tag:blogger.com,1999:blog-52026914295692614172024-03-19T02:51:20.737-07:00Academic Foundations at HCCCAnonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.comBlogger16125tag:blogger.com,1999:blog-5202691429569261417.post-36949866650934500902015-01-02T10:00:00.000-08:002015-01-04T08:31:28.712-08:00Ways to Include Adjunct Faculty, Part 2<span style="font-size: small;">In a past post, I talked about practices for hiring part-time faculty. There are several steps we can take after hiring to ensure that part-time faculty feel as included as possible in their day-to-day jobs. </span><br />
<br />
<span style="font-size: small;">One of the issues that many part-time faculty members face is the availability of resources. <span style="font-size: small;">Resources include not only <span style="font-size: small;">office supplies, but also office space and access to <span style="font-size: small;">the right people when they need help. This issue <span style="font-size: small;">is even larger for those who teach evenings and weekends, when offices are cl<span style="font-size: small;">osed and full-time employees are sc<span style="font-size: small;">ar<span style="font-size: small;">ce.</span></span></span></span></span></span></span></span><br />
<br />
One of the easiest resources to provide is information. Faculty need access to policy information, contact information, course descriptions and syllabi, and teaching materials such as mini-lessons, handouts and problem sets, exams and other assessments, supplemental materials, and links to websites with even more materials. All of this sort of thing can be posted on the department website. If getting materials onto a department website is difficult, there are plenty of ways to create outside sites for free. One can use a blog, or, to create a space where everyone can contribute, a wiki.<br />
<br />
Other resources aren't so easy to provide, but are as necessary, such as office space for adjunct faculty. They should have a place to work, type up and print assignments, make copies, and meet with students. The more part-time faculty members an institution employs, the more space it should dedicate to office space for them. If possible, lockers or some other means of storage should be available. Cars too often serve as portable offices for part-time faculty.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img alt="" height="217" src="http://www.ttuhsc.edu/amarillo/som/fm/documents/res_wrk_area.jpg" style="margin-left: auto; margin-right: auto;" width="320" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.ttuhsc.edu/amarillo/som/fm/patient/photo_gallery.aspx" target="_blank">Photo </a>of workspace provided to residence in the health sciences program at Texas Tech University.</td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
<br />
<br />
Part-time faculty need the basics as well. I continue to find it surprising how many part-time faculty report having to purchase their own office supplies, even paper for printing. Any office supplies that are available to full-time faculty must also be provided to part-time faculty. Office space and department offices should be stocked with paper, markers, pens, pencils, board erasers, etc. There should also be an easy way for part-time faculty to access whatever technology accessories they need, such as pens for SMART Boards, proper cords for connecting devices, keys to locked podiums containing computers, etc. If centralizing access to supplies is difficult (as it often can be), each department should disseminate information about where and how these items can be obtained.<br />
<br />
Finally, probably the most important resource to provide is access to full-time faculty and staff. Departments should make sure their hours and locations are posted, and, if necessary, set aside special "office hours" for faculty. Full-time faculty, especially those who have leadership roles, should do the same. Part-time faculty should know their schedules and availability. In my department, our level coordinators make themselves available to answer faculty questions and assist in resolving problems. They even hold monthly office hours/meetings for faculty, where they devote their time to answering questions and checking in with "their" faculty. <br />
<br />
This access is especially important for faculty who teach evenings and weekends, when most of the college offices are closed. The best-case scenario would be for department offices to hold some evening and weekend office hours, even if only a few times a month. In addition, full-time faculty should be encouraged to teach in the evenings and/or on weekends, and they should make sure part-time faculty know when they'll be on campus and can answer questions or help out in an emergency. Evening and weekend faculty should also be provided with contact information and availability for any administrators who do work those hours.<br />
<br />
Providing resources for part-time faculty can take some creativity, and may certainly take some sacrifice on the part of full-time department members. However, these resources are provided as a matter of course for full-time faculty. Since, as stated previously, part-time faculty teach 50%-75% of our classes, we are doing the students a disservice by not automatically providing them for part-time faculty as well. <br />
<br />Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-10221792818995405462014-09-11T07:15:00.002-07:002014-09-11T07:15:57.623-07:00Ways to Include Adjunct Faculty, Part I<div style="margin-left: 1em; margin-right: 1em;">
</div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.mindtools.com/media/Images/Articles/Team_Management/Improving_Team_Effectiveness/team-effectiveness_alexsl_226x150.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="People and cogs" border="0" src="http://www.mindtools.com/media/Images/Articles/Team_Management/Improving_Team_Effectiveness/team-effectiveness_alexsl_226x150.jpg" height="132" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">© iStockphoto/alexsl</td></tr>
</tbody></table>
A while ago I published a post about why it's important to make adjunct faculty feel like part of the college community. I have been remiss in not posting some ideas as to <i>how </i>that can be done.<br />
<br />
A feeling of inclusion (or exclusion) begins at the point of hire. Those who staff classes and hire part-time faculty know that there are often cases where a last-minute change is made, leaving a class without a professor and leading to hiring someone at the eleventh hour. When we talk about hiring last minute, usually we complain about the
"quality" of faculty who are able to take on jobs right at the start of a
semester. They are often new, with no teaching experience at all.<br />
<br />
There is, however, another side to the topic that isn't considered nearly as much as it should be. Part-time faculty hired at the last minute miss out on orientation and other beginning-of-the-semester professional development activities and meetings. They start on the outside and often without important information that they need. They miss out on the opportunity to meet other faculty members (full- and part-time) and administrators and network with them.<br />
<br />
Obviously, last-minute hires should be avoided whenever possible. One method of avoiding last-minute hiring is keeping a database of potential instructors who have already been vetted and perhaps taught in the department previously. One way to accomplish something like that is to keep in touch with adjunct faculty who take a semester off or fall victim to class cancellation. These faculty members should still be included in department activities, invited to meetings, and encouraged to attend professional development activities at the college.<br />
<br />
However, when last-minute hiring cannot be avoided, there are some things we can do to create a sense of inclusion. Interview processes are different depending on the institution and who is conducting the interview. However, all potential adjunct faculty, no matter when they are hired, should be put through a standard interview process that in some way approximates what is done in interviews for full-time faculty. For example, many institutions require a teaching demonstration when interviewing candidates for a full-time position. Adjunct interviews should require something similar; they should be asked at least to walk the interviewer through a lesson. Since I oversee an English department, I also ask potential adjuncts to score student essays using the department rubric and then explain their reasoning for the score they give. I conduct interviews the same way each time, even when I hire at the last minute. It may sound counter-intuitive, but part-time faculty who are hired based on a rigorous interview will feel that they belong and are truly wanted, rather than being hired out of desperation.<br />
<br />
When we do hire last minute, we need to do what we can to make up for missed orientations and meetings. They should be given a handbook with pertinent information about the department. It might also be a good idea to have a short video series that can serve in place of a live orientation. While the networking and discussion opportunities may still be lost, videos are an easy way for new hires to get pertinent information quickly. And, let's face it, we are all more likely to watch a few short videos than read a handbook, especially if we have only a few days to prepare for the semester.<br />
<br />
Finally, special trainings and/or meeting sessions should be held very early in the semester for people who missed out on orientation sessions. There they can meet senior faculty, do a little networking, and ask whatever questions they have early on. Availability of senior members of the department is crucial to a sense of well being and belonging. Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-65285099267794065572014-07-09T06:37:00.000-07:002014-07-09T06:37:54.957-07:00Why It's Important to Include Adjunct FacultyIt's common knowledge that adjunct faculty members teach more than half of the courses at community colleges in America, and in developmental education that number is at about 75% and growing. Developmental education programs are often the place where new faculty are "tried out," so to speak. If an instructor is new to the college, and especially if s/he is new to teaching, s/he is assigned a developmental course. The
first courses I ever taught were developmental English courses, in fact.<br />
<br />
There are a number of reasons for this. One is that there aren't enough full-time faculty members to go around. Budgets are shrinking, and adjuncts are simply more affordable. Another is that the number of students placing into developmental
programs has grown significantly over the past several years, which has led to rapid growth in the number of developmental courses offered, sometimes
at the last minute if there is a sudden influx of new students. Also, in developmental programs, the full-time faculty frequently teach at least one college-level course, and many teach more, especially if developmental programs are not housed in a separate department. This phenomenon is less common in degree programs. The practice is not bad, and should be encouraged, but the result is that more developmental sections need to be staffed with part-time faculty.<br />
<br />
High turnover rates have an effect on the number of new and/or inexperienced faculty who teach in developmental programs. It's rare to get a part-time instructor who is a developmental education specialist. Most have degrees in the content areas (literature, mathematics), and if given the opportunity to teach higher-level courses, they take it. Many times, part-time faculty in developmental education programs "work their way up" to teaching college-level classes. Those who do specialize in developmental education are snapped up quickly for full-time positions.<br />
<br />
With all of that being said, implied in this pairing is that both groups -- students taking developmental courses and part-time faculty -- are somehow inferior. Developmental programs become a stepping stone, a place for people to get their feet wet and see if they're any good at teaching. In fact, I have heard colleagues at my own and other institutions say that they thought so-and-so (adjunct faculty member) wasn't a good teacher, so they assigned him/her a "basic" course or sent him/her to teach in the developmental department. At first I was shocked and appalled. Now I'm still appalled, but shock has been replaced with frustration at the number of times I've heard comments like this.<br />
<br />
We are in need of a massive cultural shift. If the trend continues, and I see no reason why it will not, the percentage of part-time faculty teaching classes at community colleges is only going to grow. If colleges and especially developmental programs are going to survive on the backs of adjuncts, this contribution needs to be recognized and appreciated. Lip service is not enough.<br />
<br />
One shift to make is in hiring practices. We need our <i>best</i> teachers in developmental courses. They should be seasoned, trained instructors who know not only about content but also the college in which they work. Their students are at risk for more than just academic reasons, and the students' first experiences in college are likely to determine the path of the rest of their college careers, including whether they even stay in college. Colleges need to do everything they can to make sure those first experiences are positive, and that includes assigning the best and brightest to developmental courses.<br />
<br />
They should be informed and trained on more than teaching and
content. In order to be of best service to students, they need to
know how a college operates and its major policies. They need to know
where to find answers when they do not know something, and they need
to be given access to information, including student records. They need
technology support, administrative support, and teaching materials. <br />
<br />
Additionally, part-time faculty should be recognized as experts with something to offer. They should be included in decisions made in and by colleges. Their opinions should be sought out and listened to. They should be encouraged to showcase their best practices and asked to be a part of an intellectual community.<br />
<br />
Even the word "adjunct" is problematic. Dictionary.com defines "adjunct" as "something added to another thing <i>but not essential to it</i>; a person associated with <i>lesser status, rank, authority</i>, etc., in some duty or service; assistant" before it gives the definition, "a person working at an institution, as a college or university, without having full or permanent status," which is still unflattering. As an adjective, "adjunct" means "joined or associated, especially in an auxiliary or <i>subordinate</i><b> </b>relationship; attached or belonging without full or permanent status." (All emphasis is mine.) At this point, I don't think there is a college in America who would say that part-time faculty are not essential to its operations. Colleges need to support part-time faculty as much as the part-time faculty support them.Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-2674092977787251622013-10-17T06:49:00.001-07:002013-10-17T06:49:55.590-07:00Reading Across the Curriculum<br />
Writing across the Curriculum, it seems, has been a part of our education system forever. In reality, "WAC" didn't come about until the 1970s, when James Britton and others fostered "writing to learn," that is, the idea that writing about a topic helps students learn important content information.<br />
<br />
Since then there's been a love/hate relationship between the education system and WAC. WAC has been retooled as WID (Writing in the Disciplines) and later WAD (Writing across the Disciplines). The three are not necessarily the same, but they are all founded on the same idea that writing doesn't belong just in English classes.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSAj4Zue_TebxnXug0ckA9XKNqshD5pqJLf9hZYsUhJtejwTaycA06Ukbrx2DGQWDUnUUtUBlEHQPL8At54HRUoalLWSUZQN0yJvKUJJd-dNq6rT3QfuQSk11fPjx5anCwc6k6hxWAtkc/s1600/reading-99244_150.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSAj4Zue_TebxnXug0ckA9XKNqshD5pqJLf9hZYsUhJtejwTaycA06Ukbrx2DGQWDUnUUtUBlEHQPL8At54HRUoalLWSUZQN0yJvKUJJd-dNq6rT3QfuQSk11fPjx5anCwc6k6hxWAtkc/s1600/reading-99244_150.png" /></a>What about Reading across the Curriculum? RAC (or Reading across the Disciplines--RAD--which sounds a bit more hip), doesn't have nearly as prominent a place in higher education. A quick Google search brings up RAC initiatives mostly in elementary and high schools. When students enter college, if they come in at the college level, it's assumed that they "know" how to read.<br />
<br />
There seems to me to be a bit of a paradox here. We acknowledge that students may need to learn to write differently for different disciplines. A report for a chemistry class will look different from an essay for a history class. The same thing is true for reading. Different texts change the way we read. We are looking for different things from a newspaper than from a novel. Even different novels are read differently. Engaging with the latest James Paterson novel will be a different experience from reading <i>The Portrait of a Lady. </i>We teach our students to write "like scientists," for example, and think "like scientists," but do we teach them how to <i>read </i>like scientists? I'm not so sure.<br />
<br />
In "<a href="http://wac.colostate.edu/atd/articles/horning2007.cfm" target="_blank">Reading Across the Curriculum as the Key to Student Success</a>"(2007), Alice S. Horning makes an argument for more reading instruction at the college level. She states, "students are uneducated in ways [of reading] that derive from reading a wide variety of materials and seeing varied points of view, research, and information relating to ideas or issues." Some acknowledge that students "can't read," yet we repeatedly ask and expect them to read without further instruction on how to do so. As Horning points out, the unfortunate result is that students don't do the reading at all.<br />
<br />
Reading instruction should not be consigned to "basic skills" departments. As with writing, students need continually to be taught new ways to read and to have them reinforced in their college-level classes. <br />
<br />
<br /> Reference<br />
Horning, Alice S. (2007, May 14). Reading across the curriculum as the key to student success. <em>Across the Disciplines, 4</em>. Retrieved October 17, 2013, from http://wac.colostate.edu/atd/articles/horning2007.cfm<br />
<br />
<br />
<br />
<br />
Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-83902486265774617802013-09-13T07:10:00.002-07:002013-09-16T06:08:16.343-07:00TYCA Northeast 48th Annual Conference<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8v57xt5VQgRfsb3HbLakMIUK1Gmg2grxBkyto9iDMau0_iSRCGzpjpLLzNg-avsmu_-JmEebAdLMwlTPKvWz8Exsx5Nfn3YkxuHDuB17TdPGBxcAqKTH1F1Px4GBgMVIKkuOiN8Jm9Gs/s1600/TYCA+NE+Graphic.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="121" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8v57xt5VQgRfsb3HbLakMIUK1Gmg2grxBkyto9iDMau0_iSRCGzpjpLLzNg-avsmu_-JmEebAdLMwlTPKvWz8Exsx5Nfn3YkxuHDuB17TdPGBxcAqKTH1F1Px4GBgMVIKkuOiN8Jm9Gs/s400/TYCA+NE+Graphic.png" width="400" /></a></div>
<br />
<div style="text-align: justify;">
The TYCA Northeast Annual Conference has come to New Jersey and Hudson County Community College is one of the host colleges! We are very excited to have the opportunity to sponsor a major regional conference.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
This year the conference will take place in historic Morristown, NJ at the Morristown Hyatt, on October 3-5. The conference theme is "R/evolutions: Addressing Pedagogical and Institutional Change in Higher Education."<strong> </strong>Conference sessions will discuss innovations in pedagogy and andragogy in the English classroom, whether it is composition, developmental writing, ESL, creative writing, or writing across the curriculum. Other topics include high school/college collaboration initiatives, moving from faculty to college administrator, the future of journalism, and the impact of legislation on developmental education.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
HCCC is sending two of our own to present at the conference: AF English instructor Sean Egan will present <i>Teaching Grammar as Though It Were an Interesting Subject (Because It Is)</i> and Dean of Arts and Sciences Christopher Wahl will speak on a the Cengage Learning-sponsored breakfast panel "From Professor to Administrator."</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
In addition, Friday's keynote speaker is <a href="http://en.wikipedia.org/wiki/Gary_Shteyngart">Gary Shteyngart</a>, author of the novels <a href="http://www.amazon.com/Russian-Debutantes-Handbook-Gary-Shteyngart/dp/1573229881">The Russian Debutante's Handbook</a>, <a href="http://www.amazon.com/Absurdistan-A-Novel-Gary-Shteyngart/dp/0812971671">Absurdistan </a>and <a href="http://supersadtruelovestory.com/">Super Sad True LoveStory</a>, and frequent contributor to <a href="http://www.newyorker.com/magazine/bios/gary_shteyngart/search?contributorName=gary%20shteyngart">The New Yorker</a>. Born in Russia, Shteyngart uses his experience as an immigrant to take a look at American culture from an outside perspective, with satirical and often hilarious results. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Our Saturday keynote speaker Richard Miller brings with him innovations in teaching and learning and is at the forefront of using technology as a way to engage students and stimulate critical thinking. Miller is the author of <a href="http://www.amazon.com/As-Learning-Mattered-Reforming-Education/dp/0801485282/ref=sr_1_1?ie=UTF8&qid=1379078615&sr=8-1&keywords=as+if+learning+mattered">As if Learning Mattered: Reforming Higher Education</a> and <a href="http://www.amazon.com/Writing-World-Pitt-Literacy-Culture/dp/0822958864/ref=sr_1_1?s=books&ie=UTF8&qid=1379078703&sr=1-1&keywords=writing+at+the+end+of+the+world">Writing at the End of the World</a>. He is a professor at Rutgers University and is taking a leave from teaching English to teach in the Doctoral Program in Clinical Social Work this academic year. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Other conference highlights include two cocktail parties and a musical performance, sponsored by publishers Bedford/St. Martins and Pearson and breakfast sponsored by Cengage Learning.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
For more information about the conference or to register, go to <a href="http://www.tycanortheast.org/">www.tycanortheast.org</a>. </div>
Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-20103955775404544492013-08-01T06:10:00.000-07:002013-08-01T06:10:00.513-07:00Summer Musings on Developmental Education<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><img alt="P1090386" class="aligncenter size-medium wp-image-728" height="200" src="http://iggandfriends.files.wordpress.com/2013/06/p1090386.jpg?w=225&h=300" style="margin-left: auto; margin-right: auto;" width="150" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">http://iggandfriends.wordpress.com/</td></tr>
</tbody></table>
It's been a busy year, but with summer more than half over, it looks like we're finally settling back into a routine--one that should include regular blog posts.<br /><br />Developmental Education has been a hot topic of late, nation-wide. Changes abound, whether it is the legislative phasing out of developmental ed. in Connecticut, required "flexibility" in Florida, or various acceleration plans, like those started in <a href="http://alp-deved.org/" target="_blank">Baltimore </a>and <a href="http://cap.3csn.org/" target="_blank">California</a>. People are wondering if developmental education "works" (most think not) and what can be done about it.<br />
<br />
Part of this intense scrutiny comes from the changes in the <a href="http://www2.ed.gov/programs/fpg/index.html" target="_blank">Pell </a>grant regulations. With the new regulations, fewer students will qualify for Pell grants, and those who do will have a lower cap on the length of time they're available. As a result, it's more important than ever before to get students into their college-level classes quickly. If they're not careful, they could use up a large amount of their Pell money in developmental classes and not be able to complete their degree.<br />
<br />
Many people, especially DE faculty, are cautious, however. They want to make sure that standards are upheld and that the students who go to college-level classes are actually ready for them. Otherwise, it's the same issue at a different level.<br />
<br />
And then there's the <a href="http://www.corestandards.org/" target="_blank">Common Core</a>.The Common Core is a set of state-wide standards for entry into college-level work. So far, they've been adopted by 45 states. The standards run across disciplines, but the buzz has been about changes in math and language arts. These standards have a major impact on developmental education, since, at least in Common Core states, DE classes will have to meet them as well.<br />
<br />
In my own institution, all of these changes mean some major changes for us. We already offer students the possibility of exiting to college level from any of our 4 developmental English levels. We'll be working harder than ever before to increase the number of students who do so. This may mean an increase in summer enrichment programs for students who complete the coursework but don't meet the exit requirements. It may mean increased support outside of the classroom. It may mean something else we haven't tried yet.<br />
<br />
We're also working on adapting the CCBC Accelerated Learning Program to our own needs, with an eye toward piloting in Spring 2014. (The faculty are very excited about this program, as am I. Other schools who use it have shown incredible results.)<br />
<br />
Finally, we need to make changes in our curriculum to reflect the Common Core Standards. This means refocusing some of our objectives, adding some outcomes, and possibly removing others.<br />
<br />
We have our work cut out for us, but it promises to be an exciting year, one that will improve our teaching, our learning, and our students' experiences here.Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-217325753566797012013-03-07T12:39:00.000-08:002013-03-12T12:50:24.515-07:00Literacy Day<!--[if gte mso 9]><xml>
<w:WordDocument>
<w:View>Normal</w:View>
<w:Zoom>0</w:Zoom>
<w:TrackMoves/>
<w:TrackFormatting/>
<w:PunctuationKerning/>
<w:ValidateAgainstSchemas/>
<w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid>
<w:IgnoreMixedContent>false</w:IgnoreMixedContent>
<w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText>
<w:DoNotPromoteQF/>
<w:LidThemeOther>EN-US</w:LidThemeOther>
<w:LidThemeAsian>X-NONE</w:LidThemeAsian>
<w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript>
<w:Compatibility>
<w:BreakWrappedTables/>
<w:SnapToGridInCell/>
<w:WrapTextWithPunct/>
<w:UseAsianBreakRules/>
<w:DontGrowAutofit/>
<w:SplitPgBreakAndParaMark/>
<w:DontVertAlignCellWithSp/>
<w:DontBreakConstrainedForcedTables/>
<w:DontVertAlignInTxbx/>
<w:Word11KerningPairs/>
<w:CachedColBalance/>
</w:Compatibility>
<w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel>
<m:mathPr>
<m:mathFont m:val="Cambria Math"/>
<m:brkBin m:val="before"/>
<m:brkBinSub m:val="--"/>
<m:smallFrac m:val="off"/>
<m:dispDef/>
<m:lMargin m:val="0"/>
<m:rMargin m:val="0"/>
<m:defJc m:val="centerGroup"/>
<m:wrapIndent m:val="1440"/>
<m:intLim m:val="subSup"/>
<m:naryLim m:val="undOvr"/>
</m:mathPr></w:WordDocument>
</xml><![endif]--><br />
<!--[if gte mso 9]><xml>
<w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="267">
<w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/>
<w:LsdException Locked="false" Priority="39" Name="toc 1"/>
<w:LsdException Locked="false" Priority="39" Name="toc 2"/>
<w:LsdException Locked="false" Priority="39" Name="toc 3"/>
<w:LsdException Locked="false" Priority="39" Name="toc 4"/>
<w:LsdException Locked="false" Priority="39" Name="toc 5"/>
<w:LsdException Locked="false" Priority="39" Name="toc 6"/>
<w:LsdException Locked="false" Priority="39" Name="toc 7"/>
<w:LsdException Locked="false" Priority="39" Name="toc 8"/>
<w:LsdException Locked="false" Priority="39" Name="toc 9"/>
<w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/>
<w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" Priority="59" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/>
</w:LatentStyles>
</xml><![endif]--><!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-qformat:yes;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin:0in;
mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri","sans-serif";
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"Times New Roman";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;}
</style>
<![endif]-->
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe7c7NoUZKtIxyW6mvZAtt6mxW95ki3yjYtwAim86gL_tJO8WwB7M_XWVFMjauoOLeOd9cOHuwR1wHHpijkHIZshdWL2BOby46qoHtvMZ_UmWQjnYJxjB_GKCm7rCto3nl2hsgnn2RBFA/s1600/Literacy+day+flyer.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe7c7NoUZKtIxyW6mvZAtt6mxW95ki3yjYtwAim86gL_tJO8WwB7M_XWVFMjauoOLeOd9cOHuwR1wHHpijkHIZshdWL2BOby46qoHtvMZ_UmWQjnYJxjB_GKCm7rCto3nl2hsgnn2RBFA/s320/Literacy+day+flyer.jpg" width="320" /></a></div>
<div class="MsoNormal">
<span style="color: black;">Hudson County Community College celebrated its 6th Annual Literacy Day on March 2, Dr. Seuss' birthday. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black;">Dovetailing with Read Across America Day, this event was a festival of reading and fun for children of Hudson County and their parents. Activities included games, arts and crafts, a reading theater, and refreshments. Over 125 children and their parents were in attendance, the largest turnout yet.</span></div>
<div class="MsoNormal">
<span style="color: black;"><br /></span></div>
<div class="MsoNormal">
<span style="color: black;">This year the event was held in HCCC's Culinary Conference Center, a change from years past. The Conference Center, aside from offering attractive facilities, provided ample space and the availability of light food for purchase. (Free healthy snacks and juice were available for the children.) According to Dean Christopher Wahl, "</span>The renaissance of this event was conceived at the first Synergy Meeting chaired by Ana Chapman last summer.... [The event committee was] able to invite representatives from Enrollment Services and Noncredit to distribute material about college offerings." In addition, a representative from the Division of Youth and Family Service’s Adoptive Foster Care Program was present to distribute information about local fostering and adoption opportunities. </div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<span style="color: black;"></span></div>
<div class="MsoNormal">
<span style="color: black;">HCCC faculty and staff served as volunteers to facilitate the event. Especially instrumental were Prof. Kathryn Buckley, Prof. Sean Egan, Elizabeth Nesius, Prof. Timothy Peacock, and Prof. Brian Plunkett from Academic Foundations; Prof. Katie Sweeting and Prof. Julie Willis from Humanities; and George Heffelle, Director of the Conference Center. Prof. Sharon D'Agastino (Academic Foundations) chaired the planning committee and coordinated the entire event. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black;">Over nine boxes of age-appropriate books were distributed to children who attended, as well as a "goody bag" containing crayons, colored pencils, Dr. Seuss bookmarks, erasers and activities pages. Books were also distributed by First Books, represented by Lorenzo Richardson. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black;"> The <i>New Jersey Journal</i> was present, taking photographs. You can view a slideshow of the images <a href="http://photos.nj.com/jersey-journal/2013/03/post_1769.html" target="_blank">here</a>. </span></div>
<div class="MsoNormal">
<span style="color: black;"><br /></span></div>
<div class="MsoNormal">
<span style="color: black;">HCCC would like to thank all of the volunteers and participants who made this event such a success. We're already looking forward to next year!</span></div>
<br />Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-16167604370755938922013-02-07T08:05:00.001-08:002013-02-07T08:05:34.222-08:00MOOCs in Developmental Education<div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;">
<br /></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.insidehighered.com/news/2012/08/02/conventional-online-universities-consider-strategic-response-moocs" target="_blank"><img border="0" height="210" src="http://www.insidehighered.com/sites/default/server_files/styles/large/public/MoocClash.jpg" width="320" /></a></div>
<div style="text-align: center;">
<span style="font-size: xx-small;">Image from http://www.insidehighered.com </span></div>
<br />
For anyone who doesn't know, a MOOC is a Massive Open Online
Course--education offered online, for free, to thousands and hundreds of
thousands of students at a time.It's delivered the way most other
online courses are: "A massive open online class is usually a series of
video lectures with
associated written materials and self-scoring tests, open to anyone" (<a href="http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/" target="_blank">Clay Shirky</a>)
People don't need to be enrolled in a school to take part in MOOCs, and
some of the best schools in the country are offering them, including
Yale and Stanford.<br />
<br />
What about the possibility of MOOCs for Developmental Education? It's an appealing idea: provide free online courses to teach students the basic skills they need to advance to college level. It wouldn't cost them anything, and if they need to take more time or repeat lessons and even whole courses, it won't hurt their academic standing. <br />
<br />
However, there is a downside. Because MOOCs are free and not for college credit, they require a great deal of motivation from their students, and they can be difficult courses with a lot of work involved. If a person finds herself overwhelmed with other things going on in her life, it can be very tempting to drop out of the class. Nothing would be lost except the time already put into the class. And as we know, at a community college, "life happens," frequently in a big way.<br />
<br />
"Last year, <a href="https://www.ai-class.com/">Introduction to Artificial Intelligence</a>,
an online course from Stanford taught by Peter Norvig and Sebastian
Thrun, attracted 160,000 potential students, of whom 23,000 completed
it, a scale that dwarfs anything possible on a physical campus." (<a href="http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/" target="_blank">Shirky</a>) The numbers sound impressive: 23,000 students completed the course. But they started with 160,000, making the completion rate 14.35%. And completing the course doesn't mean they passed it. For a required course, a completion that low would cause great alarm, and for good reason.<br />
<br />
Another problem with MOOCs in Developmental Education is a lack of outside extra support. Because of their size, it's impossible to give students much individual attention, let alone offer them additional tutoring. The coursework in a MOOC relies a lot on students helping and critiquing each other. Peer review is a great pedagogical tool, but it can't be the only means of support for developmental students. They need, and they want, assistance from their professors and from tutorial centers. "...[T]he comprehensiveness of support services has long been linked to the success of developmental students.... A recent study by Scrivener and Weiss (2009) at two community colleges in Ohio reported that low income, first-generation students who participated in enhanced support programs were more likely to be retained than nonparticipants. This is not surprising given the diverse nature, needs, and learning styles of developmental students" (Boylan and Saxon 36). Providing diverse and well-coordinated support for thousands of students, on top of the thousands already enrolled at a given college, would certainly be difficult, if not impossible, for a community college.<br />
<br />
<br />
Furthermore, with a MOOC one doesn't get a strong sense of community with or connection to the college offering the course. The students are fairly anonymous; they work with some of their classmates, but not all, and interaction with the actual professor is minimal. Connection with their college is a necessity for most college students, and in some cases it can give students the will to persist, even if they don't master the content right away. "Despite poor academic performance, many students persist because of their successful social integration and feelings of fit with their institution (Kennedy et al., 2000). Studies suggest that activities or programs that bring together students facilitate the development of social and learning communities and foster a shared consensus regarding institutional goals that promote persistence (Mangold et al., 2003)" (<a href="http://www.act.org/research/policy/index.html" target="_blank">Lotkowski, Robbins, and Noeth </a>15).<br />
<br />Despite all of this, I'm not saying that MOOCs have nothing to offer Developmental Education. For students who place into a developmental level but simply need a "brush-up" on their skills, a MOOC could be an effective alternative. Offering in-house, online support that is peer-based is another idea Developmental Education can take from MOOCs. A system like that would be a great addition to developmental courses. In fact, simply making materials available online to anyone who needs them is a solid first step. More an more materials are already being offered online, and if students want to watch videos and do self-testing on topics that are covered in class, why not let them?<br />
<br />
Lastly, the concept of "unbundling" education certainly has a place in Developmental Education. "The possibility MOOCs hold out is that the educational parts of
education can be unbundled. MOOCs expand the audience for education to
people ill-served or completely shut out from the current system, in the same way phonographs expanded the audience for symphonies to
people who couldn’t get to a concert hall, and PCs expanded the users of
computing power to people who didn’t work in big companies.Those earlier inventions systems started out markedly inferior to the
high-cost alternative: records were scratchy, PCs were crashy. But
first they got better, then they got better than that, and finally, they
got so good, for so cheap, that they changed people’s sense of what was
possible" (Shirky). As noted earlier, developmental students come from a variety of different scenarios with a variety of different needs. Classes cannot be one-size-fits-all. Offering lectures and materials online openly and for free allows a student's education to be more tailored to his or her own needs at minimal cost or extra work on the part of the college. Both students and colleges can then begin to re-envision their sense of what's possible for their futures.<br />
<br />
<br />
<div style="text-align: center;">
Works Cited</div>
<div style="text-align: left;">
Boylan, Hunter and D. Patrick Saxon. <i>Attaining Excellence in Developmental Education: Research-Based Recommendations for Administrators.</i> Boone, NC: DevEd Press, 2012. Print.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Lotkowski, Veronica A., Steven B. Robbins and Richard J. Noeth. <i>The Role of Academic and Non-Academic Factors in Improving College Retention</i>: <i>ACT Policy Report</i>. <i>ACT. </i>ACT, 2004. Web. 7 Feb. 2012. 2004.</div>
<br />
Shirky, Clay. "Napster, Udacity, and the Academy." <i>Clay Shirky</i>, N.p., 12 Nov. 2012. Web. 7 Feb. 2013. <br />
<br />
<br /><div class="MsoNormal" style="line-height: 200%;">
<br /></div>
Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-89570682861747951412013-01-28T05:55:00.000-08:002013-02-07T06:12:13.359-08:00Welcome Back in 2013!Welcome back to HCCC!<br />
<br />
We had a nice break for about 4 weeks, and classes resumed on Jan. 28, 2013. <br />
<br />
College Service Day, a day of professional development, was held on Thursday, Jan. 22. This event is dedicated to giving faculty and staff at the College a day to expand their educational horizons. There were some excellent workshops available, on topics such as copyright and fair use, multicultural classrooms, smartphones and more.<br />
<br />
2012 was an exciting year in educational technology, and 2013 shows promise to continue the trend. Flipped classrooms, MOOCs, and an abundance of educational applications are all at the forefront of this development. For a review of some really interesting educational apps, check out TNW's review of <a href="http://thenextweb.com/apps/2012/12/27/12-of-the-best-educational-apps-of-2012/" target="_blank">"12 of the Best Educational Apps of 2012."</a><br />
<br />
We are living in exciting and fast-moving times, and HCCC is ready to take advantage of the many valuable teaching aids that technology can provide.<br />
<br />Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-61354561508283116392012-09-24T09:39:00.000-07:002012-09-25T09:43:51.057-07:00AFE Fall 2012 Workshop Series<div style="text-align: center;">
<div class="separator" style="clear: both; text-align: center;">
<a href="http://cultivatingcommunitynv.org/wp-content/uploads/2012/09/workshops.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="65" src="http://cultivatingcommunitynv.org/wp-content/uploads/2012/09/workshops.gif" width="200" /></a></div>
<br />
<b><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></b>
<b><span style="font-family: Georgia,"Times New Roman",serif;">Academic Foundations English </span></b></div>
<div style="text-align: center;">
<span style="color: #b45f06;"><b><span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: black;"> All AFE Faculty are invited to attend.</span></span></b></span><br />
<h2>
<span style="font-size: x-large;"><span style="color: #b45f06;"><b><span style="font-family: Georgia,"Times New Roman",serif;">Using Educational Technology </span></b></span></span></h2>
<h2>
<span style="font-size: large;"><span style="color: #b45f06;"><b><span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;">to Create Student-Centered Classes</span> </span></b></span></span></h2>
</div>
<div style="text-align: center;">
<br />
<b><span style="font-family: Georgia,"Times New Roman",serif;">Fall 2012 Workshop Series Schedule </span></b></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
<br /></div>
<h3 style="text-align: center;">
<span style="font-size: large;"><span style="color: #b45f06;"><b><span style="font-family: Georgia,"Times New Roman",serif;">Portal and Gradebook </span></b></span></span></h3>
<div style="text-align: center;">
Saturday
October 6, 2012 </div>
<div style="text-align: center;">
1:00PM - 4:00PM</div>
<div style="text-align: center;">
168 Sip Ave
Jersey City </div>
<div style="text-align: center;">
D205
</div>
<br />
<div style="text-align: justify;">
Participants will learn how to use various functions of the Portal, including all facets of Gradebook, accessing and using Shared Files, and submitting a Retention Alert. They will also be introduced to various resources available to them on the Portal. </div>
<br />
<div style="text-align: center;">
<br /></div>
<h3 style="text-align: center;">
<span style="font-size: large;"><span style="color: #b45f06;"><b><span style="font-family: Georgia,"Times New Roman",serif;">ACCUPLACER
Reading Comprehension Exam</span></b> </span></span></h3>
<div style="text-align: center;">
Saturday, October 27, 2012 </div>
<div style="text-align: center;">
1:00PM - 4:00PM</div>
<div style="text-align: center;">
168 Sip Ave
Jersey City </div>
<div style="text-align: center;">
D205
</div>
<br />
<div style="text-align: justify;">
Participants in this workshop will gain a greater understanding of the ACCUPLACER reading comprehension exam used for initial placement at HCCC and inter-level placement in AFE. Participants will be given the opportunity to take the test themselves and ask questions about how it operates. </div>
<br />
<br />
<h3 style="text-align: center;">
<span style="font-size: large;"><span style="color: #b45f06;"><span style="font-family: Georgia,"Times New Roman",serif;"><b>Helping Students with Disabilities </b></span></span></span></h3>
<div style="text-align: center;">
Saturday, November 10, 2012 </div>
<div style="text-align: center;">
10:00AM – 1:00PM </div>
<div style="text-align: center;">
168 Sip Ave
Jersey City </div>
<div style="text-align: center;">
D205 </div>
<br />
This workshop will focus on techniques and technologies that can be used in the classroom to better support students with disabilities.<br />
<br />
<h3>
</h3>
<h3 style="text-align: center;">
<span style="font-size: large;"><span style="color: #b45f06;"><span style="font-family: Georgia,"Times New Roman",serif;"><b>Grading Student Portfolios & Inputting Final Grades </b></span></span></span></h3>
<div style="text-align: center;">
Saturday, December 1, 2012 </div>
<div style="text-align: center;">
1:00PM - 4:00PM</div>
<div style="text-align: center;">
168 Sip Ave
Jersey City </div>
<div style="text-align: center;">
D205 </div>
<br />
This workshop will help participants accurately and holistically grade student portfolios at the end of the semester and enter grades into the new Gradebook template.<br />
<br />
<br />
<br />
<br />
Sponsored by: Hudson County Community College Grants Office, The Office of College Life, and Academic Foundations English<br />
<br />
Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-82921265817707710482012-08-31T06:29:00.000-07:002012-08-31T08:02:51.360-07:00Welcome Back!<br />
<div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
<img height="133" id="il_fi" src="http://savingsangel.com/blog/wp-content/uploads/2011/07/back_to_school.jpg" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="200" /> </div>
<br />
Welcome back to HCCC!<br />
<br />
The Fall 2012 semester started August 23 with College Service Day, where faculty and staff were invited to hear addresses on the states of various aspects of the College, beginning with an address from College President <a href="http://www.hccc.edu/GeneralInformation/" target="_blank">Dr. Glen Gabert</a>. <br />
<br />
Classes began Wednesday, August 29, 2012, although the College has been awash with students coming to register and get their books and materials for the past couple of weeks.<br />
<br />
With the beginning of the new semester have come several changes, some good and some alarming. One notable difference involves changes to student financial aid due to new Pell Grant policies. Some of the eligibility requirements have changed, and the amount of grant assistance has been limited.<br />
<br />
On the other hand, there have been some excellent program changes and new student services initiatives, many in Academic Foundations.<br />
<br />
In Academic Foundations English we have made changes to the assessment process for our students. Until this semester, students' ability to move on to another level or exit the Academic Foundations program depended entirely on their performance on two exit exams given as final exams for the courses. Under the new system, student work over the course of the semester will take on a much larger role in determining student progress. They will keep a portfolio of work completed throughout the semester. This portfolio will be graded by the professor and will count for 50% of the student's final placement at the end of the semester. Students will still take exit exams, one in reading and one in writing, each of which will be worth 25% of the final placement score.<br />
<br />
The new system will allow students to reflect on their learning and progress over the course of the semester and will take into account the expertise and more extensive understanding of their abilities by their professors.<br />
<br />
Students in Academic Foundations Math will enjoy full use of their beautiful learning space in 162 Sip Ave. Equipped with computers, moveable tables, and a SMART board, this learning space allows students to work closely with each other and tutors in a variety of learning scenarios.<br />
<br />
In addition, there is the implementation of a new SI (Supplemental Instruction) program. Supplemental Instructors are specially trained to work with basic math and algebra courses and students to offer them the extra support many of them need. The training, for Supplemental Instructors, created and implemented by AFM Director Constance Calandrino, is extensive--beginning with 2 full days of sessions and workshops before the start of classes. Both the instructors and the students will benefit greatly from this new program.<br />
<br />
It looks like the beginning of a great year at HCCC. Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com1tag:blogger.com,1999:blog-5202691429569261417.post-76498221237776106572012-08-15T06:46:00.001-07:002012-08-15T06:47:24.966-07:00Fall 2012 Kickoff Event: MAP to Student Success<div class="ms-rteThemeForeColor-4-4" style="color: #a64d79; text-align: left;">
<span style="font-size: large;"><b>Welcome back, faculty!<span class="ms-rteFontSize-3 ms-rteFontFace-3"> </span></b></span></div>
<div class="ms-rteThemeForeColor-4-4" style="text-align: left;">
<br /></div>
<div class="ms-rteThemeForeColor-4-4" style="text-align: left;">
<span class="ms-rteFontSize-3 ms-rteFontFace-3">This professional development workshop will kick off the semester
with a great start. We will focus on the new Academic Foundations
student assessment system: Multiple Assessment Placement (MAP). </span><span class="ms-rteFontFace-3 ms-rteFontSize-3">We
will talk about new processes and policies, get hands on with a norming
session, and have extended roundtable conversations about how to help
our students succeed. </span>We will also distribute course materials and sign contracts.</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div>
Morning coffee and lunch will be served. Adjunct faculty will be compensated for their attendance.</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div>
</div>
<div style="text-align: center;">
<div>
<span class="ms-rteThemeForeColor-4-5" style="text-align: center;"></span></div>
<div>
</div>
<div style="text-align: left;">
<span class="ms-rteThemeForeColor-4-5"></span><br />
<div>
</div>
<span class="ms-rteThemeForeColor-4-5">
</span><b class="ms-rteThemeForeColor-4-5 ms-rteStyle-Normal ms-rteFontFace-3 ms-rteFontSize-3">Date </b></div>
<div style="text-align: left;">
</div>
<div style="text-align: left;">
<span class="ms-rteStyle-Normal ms-rteFontFace-3 ms-rteFontSize-3">Saturday, 8/18/12</span></div>
</div>
<div style="text-align: left;">
</div>
<div style="text-align: left;">
<span class="ms-rteStyle-Normal ms-rteFontFace-3 ms-rteFontSize-3">
</span><span class="ms-rteStyle-Normal ms-rteFontFace-3 ms-rteFontSize-3">
</span></div>
<div style="text-align: left;">
</div>
<div>
<b></b></div>
<div>
<b></b></div>
<div>
<b><span class="ms-rteThemeForeColor-4-5">Time</span></b></div>
<div>
</div>
<div>
10:00AM - 2:00PM<b></b></div>
<div>
<b></b><span class="ms-rteThemeForeColor-4-5"><b>Location</b></span></div>
<div>
<b><span class="ms-rteThemeForeColor-4-5"></span></b>HCCC's Culinary Conference Center</div>
<div>
161 Newkirk St., Jersey City</div>
Scott Ring room <br />
<br />
<br />
Schedule: <br />
<ul>
<li>Welcome and Introductions </li>
<li>MAP Overview </li>
<li>Policies Quiz </li>
<li>Norming session </li>
<li>Lunch </li>
<li>Big screen view of ACCUPLACER-style questions in Bb </li>
<li>Roundtables—Themed discussion and Q&A </li>
<ul>
<li>Followed by a full-group report/discussion </li>
</ul>
<li>Wrap-up </li>
<ul>
<li>Dates of the rest of the series </li>
<li>Adjunct pay dates Other items of business?</li>
</ul>
</ul>
<br />
<br />
<br />
This event is by invitation only; you must register to attend. If you would like an invitation, contact <a href="mailto:enesius@hccc.edu">Elizabeth Nesius</a>.Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-56438204459010110862012-08-02T06:45:00.000-07:002012-08-02T06:45:02.507-07:00Could the Flipped Classroom Work for Developmental Education?Many people would be quick to answer "yes" to this question. The concept of a flipped classroom is where class lectures are recorded and watched as homework and then the hands-on activities that used to be homework are done in class. <br />
<br />
One of the benefits of a flipped classroom is that it can make better use of classroom time. Instead of the professor standing in front of the room lecturing, time is spent on hands-on and small-group learning, and the professor can spend more time working with individual students. The lecturer becomes facilitator. This, in turn, can create stronger relationships between students and teachers, and students and students.<br />
<br />
It also "meets the students where they are," a buzz phrase that's going around. The idea is that our students are tech savvy and tech focused, so we can get their attention by using technology to teach. This isn't new--education technology has been employed for decades, although the technology itself is always changing.<br />
<br />
It can also greatly help struggling students, something that will make developmental educators sit up and take notice. Almost all of our students are struggling in one way or another, and we don't always have the ability or resources to help them effectively. The flipped classroom helps with many of those problems. Students can listen to and review lectures as many times as they need. They (or better yet, the professors) can break lectures up into shorter segments that can be digested one at a time. Many recording systems also offer closed captioning of the videos, sometimes even in multiple languages. And studying has never been easier--students no longer <i>have</i> to take notes on the lectures (although it's still a good idea); they can watch them over and over.<br />
<br />
That last point, however, leads to a couple of the possible drawbacks of a flipped classroom. It can reinforce the idea of memorization and regurgitation, which most would agree is not really learning. This issue can be combated by what goes on in the classroom, but it will take awareness and careful attention by the professor.<br />
<br />
Flipped classrooms also reinforce the old "sage on the stage" model--except now the sage is on TV. This method of teaching tells students that the professor has all of the knowledge, which s/he will impart to them. Not only does it devalue the experiences and curiosity of the students, but it also reinforces the idea that there is always a right answer, and that the professor knows what it is. This is something that many are trying to get away from, especially in higher education.<br />
<br />
This doesn't mean that there's no place for lecture in education. It will always be necessary to impart new information to students, and sometimes there is <i>a</i> right answer. Again, the professor has to be careful to follow up on the lectures in class and make sure the students are learning what they're supposed to, and as deeply.<br />
<br />
When we come to the concept of meeting students where they are, we have to stop and ask, "Are they really there?" In community colleges, the answer is often "no." Students don't necessarily have access to computers and/or the Internet when not on campus. Further, many of our students are not as tech savvy as we think, or not in the way we think. Even the youngest, most plugged in students have serious limitations in what tools they know how to use. And if we are overestimating some students, how many professors will be able or even want to use technology in this way?<br />
<br />
Finally, there is the problem of money. Lecture capture systems are not cheap, and they have to be managed (to varying degrees) by a college's IT department. There are certainly ways of getting funding to get started with lecture capture, but colleges do have to make plans to maintain the system in the future, and they have to be willing to dedicate money that may have gone elsewhere.<br />
<br />
So the long and short of it is, a flipped classroom can be a great idea for developmental (or any) education, but it needs planning and the right people to make it successful.<br />
<br />Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-32459052109944706132012-07-18T12:16:00.002-07:002012-07-19T11:17:05.138-07:00Academic CoachingIt's common for courses taught at the developmental level to be accompanied by some sort of lab time that allows students to practice skills and get extra help in areas where they struggle. Labs are staffed with tutors who are experts in the fields of reading, writing, grammar and math. <br />
<br />
However, anyone who teaches developmental education has probably heard that developmental students need more than just content teaching. They need to be taught "how to be students." Many students who test into developmental courses do so because they never developed the discipline, study habits, and motivation that the most successful students do.<br />
<br />
Academic coaching is designed to teach students these "non-academic" skills. The need for these skills is not limited to developmental students alone. Many of these skills are addressed in a first-year seminar-style course designed to help students transition to college. However, one might argue that this method of delivery is at best not enough and at worst ineffective if taught in isolation from the rest of a student's courses.<br />
<br />
<a href="http://www.athleticsni.org/download/images/Image-AdenKaki.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" id="il_fi" src="http://www.athleticsni.org/download/images/Image-AdenKaki.jpg" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="181" /></a>Academic coaching is presents more of an "alongside" approach. Carol Carter, when interviewed for the Winter 2011 issue of the <i>Journal of Developmental Education</i> by Amy. L. Webberman, says, "Coaches, whose role it is to guide students academically, emotionally, and socially, can be a counselor or an advisor, but they can also be a math, English, or biology professor" (20). Carter advocates this approach for all teachers of developmental education. These students in particular need extra guidance and support, and they are the least likely to persevere."Academic coaching is an ongoing partnership to help student produce fulfilling results in their lives. Through the process of coaching, students deepen their learning, take responsibility for their actions, improve their effectiveness, and consciously create their outcomes in life" (Webberman 19).<br />
<br />
Academic coaching programs have been linked to improved student retention and graduation rates, too. With funding for public colleges rapidly shrinking and depending more and more on graduation rates, it's likely that more developmental ed programs will start looking into coaching programs and training for their professors.<br />
<br />
<br />
<span style="font-size: xx-small;">References</span><br />
<span style="font-size: xx-small;">Webberman, Amy L. "Academic Coaching to Promote Student Success: An Interview with Carol Carter." <i>Journal of Developmental Education.</i> 13.2 (Winter 2011): 18-20. Print.</span><br />
<span style="font-size: xx-small;"></span><br />
<span style="font-size: xx-small;">Image: http://www.athleticsni.org/News/Jama-Aden-Endurance-Workshop-July-24th</span>Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0tag:blogger.com,1999:blog-5202691429569261417.post-1662063502954272472012-07-03T07:03:00.000-07:002012-07-03T07:17:16.091-07:00Learning Communities<div class="separator" style="clear: both; text-align: center;">
</div>
<div style="margin-left: 1em; margin-right: 1em;">
</div>
<br />
<br />
Learning communities have become popular at many community colleges, especially in the below-college levels--both developmental ed and ESL. They involve grouping 2 or more courses together, so that the same group of students takes all of the linked courses together.<br />
<br />
However, learning communities offer more than simply paired courses (another common strategy employed in developmental education). The courses that are grouped combine college-level courses with developmental courses. The faculty teaching the courses work together, sharing materials and lessons, and sometimes even syllabi and assignments. Thus, the developmental course(s) teach with a focus on the college-level course grouped with it.<br />
<br />
For example, a school might group a Psychology 101 course with a developmental reading and writing course. The reading and writing assignments would have a psychology focus, which gives the students a sense of purpose in their developmental courses and extra help mastering the new lexicon involved in the field of psychology. In addition, because the same group of students meet for more than one class together, they are more likely to turn to each other as a support system for the classes. They contact each other for missed classes and may even form study groups.<br />
<br />
They also allow students in developmental classes to start taking college-level courses earlier and have been shown to increase retention of below-college-level students. As more and more colleges' government funding becomes tied to retention and completion, learning communities may be turned to more as avenues to improving student success rates.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.defl.ca/images/hands_color_ang2.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" height="200" name="hands_color_fr" src="http://www.defl.ca/images/hands_color_ang2.gif" usemap="#m_hands_color_fr" width="193" /></a></div>
<div style="text-align: center;">
<span style="font-size: xx-small;">Image source: http://www.defl.ca/en/ecole.html. </span></div>Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com4tag:blogger.com,1999:blog-5202691429569261417.post-63142161253145526672012-06-19T11:13:00.001-07:002012-06-19T11:13:07.979-07:00What's Academic Foundations?<br />
<div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;">
<img alt="" class="rg_hi uh_hi" data-height="104" data-width="187" height="104" id="rg_hi" src="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcRJhoVmgWyLP98qrDD-Hms-8TOBN-lnScQFeewIODnvYepIId9Z8g" style="height: 104px; width: 187px;" width="187" /></div>
<br />
Academic Foundations (AF) courses are designed to get students ready for
anything they'll meet at the college level.. The department offers classes in basic math, algebra and English to help students learn the skills that will provide the “foundation” for their future college work. Classes are designed to meet the particular academic needs of each student.<br />
<br />
Over half the students at Hudson County Community College take at least some Academic Foundations classes. Among them are those who have been out of school for a while and may need some help remembering their English and math skills, those who did not thrive in high school and need a more mature learning environment, and those (from other countries) who know English well but do not yet read and write it on a college level. <br />
<br />
When a student first arrives at the College, he/she is given four tests: the College Placement Tests (CPT) in reading, math and algebra and an essay test. The CPT in reading is multiple choice and concerns reading comprehension on a college level. The CPT essay is evaluated for writing skill, organization, coherence and grammar. The math and algebra tests require students to answer problems which show the ability to do math and algebra at a college level. The cut-off scores below will determine a student’s AF or college-level placement for the upcoming semester.<br />
<br />
For more information, go to HCCC's Academic Foundations <a href="http://www.hccc.edu/academic_foundations_program/" target="_blank">webpage</a>.Anonymoushttp://www.blogger.com/profile/09688659781757879115noreply@blogger.com0