Meet the GSCC 2.0 Coaches
BRONTE MILLER (Math)
Patrick Henry Community College, Martinsville, VAThe work of GSCC validates the huge role that affective issues play in the success of developmental students. As a result, I pay as much attention in my pedagogy to the non-academic life of my students as I do to the academic life.
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A Look Back: Presentations by GSCC Faculty and Team Members
Over the last 18 months, 20 faculty members from the first phase of GSCC have made presentations at the local, regional, and national level. Our team and partners have also made presentations. Here is list of the national presentations.
National Presentations:
“Global Skills for College Completion: Faculty Innovation and Student Success.” Innovations 2010, Baltimore, MD. Rosemary Arca, Marisa A. Klages, and Katrina Nichols. March 2010.
“Pedagogy in Developmental Education.” The Madison Summit. Madison, WI. Yasser Hassebo. January 2010.
“Global Skills for College Completion: Tools and Routines.” Innovations 2011 San Diego, CA. Marisa A. Klages, Trisha O’Connor, Bronte Miller, Terry Shamblin. March 2011.
“Pedagogical Patterning: Discovering the Pattern of Developmental Educators.” Innovations 2011 San Diego, CA. Gail Mellow, Diana Woolis, Louise Yarnall. March 2011.
“Global Skills for College Completion: An Update from the Road.” Innovations 2011 San Diego, CA. Teresa Demonico and Eric Kraus. March 2011.
“Digital Multiplicity: The Global Skills for College Completion Project to Create a Replicable Model for Success in Basic Writing.” Conference on College Composition and Communication J. Elizabeth Clark, Marisa A. Klages, and Reid Sunahara. Atlanta, GA. March 2011.
“Action Pedagogy: Global Skills for College Completion” American Educational Research Association. Diana Woolis and Louise Yarnall. Denver, CO. April 2011.
“Technology in Learning Services and Social Supports.” The 3rd Annual Gates Postsecondary Success Grantee Convening J. Elizabeth Clark and Yasser Hassebo. Seattle, WA. June 2011.
“Quality Developmental Education Instruction and the Global Skills for College Completion Initiative.” Jobs for the Future: Education for Economic Opportunity Postsecondary Success Learning Exchange: YouthBuild USA. Yasser Hassebo and Marisa A. Klages. Crystal City, VA. October 2011.
“Reflective Practice in Basic Skills: The Global Skills for Completion Grant Routines for Reflecting, Collaborating, Innovating.” College Reading and Learning Association. San Diego, CA. Rosemary Arca and Terry Shamblin. November2011.
“Pedagogy Matters! How the Global Skills for College Completion Project Elevates Classroom Practice and Ultimately Student Success.” D.R.E.A.M. Annual Meeting Dallas, TX. Bronte Miller. February 2012.
“Pedagogy Matters! Refining Teaching Practice to Increase Student Success.” Innovations 2012. Philadelphia, PA. Rosemary Arca, Bronte Miller, Kathy Perino, and Kate Smith. March 2012.
“Digital Coaching for Measurable Outcomes in Basic Writing: Preliminary Results from the Global Skills for College Completion Project” Conference on College Composition and Communication. St. Louis, MO. Rosemary Arca, Jason Evans, and Robin Ozz. March 2012.
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Preparing for GSCC 2.0
In addition to reviewing applications from potential participants for the second phase of Global Skills for College Completion, the project team, which includes 4 faculty coaches, is refining the work plan for the 2.0 faculty cohort.
The four coaches for GSCC 2.0 are alumni from the first phase of the project: Rosemary Arca, Foothill College, Los Altos Hills, CA; Jason Evans, Prairie State College, Chicago, IL; Bronte Miller, Patrick Henry Community College, Martinsville, VA; Richard Pescarino, St. Louis Community College, St. Louis, MO. Rosemary and Jason teach English, and Bronte and Richard teach math.
Here’s a video of Bronte Miller talking about how GSCC helped her to look at her teaching practice in a new way.
Leave a commentJoin GSCC 2.0
Do you want to invigorate your teaching and classroom practice and inspire more students to pass your developmental class? If so, apply to be part of GSCC 2.0.
Global Skills for College Completion invites you to experience your classroom in a whole new way – for improved student outcomes and better recognition of your work.
At GSCC we:
- Understand the challenges associated with remedial courses
- Help you to custom design a teaching approach that best suits your challenges, personality and skill set
- Empower you to connect with and learn from other developmental faculty.
For more information, contact Marisa Klages at mklages@lagcc.cuny.edu, or apply now.
Leave a commentGSCC at NADE
Global Skills for College Completion will be exhibiting at the National Association of Developmental Educators Conference (NADE) 2/22/12-2/24/12. If you will be at NADE stop by our booth to meet GSCC alumni, and the Principal Investigators of the project. You’ll get a sneak peek at the activities of GSCC and have the opportunity to apply for participation in GSCC 2.0! You can find us at Booth 121, next to the Internet Cafe in the Exhibit Hall.
Leave a commentGSCC Continues!
LaGuardia Community College Foundation Receives $1.05M for Global Skills for College Completion
Long Island City, NY—January 19, 2012–LaGuardia Community College Foundation has been awarded a $1,048,143 grant from the Bill & Melinda Gates Foundation to continue the development of Global Skills for College Completion (GSCC). GSCC, a project partnership between LaGuardia Community College and Knowledge in the Public Interest, is a network of community college faculty and researchers committed to the idea that improving our nation’s graduation rates starts with the professors who teach basic skills in mathematics and English. GSCC has created an online practice improvement strategy that allows college faculty across the country to connect with and learn from each other in order to help students achieve better pass rates in basic skills classes.
Over the past two years, GSCC worked with 25 of the country’s most effective professors teaching remediation at community colleges across the country, gathering information about their classroom methods of success. Using innovative technology and a set of powerful digital tools created by GSCC, faculty examined and analyzed their personal teaching patterns. GSCC faculty also connected and worked with each other to create more engaging, inspiring and effective classrooms by testing and adapting new tactics that improve student outcomes. GSCC has analyzed its data to identify classroom practices most commonly used by great teachers and found that it’s not just what you teach, it’s how you teach it.
At a time when an educated workforce is more important than ever before, the time for a bold new look at college – particularly in remedial classrooms – is now. This generous grant from BMGF will enable GSCC to continue our important work with faculty across the country, using new tactics and technology to improve our nation’s graduation rates,” said Dr. Gail O. Mellow, President of LaGuardia Community College, Co-Principal Investigator GSCC.
The current award will allow GSCC to launch a second cohort of full time and adjunct faculty who teach remedial mathematics or English, to be recruited from community colleges across the country, as well as to refine GSCC’s innovative online tools. A call for the faculty participants will be issued in late January, 2012 for a fall semester launch.
The Bill & Melinda Gates Foundation award will also fund the development of a business plan for an online Research & Development Network that will capitalize on the success of the GSCC. The Research & Development Network will be a linked system that can support and supplement research in developmental education by providing a ready set of faculty to explore and test activities, curriculum, online tools, etc., that are being developed by other projects—in real time in actual classrooms.
“Our paradigm-shifting methods help faculty re-examine their own practices, test and adapt methods most appropriate to their own challenges and connect with fellow educators for a largernetwork of support and ideas. This funding will allow GSCC to bring this innovative approach to community colleges across the country in order to bring better outcomes to the students who need it most,” said Dr. Diana D. Woolis, Founding Partner, Knowledge in the Public Interest, Co-Principal Investigator GSCC.
For information about Global Skills for College Completion, please contact Dr. Marisa Klages, Project Director, mklages@lagcc.cuny.edu , 718-482-5677.
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LaGuardia Community College located in Long Island City, Queens, was founded in 1971 as a bold experiment in opening the doors of higher education to all, and proudly carries forward that legacy today. LaGuardia educates students through over 50 degree, certificate and continuing education programs, providing an inspiring place for students to achieve their dreams. Upon graduation, LaGuardia students’ lives are transformed as family income increases 17%, and students transfer to four-year colleges at three times the national average. Part of the City University of New York (CUNY), LaGuardia is a nationally recognized leader among community colleges for its boundary-breaking success educating underserved students. At LaGuardia we imagine new ideas, create new curriculum and pioneer programs to make our community and our country stronger. http://www.lagcc.cuny.edu/home/
Knowledge in the Public Interest, founded in 2001, designs conversations that are transforming education. Through innovative uses of social media, KPI fosters powerful online collaborations focusing on educational practice and policy. KPI brings together education leaders, researchers,
practitioners, and other experts throughJams—one‐day, synchronous, moderated online exchanges;eCommunities—structured, facilitated virtual working groups that achieve specific outcomes over set timeframes; and Networks**—ongoing interactions of diverse participants addressing issues of shared concern. http://www.kpublic.com/
Contact us if you are interested in joining the effort.
Resources From the Pedagogy Matters! Jam
Last February, the GSCC Team hosted a National Jam where scores of developmental education faculty from across the country participated in an online discussion on the topic of developmental education pedagogy. For those who may have missed the Jam, or would like to follow up on the results, read the concise wrap up of the Jam from the Project director. For a comprehensive analysis, download the full Jam report, Pedagogy Matters: Perspectives of Community College Developmental Educators. Additionally, the librarians captured the resources that were discussed throughout the Jam and have made these available as annotated links in the Jam Resources Report.
Leave a commentAMATYC honors Bronte Miller with the 2011 Teaching Excellence Award
American Mathematical Association of Two-Year Colleges (AMATYC) honors GSCC member Bronte Miller with the 2011 Teaching Excellence Award. Bronte teaches at Patrick Henry Community College in Martinsville, Virginia.
We warmly congratulate Bronte.
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The GSCC Experience: New Model For Professional Development
A survey of GSCC faculty and a follow-up dialog in a Choice Event provided insight into what has been most valuable about their participation in the project and this new model of professional development. Foremost, they find the experience of GSCC to be a highly effective model of professional development.
Faculty noted the benefit they gained from being a member of a community of practice comprised of colleagues from around the country and from networking with a wider group of developmental educators. They described how GSCC changed their teaching, particularly in the case of enhancing their assessment practices. For example, they learned to include more, short, low stakes assessments throughout the semester, rather than waiting until the end to find out if students have mastered skills.
A challenge, at least in the beginning, was to understand the process and the goals of the project, especially as these evolved organically as the semesters progressed. One survey respondent pinpointed the way GSCC is different from other professional development: “The hardest adjustment was to switch my thinking from ‘Am I teaching the right content/curriculum?’ to ‘How am I teaching the content?’ Everything else out there is curriculum/content focused. It took a long time to break me of that thinking.”
The survey asked for suggestions on what should be included for a future cohort. In response, faculty highlighted: sharing classroom practice, reflection, tagging with themes, the Pedagogy Circles, and peer review of work. Faculty found Pathfinder, the database of links to lessons and resources used in GSCC classrooms, to be a tool of growing value. Making efforts to ensure that GSCC is affordable for faculty who would like to take advantage of this new model ranked high. In particular, this would allow adjunct faculty, who do not have access to professional development funds, to be involved in the process.
In the end, both the results of the survey and the reflections in the Choice Event confirmed the success of GSCC.
Here are some quotes from faculty:
“Having all of these amazing colleagues all over the country to commiserate over the trials and tribulations of developmental education has been one of the most valuable parts of my GSCC experience.”
“Practice without assessment is empty. What GSCC did for me was help me refocus my attention on this part of the learning cycle…”
“[Pathfinder] gave me a brand new lesson I have never used before and is helping [me] get ideas for how to show more Caring and Tailored instruction, my primary themes to work on this semester…”
“[GSCC] was invigorating, thought provoking, reflective, encouraging, inspiring, challenging, tiring at times, but always promising for improved student achievement.”
Leave a commentMoneyball and GSCC
I recently saw the movie Moneyball, the story of how the use of a new kind of statistical analysis of player performance changed baseball. I was struck by the similarities with GSCC. By looking at the patterns of individual players, within a common framework (getting to first base, etc), they were able to develop and deploy player skills in a new and highly effective way. This type of analysis CHANGED baseball. But not before institutions, commentators, players, and fans vehemently resisted the ideas behind the new model.
Baseball has TONS of statistics kept every which way. What data elements can help refine our “seeing” pedagogical patterns so we can provide faculty improvement opportunities as precisely as Billy Bean did for the Oakland A’s?
Appreciative or Strengths-based Coaching
Appreciative Inquiry is about searching for the best in people, their organizations and the relevant world around them. In the case of GSCC, it’s about searching for the best in classroom pedagogy. The GSCC faculty design team incorporates Appreciative or Strengths-based Coaching into their discussions in ePortfolios, Pedagogy Circles and Choice Events. Instead of looking at what is not working and why, faculty shift to a positive focus on what is working so that they can build upon strengths.
Here are some examples of of how the GSCC faculty design team frame their appreciative-based coaching questions using themes and patterns to indicate strengths.
- What strengths did you see in the portfolio overall?
- Name these in terms of themes.
- Were these the same strengths that the featured faculty identified and tagged?
- Were these the ones that showed up in the preliminary patterns?
Suggested Readings
Appreciative Inquiry: Change at the Speed of Imagination (book)
By Jane Magruder Watkins and Bernard J. Mohr. San Francisco, CA: Jossey-Bass/Pfeiffer, 2001
A Coaching Journey from Resilience and Well-being to Flourishing (article)
By Jacqueline Binkert & Ann L. Clancy
Appreciative Coaching, 2009
Report on Jam: Turning Around Failure
Last week, the public policy initiative Getting Past Go hosted a Jam titled Turning Around Failure: System Triage for Severely Under-Prepared Adults in Higher Education.
The Jam was a great success; people from across the spectrum and every level added their voices to Turning Around Failure. In total, the Jam saw over 150 participants from more than half the country — 28 states plus Washington, DC. Of those, 60 active participants posted their thoughts. Almost 100 people jumped on in the first 90 minutes and excitement built quickly among the participants!
Here is some of what was discussed:
“We all know that better-funded institutions embed student supports into the entire experience. Life at a wealthy institution can be one big safety net–students themselves call it a ‘bubble world.’ When we know that the sky is not going to open and rain down gobs of money upon our community colleges, how do we pick and choose among the most important support services?” – Lara Couturier, Jobs for the Future (JFF)
“One other thing looming on the horizon is the cut to Pell Grants. If there is likely to be less money going around, are we going to cut the aid to each student or are we going to need to focus on specific sets of students where we think the payoff or the need is greatest? Expanding or keeping the same pool of persons in a program with less and less money is going to have everyone coming up short.“ – Thomas Nenon, Vice Provost for Assessment, University of Memphis
“The Legislative Budget Board here in Texas published a report on Predictors of Access and Success. It found that the single strongest financial aid predictor of success is receiving a work study award. This study was commissioned as Texas was considering adding new merit criteria to the state’s largest need-based grant program-TEXAS grants. It’s an interesting study that may be of interest.“ – Leslie Helmkamp, Center for Public Policy Priorities (Texas)
“Michigan has just revamped part of its funding policies for ABE programs. Instead of going to a single organization or institution, certain kinds of funds will go only to a regional consortium made up of ABE/GED providers including school systems and community-based organizations, a community college, a four year university, and the workforce investment board. The state has been divided into regions, and while no funds have yet been released under this system, it does appear to be the future for the state in literacy/ABE/GED education….I anticipate we will cut costs by non duplication of services, and we will modify our roles so that we, as a region, can become more efficient and coordinated, leading to serving more students more effectively without increasing costs. We will be able to refer students smoothly from one program to another, from adult ed to community college, and, since we will be funded as a group, there should be no competition for the students.“ – Linda Spoleman, Director of Instruction, Grand Rapids Community College (Michigan)
To learn more, please visit Getting Past Go.
Leave a commentJam on Serving the Most Academically Challenged Students
The Jam, hosted by Knowledge in the Public Interest, Education Commission of the States and Jobs for the Future, is scheduled to take place on August 4, 2011, 11 a.m. – 6 p.m EST. It will address: lowest-level learners and defining who is the lowest-level learner; pedagogy and curriculum; institutional strategies; state and federal policies; and taking action – An 180 Day Action Agenda.
The impetus for this Jam emerged from a Lumina Foundation Convening in late June where representatives from over 30 programs, research organizations, institutions and states, along with five other foundations met to discuss the need for developmental education reform.
Following up on that momentum, we are looking forward to a deep conversation among a diverse group of stakeholders working on developmental education from classroom practice to financial aid policy.
Nothing would make us happier than the voice of GSCC faculty and their colleagues, including Presidents, Deans, Counselors, State Legislators, Governor’s ed staff.
Join the Jam by clicking here to register.
Leave a commentCamp PAC, Semester 4 Kick-Off
The GSCC faculty is getting ready for the semester 4 kick-off in Camp PAC (Patterns, Assessment, Community). Camp PAC will consist of a two-day virtual convening that will take place both asynchronously and synchronously on August 2nd and 3rd.
In Webinars, faculty will be brought up to date on the grant and on the project’s data outcomes. The interim evaluation report from SRI, Seeing Pedagogy: Affordances of an Online Professional Development System for Individual Faculty Improvement, will be discussed in the Webinar on data outcomes. The report will be available on the website once it is finalized.
In the online community, faculty will take part in various activities where they will thoughtfully review their classroom practice from previous semesters. Activities will include faculty picking a notable lesson from last semester to identify the learning objectives , observing videos from past semesters that exemplify themes, and evaluating the materials they use to teach.
Leave a comment30 Second GSCC
Global Skills for College Completion is a project which seeks to raise pass rates in Developmental Math and English by asking faculty to look deeply and methodically at what they are doing in the classroom and by tagging their classroom practice with a closed set of themes. We asked faculty two questions:
* How has GSCC changed what you do in the classroom?
* How has GSCC helped your students?
Our faculty made video responses! Here’s what Bronte Miller has to say.
Watch more GSCC faculty responses.
Trisha O’Conner, Delta College, Michigan
Katrina Nichols, Delta College
Richard Getso, South Texas College
Michelle Zollars, Patrick Henry Community College, Virginia
LaVache Scanlan, Kapi’olani Community College, Honolulu, Hawaii
What Professors Do To Support Student Success
In March 2011, thirty-two students joined GSCC facilitators Marisa Klages, Lisa Levinson and Brenda Kaulback in focus groups to discuss the pedagogy styles of their GSCC faculty. The students shared their thoughts on what helps them to learn and provided valuable insight.
The intent of the focus groups was to delve deeper into issues that students had identified in the past two Student Jams, specifically (1) how teachers create a classroom environment that is conducive to learning, (2) teaching and presentation strategies that contribute to student success, and (3) faculty qualities that help students learn.
One of the themes that resonated with students was comfort. Students stated that a sense of comfort in the classroom means that they can more readily attend to their learning objectives. They suggested strategies for faculty to create a supportive learning environment. These included being respectful of how they treat students, adjusting the pace of the classroom according to students’ needs, having an easy teaching style that allowed students to feel connected, being passionate, having a caring attitude and being down to earth and authentic.
Students believe that offering a variety of approaches to presenting information is advantageous and contributes to student success. They urged clarity and repetition, contextualization through examples, and a warm and caring presentation style.
The personal qualities in faculty that students indicated they respond to positively were authenticity — the ability of faculty to show their human side, seeing students as people, passion for subject matter and teaching, having a sense humor, being energetic, open and understanding, and patience.
The full report, Student Focus Groups on Developmental Community College Pedagogy: What Professors Do To Support Student Success, is available to download.
Leave a commentPedagogy Matters! New Online Communities
Thanks to all who volunteered to take part in shaping Pedagogy Matters – our innovative online community of faculty. We’re excited to introduce new opportunities for getting involved:
- Apply to join the GSCC Adjunct Faculty Community
- Apply to take part in the upcoming Pedagogy Matters Campaign Community
For more information on taking part in the Pedagogy Matters community, contact Claudia Hindo at chindo@kpublic.org.
Read GSCC faculty design team’s declaration to a commitment to provide access to outstanding educational opportunities for all students in the Pedagogy Matters! Manifesto.
Leave a commentKudos to a GSCC Faculty Design Team Member
Michelle W. Zollars won the 2011 Distinguished Faculty Achievement Award at Patrick Henry Community College. Congratulations, Michelle!
Leave a commentGSCC Design Team Spreads the Word
The GSCC Design Team have been busy sharing their findings across the country. At the League for Innovations Conference, Innovations 2011, in San Diego, Project Co-PIs, Drs. Gail Mellow and Diana Woolis, along with Dr. Louise Yarnall, lead evaluator from SRI, presented on “Pedagogical Patterning: Discovering the Patterns of Developmental Educators: A Story in Three Parts.” Here, they shared the work that GSCC has done around understanding the way that developmental educators teach by looking at the recurring themes that appear in a developmental educators teaching. Also at Innovations, Terry Shamblin, Trisha O’Connor, Bronte Miller and I presented on the Tools and Routines of GSCC with a focus on each of the main tools: ePortfolio, Polilogue, Tagging and Pathfinder.
Rosemary Arca presented on “Teachers on Teaching: From Reflection to Action: Incorporating Research into Classroom Practices” at the Foundation Skills Teaching and Learning Community and Supported in part by Bridging Research, Information and Cultures (BRIC) in Mendocino, CA.
LaVache Scanlan and Dr. Yasser Hassebo have both recently presented about being mathematic faculty in the GSCC project in Hawaii and Michigan.
Michelle Zollars, Reid Sunahara, Dr. J. Elizabeth Clark and I presented at the Conference on College Composition and Communication on “Digital Multiplicity: The Global Skills for College Completion Project to Create a Replicable Model for Success in Basic Writing” where they discussed having the time to delve deeply into their teaching, reflection, and tagging.
If you were at AERA, maybe you heard Dr. Louise Yarnall present Dr. Diana Woolis’ paper: “Action Pedagogy: Global Skills for College Completion.” Otherwise, you can check out the article in the May/June 2011 Change Magazine “Developmental Education Pedagogy” by Drs. Gail Mellow, Diana Woolis and Diana Laurillard.
Leave a commentSemester 2 Student Jam Report is Available
Students from GSCC classes across the country joined in dialogue to identify the critical pedagogical factors leading to their success. Student responses included comments on all 31 of the faculty themes, validating the pedagogical themes found in GSCC classroom activities and used by the GSCC team and faculty in their research. The top commented upon themes? Comfort, technology, time on task, enjoyment, and structure. The most remarked upon faculty quality? Passion. As one student noted about her teacher, “She shows us that she loves math so it makes me like math just a tad bit more.”
Download the 2nd Student Jam Report.
GSCC seeking a Campaign Coordinator and an Online Community Coordinator
Two positions are available as a result of and response to Pedagogy Matters! The First National Jam on Teaching Developmental Education.
Pedagogy Matters Campaign Coordinator
The Pedagogy Matters Campaign Coordinator will create awareness and understanding of the role of pedagogy in the success of developmental education students. Click on the title to go to the application survey.
Online Adjunct Community Coordinator
The Online Adjunct Community Coordinator will help design and launch the online community focused on three objectives:
1. Provide a space for adjunct developmental education faculty to interact in a structured way;
2. Explore and recommend strategies for engaging developmental education faculty about developmental education innovation;
3. Explore and recommend, based on GSCC, strategies for adjunct developmental education faculty professional development.
Click on the title to go to the application survey.
AMATYC honors Bronte Miller with the 2011 Teaching Excellence Award
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A Look Back: Presentations by GSCC Faculty and Team Members
Over the last 18 months, 20 faculty members from the first phase of GSCC have made presentations at the local, regional, and national level. Our team and partners have also made presentations. Here is list of the national presentations.
National Presentations:
“Global Skills for College Completion: Faculty Innovation and Student Success.” Innovations 2010, Baltimore, MD. Rosemary Arca, Marisa A. Klages, and Katrina Nichols. March 2010.
“Pedagogy in Developmental Education.” The Madison Summit. Madison, WI. Yasser Hassebo. January 2010.
“Global Skills for College Completion: Tools and Routines.” Innovations 2011 San Diego, CA. Marisa A. Klages, Trisha O’Connor, Bronte Miller, Terry Shamblin. March 2011.
“Pedagogical Patterning: Discovering the Pattern of Developmental Educators.” Innovations 2011 San Diego, CA. Gail Mellow, Diana Woolis, Louise Yarnall. March 2011.
“Global Skills for College Completion: An Update from the Road.” Innovations 2011 San Diego, CA. Teresa Demonico and Eric Kraus. March 2011.
“Digital Multiplicity: The Global Skills for College Completion Project to Create a Replicable Model for Success in Basic Writing.” Conference on College Composition and Communication J. Elizabeth Clark, Marisa A. Klages, and Reid Sunahara. Atlanta, GA. March 2011.
“Action Pedagogy: Global Skills for College Completion” American Educational Research Association. Diana Woolis and Louise Yarnall. Denver, CO. April 2011.
“Technology in Learning Services and Social Supports.” The 3rd Annual Gates Postsecondary Success Grantee Convening J. Elizabeth Clark and Yasser Hassebo. Seattle, WA. June 2011.
“Quality Developmental Education Instruction and the Global Skills for College Completion Initiative.” Jobs for the Future: Education for Economic Opportunity Postsecondary Success Learning Exchange: YouthBuild USA. Yasser Hassebo and Marisa A. Klages. Crystal City, VA. October 2011.
“Reflective Practice in Basic Skills: The Global Skills for Completion Grant Routines for Reflecting, Collaborating, Innovating.” College Reading and Learning Association. San Diego, CA. Rosemary Arca and Terry Shamblin. November2011.
“Pedagogy Matters! How the Global Skills for College Completion Project Elevates Classroom Practice and Ultimately Student Success.” D.R.E.A.M. Annual Meeting Dallas, TX. Bronte Miller. February 2012.
“Pedagogy Matters! Refining Teaching Practice to Increase Student Success.” Innovations 2012. Philadelphia, PA. Rosemary Arca, Bronte Miller, Kathy Perino, and Kate Smith. March 2012.
“Digital Coaching for Measurable Outcomes in Basic Writing: Preliminary Results from the Global Skills for College Completion Project” Conference on College Composition and Communication. St. Louis, MO. Rosemary Arca, Jason Evans, and Robin Ozz. March 2012.