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

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Direct Connection to Policy Area 2 of The Illinois Commitment Dual Credit Math Program Rend Lake College What issue or need is addressed by the effective practice? A high number of students who come to Rend Lake College must initially enroll in a developmental math course prior to participating in a college transfer math course. Description of the effective practice: In an effort to reduce the number of developmental students at the college, several developmental courses have been established in district high schools for freshmen and sophomores. The developmental courses will allow them to continue into transfer dual credit math courses as high school juniors and seniors, provided they earn a “C” or better in each dual credit course. An entire dual credit math program has been established and will be piloted in fall 2006 at Webber High School and Christopher High School. How does this practice achieve sustainability? Students enrolled in eighth grade will be tested for placement into MATH 1402 (Beginning Algebra) as high school freshmen. Qualifying sophomores will enroll in MATH 1407 (Intermediated Algebra/ Geometry), juniors will enroll in MATH 1108 (College Algebra) and MATH 1109 (Trigonometry) and seniors will enroll in MATH 1121 (Calculus and Analytic Geometry I). What are the results/measurable outcomes? The high school students are required to take Rend Lake College divisional final exams in each of the math courses. This helps to ensure consistency of instruction. They also participate in the established divisional assessment plan, utilizing pre- and post-testing to help measure outcomes. Contact Information Name: Barbara Davenport Email: davenportb@rlc.edu Phone: (618) 437-5321 60
Direct Connection to Policy Area 2 of The Illinois Commitment Hands On Chemistry: Improving Secondary Chemistry Teacher Quality in Southwestern Illinois and the Metro East St. Louis Region Southern Illinois University - Edwardsville What issue or need is addressed by the effective practice? The objective of this project is to provide hands-on professional development for secondary chemistry teachers with an emphasis on science subject matter related to the Illinois State Board of Education’s Illinois Learning Standards (Science) and Illinois Professional Education Standards (Chemistry). We work with regional high school teachers to help them improve their chemistry knowledge, gain insight into applications of chemistry, and become aware of available high-quality chemistry educational resources. These tools and knowledge should assist high school teachers in preparing their students to meet the standards expected in secondary science courses. It is anticipated that these activities will eventually lead to students who are better prepared for college science courses. Special effort has been made to encourage newly hired teachers, teachers who teach outside of their field of study, teachers from high-need districts, and teachers from high schools with high minority populations to participate in the program. Description of the effective practice: Each spring workshop consists of weekly evening classes with a focus on chemistry theory, applications, and problem solving. Each summer workshop consists of seven days of classroom-format discussion (mornings) and laboratory/demonstration sessions (afternoons) on topics in chemistry. Time is built into the schedule for teachers to share their experiences and expertise. The plan is to include all educators in active learning in each meeting, rather than having a traditional lecture. Chemistry workshops have been offered at SIUE for over 20 years, with recent IBHE support of $65,000 in 2004, $70,000 in 2005, and $73,000 in 2006. SIUE provided additional support each year in the form of tuition waivers for participant teachers and partial summer salary for the project director. How does this practice achieve sustainability? Working in collaboration with the educational partners in our region, we have devised a program with the following specific programmatic objectives: (1) development of participants’ understanding of the basic principles of chemistry; (2) development of participants’ laboratory skills; (3) sharing of resources, ideas, and experience among the participant educators; (4) establishment of an informal teacher network among participants; and (5) a considered, flexible response to educators’ needs for future direction of the project. Several high school partners have been participants for many years, and new partners are added each year. What are the results/measurable outcomes? Evaluations were performed in three phases and are available if desired. One strong indicator of the success of this project in the professional development of teachers is its large and growing popularity among middle school educators. One measurable outcome is that people “vote with their feet” when they choose to attend a workshop. Another measurable outcome is the number of returning participants. During a time when some other opportunities available to regional educators drew only a few participants, this program served 52 teachers in 2004, 22 teachers in 2005, and 49 teachers in 2006. At the conclusion of each workshop, the participating teachers evaluated the workshop. A review of the participants’ evaluations shows that the workshops were successful in helping the teachers to improve their teaching and their curricula. Each year, participating teachers also submit samples of student work as one measure of student learning outcomes. Contact Information Name: Sadegh Khazaeli and Eric J. Voss Email: skhazae@siue.edu, evoss@siue.edu Phone: (618) 650-3561 61
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