KENTUCKY DEVELOPMENTAL EDUCATION INSTITUTE

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1 KENTUCKY DEVELOPMENTAL EDUCATION INSTITUTE OCTOBER 10, :00 a.m. Commonwealth Ballroom Foyer 9:00 a.m. 9: 05 a.m. Registration Opens Welcome Dr. Aaron Thompson Executive Vice President and Chief Academic Officer, Setting the Kentucky Context Dr. Aaron Thompson Executive Vice President and Chief Academic Officer, 9: 15 a.m. The National Developmental Education Reform Movement Bruce Vandal Vice President, Complete College America 9:45 a.m. Panel Discussion Innovation and Reform in Developmental Education Bruce Vandal, Complete College America, Moderator 11:00 a.m. Break Casey Sacks, Colorado Community College System Loretta Griffy, Austin Peay State University Shawna Van, Front Range Community College Heidi Estrem, Boise State University 11:15 a.m. 12:00 p.m. Commonwealth Ballroom D Kentucky s Guiding Principles of Reform Sue Cain Senior Policy Advisor Lunch

2 1:00 p.m. Colonel III Concurrent Breakout Sessions Please note that these sessions will be repeated at 2:15 pm. System Developmental Education Reform, Scale, and Implementation Casey Sacks, Colorado Community College System How campus experimentation informed statewide policy changes. This session will explore reforms of English, Reading, and Math and how local campuses implemented the changes. Cardinal Room Student Destinations Loretta Griffy, Austin Peay State University Based on the premise that intended student destinations should inform academic intervention and support, this session focuses on the development and structure of the learning support model at Austin Peay State University (APSU). APSU has moved from a traditional developmental education structure to a model that utilizes a co requisite approach. Colonel II Integrating without Subsuming: Contextualizing Reading and Writing Instruction Shawna Van, Front Range Community College This session describes a redesigned model for reading and writing that integrates courses using a contextualized format. Colonel I Placement and Curriculum: Opportunities to Change the Conversation about Writing 2:00 p.m. Break Heidi Estrem, Boise State University This presentation describes the results of sustained innovation in firstyear writing placement and curriculum for our own students and for students across Idaho. The reason placement and curriculum are intertwined and how moving to both a course matching process and a corequisite course model can differ, and still result in enhanced opportunities for student learning is explored. 2:15 p.m. Concurrent Breakout Sessions (See information at 1 p.m. for sessions and room locations.) 3:15 p.m. Next Steps for Campuses 4:00 p.m. Adjourn

3 Sue Cain is a Senior Policy Advisor and Coordinator of College Readiness and Developmental Education at the Kentucky Council on Postsecondary Education. She serves as a state and national representative on creating P 12, adult education, and postsecondary partnerships to align standards, assessments, and accountability systems. Her work centers on identifying, designing, and implementing policy and practices supporting intervention and accelerated learning opportunities at the secondary level, and creating and designing postsecondary programs and services supporting student success in college. She led the Kentucky postsecondary team that developed unified strategies to reduce college remediation rates and increase college completion rates and has been a leader in the statewide effort to develop and implement a free online placement system. Dr. Cain is a textbook author and tenured faculty member in the Department of Mathematics and Statistics at Eastern Kentucky University. She currently serves on the Kentucky Dual Credit Work Team and as political liaison for the Kentucky Association for Developmental Education. She received her doctoral degree in Curriculum and Instruction: Reading from Grambling State University in Louisiana. Heidi Estrem is an associate professor of English and the Director of the First Year Writing Program at Boise State University. She has long been active in statewide collaborative conversations related to first year writing. She publishes regularly on how students learn about writing across contexts, how new faculty integrate deeper knowledge about teaching writing, as well as how educational policy shifts matter. She regularly teaches first year writing courses, as well as undergraduate and graduate courses.

4 Loretta Ussery Griffy has worked on a college campus over 20 years and is a professor in the Department of Mathematics and Statistics at Austin Peay State University in Clarksville, TN. She currently serves the university as the Director for the Center for Teaching and Learning, with a primary focus on promoting student success and a culture of self improvement on campus through development, implementation and assessment of initiatives focused on the teaching, learning, and advising environment in a collegiate setting. Her teaching experiences are founded in developmental mathematics which inform and guide her work with college students and faculty. She is engaged on campus in developing initiatives that utilize emerging technology to inform student faculty interaction and focus high impact work on high need areas. Additionally during the past five years, she has served as the principal investigator on a Department of Education Title III grant, as co principal investigator for a National Science Foundation grant, and executive sponsor PI for a Breakthrough Models Incubator NextGen Learning grant, an Integrated Planning and Advising Services grant, and an Ideas42 grant. Casey Sacks has been at the Colorado Community College System (CCCS) office in Academic Affairs for the past six years. She specializes in special projects with an emphasis in grant program management. Her project portfolio includes programs in developmental education, career and technical education, analytics, immersive learning, and credit for prior learning. Three years ago, she chaired the taskforce charged with creating policy changes and the ultimate redesign of developmental education for Colorado. Sacks completed her doctorate in higher education administration at Bowling Green State University in Ohio specializing in institutional planning. Shawna Van is English faculty and chair of the Rhetoric, Languages, and Philosophy department at Front Range Community College in Fort Collins, Colorado. She served as a college representative on the statewide Developmental Education Task Force, which over a two year period, examined pedagogy and the methods by which developmental English, reading, and math are sequenced and implemented across the community college system in Colorado, which includes 13 system colleges and two district colleges. The state system radically transformed its developmental offerings based on the Task Force s recommendations.

5 Bruce Vandal is former Director of the Postsecondary and Workforce Development Institute at the Education Commission of the States (ECS). At ECS, he led Getting Past Go, a three year Lumina Foundation for Education project to more effectively leverage investments in remedial and developmental education to increase college attainment. Bruce also served as co director of the Tennessee Developmental Studies Redesign Initiative, a partnership with the Tennessee Board of Regents (TBR) to reform developmental education courses at TBR institutions funded by the U.S. Department of Education s Fund for the Improvement of Postsecondary Education. Bruce also directed projects on aligning education and workforce development policy, teacher preparation and college access. He earned his Ph.D in Education Policy and Administration from the University of Minnesota. Aaron Thompson came to the Council on Postsecondary Education from Eastern Kentucky University in 2009 to serve as interim vice president for academic affairs before being named CPE s Executive Vice President and Chief Academic Officer. Dr. Thompson holds a doctorate in sociology in areas of organizational behavior/race and gender relations. At EKU he was a professor of sociology and previously served as the executive director of the Student Success Institute, associate vice president of academic affairs and university programs, and associate vice president of enrollment management. Dr. Thompson has researched, taught, or consulted in areas of educational attainment, assessment, diversity, leadership, ethics, research methodology and social statistics, multicultural families, race and ethnic relations, first year students, retention, and organizational design. He is nationally recognized in the areas of educational attainment and academic success, African American fatherhood, divorce in the black family, and black and white differences in marital expectations. Dr. Thompson s research includes building culturally relevant models for student success, transition to college from high school, and persistence to graduation.

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