Higher Education Events

“Thinking through the Reading-Writing Connection” by D. J. Henry explores a balanced approach to the teaching of literacy by integrating the best practices of reading and writing instruction. The presentation offers camera-ready hands-on classroom activities that prompt and nurture students’ process learning, active involvement, and metacognition by tapping into the similar, complimentary developmental processes of reading and writing. Both have recursive before, during, and after phases, and the outcome of both is that the individual constructs his or her own meaning. “Thinking through the Reading-Writing Connection” builds on these similarities

In this session, the presenter will discuss the Accelerated Learning Program (ALP) at Patrick Henry Community College. PHCC began ALP in 2009, and it is now part of a state-mandated developmental English redesign. ALP, modeled after the national program begun at the Community College of Baltimore County, mainstreams developmental English students into their credit-level writing course, thereby shortening the pipeline through which developmental students have to travel. Taking credit English concurrently with developmental English helps to more firmly establish the relevance of the Developmental courses for the developmental course by contextualizing the material. Affective and life issues facing students, and their impact on teaching and learning, will also be addressed

This presentation will demonstrate multiple strategies for engaging and empowering developmental students to participate actively in the learning process.

Why do we teach the importance of teamwork, sharing, and cooperation and then not practice the same principles in the classroom? If our classrooms maintain the notion of "do your own work," how do we expect people to graduate who are able to critically think and collaborate?

Facts and expertise are often false friends; they promise much more than they can deliver. Yet typical college pedagogy treats answers as treasures to be collected and organized. What is the implication of seeing answers as disguised aggregations of questions? Why do our learners not ask more and better questions? What are the drawbacks to a classroom structured around questions? What do teachers have to lose from such a structure? How would such a perspective be received by our students? How can devoted teachers effectively respond to student resistance to the level of required engagement once questions are treated with the respect they deserve? How is the habit of asking certain questions an essential life skill? What specific questions propel lifetime liberal learning