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PADE 2015 Annual Conference Concurrent Sessions

Session Presenter Name

(Institution)

Main Presenter

Email

Title Abstract/Summary AV Needs

Thursday 10:30 to 11:30 AM Cocoa Inn

Alfred Siha Harrisburg Area Community College

aasiha@hacc.edu iTunes U & iBooks

Textbooks: Redefining

the Landscape of

Developmental

Education

One of the benefits of technology is that instructors are now able to reach more students than ever before. This session will discuss the background and creation of the developmental writing iTunes U course and iBooks Textbook “English Essentials: Writing” that boast over 80,000 worldwide users, as well as how this emerging technology is helping us redefine the landscape of developmental education. Bring your iOS device for hands on demos and to get started on your own ideas.

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Thursday 10:30 to 11:30 AM Teahouse Room

Michelle T. Williams Community College of Philadelphia

mwilliams@ccp.edu Outsiders Within: Supporting First Generation Academically At-Risk African American Female Students

Students of color, especially African American females, are making the transition from high school to college at increased rates. Consequently, many of these students are first generation college students who are ambitious but face numerous challenges, including having low levels of social and cultural capital and being academically at-risk. This session will provide useful information (demographics, challenges, support networks and practical support strategies) for all who encounter this student population and would like to assist in retention efforts.

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Thursday 10:30 to 11:30 AM Starlight East

Jennifer McClinton-Temple King’s College

jamcclin@kings.edu Teaching punctuation in the developmental writing classroom

This approach to teaching punctuation in developmental writing classroom, which is concise, straightforward, and focused more on proofreading than on true revision, takes into account the needs and abilities of students who may be underprepared, but who possess the tools to write correctly. Using the same techniques used in upper-division classrooms, this approach empowers the students and works toward making them better, more confident students.

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Thursday 10:30 to 11:30 AM Starlight West

Tara Diehl Bloomsburg University

tdiehl@bloomu.edu Flipping the developmental mathematics classroom: An action research study

This presentation will focus on an action research study that flipped the developmental mathematics classroom during the fall 2014 semester. The presentation will provide the relevant background information and include a current literature review of the flipped classroom. Sample lecture videos will be shared with the participants as well as the challenges and success of the flipped developmental mathematics classroom. Data collection methods and results will be discussed.

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Sabrina Marschall Cindy Murray Deb Schooley Shippensburg University

simarschall@ship.edu Controlling Stress and Anxiety for Adult Learners in Transition

Starting college at any age is a transition. Transitions can be overwhelming, but there are ways to cope. It is important to realize that transitions are part of adult life, and so are the discomforts they cause. Transitions can disrupt a person’s capacity to cope with the challenges of school, work and family, but transitions do not need to be overwhelming. Students can master their transition by understanding the transition process, recognizing and harnessing their considerable coping skills, recognizing their roles

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Thursday 2:10 to 3:10 PM Cocoa Inn

and responsibilities and developing strategies to take charge of their lives.

Thursday 2:10 to 3:10 PM Teahouse Room

Virginia Larson Bloomsburg University of Pennsylvania Elena Brobyn-Navarro Cedar Crest College

vlarson@bloomu.edu There is no “I” in team, but there are two in intervention!

Ever wonder why your students might not be performing to the ability you know they can? Does there seem to be more going on but you aren’t sure what to do? Recognizing that classes alone may not be enough to create a positive impact on student retention and academic performance, an early intervention interaction may be utilized to improve students’ academic accountability, sense of belonging and commitment to education. Quantitative and qualitative data gathered will be explored in this program intended for anyone who works directly with students and wishes to learn more about various approaches to supporting student success.

Overhead

Thursday 2:10 to 3:10 PM

Stacey Burch Scott Keim Carrie Myers Jennifer Myskowski

cfmyers@lccc.edu Fast-Forwarding Development Education: Creating an English Accelerated Learning

In Fall 2013, Lehigh Carbon Community College (LCCC) piloted an Accelerated Learning Program (ALP) combining two developmental English courses. In Fall 2014, LCCC extended the program

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Starlight East

Melanie Turrano Susanne Smith Lehigh Carbon Community College

Program

to include a developmental English course with a College English I course. Both programs allow students to complete two courses and move forward more quickly through the progression of required English courses in one term without lowering standards. The presenters will share the initial challenges and promising data to encourage other institutions to establish ALP programs.

Thursday 2:10 to 3:10 PM Starlight West

Cora M. Dzubak Penn State- York

cmd14@psu.edu Learning to Learn: Twelve Hours and One Credit

For the past three years, Penn State – York has offered a one credit, twelve hour, four day transition program the week before classes formally begin. It is free to students as long as they are already registered for at least 12 credits for the Fall semester. It is successful and our data support that fact. It is all about “learning to learn”; ie, what students need to KNOW and what they need to DO about being a successful student. Learn how we recruit, what we cover, and how we keep them engaged for three hours a day!

Overhead LCD projector for PowerPoints

Thursday 3:20 to 4:20 PM Cocoa Inn

Thomas J. Thomas Wilkes University

thomas.thomas@wilkes.edu

Creating and Administering Exemplary Developmental Programs

Administering successful developmental programs is a unique endeavor, requiring an oftentimes awkward synthesis of educational theory, student-development theory, business management and strategic planning. When dedicated teachers and counselors make the move to administration, they often find themselves caught between their training in educational theory and the realities of administration where business concepts have become dominant. This session will explore where these various components complement each other and where they come into conflict, with the

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purpose of making your vision a reality for students each day. Appropriate for current directors and for those considering making the transition to administration.

Thursday 3:20 to 4:20 PM Teahouse Room

Cassandra Green Delaware State University Michelle T. Williams Community College of Philadelphia

cgreen@desu.edu Program Evaluation 101: Best Practices for Assessing Excellence in Academic Support Programs

Have you ever wondered if the support programs developed and implemented to assist students are actually effective and of high quality? If so, how can you truly measure program effectiveness and excellence? This session will discuss best practices in assessment and program evaluation and demonstrate how they are effective in gauging support program effectiveness. An overview of assessment and program evaluation and the use of Bloom's Taxonomy rubric will be applied to the support program framework.

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Thursday 3:20 to 4:20 PM Starlight East

Chad Bennett Curtis Spencer Shippensburg University Rebecca L. Harris Harrisburg Area Community College

chbennett@ship.edu Learning Communities with At-Risk Students in a Summer Bridge Program

The presentation will review the utilization, operation, and effectiveness related to the implementation of learning communities in the Academic Success Program's Summer Bridge Program at Shippensburg University. Discussion will highlight student participation in a paired course combination during a five week summer term program. Academic Success Program (ASP) students are "at-risk" which may include being academically under-prepared, first-generation, often low-income, and come to program with at least one developmental placement in reading, math, and/or writing. Additionally, over 40% of ASP students are from under-represented groups. Participants were students (n~149) that did not meet university regular admission requirements

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and were enrolled in two three-credit courses during this five-week term.

Thursday 3:20 to 4:20 PM Starlight West

Carol Williams Kathleen Heidecker Harrisburg Area Community College--Gettysburg

cswillia@hacc.edu Using Twitter to Teach Word Parts in the Developmental Classroom

The aim of this presentation is to illustrate how the use of Social Media can enhance developmental reading students’ knowledge of college-level morphology and build their background knowledge of vocabulary. Presenters Carol Williams, adjunct reading professor, and Kathleen Heidecker, librarian, will give an overview of the applied linguistics program used in the lowest level developmental reading program to reinforce vocabulary skills and make real-world connections. A rationale, summary of mini-lessons and assessments, and a how-to on setting up and using private Twitter accounts will be discussed.

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Friday 10:15 to 11:15 AM Cocoa Inn

Stephan Schaffrath Indiana University of Pennsylvania

sschaffr@iup.edu Adjuncting 2.0

This presentation explores the many challenges, the plights, and some of the opportunities that adjuncts experience in developmental education as well as “regular” first year transitional education in Pennsylvania’s many institutions of higher education. After a brief overview of current literature on this topic, we will not only commiserate but also discuss strategies to navigate the treacherous waters of an ancillary employment status and ways to break out of a vicious cycle that not infrequently leads to being branded an eternal adjunct.

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Friday 10:15 to 11:15 AM Teahouse Room

Elena Brobyn-Navarro Eileen Brumitt Cedar Crest College

efbrobyn@cedarcrest.edu

There Is Always Room for Development: Creative Implementation of Student Support Programming

Smaller colleges might not have the budget for large scale developmental education programming, but that doesn’t mean that small schools can’t get creative! By introducing a developmental writing workshop attached to a college writing course, or by adding a summer bridge program, by developing a math program designed to provide additional support through tutoring, lab, and additional instruction, and by utilizing additional academic support services already in place, students can have their academic developmental needs met without breaking the college’s budget! Come see what has worked for us, what hasn’t, and what might make your program even better!

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Friday 10:15 to 11:15 AM Starlight East

John E. Barrett Bloomsburg University

jbarrett@bloomu.edu The New Literacy: Pop Culture in the Developmental Classroom

Current students learn in unique ways, especially in the areas of information retrieval, information processing, memory, and visual literacy. These changes have directly impacted student learning and success. For developmental populations in particular, this is complicated by additional challenges, including student self-confidence and lack of preparedness. Incorporating popular culture media into developmental courses increases memory function; enhances critical thinking skills; improves content retention over time; focuses student attention; and motivates student participation, directly impacting confidence and retention. I will review the research, suggest teaching strategies, and offer concrete examples to adapt to your particular

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needs.

Friday 10:15 to 11:15 AM Starlight West

Karen J. Hamman Alyssa Bunch Cindy Henry Bloomsburg University

khamman@bloomu.edu

Developing a Training Program for Graduate Student Academic Coaches

Participants will gain a better understanding of academic coaching, learn the benefits of utilizing graduate students, and explore methods of training graduate students as academic coaches. Academic coaching is a model of student support that offers students assistance in developing effective academic skills. Serving as academic coaches, graduate students can develop skills critical to student affairs professionals. Elements of a quality training program, which will be shared in this session, include communication of program goals, self-reflection, utilizing resources, and student scenarios.

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Friday 11:30 to 12:30 PM Cocoa Inn

Mary Jo Keiter Alfred Siha Harrisburg Area Community College

mmkeiter@hacc.edu Growing Pains: Developmental Writing in the Blended Modality

With the recent growing popularity of blended learning at all educational levels across the country, many educators question the efficacy of the blended modality in developmental courses. This session will discuss the new blended developmental writing course at Harrisburg Area Community College as well as in-process findings and trials and tribulations.

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Friday 11:30 to 12:30 PM Teahouse Room

Parveen Ali Bina Soni Indiana University of Pennsylvania

pali@iup.edu Developmental Math Course Redesign: A Path to Empower Students

This presentation will discuss developmental math course redesign using ALEKS emporium model. The primary goal of this redesign is to help the Indiana University of Pennsylvania’s (IUP) developmental students in improving their performance, retention, progress towards degree and graduation. This course redesign is a result of the collaboration between the departments of Developmental Studies, Mathematics, provost’s office, and IT services. Different phases of this redesign process and students’ performance analysis will be discussed, which participants can use to implement a similar program at their colleges.

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Friday 11:30 to 12:30 PM Starlight East

Laura Scappaticci Tom Stewart Kutztown University

scappaticc@kutztown.edu

Meaning Making and First Year Success: A Positive Academic Skills Program

How does a non-credit, opt-in academic enrichment program become meaningful for students? As an access institution, nearly half of our university students are first-generation, with many of them identified within one of the many at-risk populations, including conditional admission developmental students. By imbuing personal meaning into five-week student success program, students not only out perform their peers, but find a way to contribute to their college community. This interactive presentation will review the philosophy, design, and creation of the program, the content of the program, and the promising performance of students who completed Train Your Brain.

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Friday 11:30 to 12:30 PM Starlight West

Nancy Trautmann Belinda Anderson Pamela Bradley Northampton Community College

ntrautmann@northampton.edu Reading/Writing, Acceleration, Retention: Crossing Old Divides in the New Landscape

Seeking to reduce student time in developmental courses and increase retention from developmental into college level courses, Northampton Community College English and Reading departments undertook two acceleration projects. We hoped to improve student success and raise students’ confidence when engaging with college material. NCC faculty will share the research and processes that got us past traditional course and departmental divides: developmental vs. college level and reading vs. writing. We will share experiences and data about the success of our ALP writing model and the planning and design of a combined reading and writing developmental learning experience, “Academic Literacy.”

Nothing specified

Room Set-ups:

Cocoa Inn (25ppl) -

Tea House Room (30ppl) -

Starlight East (30ppl) -

Starlight West (60ppl) –

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Poster Sessions

Presenter(s)

Institution

Main Presenter

Email

Title Abstract/Summary

Christine A. Zuzack

Isaac Greene

PHEAA

czuzack@pheaa.org 2015-16

Financial Aid

Update

Financial aid is a critical component of student

access to higher education. Staying abreast of the latest

developments and changes in student aid policies and

procedures prepare you to assist your students in

maximizing their financial aid eligibility.

Learn about differences between federal and

PHEAA satisfactory academic progress requirements,

remedial education limitations, and duration of eligibility.

Understand a number of 2015-16 changes in both federal

and state financial aid application processing, eligibility

criteria, and other requirements.

PHEAA-produced materials in both English and

Spanish provide a valuable resource to share with your

students.

Michelle T. Williams

Community College of

Philadelphia

mwilliams@ccp.edu Academic

Mentoring

101: Best

Practices in a

Mentoring and

Tutoring

Blended

Model

As a tutor, have you found yourself giving college advice to

your tutee that has less to do about the subject matter you

are assisting the student with and more about how to

navigate college? As an administrator, have you done the

same or overheard similar conversations between tutor and

tutee? This session explores the innovative academic

mentor approach to assisting students with both academics

and college culture. An overview of mentoring and

tutoring approaches will be discussed along with the

integration of both frameworks to form the academic

mentor. Academic mentor best practices will also be

discussed.

Mary Inks Budinsky

Penn State Fayette, The Eberly

Campus

mei112@psu.edu Keeping the

Student in

Focus:

By displaying the development of our new Student Success

Center at Penn State Fayette, our poster will demonstrate

the impact of intentional collaboration on student-centered

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Enhancing

Student

Success

through

Intentional

Collaboration

practice to better serve students in every interaction and

help them see the big picture of their higher education

experience. Each student’s big picture is unique to his or

her own background, goals, and interests. By seeing the

student as the locus of our interactions, we can be more

intentional in our effort to enhance our delivery of

academic support and best contribute to the big picture of

student success.

Cindy Murray

Shippensburg University

cdmurray@ship.edu Biology Study

Groups as

Support for

STEM Major

Students: A

Pilot Study

The poster presentation will share information about

Shippensburg University’s BIO 161 Study Group Project.

Students in STEM-related majors who are taking biology

often find their first academic challenges in the completion

of the biology course which often is pre-requisites to other

courses in many STEM majors. Historically, biology has a

high DWF rate. Information concerning the project’s

design, implementation, and challenges will be highlighted.

Factors contributing to STEM success will be identified;

and initial qualitative and quantitative data will be

discussed. The key components of this pilot are

transferable to other academic disciplines and

developmental students.

Barb Zmolek

York College of Pennsylvania

bzmolek@ycp.edu What the

Internet is

Doing to Our

Brains: The

Shallows by

Nicholas

Carr—A Book

Discussion

“Once I was a scuba diver in the sea of words. Now I zip

along the surface like a guy on a jet ski.” This is an

observation made by Nicholas Carr, in his book What the

Internet is Doing to Our Brains: The Shallows. We will

reflect on this thought and other comments Carr makes

about how the internet is affecting our students as they

learn, and educators, as they teach. Join in this discussion

and get some insight about how our brains may be

changing. By pixel or paper, you’ll want to read this book!

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Linda Currie

Peirce College

LWCurrie@peirce.edu Mathematics

Anxiety and

the Adult

Business

Student

This poster shows my doctoral dissertation research results.

It is important that faculty at all levels of higher education

realize that mathematics anxiety may be affecting their

upper level students as much as incoming students.

Research findings summary:

Ethnic origin differences were found not

statistically significant.

Gender differences were found statistically

significant.

Mathematics anxiety exists at all levels of

undergraduate academic experience. That is, no

statistically significant differences across class

standing groups were found.

Achieving success in at least one quantitative

course was found statistically significant.

Need to repeat at least one quantitative course was

found statistically significant.

Kimberly Witzig

Stacy Lutter

York College of Pennsylvania

kwitzig@ycp.edu Partnering

with

Academic

Support

Services to

Improve

Nursing

Student’s

Study Skills

The purpose of this poster is to share the positive results

from collaboration between academic support and the

Nursing program. In order to respond to the specialized

needs of academically struggling nursing students, the

academic coach adapted traditional approaches to learning

and applied a holistic methodology using specific critical

thinking and comprehension exercises and strategies to

improve student success. In addition, theoretical and

pedagogical approaches were used to engage students in

metacognitive activities that helped develop and reinforce

individual best practices and ability to take agency over

their own educational experiences.

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Jennifer Tobin

Harrisburg Area Community

College

& Cornwall-Lebanon School

District

JTobs7173@comcast.net Embodied

Learning and

the Writing

Classroom:

Non-

traditional

Ways to Build

Efficacy

Ideas will be shared for tapping into embodied learning as a

non-traditional way to build efficacy in student writers.

Reframing the episodic writing process to bring attention to

the body via guided writing methods draw deeper

connection to the writing. Further, acts of guided imagery,

visualization, and meditation bring a holistic approach. In

this way, space for dialogue and room for using the body in

writing is created. For further consideration, the

experiences of individual study participants assert the value

of being mindful, reflective, and aware of the body and the

impact it has on writing process.