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NROC and P2PU are hosting a 2-week lab course in which participants will share ideas on reimagining the curriculum, approach, technologies, media and assessment for a set of Developmental English open resources to help teachers and learners personalize pathways to college readiness. This design charrette will inform the development of a set of new NROC modules.
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SCHOOL OF EDUCATION
Anyone can follow a design charrette on P2PU. Participating is the next level of engagement. The sign-up is a space where interested individuals can express their interest and background in the topic and commit to working with the rest of the participants. Please answer the following set(s) of questions if you want to become a participant or organizer.
This set of signup questions is common to all study groups, courses, ... in P2PU. The answers to these questions will be public once you get accepted.
Bio:
Location: Grand Rapids, MI
Standard Set Answer:I am in the process of developing ELA courses in a custom LMS. I hope to gain ideas from others as well as collaborate on something that can be used by everyone.
Bio:
Location:
Standard Set Answer:I work with teachers and content experts to help design online professional development. I help integration specialists and lead teams strategize around effective use of technology and how to move closer to transforming the learning enterprise to move beyond the classroom and school
Location: Mogadishu,Somalia
Standard Set Answer:
I am interested in this topic because we ran a Developmental English program across our district . The students liked this program a lot and did not seem to tire of it because the texts were across curriculum and current events.
I am wondering what type of resources are being developed and being planned to be studied in the course.
Bio:
am a teacher and also like learning.i want to study english here.
Location: yendi,ghana.
Standard Set Answer:i wanted to upgrade myself.i hope to achieve alot.YES.
Bio:
I work with teachers and content experts to help design online professional development. I help tech integration specialists and lead teams strategize around effective use of technology and how to move closer to transforming the learning enterprise to move beyond the classroom and school day using social networking and web 2.0 tools.
Location: Minneapolis, MN
Standard Set Answer:I am interested in this topic because we ran a Developmental English program across our district last year using a paid resource called Achieve3000. Our students had access to iapds in the classroom and did their reading across curricular areas. The program had many context assessments and built in interactivity, some game-type challenges, all which gave students real time dashboard indicators about how well they were doing. The students liked this program a lot and did not seem to tire of it because the texts were across curriculum and current events.
I am wondering what type of resources are being developed and being planned to be launched in here at NROC in the fall?
Bio:
I am a fully on line teacher and administrator at Open High School of Utah.
Location: Salt Lake City Utah
Standard Set Answer:I am teaching high school English and writing online currirulum for Open High School of Utah. I hope that this forum causes me to think as I work to develop a better skill set as en educator.
Bio:
Location:
Standard Set Answer:teaching esl
Bio:
Product Manager for the HippoCampus.org OER web site
Location: Camarillo, CA
Standard Set Answer:The MITE Developmental English content will eventually be available through HippoCampus.org, MITE's free, OER web site for public use. As the product manager for HippoCampus.org, I'd like to hear what subject matter experts have to say about what they'd like to see in the content, and how it might be used.
Bio:
I am one of the co-founders of P2PU.
Location: Airports
Standard Set Answer:I am amazed by the activity in this group. Just want to sign-up to make it easier to keep an eye on the notifications streaming into my inbox.
Bio:
I am an Online Learning Specialist in the Center for Distributed Education at Chattanooga State Community College.
Location: Chattanooga, TN
Standard Set Answer:I am interested in the process of developing a new curriculum for Developmental English and would like to assist in any way I can.
Bio:
Dean of General & Developmental Education at Rasmussen College.
Location: Minneapolis
Standard Set Answer:I am working to redevelop the developmental ed experience at my college. I am interested disparate voices on this matter and in helping any way I can.
Bio:
Location: Erie Community College
Standard Set Answer:I have been interested in Developmental Reading and Writing for many years. I teach at a community college in New York and am currently in discussions with some of my colleagues regarding the re-design of our developmental reading program at our college. I also teach College Composition and Literature, so I feel I have a bit of an understanding of where students need to be in order to feel success in their college classes. Along with teaching college students, I have four children of my own who are college students (ages 18, 19, 21, and 22). One is an avid reader and reading/school comes very easily to him (age 19), one is an avid reader, but she reads very slowly and works extremely hard in school(but has great success (age 22), one is a reluctant reader and only reads when he absolutely has to (age 21), and one has a reading disability (age 18). All four of my kids have found success, but they have chosen different paths to ensure their success. They were all given the same strong reading foundation when they were young, yet they have dramatic differences in their reading/writing abilities. In fact, along with having basically the same home environment, they all had the same teachers for kindergarten, first, and second grade. What I have discovered over the years is what works for one student may not work for another. There are so many variables when it comes to reading and writing, so it is very hard to come up with one generic plan that will work for all.
When we look at developmental reading, I think reading for meaning is the most important thing. I don't think it's something that can be measured by an objective test. I honestly don't know how we we should measure reading comprehension efficiently and effectively, but I have students who will read a passage, totally understand it, and then when it comes to trying to answer multiple choice questions on the same passage, they will repeatedly get them wrong. I know this is only one small part of the issue we have when we discuss developmental reading, but it is a concern that I have had while trying to figure out the best way to improve our developmental reading classes and helping our students become more successful in their other college courses. I believe the second most important component for developmental readers is attitude. A student's attitude can make or break him in college. I believe a teacher can help tremendously with changing a student's attitude for the better.
I believe there are so many areas we should be looking into when discussing developmental reading/writing. I am not sure actually where to begin to try to attack it. Maybe that's why I am a bit hesitant to even begin. It's truly overwhelming.
I have enjoyed reading your comments and hope maybe I can be helpful to some of you.
Bio:
I am a Curriculum Specialist in Coral Springs and I was a classroom teacher before this.
Location: Coral Springs FL
Standard Set Answer:
I became interested in this topic because I work in curriculum development for Language Arts.
I hope to gain new ideas by participating.
I am not sure if I want to help with the design charette organization.
Bio:
I have been teaching a variety of English and Humanities courses for SOCRATES Online Learning for over three years. My third and last daughter will begin high school this fall - and I am doing my best to enjoy the summer as much as possible!
Location: Mankato, MN - United States of America
Standard Set Answer:I am always interested in learning new approaches to engage learners to become better prepared for college and life in the physical and virtual classroom. English often gets a bad rap for being "boring" - and I am always looking for avenues to dispel that notion. I have noticed significant disparity of ability - which only tells me we can do more to reduce that disparity. I am willing to help in any way possible to promote meaningful learning.
Bio:
As the faculty development coordinator for the Washington State Community and Technical College system, I lead initiatives and activities involving faculty from 34 community and technical colleges. Two initiatives which have been particularly effective are the year-long Faculty Learning Communities and the Leading from the Classroom workshop series. This year, we are developing a year-long New Faculty Learning Community, comprising a 2-day face-to-face Institute inthe fall; 6 online,monthly learning units; and a 3-day face-to-face conference in the spring.
Location: Olympia, Washington
Standard Set Answer:Approximately 20% of students enrolling in Washington State Community and Technical Colleges are placed at the developmental English level. I am interested in strategies to improve the rate and probability of those students enrolling in and completing college level course work.
Bio:
I teach developmental reading, English, and study skills at the University of Charleston in West Virginia.
Location: University of Charleston
Standard Set Answer:I am interested in learning about developmental English because I teach this course. I hope that I will be able to take some new ideas to the classroom. I like to use methods that have worked for others. I love to learn, especially from others.
Bio:
I am the eLearning Supervisor for the Omaha Public Schools. For the past four years I have worked on curriculum development and implementation with a focus on reading, language arts and technology at the district level. Before moving to the district, I was a teacher at the middle level (English Language Arts, Dual Language) and elementary (Dual Language).
Location: Nebraska
Standard Set Answer:As the supervisor of eLearning for my school district, I am eager to share ideas and discuss online instruction with my colleagues in the field. As a participant, I hope to have an impact on the development of the English curriculum, as well as gain an insight into new resources and ideas for my district projects.
Bio:
I am an Associate Professor of English at Onondaga Community College in Syracuse, NY. In addition to my teaching duties, I am also the Writing Program Coordinator. I am responsible for coordinating our Writing Center (about 25 professional tutors), programmatic assessment, and curriculum reform/professional development. My Ph.D. is from the University of Pittsburgh.
Location: Onondaga Community College, Syracuse NY
Standard Set Answer:OCC is in the midst of some big changes. The college as a whole is starting to reassess and reconsider our entire approach to teaching developmental writing, reading, and math. To be quite frank, we just were not getting the results from our very traditional programs. This charrette seemed to be the perfect opportunity to share information and meet new colleagues from outside my own geographical area.
I am very excited to participate in the charrette. To the extent that my family and work schedule allow, it has my full attention. I hope to report back to my departmental colleagues on whatever I learn during this process.
Bio:
I currenlty work with TeamUP, a part of Cengage Learning. We promote peer to peer faculty development and active learning. As a former Professor of Reading at Austin Cmmunity College, I have remained actively involved in professional organizations such as the College Reading and Learning Association and the National Association for Develpomental Education. I regularly present workshops and coordinate conferences designed to disseminate information, strategies, and the translation of theroy into practice.
Location: Austin, TX
Standard Set Answer:I provide consulting services to college across the U.S. and want to be able to share best practices, information on successful programs and networking opportunities. The topic of integrated reading and writing courses is of growing importance; a day doesn't pass wihtout me getting an inquiry about it.
Additionally, I have been impressed by the positive results of courses redesigned to pair developmental level curriculum with college level curriculum. I hope to add to my directory of resources on these topics.
I am interested in helping with the design charrette orgnaization if it alows the participation of a former professor. Mycurrent colleagues are all former professors who now work full-time with a publisher that provides us with the opportunity to contribute to the academy. I believe we are a unique entity.
Bio:
I am a lecturer in the College of Education and research associate in the Center for Teaching and Learning at The University of Texas at Austin. Currently, I am working on course redesign projects directly associated with student learning, assessment, and achievement. I teach courses on language acquisition, content area literacies, pre-service teaching, and research methods.
Since 2010, I have served on the English language arts–reading content coordinating team for the 2012 Series GED Tests, American Council of Education. I have taught English and Spanish language arts at various levels in public schools, community colleges, and universities. Since 2001, I have worked in educational assessment and program evaluation.
My news sources include, but are not limited to, BBC, Borowitz Report, The Christian Science Monitor, Latino USA, The Nation, National Public Radio, The New York Times, In These Times. The Onion, The Progressive, Rethiniking Schools, Saturday Night Live's "Weekend Update," and The Sun. Read and listen and think and be and be and be renewed. Bookjoy!
I am the caregiver to three cantankerous canines named Manny, Klaus, and Teotihuacán. I enjoy reading, writing, storytelling, cooking, traveling, hiking, and kayaking.
So, here I am. Baraka. Namaste. Mettā. ¡Adelante!
Location: Austin, Texas
Standard Set Answer:The interest in fostering more dialogue among institutions across PK - 20 interests me, especially if more opportunities and resources for developmental English language arts learning and achievement are provided for teachers and students. Recently, I heard a researcher describe our economy as follows: knowledge-based, services-based, and words-based. This resonated in my work across disciplinary literacies, post-secondary education, and workforce readiness.
I look forward to listening to my peers and learning about their instructional practices, classroom-tested experiences, and learning solutions.
Yes, I am interested in the design charrette organization.
Bio:
John is an Assistant Professor of Professional Writing at West Virginia University where he teaches writing and digital literacy. He was formerly a Visiting Assistant Professor of Emerging Media and Communication at the University of Texas at Dallas, and from 2007-2009 he was an Assistant Director of the "Digital Writing and Research Lab" at the University of Texas at Austin. While at the DWRL, John co-founded and served as Managing Editor for Viz, a website and blog investigating the connections between rhetoric and visual culture.
Location: West Virginia, USA
Standard Set Answer:
I was invited to join the group. I am interested in learming more about developmental teaching. I probably won't have time to help with organization.
