Institute/Session Summary:

Learning Objectives:

At the end of the session, participants will

1. Understand how one community college uses linked courses to support developmental reading students.
2. Understand basic theoretical foundations of applied developmental English instruction, with an emphasis on developmental reading.
3. Consider the term "at risk" and the pedagogical implications
4. Explore how a learning community fosters support for both students and faculty.

Session Content:

1. Introductions
2. Brief discussion of background--theory, scope of issue, under-prepared freshmen, ESL, returning students (handouts of references will be provided at the end of the session)
3. Examples of curriculum for courses that have been linked (samples of activities will be provided) and how the curriculum was developed
4. Small group discussion--which courses at your schools need the support that links could provide; what barriers do you see: what strategies to remove those barriers seem the most likely to be effective?
5. All--what strategies will garner support among faculty and administration?
6. Evaluations

Experience:

I am currently Coordinator for Developmental Studies at Chesapeake College where we use linked courses for college-level and for developmental studies classes. I have developed and taught linked classes at this college as well as in a community college and three universities in Oregon. I have worked with traditional and nontraditional students and have found linked classes to be effective with both populations.

Significance and relevance of topic:

The significance of this topic for CRLA and attendees is that we are all professionals engaged in helping our students succeed. Linked courses, learning communities, have been demonstrated as a relevant, meaningful way to engage students in truly transformative learning. This session will recognize the need for theoretical underpinnings and address some of the pedagogical issues, but will focus on the application of that theory--what do we do in the classroom that works? How do we structure a linked class in the most effective manner? Emphasis is less on convincing participants that links are a good idea, and more on helping participants identify how links could best be developed in their own institutions.

This session focuses on learning--for students, for faculty and administration, and for the organization.Linking courses is about improving student learning, but is also about underlying pedagogical principles which guide the structure of courses and the way in which they are delivered.

Linking courses is not a new concept, but often involves two college-level courses such as linking American History with American Literature. The type of linkage in this presentation takes a slightly different approach. When the developmental English course is linked with the content course, several things happen. First, there is a shift away from labeling students "at risk" to recognizing the inherent challenge of the content course; this helps remove the potential stigma of developmental coursework and encourage students who may see themselves as less able. Second, the developmental English course focuses on the reading and writing skills needed for academic success and uses the linked courses as the basis for the content. The process becomes practical and immediate. Developmental reading or writing courses tend to focus on skill and strategy, and by using the text and material from the content course, students have an opportunity for direct, meaningful, appropriate application of their skills. Third, by working together, the content instructor and the developmental English instructor have an opportunity to learn from each other--the process becomes a partnership. And finally, the link provides a learning community with support and practicality built in. There is a great deal of talk about providing access and of the "Open Door" for community colleges. If students enter that door and do not have the skills to succeed, their access is limited. We want equal outcomes as well as equal access. By providing linked courses for under-prepared students, the institution provides a structure that supports both students and instructors. We take our students where they are and not just where we want them to be. By linking courses, we demonstrate to students how collaboration can work. We expect them to collaborate on projects and they watch teachers collaborate, as well. We provide a structure that allows the instructors to build and to share expertise.

We will examine the potential for linked courses, the potential barriers (and strategies to deal with those barriers), and on identifying resources at their institutions that could encourage new learning communities.

The session focuses on helping participants appreciate the potential for linked courses, identifying barriers (and strategies to deal with those barriers), and on identifying resources at their institutions that could encourage new learning communities. Handouts will be provided for further reading on theory, as well as examples of materials that have been developed for linked courses.

Presenter1 Name: Susan McNaught
Presenter1 Institution: Chesapeake College
Presenter1 Bio: Susan McNaught has a PhD in postsecondary education from Oregon State University and has taught developmental education for 20 years. She has been at Chesapeake for two years.