Hughes / Venezia Applying the College Completion Agenda to Practice

New Directions for Community Colleges, Number 167
1. Auflage 2014
ISBN: 978-1-118-97638-8
Verlag: John Wiley & Sons
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 112 Seiten, E-Book

This volume profiles some of the innovative reforms communitycollege practitioners are engaged in, focusing on supportingstudents through to graduation. While much has been written at thefederal and state levels about the need to improve studentcompletion rates, this volume translates that imperative intoaction at the campus level. It presents the practitiners' voicesand experiences in:
* Changing academic content
* Pedagogy
* Student support services
* And other critical components of community colleges.
Each chapter focuses on either a particular campus-based reform oron a cross-cutting approach or set of issues relevant for mostcampuses. The volume highlights opportunities, describes challengesand how they were overcome, and provides guidance that can be usedby other postsecondary practitioners involved inlarge-scale--campus, multi-campus, orsystem-level--reforms that aim to increase studentsuccess.
This is the 167th volume of this Jossey-Bass quarterly reportseries. Essential to the professional libraries of presidents, vicepresidents, deans, and other leaders in today's open-doorinstitutions, New Directions for Community Colleges providesexpert guidance in meeting the challenges of their distinctive andexpanding educational mission.

Autoren/Hrsg.

Hughes, Katherine L.

Venezia, Andrea

Inhaltsverzeichnis

EDITORS' NOTES 1
Katherine L. Hughes and Andrea Venezia
1. Redesigning Arithmetic for Student Success: SupportingFaculty to Teach in New Ways 5
Susan Bickerstaff, Barbara Lontz, Maria Scott Cormier, DiXu
This chapter describes a promising new approach to teachingdevelopmental arithmetic and prealgebra, and presents researchfindings that demonstrate how a faculty support network helpedinstructors adopt new teaching strategies and gain confidence inteaching the reformed course.
2. Steps and Missteps: Redesigning, Piloting, and Scaling aDevelopmental Writing Program 15
Peter Adams, Donna McKusick
This chapter tells a story of course reform, describing in afresh and candid way the steps taken toward change and the resultsachieved. The authors emphasize that instructors need considerablesupport in order to teach differently, as well as underscore theneed to consider scalability of reform even at the pilot stage.
3. The California Acceleration Project: ReformingDevelopmental Education to Increase Student Completion ofCollege-Level Math and English 27
Katie Hern, with Myra Snell
This chapter describes how the authors are using data andprofessional learning to mobilize change in developmental Englishand mathematics curricula and pedagogy across multiple communitycolleges in
California.
4. Strategies for Integrating Student Supports and Academics41
Mina Dadgar, Thad Nodine, Kathy Reeves Bracco, AndreaVenezia
This chapter defines the integration of academics and studentsupport services and offers examples of models and strategies fromcolleges nationally.
5. Providing Transparent Information to EmpowerStudents' Decision Making and Develop Institutional Capacity53
Gary Rodwell
This chapter describes the University of Hawaii's work todevelop an online navigational tool that helps students develop andexecute their educational plans, and assists colleges with ensuringthat they have the capacity to meet students' needs.
6. Strengthening Program Pathways Through TransformativeChange 63
Lenore Rodicio, Susan Mayer, Davis Jenkins
This chapter reports on a major college-wide effort to smoothstudents' paths as they enter the college, choose a program,and progress to a credential. Leadership, inclusiveness, andcommunication have been central to the success of the effort.
7. State-Level Reforms That Support College-Level ProgramChanges in North Carolina 73
R. Edward Bowling, Sharon Morrissey, George M. Fouts
This chapter describes the concurrent reforms occurring in NorthCarolina--both campus-level changes focused on such issues asdeveloping structured programs of study and state-level reformsaimed at
supporting the campus-level efforts.
8. What We've Learned About Supporting Faculty,Administrator, and Staff Engagement 87
Alison Kadlec, Isaac Rowlett
This chapter focuses on how colleges can increase faculty,administrator, and staff engagement in reform processes, with themessage that large-scale change is not merely technical work; thereis a powerful human dimension that can make or break a reform.
9. Putting the Pieces Together: Lessons Learned for FutureReforms 99
Andrea Venezia, Katherine L. Hughes
This chapter summarizes the main lessons learned throughout thevolume and highlights common needs with any large-scale reformalong with common strategies.
INDEX 103