cuny faculty development workshop / january 13, 2016 1 community college research center january 13,...

CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016

1

COMMUNITY COLLEGE RESEARCH CENTER

JANUARY 13, 2016

Thomas BaileyDirector Community College Research Center

CUNY Faculty Development WorkshopJohn Jay College of Criminal Justice

Redesigning America’s Community CollegesA Clearer Path to Student Success

@CommunityCCRC #RedesigningCCs


2


Pilot-to-scale model—horizontal scaling

Vertical scaling

Widespread Reform—Little Progress


3


• Many services, little guidance, highly complex

Colleges built to promote enrollment--Cafeteria Model

Enrollment focused model does not emphasize completions

Problem with the Structure of Community Colleges


4


Ideal CC Student Pathways

Source: Crosta, 2013.


5


Actual CC Student Pathways

Source: Crosta, 2013.


6

COMMUNITY COLLEGE RESEARCH CENTERGENERAL EDUCATION REQUIREMENTS

6


7


Lost in a Maze


8


Pathway Models Compared

Cafeteria (Status Quo) Guided Pathways

Integrated, contextualized academicsupport for program “gateway” courses

Students’ progress not monitored,limited feedback

Proactive progress tracking, feedback, support

Pre-requisite remediation focused on Algebra & English composition

Assessment used to sort studentsAssessment used to diagnose areaswhere support needed

Optional career / college planning Required plans, exploratory majors

Default, full-program mapsPaths unclear, too many choices

Students not building skills across curriculum

SLOs aligned with end goals,assessed across each program


9


Student Pathway Analysis

Enter Program of Study

CompleteProgram, Advance

to Further Education

and in Career

ConsiderCollege

Education

CONNECTIONFrom interest to application

ENTRYFrom entry to passing program gatekeeper

courses

PROGRESSFrom program entry to completion of program

requirements

COMPLETIONCompletion of credential of value for further education

and labor market advancement


10


Four Structural Components

ProgramStructure

Intake & SupportServices

InstructionDevelopment

alEducation


11


Two Approaches to College Teaching

Knowledge Transmission Learning FacilitationFocus on facts Focus on concepts

Breadth of content Depth of understanding

Foundational knowledge a pre-requisite for deeper thinking

Deeper thinking a pre-requisite for retention and application of knowledge

Lecture-based pedagogy Discussion and/or activity-based pedagogy

Students are primarily responsible for motivation

Shared responsibility for motivation

Teaching metacognition and academic behaviors deemphasized

Emphasis on teaching metacognitive skills and academic behaviors


12



13


What makes it difficult to promote and adopt new ways of teaching?


14



15


Landscape of Instructional Reform

Structure

Curriculum

Pedagogy

Structural reforms focus on reorganization of instructional time and delivery (e.g., compressed courses, mainstreaming, and modularization).

Curricular reforms focus on

rationalizing and refining content (e.g., alternative

pathways, contextualization, and

course elimination).Pedagogical reforms focus on changes to teaching (e.g., student-centered activities, conceptual learning, and metacognition). Approaches are NOT mutually exclusive


16


What role can professional development play in improving classroom instruction?


18


What does faculty development typically look like?

• Focused on fostering disciplinary expertise• Emphasis on policies and administrative

issues

Unrelated to pedagogy

• Few opportunities for adjunct engagement• Professional norms of autonomy

Occurs in isolation

• Designed for broad appeal across disciplines

• Not grounded in the daily work of teachingDecontextualized


19


Talking about Pedagogy

Highly Prescriptive

Sharing Strategies


20


Faculty-initiated and led

Meaningful and Contextualized

Collaborative

Reflective

Structured

Ongoing and recursive

Features of faculty professional development


21



22


Example: Guttman’s Instructional Teams• Students enrolled in LCs nested within houses• Each house taught by an “instructional team”:

– Cross-disciplinary group of faculty– Advisor (teaches required success course)– Librarian (creates info literacy materials to support

curricular content)– CUNY grad student (“Studio” supplemental instruction)

• In weekly meetings, team discusses curricular, pedagogical, and support students for their shared students.


23


Reactions to instructional team structure

• We are never alone in the endeavor; the instructional team gives us stamina.

• It helped students knowing that there was a team working for and with them.

• It helps me do my job better.• Everyone on the team is supportive of one another and

really cares about the students.• I did not feel crazy; I could compare my perceptions about

students with other people’s.• It made life easier.

• Typical choices: mom, dad, boy/girlfriend, sibling

Weinbaum, Rodriguez, & Bauer-Maglin (2013)


24


GPS Design Principles

Help students with career exploration and goal-setting from the start

Simplify their choices with default roadmaps—registration to completion including transfer

Redesign intake (and dev ed) with goal of helping students choose and successfully enter a POS

Assess learning and improve teaching across programs, not just courses

Monitor students’ progress, giving frequent feedback and support as needed


25


Start with the End in Mind

• Market program paths

• Build bridges from high school and adult ed. into program streams (e.g., strategic dual enrollment, I-BEST)

•Require exploratory or “meta-majors” for undecided students

• Integrate basic skills instruction with program gatekeeper courses

• Align program outcomes with requirements for success in further education and the labor market

•Clearly map out program paths

•Rethink advising around maps

•Use “eAdvising” to monitor student progress, provide feedback and support as needed

CONNECTIONFrom interest to application

ENTRYFrom entry to passing program gatekeeper

courses

PROGRESSFrom program entry to completion of program

requirements

COMPLETIONCompletion of credential of value for further education

and labor market advancement

START HERESTEP 2STEP 3STEP 4


26

COMMUNITY COLLEGE RESEARCH CENTER CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016COMMUNITY COLLEGE RESEARCH CENTER

• Thomas Bailey, Director, CCRC• Shanna Jaggars, Asst. Director, CCRC• Davis Jenkins, Sr. Research Associate, CCRC

Redesigning America’s Community CollegesA Clearer Path to Student Success


27

COMMUNITY COLLEGE RESEARCH CENTER CUNY FACULTY DEVELOPMENT WORKSHOP / JANUARY 13, 2016COMMUNITY COLLEGE RESEARCH CENTER

where you can download presentations, reports, and briefs, and sign-up for newsannouncements.

We’re also on Facebook and Twitter.

Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: [email protected] Telephone: 212.678.3091

For more information, please visit us on the web at: http://ccrc.tc.columbia.edu

Photo Credit: Newsday/Jessica Rotkiewicz

cuny faculty development workshop / january 13, 2016 1 community college research center january 13,...

Documents