Texas Two-Step

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This session is brought to you by …

Peer-to-Peer Faculty Development

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Professional Dev. Portal

Navigating the IRW Course from Placement to Completion

Purpose

The main purpose of this Texas Higher Education Coordinating Board (THECB) initiative is … to implement a successful IRW program …with the goal of accelerating students through developmental education coursework leading to increased student persistence and success in 1) first college credit-bearing reading and/or writing-designated courses…

Are You Ready for a Low Stakes Assessment?

Students read full-length _______________

Students write in their _________________

Students write ________________________

Students write prose pieces of varying length and ________________________________

Courses are organized around

______________________________________

Students keep a reading and writing _______________________________________

Students read and write in every ____________

Students learn some form of study method for reading text at a college ___________________

Students read full-length NONFICTION WORKS.

Students write in their TEXTS.

Students write SUMMARIES.

Students write prose pieces of varying length and COMPLEXITY.

Courses are organized around

THEMES OR SUBJECTS.

Students keep a reading and writing JOURNAL.

Students read and write in every CLASS.

Students learn some form of study method for reading text at a college LEVEL.

Objectives

• Identify the characteristics of an effective IRW course

• Recognize the elements of a successful faculty development program for supporting the implementation of an IRW course

History

• Texas Higher Education Coordinating Board RFP, 2012

• 100 Colleges and Universities

• Austin CC (Year Two)

Year 1 Year 2

• 1 two-day conference

• 4 one-day workshops

• 4 webinars

• Blog

• 5 one-day workshops

• 2 webinars

• CRLA session

Recap

• Student Learning Outcomes

• Conference

• Workshops

• Webinars

Kick-Off Conference

• Cengage Learning TeamUP

• 16 breakout sessions • Panel of Professors • THECB

– Suzanne Morales-Vale

– Terri Daniels

YOU ARE THE CHEESE TO MY MACARONI. YOU ARE THE HORIZON TO MY SKY. YOU ARE THE BACON TO MY EGGS. YOU ARE THE LACES TO MY SNEAKERS. YOU ARE THE JELLY TO MY FACE. YOU ARE THE GRAVY TO MY MASHED POTATOES. YOU ARE THE BUBBLES TO MY BATH. YOU ARE THE MILK TO MY COOKIES. YOU ARE THE ICING ON MY CUPCAKE. YOU ARE THE KETCHUP TO MY FRENCH FRIES. YOU ARE THE WATER TO MY OCEAN.

Workshops

• San Antonio, Houston, Tyler, Lubbock, Austin, McAllen, El Paso, Dallas, The Woodlands

• Keynotes

– Eric Paulson (Tx State)

– Hillary Procknow (UT Austin)

– Leta Deithloff (UT Austin and Texas State)

– Mitchell Burchfield (Southwest Texas Junior College)

Webinars

• Overview

• Let’s Build Something Together

• SLOs 1-3

• SLOs 406

• SLOs 7-10

• From Assessment to Enrollment, Phase II

• Visual Literacy in an IRW course

Feedback/Evaluations

• The ideas could be used to teach students. • The format was conducive for sharing ideas. • I am taking away some new insights. • I would recommend this session to a colleague. • The session addressed issues relevant to my

school. • Would you recommend any changes in this

session? • What did you learn today that you intend to

share or to put into practice?

More…

• When you think about your experience throughout the conference, what rating would you assign it?

• What is your level of confidence in your

• ability to plan the integrated reading/writing course?

• What support would you most like to have while planning the design for the integrated reading/writing course?

When you think about your experience throughout the

conference, what rating would you assign it?

97% rated excellent and good

What is your level of confidence in your ability to plan the integrated

reading/writing course?

85% rated excellent and good

Building a Course: Two On Campus Strategies

Problem-Solution

Jigsaw

(5 Components of Course Redesign,

NCAT)

Resources, 1

• Lesson Plans

• Syllabi – https://drive.google.co

m/?tab=jo&authuser=0#folders/0B0OP9bz-hovtczk3UnIwYUpRM0U

• Virginia

• North Carolina

• Texas – Lone Star CC, Texas

– Alamo District

– Tarrant County

• Accelerated Learning Programs – California, Chabot College

– Baltimore City CC

Resources, 2

Lessons https://drive.google.com/a/maggimiller.com/folderview?id=0B0OP9bz-hovtWjRMQWpkc2VWQ3c&usp=sharing#

Resources, 3 http://www.pearltrees.com/maggi#treeId=3248836

“I loved this overall, and I came in a little skeptical at first. Great starter workshop that I would promote and encourage any instructor to attend.” – Michelle Garza, San Antonio College “Great conference. Enjoyed it and benefitted from it.” - Julia Sepulveda, Mountain View

Lessons Learned

• Timing:

– Short meals, early starts ( 8:30)

– Keynote sessions 2-3 hours

– Breakouts, 75 minutes

• Topics:

– IRW 101, Using Themes, Contextualization, Assessment, Editing/Peer Editing, Reading Strategies, Resources, Activities

and….

• Peer-to-Peer

– Discussion & Activity ..not lecture

• Tangibles

– Examples

– Samples

– Links

– Handouts

1) Have Your Cake & Eat it, Too: Websites We Love

2) As Easy as Pie: Freeware

3) Icing on the Cake: FAQs about the Integrated Course

4) Life is Like a Box of Chocolates, so Choose Wisely: Online Homework Solutions

• The Hunger Games: Building Students’ Reading Appetites

• From 0 to 60: How to Guide Students from a Blank Page to a Finished Essay

• What Reading Instructors Need to Know about Writing and What Writing Instructors Need to Know about Reading

• Bartholomae, D. and Petrosky, A. (1986) Facts, artifacts and counterfacts:

Theory and method for a reading and writing course. Portsmouth, NH: Boynton/Cook Publishers.

• Bean, John C. (2001) Engaging ideas. San Francisco: Jossey-Bass Publishers. • Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how

writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.

• Jackson, J. M. Reading/Writing connection. in Flippo, R. F. and Caverly, D.C., Eds. (2009) Handbook of college reading and study strategy Research, 2nd ed. New York: Taylor & Francis.

• The National Center for Academic Transformation (2005) 5 Components of Course Redesign. Sarasota Springs: NY.

• Sites: • Chabot College, The Accelerated Learning Program. • http://ccrc.tc.columbia.edu/research-project/accelerated-

developmental-education-models.html • Community College of Baltimore County. http://alp-deved.org/ • Community Colleges of Virginia. http://www.vccs.edu/wp-

content/uploads/2013/07/VCCS_FocalPoint_CompleteDocument.pdf

Maggi.Miller@cengage.com Cengage Learning TeamUP http://cengage.com/teamup and http://cengage.com/myteamup