last year. We had our selection process last spring, and the 6 selected colleges began their work together at our project kickoff, at the TLNI last summer. Talk briefly here about the great opportunity they had to begin their work together at TLNI. The colleges began their work in September and we will conclude the project in summer 2018. At that time we will publish a Practitioner’s Guide that will disseminate our lessons learned and best practices from this project. We want to acknowledge the support of our funders. And the goal of the project. Emphasize that this project helps these colleges to strengthen adjunct faculty professional development in terms of classroom practice, but this is also very much about finding new ways to engage them in their institution’s broader student success work. For example, your college can be doing really amazing work with guided pathways, but that work will be limited in the impact it can have if only your full-time faculty are engaged in it, understand it, and so on.
- #12 These are the 6 selected colleges (the two highlighted in green are here presenting on their work today). These schools are diverse in terms of: size (small, medium, and large institutions, in terms of their numbers of students and faculty) location (urban, suburban, rural) some are unionized, some are not This diversity will help us to provide a broad set of strategies to the field when this project concludes, and we will have examples of very different kinds of institutions where these strategies are working.
- #14 The colleges’ work falls into two broad categories. The first is “faculty development activities” – here are some examples of what that looks like on the ground. One college has been working for some time to infuse high impact practices across their curriculum, with a focus on full-time faculty taking up this work. Now, in this project, they are bringing adjunct faculty into this work so that they can implement these practices into their courses, too. Another college is developing online seminars to engage their adjunct faculty more deeply in the college’s ongoing guided pathways work. This is the second broad category of work the colleges are undertaking: recognition and representation of adjunct faculty in shared governance. Here are a few examples: One college is working to standardize how they evaluate adjunct faculty across departments and disciplines Other colleges are rethinking how adjunct faculty are represented in their shared governance structures and looking at new roles for adjunct faculty in those structures. Finally, one college is expanding the physical spaces they have for adjunct faculty to work and meet with their students; they are calling these Centers for Adjunct Excellence.
- #16 The institute is a carefully and strategically coordinated mix of plenaries, concurrent sessions, and team time that provides a learning space for campus teams to develop plans to guide the work of examining, improving, and supporting what happens in the classrooms, how that translates across the campus and how to help the institution focus on the importance of student learning and outcomes. Experienced educators from across the country will facilitate small and large group sessions, and work directly with teams as resources for the entire institute Team action plans will focus generally on improving effective instructional practices, student engagement, and student learning and success. The specifics will vary, depending on campus context. .
- #17 Summer 2016 - 29 institutions—16 two-year and 13 four-year. Participants represented 12 states, and included an 8-person team from Puerto Rico, two teams from Canada, and one from the Universidad del Norte in Columbia. Each campus team worked to develop a two-year action plan aimed at improving some aspect of the student learning experience. Plans developed in 2016 tackled, among other things, campus concerns about achievement and opportunity gaps and student success outcomes, gaps in students’ literacy and developmental skills, the need for focused and sustained professional development with special attention to engaging adjunct faculty, and the desire to create a more supportive campus environment
- #19 We’ve worked with Carnegie to disseminate their work through a TAACCT grant Northeast Resiliency Consortium Dana Center with their Texas colleges and now a convening in May in Minneapolis ( Carnegie will hopefully collaborate as well)