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Acceleration at Atlantic Cape: The Triad Model

Acceleration at Atlantic Cape: The Triad Model. Stephanie Natale-Boianelli (Assistant Professor of Developmental English ) Richard Russell (Assistant Professor of English) Regina Van Epps (Assistant Professor of English ) Maryann Flemming -McCall

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Acceleration at Atlantic Cape: The Triad Model

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  1. Acceleration at Atlantic Cape:The Triad Model Stephanie Natale-Boianelli (Assistant Professor of Developmental English) Richard Russell (Assistant Professor of English) Regina Van Epps (Assistant Professor of English) Maryann Flemming-McCall (Assistant Professor of Developmental English)

  2. The Triad Model ENGL099 & ENGL101 are both three credit courses.

  3. Sample Schedules Once a week, the Engl099 support course meets in a computer lab.

  4. Scaling Up: Timeline 10 triads; 180 students; 4 adjuncts; part-time students eligible 4 triads; 3 campuses; 81 students 6 triads; 108 students Pilot with 11 students 4 triads; 51 students 4 triads; 53 students

  5. The Triad Model Works! Part 1: Internal Measures of Success

  6. The Triad Model Works! Part 1: Internal Measures of Success

  7. The Triad Model Works! Part 2: External Measures of Success From “Replicating the Accelerated Learning Program: Preliminary But Promising Findings” study conducted by the Center for Applied Research. You can access a copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alp-study-just-released/

  8. The Triad Model Works! Part 2: External Measures of Success From “Replicating the Accelerated Learning Program: Preliminary But Promising Findings” study conducted by the Center for Applied Research. You can access a copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alp-study-just-released/

  9. Triad Model Advantages

  10. Triad Model Challenges

  11. ALP Syllabus Student Learning Outcomes/Objectives, similar to ENGL101 syllabus, with important additions: • Students will learn the value of being an active participant in a learning community: how to prepare for/attend classes; actively participate; respectfully/responsibly interact with learners; ethically collaborate/study for other classes. • Students will choose a program path for the next two years, study the schedule in the tabloid, make effective decisions for scheduling an academic semester. Students will discuss the pros and cons of shortened summer semesters and of online classes. • Students will become familiar with the college culture: make use of available and appropriate resources; meet with the instructor to discuss individual program; learn about essential services/procedures for registration and about extracurricular activities; etc.

  12. Curriculum Planning • First day of each week: discuss questions from previous week in 101 and/or reading/writing concerns from other classes. • Instructor consideration: What should be reinforced in both 101 class and in ALP? What should be addressed in only ALP? • Design “just in time” exercises/group activities within learning communities. • Sometimes student-generated concerns supersede planned activities. • Active learning; NOT drill and practice. • Personalize/contextualize learning for ALP students.

  13. A Sample Week English 101 Day 1––Start The Alchemist.Read “The Prologue.” Discuss the four obstacles Coelho identifies. Discuss vocabulary terms (alchemist; narcissist). Discuss the Myth of Narcissus. Discuss age/characteristics of the protagonist (Santiago). Discuss geographical context for novel. Day 2––Review Paper #1 options. Review MLA style. Lecture/powerpoint and/or discussion and inductive activity. ALP Day 1 In-class writing: “What is your personal legend? How will you achieve it? What obstacles might deter you?” Preview next day’s reading. Day 2 (computer lab) Generate MLA (and APA) citations for three sources (article, movie, novel), using a style guide or online citation generator (Knight Cite).

  14. Curriculum & Faculty Academic Support Services Student Affairs Career Infusion

  15. Why Career Development? • Helps students identify goals • Empowers students to take ownership of those goals • Enables informed decision making • Connects education to goals • Supports Atlantic Cape’s ALPs Learning Outcomes • Computer and Information literacy • Familiarity with college resources • Retention goals • Strengthens connection to college and to instructor

  16. Initial Activities • Collaborated with Vice President of Student Affairs • Visited class • Conducted Values Clarification Activity • Writing Assignment: reflection piece on the experience • Added benefits: • Connected students with Student Affairs personnel • Students were given preparatory information for registration

  17. Follow-up Activities • Took Holland Career Codes Quiz http://www.roguecc.edu/counseling/hollandcodes • Researched using Occupational Outlook Handbook www.bls.gov/oco/ • Writing Assignment: connection of goals/values with career choices

  18. Stephanie Natale-Boianelli snatale@atlantic.edu Richard Russell rrussell@atlantic.edu Regina Van Epps vanepps@atlantic.edu Maryann Flemming-McCall mccall@atlantic.edu Thank you!

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