Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 5 of The Illinois Commitment Instructional Development Center Programming Heartland Community College What issue or need is addressed by the effective practice? HCC employs a significant number of new or newer adjunct instructors. While these instructors are most often well versed in their given field, they may not be well versed in teaching. Further, even those with teaching experience may not have community college teaching experience. Finally, even among faculty with teaching experience, some may not know the norms, values and expectations of teaching at HCC. Also, even experienced HCC faculty may not be up to date about recent best practices or pedagogy in higher education. Consequently, both new and experienced faculty at HCC need a place where they can become familiar with higher education and HCC generally, and where they can explore teaching and learning issues more specifically. Description of the effective practice: The Instructional Development Center (IDC) at HCC provides structured programming through workshops, brownbag discussions, and orientation sessions through which newer faculty can become familiar with the issues of good teaching and learning in higher education. Program topics include grading, assessment, classroom techniques, course management systems, on-line teaching and learning, the scholarship of teaching and learning, diversity, disability and student learning styles. In sum, the programming attempts to create within faculty a greater awareness of themselves, of their students, of good teaching practices, of appropriate resources, and of good assessment practices. The IDC also provides a space for faculty to come and discuss their problems, issues or concerns about teaching and learning with both administrative staff and other faculty. These interactions help with the general orientation process and with more specific pedagogical practices. Also, the IDC offers one-on-one work with faculty so that the techniques learned in workshops can be extended and applied to course and classroom situations. How does this practice achieve sustainability? A full-time administrative director, assisted by support staff and a faculty advisory committee, is responsible for ascertaining faculty needs and wants, for delivering appropriate programming based on those needs and wants, and for developing spaces and opportunities where faculty can interact about those needs and wants. Instructors are recruited to assist with presentations and other functions and to host informal discussions. Also, one of the college’s AQIP projects is to develop a six week, twelve hour orientation, training and discussion class for new adjunct faculty. This voluntary pilot class will introduce instructors to HCC, will show them what their new HCC colleagues are doing in the classroom and why, and will give them a place to discuss their HCC teaching experiences with peers. What are the results/measurable outcomes? For FY2006, approximately 50% of HCC’s full time faculty experienced IDC programming of one type or another as did about 15% of our adjunct faculty. In terms of participant satisfaction with this programming, surveys indicated that faculty attending workshops learned something new (mean of 4.1 on a 5.0 scale) and would recommend the workshops to their colleagues (mean of 4.6 on a 5.0 scale). Anecdotal evidence suggests that faculty are using some of the tips and techniques they have learned in their course activities and that they are thinking in terms of student learning outcomes as they develop their courses. The faculty academy pilot program will start Fall 2006 and will be formally evaluated. Contact Information Name: Paul J. Folger Email: paul.folger@heartland.edu Phone: (309) 268-8414 152
Direct Connection to Policy Area 5 of The Illinois Commitment KKC Stretch Program CCC - Kennedy-King College What issue or need is addressed by the effective practice? A significant number of students who enter Kennedy King have placement test scores below beginning college levels in reading, writing and mathematics. Institutional Research reports indicated for several years that students were taking too long to matriculate from the developmental courses through the college level courses in English and mathematics. The Dean of Arts and Sciences and the mathematics faculty designed a program that would allow students to test after one month of instruction in pre-credit mathematics. Students who brought their scores up sufficiently were able to move to the next course in the developmental mathematics sequence. By scheduling a mini-semester Mathematics 110 course at the same meeting time as the pre-credit course, students could enroll and cut their time in remedial mathematics by an entire semester. After the program proved successful in mathematics, the English faculty developed a comparable program enabling students to move from Basic Composition 100 through Freshman Composition 101 in one semester. In addition to the academic departments, the Academic Support Center cooperated with this project through administration of the additional placement tests to the students. Description of the effective practice: The program’s main objective is to improve student retention. In addition, faculty wanted to create innovative models of instruction that could more efficiently meet the various levels of student aptitude, recognize achieve, and move students on to higher level courses. The majority of students at the college enroll in at least one precredit course as an entering student. Faculty believed that with the mix of developmental training many students would excel more quickly. How does this practice achieve sustainability? The college is leveraging existing non financial resources within departments through internal collaborations. The Office of Academic Support has been instrumental in testing, and providing additional tutoring for students. Faculties also volunteer to help with planning and implementation of the program. What are the results/measurable outcomes? The course is taught on a pass/fail basis. The measurable outcome is that the student is able to pass the placement exam in 8 weeks instead of sixteen weeks, while in enrolled in pre-credit math. If the student passes, he or she successfully matriculates into Math Course Number 98. Over the last academic year, approximately 80% of KKC students have passed the placement exam. Contact Information Name: Andricus Hutcherson Email: ahutcherson@ccc.edu Phone: (773) 602-5000 153
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Title of Effective Practice: - California Postsecondary Education ...

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