It’s All About Us
Carline Romain
AACC Conference Attendee 2013
Brief Bio
Carline Romain has taught for over 25 years. In part, she has taught
Mathematics, Science, Writing, Operations, and Analysis. She also helps
authors edit, get market-ready, publish, and advertise.
She teaches students from Pre-K through Grade 18 to listen, think, read, and
write critically. She helps turn dreams and ideas into a mission-based and
vision-filled sustainable enterprise that brings prosperity to students and
their communities. Her philosophy is Each-One-Teach-One.
She is building an informed citizenry and hopes that students will value and
experience pleasure in assessing structures of self-actualization, and then
share the information learned. During her five years at ECC as an adjunct, she
has taught a range of courses from Preparatory English to Western
Literature. Her focal points with respect to today's presentation will converge
about Ease of Access, Persistence, Closing the Skills Gap and Retention,
Student Leadership and Incentivizing Student Success.
Focal Points
Highlights at AACC
●
●
●
●
Access
Student Success
Persistence/Retention
Servicing the students who are
Underserved, Under-represented,
Underprvileged, Underprepared and/or
Overly-feared
● Self Actualization
Validation of Professional Practice
Emphasis on the Student
Personal Touch
Personalised Framing
Study Buddies
Cooperative and Collaborative Framework
Team Learning
Peer Teaching/Peer Coaching/Peer Mentoring
Family Outreach (Redesigned for Higher Ed.)
Content-related Interactive Activity
Common Thread/Lens
Personal Development of the Student
Professional Development of Faculty
US
Unmitigated Success
achieved
by
Unparalleled Selflessness
or
Unbounded Service
Burning Question?
How is it achieved in alignment with fair labor
practices?
Love. Need More Be Said?
Conference Openers
Salman Khan:
“I got over the idea that it wasn’t my idea and
then gave it a shot.” [ said of placing the
lessons on video] Ego gone. Self lessened.
Service amplified.
Developed into a Mission:
World-class free education-- a dream that can
morph into reality!
CCHA Nosh: RapprochementGlastnost?
Sharing information on Muslims and
‘Multiculturality’ as a means by which to
create a safe, comfortable, and nurturing
space.
Points of Commonality?
Indeed!
Honoring, Respecting, Edifying Other.
Does it continue?
The Future of Community Colleges
Daniel Seymour
Noble Ambitions-- Three Questions:
--why do we exist?
--what do we want to create?
--what do we believe?
For us
Microcosm-- the translation for the educator
●
●
●
●
Why are we in the classroom?
What is our teaching philosophy?
What do we want to create?
Is our desired creation in alignment with
need?
Activity 5
Surveys say…
The community college is the key to the future
of the US economy.
How do community colleges “describe that
future to stakeholders” (Seymour, May,
Goben, Cooke)?
In turn, how do we, the educators, convey that
to our ultimate stakeholders, the students?
21st Century Commission Report
Calls for transformation through:
--redesign of student experiences
--reinvention of institutional roles
--resetting the system to meet student needs,
the needs of their communities, and
national needs
Professors: Turnkey Professionals
--Students experience content via role plays
case studies, proposals, business plans,
marketing plans, etc.
--Action Learning-Participatory Learning
--In turn, real-world implementation with “Do
Something” learning
Macro
--Student Orientation
--Student Success Seminars
--Redesign-- dev. and cred.
--Intnsv./Indiv. Advising
--CCSR/CCSSE/SENSE/etc.
Micro*
Revisitation in class
Course-specific replay
Syllabus Redes.: relevance
Indiv. Adv. . wrt CSuccess
GTKY and Interest Surveys
*it works
http://www.achievingth
edream.org
Prof. Prac.: 1985 to date
Macro
--Fac. Engmt./Prof. Dev.
http://www.achievingthed
ream.org
Micro
Person./Prof. Dev.(stud.)*
[IEEE,NYAS,NEA,SWE,Free
Frgn.Lang. Onl. etc.;
student chap. + scholar.;
intern/resu. bldrs.we as
prof cont.]
Prof. Prac.: 1985 to date
Pre-K to 5/6
6/7-16
taught
advocating
Teach the Whole Child
Whole-person Classroom
Family matters
Family info. to assist
Macro
Micro
Family Assistance
community needs
foreign ed. eval.
http://onlinecommun
itycolleges.org/
http://acrevs.com/
Activity 6
Gap(s)
Academic
Social
Psycho-sociological wrt how the system views
its charges
How do we tend to perceive our students
versus those at other institutions?
Sankofa
A return to the beginning…as it is not wrong
for us to go back to that which we have
forgotten.
Accessibility: Free, World-class, Relevant
Khan--not the first to say it-- the first to
implement a viable process with the
potential to become a reality.
The Professional Practice
How does it figure in our work?
How can we be the avian who holds the egg,
the future, in its beak while looking back
hopefully to avert past dangers, barriers?
How is it negotiated against the backdrop of
relatively low compensation when compared
to IT personnel, engineers, corporate
attorneys, etc.?
Family
We have no choice but to make it so. If we do
not sacrifice for our students, then who will?
Family sacrifices for family.
Family economises.
Family compromises its comfort for family.
Peer Tutoring/Coaching
Use what you have:
Each One-Teach One
One Teaches All or Many
Recruit Study Buddies
One Creates Videos for All
Use Wikis, Tango, Skype, SMS for Collaboration
MOOCs
Massive Online Open Courses
University-based and created
College-based and created
Community-College based and created
We can focus on the student more so given
these tools.
Back to the Basics with the
End in Mind
Dig deeply to :
Define the Domain.
Describe its parts.
Offer a goal-oriented package with students in
mind.
Present and Expect targeted results within a
given time frame.
Circumstances aside...
Students have 24-hour access to content and
assistance in addition to what ECC offers.
ECC Net Tutor Service Contract:
http://www.nettutor.com/nt/login.cgi?acode
=3578941568
MOOCs and Company
Open Tapestry
http://www.opentapestry.com/
Coursera
https://www.coursera.org/
Open Culture (includes other language learning)
http://www.openculture.com/freeonlinecours
es
MOOCs and Company, cont’d.
Open Course Library
http://opencourselibrary.org/
MIT
http://ocw.mit.edu/index.htm
Yale
http://oyc.yale.edu/
Carnegie-Mellon
http://oli.cmu.edu/
EdX
https://www.edx.org/
Open Course Consortium
2-year and 4-year systems:
http://www.ocwconsortium.org/
Community College Consortium for OER
http://oerconsortium.org/
Courses
http://www.ocwconsortium.org/courses
Catalog
http://www.ocwconsortium.org/fr/courses/c
atalog
Webinars
Community College Open Education Resources
http://oerconsortium.org/cccoer-2012webinars/
SoftChalk Free Webinars_ August/Sept. 2013
http://softchalk.com/learnmore/webinars/webinar-calendar
A few more...
Harvard
http://www.extension.harvard.edu/openlearning-initiative
Open University--Open Learn
http://www.open.edu/openlearn/aboutopenlearn/try?gclid=CL6bp6CmrkCFUui4AodwA8AXQ
Free Textbooks Online-- open ware
MIT
http://ocw.mit.edu/ans7870/resources/ind
ex.htm
Boundless
www.boundless.com
OER
http://collegeopentextbooks.org/
Study Skills: Note taking Tools
Fruit Notes (can record voice)
http://www.fruitnotes.com/
Uber Note
http://www.ubernote.com/webnote/pages/default.aspx
Ever note
http://evernote.com/?utm_expid=600795-9.C_IyEqenS9mnNzYMCm423Q.0
Do the Vid Thing!
English Pronunciation Vids
(more links on Course Sites– get invited)
http://www.learnerstv.com/Free-Language-Video-lectures-ltv200Page1.htm
http://www.rachelsenglish.com/
http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html
http://www.englishmeeting.com/esl_video_lessons_page.htm
Vids Encore for English!
English Tutor
http://www.uic.edu/depts/tie/coolsites.htm
American TESOL Institute
http://www.americantesol.com/tesol-video-feed1a.html
Grammar and more
http://oedb.org/library/beginning-onlinelearning/50_essential_resources_for_esl_students/
Some Fun
http://www.pbs.org/pov/americantongues/photo_gallery_map.php
More Videos
TED
http://www.ted.com/
Khan Academy
http://www.khanacademy.org/
Resources for Parents and Teachers
http://www.watchknowlearn.org/Category.aspx?CategoryID=149
Watch Know Learn
http://www.watchknowlearn.org
41
Webcast by University of California-Berkeley
http://webcast.berkeley.edu/series.html#c,s
Maybe Yes… Maybe No?
http://academicearth.org/
http://videolectures.net/
http://www.freevideolectures.com
http://www.learnerstv.com/
http://cds.cern.ch/collection/Video%20Lectures?ln=en
Still More? Okay-- Last One
Request Enrollment:
Go to Coursesites:
https://www.coursesites.com/s/_EducationalPsychology
Time for an Activity!
What seem to be the implications of the snap
survey with respect to learning?instruction?
Self Analyses for Students
By assessing self, students can set goals and use
strengths to mitigate weaknesses.
Instruments based on Howard Gardner’s M-I
Assessments based on Daniel Golemans’s E-I
Myers-Briggs Personality Assessment
DISC Personality Analysis
etc.
Rationale
Students can improve their interpersonal
relationships in order to help define and
then achieve their goals. By using MB and
DISC, students also can realign their
expectations toward others. The
assessments also offer them a sense of
control empowering them to take life by the
reins to the extent possible.
What do you think of yourself now?!
Show everyone evidence of your accomplishment
Back to the Future
The Learning Objective-- more powerful than
a Goal, Aim, or Objective.
Goal-- desired result
Aim--an intention, a desire
Objective--expressing/dealing with facts,
conditions, parameters
Learning Objective Makes the Grade
College--University--Faculty
Objective plus Mission plus Value
“Students will be expected to complete
_______ with ________%efficiency within
________ time frame. To achieve a ______,
then this will be required. To achieve a
________ then this, etc.”
Key Findings and Experiences
1. Salman Khan (Khan Academy)
2. The Future of Your College: Survey Says… (fully viewed)
3. Reclaiming the American Dream (fully attended)
4. Stories in Assessment Bootcamp…
5. Lightning Rods: The Re-energized Classroom and A Unique
Finishing School
6. Poster Sessions: Student Engagement/The Key to
Completion; Culturally Responsive Approaches to Teaching;
Advancing Black Male College Completion; Service Learning
in the Classroom; Retention/Play, Engage, Transform!;
7. The Latino Initiative; Using You Tube, Social Media,and
Television; MOOC-MOOC Who’s There? (colleague’s notes);
Improving Persistence, Graduation, and Transfer through
Coaching; CCHA Reception Shop talk and Networking
Key Findings, cont’d.
Assessments and College Readiness Breakfast
Improving Student Retention and Graduation
Building a Comprehensive View of Student Engagement (partial)
Institution-wide Student Success Initiatives (conversation)
Using Open Educational Resources to Expand Access
Brothers Passing the Promise Forward (partial attendance, notes)
Lightning Rounds: Supporting Male Students of Color in the
Community College; Productive Persistence: What it is and How
We Can Increase It; The Skills Gap: Real or Myth?; Matching Open
Courseware Courses with Assessments Toward Affordability
(conversation);
• Poster: Fast Pass to the First Day of Class; Advancing Black Male
College Completion/ TRIO; Decrease Health Risk and Increase
Success
• Project Quest: Achievement for Minority Males
• Mind the Gap: Integrating Workplace Skills with CSS Courses
•
•
•
•
•
•
•
Bers and Prendergast:
Assessment Bootcamp
Assessment is integral to what we do in the
classroom. Similarly to Seymour’s assertion
earlier that day, David A Byland, editor of
the Journal of Media Education, and they
inform us that assessment without a vision
or goal is like “hoop jumping than a valuable
part of the teaching process” (2013).
Educating Our Boys/Young Men for
Success
Boys account for 71 percent of all school suspensions.
Fifty-nine percent of Black boys and 42 percent of
Hispanic boys report being suspended. (U.S. Dept of Ed
and Schott Foundation Report)
Boys comprise 67 percent of all special education
students. Almost 80 percent of these are Black and
Hispanic males. (USDOE and Schott Foundation
Report)
Educating Our Boys/Young Men for Success?
Boys are five times more likely than girls to be classified
as hyperactive and are 30 percent more likely to flunk or
drop out of school. (National Center for Education
Statistics)
Boys tend to have few role models in elementary school.
Any solutions? How do they translate to the CC?
Performance Indicators: EOL
We do this:
feedback loops to assess and inform
formative and summative
timely feedback
align course outcomes and learning activities with
summative evaluations
student self-assessment protocols
evaluations and retooling
We need to do this also:
make our assessment criteria public to colleagues
Learning-centered Strategies
Guide students to be active learners
Interviews; Student Lecturers; Student-Led
Discussions; Manipulatives Usage; Inquiry- or
Problem-based activities; Role Play
Encourage students to challenge you.
Employ Cooperative and Collaborative strategies
Offer real-world relevance and utility
Inclusion and Diversity
--After a discussion or activity that addresses
a group that is characterised by difference,
have students assess their strengths and
needs using various non-norm-referenced
yet reliable metrics to develop students’
self-awareness.
--Use difference/diversity as a learning
resource
Learning Community & Life Path
Design learning spaces within the classroom
Assist students in identifying career and
academic goals
Support CSS by incorporating student success
elements into your curricular framework
(e.g. study skills, time management, notetaking, etc.)
Personal/Professional Development
of Students
--Identify sources of assistance for struggling
students (academically, socially,
domestically, etc.)
--Contribute to students’ personal, academic,
and professional growth by
modeling/assessing/listening/mentoring
--Establish contacts to help our students grow
--Expand our knowledge of college
connections to external communities for our
charges, the students
Personal Touch...Personal
Touch...Personal Touch…Personal T..
While thinking Value and communicating
action, be as family. Love them enough to
permit them to grow. If they need to fail
in order to grow, then permit it.
Consequently, they earn their grades; we do
not give them their grades.
Through it all, be transparent, a parent, a
mentor. When the student is ready, the teacher comes.
Let them know that they are ready and that you have
come to facilitate, guide, … lead!
Recap
A few possibilities..
--Interest Survey
--Identify Strengths
--Provide opportunities for leadership
(teaching peers a content-relevant concept
via a skill set)
--Reach out when absent (all students, esp.
males)
--Design the course with action in mind**
Praxis
--Design surveys (learn a skill set)
--Use surveys (enhance interpersonal skills)
--Analyse the results (refine their acumen)
--Discuss the implications (improve comm.)
--Create an action plan based on the dataturned-information (get empowered)
Using Assessments to Improve
Teaching
Bers and Prendergast:
Puente-- Bridge-- a program that trains academic
counselors and English
instructors to integrate culturally competent
academic/career counseling, language arts
instruction, and mentoring into a comprehensive
academic preparation program. Additionally,
Puente trains members of the community to serve
as mentors to students.
Mentoring
Instructor-based (we lead by example; share
our expertise and networks-conferences,seminars, meetings, businesses.
etc.)
Community-based
Peer-centered
Their Success!...Our Explosion?
2001-2008: Puente (a 2-yr CC program)
transfer from Puente to colleges/universities
397 students to 584: a 46% gain
85.5% of Puente transfers to UC system in
2002 graduated within four years. By
contrast, of other CCC students, 83.2%
graduated.
Why not?
68.7% of Puente students-- 7 out of 10
students-- who transferred to CSU in 2002
attained graduation within four years; this
compares to 62.9% for all CCC students.
National Student Clearinghouse, UC Office of
the President Corporate Student System
Data Warehouse, Puente Project
How can we lighten the burden?
Peer engagements: coaching, teaching, mentoring
Professional Mentoring
MOOCs (added resources)
www.boundless.com (free texts)
MLK Library, 3rd Floor and ReBL (books)
Book Swap encouragement
ITunes University
Amazon Kindle Lending Library
What Else do You Remember?
A Quick Whip Activity!
Evaluations
For resources, request access at:
https://www.coursesites.com/s/_EducationalPsychology