Wednesday

Sept. 28

Thursday

Sept. 29

Friday

Sept. 30

Opening Remarks & Welcome

KEYNOTE SPEAKER

Dr. Terrance McCain

(Texas State University)

Opening Remarks

KEYNOTE SPEAKER

Dr. Desmond Lewis

(Houston Community College)

Opening Remarks

KEYNOTE SPEAKER

Dr. Gwendolyn Morel

(Digital Learning/Strategic Planning Director – THECB)

Instruction and Pedagogy

Siyo! Cherokee Culture, Native American Women’s Rights and Stickball as the “Little Brother of War”: Guiding Integrated Reading and Writing Classes

Linda Kapocsi

“This presentation will provide information related to the pedagogical benefits of creating an engaging semester theme and will detail how Integrated Reading and Writing Student Learning Objectives were taught within a unifying Native American Theme. Integrated Reading and Writing students learned how to conduct primary source interviews via Zoom and professional emails, find scholarly database secondary sources, read critically for denotation and connotation, cite sources in MLA format, and provide two Service Learning Projects (Cherokee Language Field Cards and Intergenerational Conversation Guides) for The United Keetoowah Band of Cherokee Indians. Attendees will learn about creating a theme, scaffolding, qualitative research designs, determining service-learning goals, and surprising pedagogical findings derived from blending service-learning and researching.”

Student Engagement

Creating a Warm, Inclusive Online Environment Without a Magic Wand

Essie Childers

“Across the country, there are many classrooms with students from different nationalities, cultures, beliefs, and mindsets who may feel invisible to their instructor or peers. Now, many students are finding themselves in a new land – the online environment. Instructors have a golden opportunity to set the stage for success by creating a culturally diverse setting. When students feel safe in a positive, engaging environment, learning will flourish. This presentation introduces three strategies instructors can use to create a culturally diverse online or face to face environment without a magic wand.”

Instruction and Pedagogy

Corequisite Developmental Mathematics: Active Learning and Study Strategies

Dr. Patrick Saxon and Dr. Nara M. Martirosyan

“The purpose of this study was to identify strategies and practices applied in teaching Corequisite Developmental Mathematics (CDM). Analyzing survey data received from 42 faculty members who teach CDM in 2- and 4-year colleges, researchers identified the five most frequently applied active learning strategies in CDM, as well as the top five study strategies in CDM courses. Based on the findings, practical implications were drawn for future practice in CDM instruction. The results of this study will benefit faculty, researchers, and reform advocates as they work to improve the delivery and performance of corequisite developmental mathematics courses.”

Curriculum, Technology & Tools

Story Maps: The Power of People, Place and Stories

Dr. Shireen Hyrapiet

 “StoryMaps based on the ArcGIS platform offers a unique pedagogical strategy and tool to represent place-based data and narratives. It is digital storytelling, but with a difference, as it offers geo-referenced and location-based information that creators can input and users can interact with, thereby distinguishing itself as one of the premier modes of place-based representation of information. It is cross-disciplinary, publicly accessible and can be used to represent data and presentations from engineering and science to arts and humanities. If you have a topic that would tell a more holistic story aided by a map, then StoryMaps is for you. It is app-based, easy to learn and easy to teach students how to use. Data and information is displayed through images, videos, audio, narratives, graphs, charts, but most importantly through interactive maps and datasets that can either be drawn from the wide array of mapped data held in ArcGIS or users may create their own data. Join this session to learn more and connect.”

Curriculum, Technology & Tools

Preliminary Findings from a Study of Learning Frameworks Courses in 50 Texas Community Colleges

Dr. Taylor Acee, Dr. Russ Hodges, Dr. Eric J. Paulson, Jonathan Lollar, Giovanna Lorenzi Pinto, Lori Wischnewsky, and Gail Sylvester-Conrad

“Learning frameworks courses teach students about the psychology of learning and how to use learning and motivational strategies to support their success in college. In 2000, the Texas Higher Education Coordinating Board approved formula funding for learning frameworks courses. Since this time, there has been a surge in learning frameworks course offerings in Texas public community colleges, with over 90% of institutions offering a learning frameworks course as of the 2016—2017 academic year. However, little is understood about the effectiveness of learning frameworks courses and how well they support subpopulations of students. Furthermore, little is known about the content being taught in these courses. In this session, we will overview our Greater Texas Foundation grant project and present preliminary findings from content analyses of learning frameworks course syllabi that help to reveal curricular characteristics of learning frameworks courses in Texas community college. These preliminary findings describe and categorize student learning outcomes, course topics, and textbooks found in Texas community college course syllabi and the extent to which they incorporate assessment, theory, and learning strategies. Discussion of findings will address pertinent issues related to research, policy, and practice related to the role of learning frameworks courses in helping college students to become more strategic and self-regulated learners capable of reaching meaningful personal, social, academic, financial, and work/occupational goals. The session will be relevant to learning frameworks course coordinators and instructors as well as practitioners interested in developing a learning frameworks course or incorporating learning frameworks instruction into a content course.”

Student Success Support

Multiple Measures: A Tale of Two Cities

Dr. Elizabeth Leyva, Dr. Sonya Barrera-Eddy, Ben Owens, and Kristen Weinzapfel 

“Hear how two colleges (one 2 year community college and one 4 year university) in two parts of Texas are moving away from the TSIA and towards a multiple measures advising model for Math and English placement. Learn about alternate ways to place students into entry-level Math and English courses.”

Instruction and Pedagogy

Feeling Burned Out? Take a Look at Your ENDGAME!

Dr. Gail Malone, Ashley Davis, and Todd Holland

“Do you teach corequisite courses? Have you examined your grade distribution data? How do your data compare to your institution’s data? Are you interested in hearing about some new ideas to energize your teaching and bring a new vitality to your classroom – plus bring results that will have your administration touting your ENDGAME?
At South Plains College, we examined the data and wrote a Title V grant called ENDGAME. To improve our students’ success in corequisite courses, we created a Faculty Leadership Academy and in summer 2021, 15 faculty (8 teaching corequisite English courses and 7 teaching corequisite math) participated. We want you to hear from some of the faculty who completed the Academy and show you their data. Is it possible — with certain interventions — to improve student success in corequisite courses and to become excited about what your students accomplish in your classroom? Come to our session and we’ll tell you the story, show you the data and answer your questions about the ENDGAME.

Instruction and Pedagogy

Reading and Writing Houston: Place-inspired Pedagogy in an ESL-ENGL Corequisite Pairing

Dr. Jill Lynch

“The session discusses the design and implementation of a place-inspired English composition course and its corequisite ESL support course. Houston’s places, people, artifacts, and history were the starting points to read, organize, describe, and critique. Starting with the familiar allows students a more concrete entry point to developing essential academic writing skills, including: honing the ability to observe, a foundational academic skill; descriptive, narrative and expository writing skills; synthesizing and evaluating sources; and writing purposefully with an audience in mind. With Houston as the inspirational landscape, beginning college writers experience firsthand that writing doesn’t take place in the abstract or a vacuum. It is connected to a time, place, purpose, context, and people’s lives, and seemingly lofty academic concepts are visible IRL. Finally, an essential component of the course was that students regularly shared their work with classmates in order to not only strengthen their personal and academic voices but also create a community of writers. The session will briefly highlight the course rationale, share its major activities and assignments and how needs of ESL corequisite students were addressed, and discuss what worked and what can be improved. Time is built in for session attendees to share their questions and related experiences.”

Student Engagement

Ready, Set, Engage: Strategies to Increase Student Retention Within Classrooms

Krystal Hills and Jennifer Hills

“Do you ever find it challenging to maintain student momentum in your classroom? So many barriers (i.e., lack of childcare, transportation, student burnout) often keep students from completing their educational goals. Yet, student engagement increases students’ confidence and ability to thrive during their education journey. Join Krystal Hills from Dallas College as she dives into strategies that have increased student retention in her Adult Education Literacy classes. Participants will explore and engage with tools to retain and improve student engagement. “

Curriculum, Technology & Tools

Creative Collaboration in the Developmental English Classroom

Dr. Julia Cote and Margaret Henry 

“Student engagement in the developmental college classroom goes hand-in-hand with retention and the eventual matriculation into academic coursework. During this interactive session, the presenters will share a collaborative presentation project combining two separate classrooms of mixed advanced-intermediate and advanced ESOL community college students based on Howard Gardner’s theory of multiple intelligences. Students were grouped not by their English skill level but by their primary “intelligence” as identified by a multiple intelligences survey. Each group was then challenged to create a presentation that showcased how they used that intelligence in their everyday lives. The groupings for the project allowed students to easily build rapport and a sense of community not only with their classmates but also with the other class by focusing on their similarities both in and outside of the classroom while the project’s creative and personal nature allowed students an opportunity to connect with the topic; thus the collaborative nature of this activity provided an opportunity for a deeper level of skills building across multiple learning modalities, which helped increase student engagement. Participants will leave this session with complete lesson plans for the project that can be replicated in their own classes.”

Social Justice

Inclusive Teaching Practices

Dr. Olga Escamilla

“Do you wonder if the practices you have in place suit all your students? Join in on this session to hear about research-based practices to establish an inclusive learning environment and build equity centered courses. After attending this session, attendees will be able to recognize and incorporate inclusive practices into their classroom structure. “

12:15 – 1:00 pm

Lunch break

Wednesday

Sept. 28

Thursday

Sept. 29

Friday

Sept. 30

Social Justice

Academic Support in Prisons: What it Takes and is Our Field Ready to Step Up?

Jonathan Lollar, Dr. Elaine Richardson, Ashley Brown,  & Dr. Vanessa Harris

“Though correctional education only became federally recognized as an initiative in the 1990s, prison education programs have been around for much longer. Some institutions, like Lee College here in Texas, have had correctional education programs for over 50 years. Correctional education has been lauded for its effectiveness regarding recidivism rates, and most research has been done within that scope. However, little has been done to evaluate the needs of students who are incarcerated, what programs are fostering the most success, and what types of academic supports are or are not available for this population. The field of developmental education has been serving students and providing support since Ivy League schools first opened their doors in the U.S., but have we done our due diligence at all for students in prison? Are we equipped to take up this role? Does our field even have an interest in doing so? This session will present commentary from those of us who have experience working with students in prisons and facilitate discussion with attendees in an attempt to highlight the concerns, thoughts, interests, and roadblocks that may exist for larger involvement from the field of developmental education for those behind bars. “

State Meeting*

TxCLRA and TADE

Membership Meeting

Student Success Support

Supporting Students at Risk of Failing Corequisite Courses

Dr. Melinda Mejia and Lisa Brown

“This presentation will introduce two toolkits for use with corequisite courses that add intentionality around connecting students to needed supports. These processes provide a guide for establishing a formal, streamlined, and systematic way to help students connect with Student Services and other Support Resources and to encourage self-advocacy and increased use of campus resources. The process brings together faculty,
advising, student services, and the students in a way that maximizes the visibility and use of a college’s resources. The process includes a campus student support inventory, self-assessment and reporting, faculty input and conferencing, and advising sessions. The process also includes an individualized success plan for students who do not pass the course.”

Instruction and Pedagogy

Sowing the Seeds of Academic Language, the Early Bird Strategy

George Oti

“Following the performance of students demonstrated in their writing and closely related subjects, elements of academic language should be planted in high schools as early as possible. Because Students appear lost as they come to college unaware of those elements of academic language, this paper hopes to is demonstrate how to plant the seeds early. The paper amplifies that academic language’s cultural pedagogy leverages success when imbibed and enhances students performance in their multidisciplinary engagements.”

Curriculum, Technology & Tools

“Alexa…Make my Job Easier”: How TXST’s SI Program Leveraged Technology to Simplify Everyday Processes

Victor Vizcarrondo Velez

“This session will showcase various creative uses of digital tools such as Qualtrics, Microsoft Excel/SharePoint, & Canvas Commons to accomplish strategic goals when limited resources or limited technological savviness are present. The Supplemental Instruction program at Texas State University has leveraged digital tools to revolutionize and simplify daily, weekly, and semester-long processes ranging from scheduling over 2,400 students into weekly study sessions and developing ‘plug n’ play’ content for faculty, to creating a database for tracking student academic support utilization as a factor in student retention and persistence. Participants will leave this session with examples of how digital technologies can simplify processes within their work.”

Research & Evaluation

Beyond Higher Education: Incorporating Industry Learning & Development Frameworks into Student Success Support Programs

Victor Vizcarrondo Velez

“While there are no shortages of pedagogical theories and frameworks for developing and implementing student support initiatives within colleges and universities such as tutoring and Supplemental Instruction, we can learn from the frameworks outside of higher education that are incorporated in industry Learning & Development sector of corporations like Google, Meta, and Amazon. This session will discuss various Learning & Development principles and frameworks for both training and program evaluation (Kirkpatrick’s Model of Evaluation, ADDIE Instructional Design method, upskilling, etc.) and how they can be translated into the field of higher education. Participants will leave this session with new insights on various models for developing learning materials and/or evaluating their student support programs.”

Instruction and Pedagogy

Professional Development: Postsecondary Instructor Micro-Credentials

Dr. Eric Paulson, Dr. Jodi Holschuh, Yvette Regalado, Danielle McEwen, Amber Sarker, Meg Taylor, Allie Crawford, Delany Salzar

“This session will discuss an innovative professional development opportunity for Texas Developmental and Co-requisite educators. The Postsecondary Instructor Micro-credentials project – or PIM for short – builds and offers high-quality professional development (PD) for educators who work in postsecondary developmental education and co-requisite contexts. The PD topics were selected through a process of a surveying Texas educators associated with the College Academic Success Programs (CASP) conference and listserv, focus group meetings with our PIM Advisory Board, and the research and discussions of the PIM team.
The Micro-credential PD is delivered through mini courses focused on specific instructional aspects and is facilitated by an expert in the field. Micro-credentials address specific aspects of pedagogy with a high-level of depth. In addition, they can be completed within a short amount of time and the can provide sustained both engagement and community for Texas developmental educators. Each PD mini-course provides a digital badge for participants that recognizes their successful completion of that PD and the skills and knowledge covered by the PD mini-course. The project is funded by the THECB and is free for Texas college educators during the funded period of the project (2022-2023). This session will discuss current PD offerings and will provide collaborative opportunities to generate possible PD topics for the future.”

Curriculum, Technology & Tools

The Future of Education: Preparing Students for the Digital Future Workplace Transformation, and Hybrid Learning Models

Dr. Tammy Francis

“This session will provide a look at the future of work and workplace transformation. We will explore careers in Blockchain technology, digital assets, and technology-related industries to prepare students for the future of work and connect with students’ major, purpose, passion, and gift. This not only happens when students seek academic advising or career counseling but also in the classroom and on/around campus. This session will also address hybrid learning models that opens the door for students to explore the possibilities in the classroom whether online or in-person or both. We will discuss the career decision-making process and how it can be applied to careers in the technology industry and the future of work. Participants will learn a framework for assessing skills and steps to career development of students. After attending this session, attendees will leave with a toolbox of strategies, both career advising and instructional strategies, for selecting the best approach to help students achieve their career goals, enhance their learning experience in a hybrid learning environment, and improve their workplace experience.”

Student Engagement

Achieving Completion through Innovation Vision and Team Engagement

Lee Williams

“ACTIVATE is a newly formed initiative for men of color initiative at Texarkana College. Learn about our discovery, implementation, and budget process for ACTIVATE. ACTIVATE will serve 10-12 men of color each year with the goal of completion at TC. Understand the concepts of program formation and the steps necessary for implementation.”

Student Engagement

Reducing Anxiety in Developmental English Students: Cultivating the Inner Warrior

Jo Ward

“This presentation gives instructors strategies that foster long-term academic empowerment in their students. Ways to encourage confident and thoughtful group work, public speaking and open-workshop writing will be covered. As well as offering students opportunities to exercise their own inner inner strength “

Annual Townhall*

THECB

Dr. Suzanne Morales Vale

Keylan Morgan

2:15 – 3:45 pm

CASP Closing Ceremony*

“CASP: Strength through support”

Awards and New Board Member Inductions

Onto CASP 2023

2:15 – 3:45 pm

Instruction and Pedagogy

Creating Creators: How the “Brain on Trial” Inspired Project Based Learning for Social Change

Dr. Lisa Lafond

“In “The Brain on Trial” David Eagleman raises engaging questions about culpability, personal responsibility, self-control and free-will by citing a series of complex crimes. In this presentation I will share a project that inspired developmental students to combine their strengths in the creation of original solutions to solve a pressing national problem: the prison system. The benefit of this presentation is that it creates a framework from which instructors in all disciplines can stretch their pedagogical tool-kit, encourage interdisciplinary thinking, and show students that they can create meaningful solutions to real world problems.”

Instruction and Pedagogy

Collaborate Towards Success – A Developing Corequisite Instructors Model

Camisha Broussard

“As instructors learn and understand the reasons behind corequisite courses, they continue to work toward an ideal model of collaborative instructor relationships. Take part in this unique and interactive session that dives into personalities types, instructional approaches, and corequisite intent as we explore the dynamics of the two-instructor corequisite relationship.”