The Rhetoric of Cool: Multimodalities in the Classroom
We will informally share pedagogy, apps, programs, assignments, and experiences. We are not experts—but we spent the summer creating and playing—and are excited about what we will have to share.
Meg Hatton and Jan Bayer - Normandale Community College
Only 20 bucks? Low-cost Reading Textbook Alternatives
In this session the presenters will share some alternatives to published textbook materials in developmental reading classes. Over the last two years they’ve developed open source textbook chapter collections, as well as a reading portfolio assignment using library database articles, which has resulted in significantly lowered book costs for students. Presenters will share their experience accessing and using open source content for textbook reading, and library databases for other text types such as argumentation and news articles. Participants will share and discuss further ways to use open source materials and/or other low-cost-to-student resources.
Patty Gage and Celeste Mazur: St. Paul College
Peer to Peer Feedback
This presentation will describe how to introduce students to the idea of peer-to-peer feedback, using the principles of a growth mindset. Students are introduced to growth mindset and constructive feedback, the kind, which focuses on process, not the person or the outcome. Students are then asked to practice feedback that is specific, helpful, and kind. The presentation will conclude with thoughts on how teaching this process helped me give better feedback as well.
Jody Koch: Century College
Reading Across the Curriculum: A Faculty Survey of the Role of Reading in Content Courses
To build on Laurel Watt’s Reading Curriculum Survey work at Inver Hills and to find out about other MNSCU system colleagues’ reading practices in their courses, Celeste and Jennifer surveyed their respective college faculty colleagues to find out how they approach reading in their college-level content courses. Data from St. Paul and Anoka-Ramsey will be presented (in comparison with data from Inver Hills) in order for reading faculty to draw conclusions about the reading expectations students will encounter in their college-level coursework.
Mentioned during the session by Kim Elvecrog:
Why the Brain Prefers Paper. By: Jabr, Ferris, Scientific American, 00368733, Nov2013, Vol. 309, Issue 5
Celeste Mazur: St. Paul College
Jennifer Willcutt: Anoka-Ramsey Community College
Integrated Instruction in the Reading and Writing Classroom
Last school year, Lake Superior College Developmental Education piloted a new team-based reading and writing curriculum focusing on college readiness and a supportive learning environment to enhance student achievement. LSC English and Reading faculty, advisors, and ABE instructors work together to encourage entry-level college success by combining various co-teaching models, additional academic lab support time, and semester-long advising while saving students time and tuition. Hear how we got started and where we aspire to go.
Keri Rakes and Gretchen Flaherty: Lake Superior College
Rebecca Cox shared photos of the posters from her workshop
https://drive.google.com/drive/folders/0Byr_tzE7wofaUkxOR2czVDZtbXM