"Brown Bag" Webinars

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Archived Webinars

How many students make it through college English and math?
Basic Skills Cohort Tracking Tool

March 7, 201212 p.m. PST
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Deborah Harrington, Executive Director, 3CSN, and Dean for Student Success, Los Angeles CCD; Craig Hayward, Director of Planning, Research & Knowledge Systems, Cabrillo College; Katie Hern, English Instructor, Chabot College; Director, California Acceleration Project Webinar

This webinar introduces the new Basic Skills Cohort Tracking Tool on the Chancellor’s Office website. It gives all 112 California community colleges immediate, easy access to data on student progress through their English, reading, ESL, and math pipelines. Envisioned and sponsored by 3CSN, this online tool has been expertly developed by the Research and Planning Group in collaboration with the CCCCO. This webinar was produced in partnership between the Community College League of California and the California Community Colleges' Success Network (3CSN).

College Completion—Why accelerating developmental
English and math is the essential first step.

May 20, 2011 • 12 p.m. PST
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Katie Hern and Myra Snell are the authors of “Exponential Attrition and the Promise of Acceleration in Developmental English and Math” (June/July 2010, Perspectives, RP Group). Katie Hern teaches accelerated developmental English at Chabot College and is the coordinator of 3CSN’s statewide Acceleration Initiative. Myra Snell developed and teaches in Path2Stats, a one-semester pre-statistics course at Los Medanos College that allows students to bypass the standard four-semester developmental math sequence.

A pervasive problem across community colleges is the high rate of attrition in pre-collegiate sequences. The more levels students must take, the less likely they are to ever complete college English or Math. This presentation makes the case that to address this problem, colleges must shorten their developmental sequences and eliminate the many exit points where students are lost. Webinar highlights include a number of acceleration models, with particular focus on classes they teach at Chabot and Los Medanos colleges, both of which have seen significant increases in the number of developmental students completing college-level coursework.

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