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• W2336243899 abstract "IntroductionOne of the most important topics for faculty in public higher education, especially at community colleges, is how to help developmental students succeed. Students requiring basic mathematics and English courses are the most at-risk college students in public education today,[l] They are most likely to drop out before completing a degree, and often before entering college-level courses. Clearly, there is a great need for in-depth conversation among all developmental educators about how best to serve these students. In considering this issue, we asked ourselves the following research questions:1. Can a wholly online professional development community engage developmental education faculty in dialogue about their teaching to improve pedagogy and student outcomes?2. Does individual reflective practice, framed by an authoritative set of analytic categories, and supported by peer interaction and visualization techniques, make individual pedagogy more successful?3. To what extent does faculty participation in an online learning community enhance student retention, persistence, and overall success?4. Is an online professional development community scalable so that large numbers of faculty (especially adjunct faculty) and, therefore, students can benefit?As a means of responding to these questions, LaGuardia Community College applied for and, in 2014, received, a grant from the Kresge Foundation. This grant funded the creation of an online professional development project called Taking College Teaching Seriously, which is designed to enhance teaching and learning for both full-time and part-time faculty members teaching developmental math and English at community colleges. The project is a large scale test of a project previously funded by the Gates Foundation, and developed by 48 faculty from across the country in conjunction with LaGuardia and Knowledge in the Public Interest. Maricopa Community College, in Arizona, and Valencia College in Florida worked with LaGuardia to recruit and engage more than 100 faculty for a two-semester online community of practice. Half teach developmental Math; half teach developmental English. Forty percent of these faculty are full-time; 60% are part-time as this ratio matches the percentage of faculty who teach these courses nationwide. It is our hypothesis that as faculty become more attuned to the impact of their pedagogical choices, their improved understanding will have a significant impact on student retention and success. That is our goal.The prior development program was a two cohort, five-year study called GSCC (Global Skills for College Completion). Evaluating the results of the second cohort, the Center for Applied Research found that developmental English and math full-time GSCC faculty increased the pass rates of students who passed the course by 9.5%. Notably, among adjunct faculty, a 15.86% increase in pass rates was demonstrated for the same student population. (It should be noted that in the study the adjunct pool was too small to be anything other than suggestive be anything other than suggestive..)Taking College Teaching Seriously uses the processes honed over the past four years, creating the tools and routines of a practice improvement model using a technology, Classroom Notebook. It is unique, as far as we know, on several counts. First, it emerged from the engagement, observation, and assessment of the work of outstandingly successful faculty. Second, the experience is integrated with actual teaching and involves self-reflection and peer exchange - critical elements of adult learning and behavioral change. Third, it is designed to be scaled organically but exponentially at an affordable cost.In Taking College Teaching Seriously, faculty work in an asynchronous online environment in small Pedagogy Circles guided by a coach. Faculty weekly post lesson descriptions, reflections, and assessment in the online Classroom Notebook. …" @default.
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• W2336243899 date "2015-10-01" @default.
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• W2336243899 title "Enhancing Faculty Pedagogy and Student Outcomes in Developmental Math and English through an Online Community of Practice." @default.
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