Expansion and Streamlining of Prior Learning Assessment
Mohawk Valley Community College
Presenters: Tim Thomas, AVP, Academic Affairs and Lew Kahler, VP, Learning & Academic Affairs
Description: Post-traditional students (those who delay entry into postsecondary education past the completion of high school or high school equivalency) have accumulated knowledge and skills that often can equate to college-level learning. Mohawk Valley Community College (MVCC) is steadfast in its commitment to untangle Prior Learning Assessment (PLA) protocols and procedures given the community’s changing demographics and the College’s disproportionate number of traditional-aged students as compared to its community college-peers. To accomplish this work, the College has expanded and streamlined its Prior Learning Assessment (PLA) processes in the following broadly defined categories: (1) transfer credit, (2) non-credit to credit pathways, (3) credit by examination, and (4) credit for experiential learning. Additionally, the College is creating a cohesive and coherent student-facing process to improve student awareness of and the ease to which students can navigate refined PLA processes.
Math Pathways and Statistics Co-requisite
Corning Community College
Presenters: Julie Croteau, Professor of Math; Maarit Clay, Executive Director of Strategic Iniatives
Description: Project Description: The Math Pathways and Statistics Co-requisite Project will help more students complete a college-level math course in their first year with Math Pathways advising, placement guidance, and academic support in a new statistics co-requisite.
DEI in Academics
Monroe Community College
Presenters: Natasha Christensen, Associate Professor, Sociology – (email@example.com) Dr. Michael Jacobs, Dean, Business, Humanities, and Social Sciences – (firstname.lastname@example.org) Dr. Susan Hall, Associate Director, Curriculum and Assessment – (email@example.com)
Description: DEI in Teaching and Learning Workgroup Charge The workgroup developed measurable goals that include a short-term implementation model and informs longer-term recommendations in the following areas: • Embracing and Embedding DEI within the Curriculum • Aligning Classroom Practices in support of DEI Principles The workgroup will explore and recommend on-demand and in person options for faculty to train in one or more of the following initiatives that have documented evidence of positively impacting DEI outcomes in teaching and learning: • Transparency in Teaching and Learning (TILT) • Students as Learners and Teachers (SaLT) • Truth, Racial Healing & Transformation (TRHT) • Racial Equity Impact Assessment (REIA) The workgroup works with academic departments on which DEI strategy they would like to implement during this academic year. The workgroup also proposed a set of priority recommendations to address items such as a common definition for DEI in Teaching and Learning and incorporation of DEI Learning Outcomes into the curriculum through an institutional learning outcome, general education requirement, microcredential, and/or course learning outcome that can be used across disciplines.
Supporting Gateway Math Completion
Tompkins Cortland Community College
Presenters: Danielle Bethoney, Professor of Mathematics, (BethonD@tc3.edu) Mary Ellen Ensign, Professor of Mathematics, (EnsignM@tc3.edu) Jennifer Kidder, Adjunct Professor of Mathematics, (KidderJ@tc3.edu) Paul Reifenheiser, Provost and Vice President of Academic Affairs, (firstname.lastname@example.org) Katrina Campbell, Registrar, (email@example.com)
Description: With financial and coaching support from the Accelerating Pathways project, we were able to provide release time for math faculty to collaboratively review the existing pre-college and gateway curricular offerings in math. We also were able to provide classroom support to students through purchase of a computer cart with laptops that could be utilized specifically in sections of these courses. As we progressed through our project, we ultimately completed a full redesign of math curriculum that will allow all students to complete a college-level math course within their first year.
Bridging the Gap Between Secondary and Higher Education Through the First Year Seminar
Rockland Community College
Presenters: Stephen Burke, Dean, School of Arts and Humanities (firstname.lastname@example.org) Emily Gerace, Adjunct Instructor (email@example.com)
Description: This project aimed to expand our Guided Pathways model by bridging the gap between secondary and higher education through the creation a new High School version of RCC’s First Year Seminar, coordinated by RCC faculty and staff. Our goal was to provide early engagement and guidance for marginalized and underrepresented students at High Schools whose graduates have been least likely to progress to and through postsecondary education. Three high schools and six HS faculty were involved in the project and the number of students and sections greatly exceeded our expectations. We will discuss the implementation of the project, challenges we faced, and our plans for sustaining the growth of this successful project.