Pasadena: Our Story of Hope

What we are doing to change the culture on our campus

The Slump

Administration that stifled creativity and professional development Faculty arrogance about a need for professional learning

Seeds of Change

Internal Grant Program Title V Grant

Kellogg West Leadership Retreat

What drove us

5537
Number of first time students who enrolled at PCC in 2004

About the 5537 6 years later

Developmental Education Non-Developmental Education

N = 3,408
12% earned an AA/AS degree 5% earned a certificate 25% transferred

N = 2,129
10% earned an AA/AS degree 4% earned a certificate 41% transferred 55% no discoverable milestone

69% no discoverable milestone

Our Community
Interdisciplinary Team Cultivating Relationships Inquiry Mindset Mutual Respect Divide the work

Leverage our expertise

Pilot Imperfectly
Create the Dream Live the Nightmare
2 hour weekly meetings Researched & wrote curriculum, grants Considered texts FYE Seminar
300 students 3 back-to-back classes Every Friday

Professional Learning Workshops

Bright Spots
One Book, One College

Student Conference

Our Learning Continues

FTLA Faculty Teaching & Learning Academy
Technology Reading Apprenticeship Syllabus Redesign

BSILI 5
Networking Support from like-minded individuals/badgers Communities of Practice Took ownership of leadership roles

Paying it Forward
One week professional learning institute
College 1 Institute supported by 3CSN 32 instructors from all 12 divisions on campus Embedded Reading Apprenticeship Introduced Habits of Mind

Paying it Forward
Kellogg West 2 Program Redesign Retreat
Math, English, ESL credit & noncredit, Counseling, Social Sciences, CTE Problem-based Learning (PBL) Reading Apprenticeship

Where are we now?

College 1 Institute, 2.0
41 sections, 1200 students

40+ instructors signed up for Reading Apprenticeship 101 (6 week online course)

Individual support for redesign groupsProblem Based Learning

APL

Dimensions of Reading Apprenticeship

Think Aloud
Helps students to notice and say when they are confused, and use each other as resources for making meaning Helps you to practice making your thinking visible, so you can model effective ways of reading texts in your discipline for students

Helps to give names to the cognitive strategies that we use to comprehend text
Helps to notice text structures and how we navigate various genres to build confidence, range, and stamina

15

Take Turns Thinking Aloud in Pairs

While the first person Thinks Aloud while reading the article, the other person takes notes. After two minutes, we will ask partners to switch roles the second person Thinks Aloud while the other takes notes

Talking to the Text

This strategy is basically a think aloud on paper. It differs from think aloud in two key ways: the individual reflection on the reading process is written, not spoken

the metacognitive conversation is delayed until after the individual reading and reflecting
On your own, read and Talk to the Text with The Importance of Stupidity

17

In the words of College 1 Students

https://www.dropbox.com/s/2hnsq6u7mntfzh a/College%20One%20Students%20Reactions %20Video.mp4

 What do you notice about the College 1 students talk about their reading and learning? How do you connect the video clip(s) to the other texts we have explored (the PCC change narrative, New Rules, Do Your Job Better, The Importance of Stupidity) How does this session map to the 4 dimensions of Reading Apprenticeship?

Dimensions of Reading Apprenticeship

Q&A
Cecile Davis-Anderson (cmanderson@pasadena.edu) Nika Hogan (nihogan@pasadena.edu) Shelagh Rose (serose@pasadena.edu) Carrie Starbird (castarbird@pasadena.edu)