Session 1
9:30 am – 10:10 am
From Academic Writing to College Composition: Shortening Developing Writers’ Pathways to Success
Steve Edgehouse and Robert Berens
English faculty from Stark State College will discuss the redesign and implementation of their department’s developmental writing curriculum to both accelerate pathways to success and prepare students for college- level writing by focusing on critical thinking and intertextuality. The speakers will discuss the development processes of these new courses, the challenges and effectiveness of their implementation, and offer advice to academic departments that are considering similar changes.
A Winning Combination: Peer Advocacy and Student Community Engagement
Danita White
Combining peer advocates and service learning in the developmental English Classroom acts as a catalyst for student success. Participants will leave with a clear understanding of how adding a peer advocate and service learning to the developmental English classroom has acted as a catalyst for student success. Engaged and invested students are more likely to be successful in college.
Beyond GLO’s: Strengthening Resiliency in Students
Danette Lund
Explore teaching practices that support resiliency and lead to success for students. This workshop will give participants ideas for incorporating teaching strategies into assignments, discussions, and group projects that encourage insight, initiative, creative thinking, humor, morality, and persistence. A sampling of these strategies will be modeled during the presentation. Finally, participants will be given resources for evaluating student levels of resiliency and have the opportunity to share support services currently offered at their institution.
Acceleration: How moving developmental education students into college-level English is leading to student success.
Mark Curtis-Chavez and Luke Schluter
This presentation will address the topic of acceleration of the progress of developmental students. The use of Bridge courses and the Accelerated Learning Program—modeled on the Community College of Baltimore County program—will be explored with regards to student success.
Hybrid Pathways to Student Success
Joanna N. Paull
This presentation will identify and discuss obstacles with hybrid courses that can potentially hinder student success and our strategies for confronting them both in and out of the classroom.
Out of the Classroom and into the Field: An Experiential Learning Partnership between Academia and the Business Community
Elizabeth Kline
When academia and the business community collaborate in non-traditional ways, both benefit with engaged students learning real world skills and the community gaining a groundwater baseline study prior to fracking activities.
Service Learning: An Opportunity for Greater Student Participation
Emily Baldys
Our department uses Service Learning as a means to encourage student participation in campus clubs and activities. Our service learning project requires students to seek out organizations either within the campus or outside and to offer to help in some way. Students must create deliverables specific to the organization’s needs and prepare a formal report to present their findings. Students have thus learned about the various campus clubs and organizations that they can work with to help out; students then become involved in groups that they might not have considered working with before.
Building Productive Persistence within Various Classroom Environments
Aaron Altose and Kristine Glasener
The presenters will describe the development and implementation of a classroom routine to increase students’ self-regulation and ultimately improve their productive persistence. The implementation occurs within two drastically different classrooms environments: one computer-mediated, mastery learning beginning algebra class and one collaborative learning-based quantitative reasoning class.
Holistic Remediation: The Cheers Approach in the College Classroom
Donna Feldman
This proposed session will present how I utilized the Cheers Approach in creating holistic classroom culture; I will model instruction, hands-on writing activities, and share the progression of growth in writing samples from former students. I will demonstrate how I use the writing process focusing on prewriting strategies students find useful (G-L-O-W, T-E-S, and “One Speaks, One Writes”). I will also model how to prepare students for participating in a peer review.
Gettin’ Schooled in Tech: Modeling Technology Integration for the Next Generation of Teachers
Mary Beth Messner, Karen Young, and Melissa Butler
A panel of three online Education instructors and some of their online students will highlight how using various Web 2.0 technologies has increased student engagement for online learners while preparing them for success as future teachers by allowing them to practice “real world skills.”
Readin’, Riten’, and ‘Rithmetic
Michael Wilkins and Brenda Boshela
A discussion on literacy awareness to assist faculty in preparing their students to read and understand math and science textbooks.
Session 2
10:20 am – 11:00 am
An Alternate Pathway in Developmental Math
Dave Sobecki
Traditional developmental math is fraught with perils for non-STEM students; maybe it's time to consider a different path.
Math Bridge Courses: Reducing the Developmental Education Sequence to Completion
Michael Wilkins
An investigation of an initiative undertaken by Cuyahoga Community College to reduce the number of developmental mathematics courses a student must complete on their college pathway.
Using Mobile Technology to Teach Information Literacy
Thomas Hyland and Emily Szymanski
This presentation describes a process for incorporating mobile technology, specifically free iPad apps, into the design of templates for new and existing information literacy assignments.
Crossing the T’s and Dotting the I’s: Designing QM Recognized Courses for Student Success
Danielle Budzick, Sam LiPuma, Deborah Allen, and Theresa Anastasakis
This presentation will provide an overview of the process for designing and developing a Quality Matters recognized course.
Laying the Foundation for Student Success with Information Literacy
Maureen Lerch
This session will describe an ongoing faculty / librarian collaboration to embed information literacy in a freshman English Composition course, setting a solid foundation for future student success.
The Adjunct Faculty Certification Course
Kent Zimmerman
How does your institution monitor the quality of instruction provided by your adjunct faculty? Sinclair Community College developed a required adjunct certification course that has achieved impressive results.
Help, please: LGBT Students’ Pathway to Success Is Blocked!
H. Paul Schwitzgebel
Providing a safer, a more welcoming, pathway to student success for lesbian, gay, bisexual, and transgender students can be achieved by establishing a Safe Space/Safe Zone program at your college.
Supplementary Labs: Speeding the Pathway to Developmental-Gateway Sequence Completion
Deb Hysell
This presentation compares the success of students in supplementary labs with those taking the developmental or gateway course alone.
Implementing Success Week
Jennifer Hrovat and Suzanne Cox
Cuyahoga Community College’s Metro campus approach to collaboration for Student Success. Success Week at Cuyahoga Community College consists of a week of more than thirty workshops and activities that offer students an extension of their Orientation experiences and expands on the Counseling Center's Student Success Workshops.
Contextualizing Developmental Reading at Stark State College
Stark State Reading Faculty
Learn about how the Stark State College reading faculty have contextualized and redesigned the reading class (IDS102) that is a pre-requisite for many Stark State College classes, as well as information about the success and future plans of the reading boot camps.
Teaching for the “Real World”: Making a Student’s College Experience a Rehearsal for Professionalism in the Workplace
Ann Best and Lisa Nickles
Graduates have met the academic rigor of your program, but have you equipped them with the professionalism necessary to be successful in the real world of work? Establishing core values related to professionalism threaded throughout a curriculum will better equip educators with tools to instill professional behaviors and ultimately increase graduates’ success in the workplace.
Session 3
11:10 am – 11:45 am
How to Plan, Implement, and Assess a Student Success Program called PRISM (Providing Remediation Instruction and Student Mentoring to Enhance Student Success and Completion
Marian Over
PRISM (Providing Remediation Instruction and Student Mentoring) is a program to improve student learning and success, increase contextualization of program majors, and /or steer students to a pathway of success and ultimate entry into the workforce.
Preparing Math Deficient University Students for STEM Achievement & Sustainable Learning
John H. George
The purpose of the investigation was to explore what to do with university students who possess both a desire and ability to matriculate into technical skills but who present in need of math remediation and/or development and who typically lack effective problem solving skills.
Fighting for a Cause: The Value of Service Learning when Teaching about Social Injustice
Tracy McGinley
This presentation will explore the way in which a service learning class helped to motivate students to fight against human trafficking.
The English Bridge Course: A Way Forward for Developmental Education
Rhonda Fabrizi
An investigation of an initiative undertaken by Cuyahoga Community College to reduce the number of developmental English courses students must complete on their college pathways.
“This Week, Class Meets at the River!": Enhancing Student Success Through Authentic Learning and Geologic Discovery
Dr. David Pierce
Ohio is fortunate to be a state possessing a variety of geologic settings. Glacial lakes, breath-taking waterfalls, impressive sandstone outcrops, gullies, gulches, caverns, and wild and scenic river systems all provide a variety of natural settings perfect for augmenting and enhancing student learning. By using these natural areas as learning tools and alternative classrooms, students in geology classes at Lakeland Community College are studying real-time science in real-life learning environments.
Helping Developmental Students to Strengthen Reading and Study Skills through Building Background Knowledge and Annotating
Suzanne Reyes and Brenda Boshela
This session will explain a project developed through collaboration between the Tri-C Metro Reading Specialist and an English Professor to strengthen developmental students’ readings skills using Kelly Gallagher’s Article of the Week project in combination with teaching annotating.
Using Field Trips to Promote Student Success and Keep Them Creatively Engaged
Lisa Stanich
This presentation will discuss the field experiences the geography classes at Lakeland Community College were able to take with the OATYC Teaching Award for the last year.
Teaching “Real-World” Mathematics in a Virtual Environment
Carolyn Goodman
National and international assessments of mathematics achievement continue to confront us with the fact that students in the U.S. perform well on tests of low-level skills such as arithmetic computation but poor on tests of high-level skills, particularly multi-step problem solving. The assessments suggest, in short, that the difficulty for students lies in understanding problems rather than executing procedures.
“Allow Me To Re-Introduce Myself”: A Journey To The Discovery, And Empowerment Of Black Males.
Sharon Davis and Gary Boyle
The session will explore the steps a community college took to create and implement an initiative to improve the retention of African American males.
Someone Please Wake the Students: Practical Tips for Creating an Engaged Classroom Environment
Donna Todd
This presentation will focus on moving students from passive to active learning through multi-modal teaching strategies, by setting clear expectations regarding participation while allowing students the freedom to learn how they learn best and the security to express themselves without fear, and by motivating students by having them make connections on how the material is relevant in their own lives.
Mandatory Review before Placement Testing
Sally Kurowski
Mandatory Review before Placement Testing at Cuyahoga Community College (Tri-C) is an innovation to help students prepare for the English and math assessments resulting in course placements that more accurately match their skills, a possible reduction of unnecessary coursework, a shorter developmental sequence, or even a college-level placement for some students.
For information regarding the upcoming 2013 conference please contact:
Beth Williams, Department Chair for English
Phone: 494-6170 ext:4148
Email: bwilliams@starkstate.edu
Learn more about the Ohio Association of Two-Year Colleges: