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Professional Development Project Proposals, Fall 2009
Two Learning Community projects for Fall Semester, 2009:1.
Writing in the End Zone III
:
New instructortraining and orientation2.
Math in the End Zone:
Development of a new learningcommunity and new Math instructor training andorientation
Overview of the proposed two part, Professional Development Project:
Two of our primary goals for these related professional development projects are(1) to include, in a professionally responsible and supportive way, a fourth Englishfaculty member to CSM's
Writing in the End Zone
student success project/learningcommunity and(2) to create and institutionalize
Math in the End Zone
, a new LCOM, in the same waythat we have utilized past professional development funds to establish
Writing in the End Zone
.1. The first project will support Anne Stafford as she joins the
Writing in the End Zone
team of faculty and coaches. Fall, 09, she will be teaching for the first time the thirdcourse in the
WEZ
sequence—ENGL 100/101—with the direct support of Coach BretPollack and in collaboration with Rob Komas and the current
WEZ
instructors. Anne willneed time to become familiar with the different aspects of
WEZ
and to coordinate withCoach Bret Pollack. Coordination between English and Football is an essentialcomponent of
WEZ
, instrumental to its success. Anne will develop unique curriculum for use in this specialized learning community, and she will need time to familiarize herself with the
WEZ
specific teaching methods used to create consistency and coherence in thethree
WEZ
composition courses and three PE/football courses. After fall semester, if the project goes well, Anne will join the rotation of
WEZ
instructors, helping to facilitate andcontinue the overall success of CSM's
Writing in the End Zone
.2. For the second project, Rob Komas and Coach Bret Pollack will be creating a new learningcommunity,
Math in the End Zone
, which will take as a model the current
End Zone
for English.Rob Komas, Bret Pollack, and Anne Stafford, with the support of the current
WEZ
instructors,will meet regularly to develop course curriculum and teaching strategies specifically designed to
meet the unique needs of
Math in the End Zone
students. The type of experience Rob will gain inworking with underrepresented students (in collaboration with Bret and the other
WEZ
instructors) will have, we hope, many of the same benefits
WEZ
has had for the Englishdepartment and CSM Football—chiefly, rethinking how to best serve underrepresented, lowachieving students, engaging in department and interdisciplinary conversations about our common challenges in addressing low achieving students' needs, and applying what is learned toserving these students in general courses. The proposed project will also be instrumental inopening up channels of communication between Math and the CSM football program as Mathinstructors seek support in working with student-athletes in their courses.To complete the two related projects, we request
nine units
of reassigned time
, three units
for each of the three faculty members
directly involved—Anne Stafford, Rob Komas, Bret Pollack.While we request nine units, we would respect the committee's decision to award the two related projects fewer units, as the committee deems appropriate.Thank you for your consideration.Please contact Bret Pollack ( pollack@smccd.edu,X6467) or James Carranza
(carranza@smccd.edu, X6568) if we can provide the committee any additional information aboutthe proposed projects, or if we can answer any questions you might have regarding them.
*A brief overview of
Writing in the End Zone
:
Writing in the End Zone
began in 2003. And it has grown in scope over the past four years. It
is athree semester learning community, which pairs sequential English developmental to transfer level composition courses with PE/football courses. Faculty and coaches work in unison to provide students the highest quality instruction, services, and support in order to facilitatesuccess in both the classroom and on the field.
WEZ
students are predominantly low-income,African-American and Pacific Islander males. And, with regard to academics, they represent thetwo lowest achieving groups of students on campus.In the five years
WEZ
has been in existence, the success and retention rates of
WEZ
studentshave equaled the average success and retention rates of general population students and havesubstantially exceeded those of their non-
WEZ
peers.
WEZ
faculty members have shared their work in department meetings and retreats, college-wide forums, and at two state conferences andtwo national conferences.
Writing in the End Zone
has developed a reputation locally, and evenin the state, as a model student success project. Chabot College and De Anza College have triedto develop similar projects. Diablo Valley College, Solano College, West Hills College, Lemoore(Southern California), and College of the Redwoods have requested information as they are inthe process of developing similar
WEZ
projects. Soccer coaches and English faculty at CityCollege of San Francisco are currently planning a project using CSM's model as a guide.Please visit iTunes U!http://www.smccd.edu/itunesu/.
Writing in the End Zone
students sharetheir experiences in a Podcast. (Click “CSM Courses” and then click “English-Kitamura.”)2
The nine requested units of reassigned time, three for each faculty member, will enable us toaccomplish the following goals and objectives:
Two Central Goals
:1. Include a fourth English instructor to the
Writing in the End Zone
learning community.
Currently, three ENGL instructors are responsible for teaching the three
End Zone
composition courses. A fourth instructor added to the rotation will ease the load on thecurrent faculty and help to reinvigorate the project.
2. Develop
and
institutionalize a
Math in the End Zone
learning community.
We know that Math poses a particular challenge to CSM's lowest achieving group of students—African-American and Pacific Islander males, ages eighteen to twenty-two.Using
Writing in the End Zone
as a model, we hope to generate the same success in aMath
End Zone
as we have in our English
End Zone
.
Objectives
:
•
research and develop a sustainable learning community—
Math in the End Zone
•
coordinate both learning communities in fall and organize for spring and beyond
•
build upon and improve student math skills appropriate to Math 111 and eventually 112
•
build student self-esteem and confidence in English and Math (and in academics ingeneral)
•
meet or exceed student success, persistence, and retention rates for similar cohorts of students and compare these to the rates of the general population of students in English100/101 and MATH 111 and 112 courses
•
collaborate with each other and current
WEZ
instructors—Teeka James, Jon Kitamura,and James Carranza—to create innovative and appropriate curriculum and teachingmethods for both LCOMs. These will reflect department Student Learning Outcomes andInstitutional Student learning Outcomes
•
evaluate the effectiveness of our curricula in both LCOMs
•
revise and modify curricula and teaching methodology as necessary for both LCOMs
•
outline our approach to teaching these unique LCOMs, so that other interested Englishand Math faculty might participate in these LCOMs in future or employ specificstrategies in their own courses when working with student-athletes or students fromdiverse backgrounds.3
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WEZ MEZ Prof Proposal 09
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| Upload Date: | 04/24/2009 |
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