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Learn more about CCBC's Accelerated Learning Project (ALP), including information on their summer institute.

There was a lot of discussion about accelerated learning programs in the Pedagogy Cafe. Michelle Zollars recommended the CCBC ALP summer institute to learn more.

Discusses the relationship between student evaluations and student learning... Mostly, students are interested in earning grades, which does not always correlate to strong learning outcomes.

Located at Patrick Henry Community College, the Center emphasizes active learning and cooperative learning.

In Instructional Strategies: Peer Engagement

By Roger T. and David W. Johnson, published in In Context: A Quarterly of Humane Sustainable Culture. Originally published in in Transforming Education (IC#18)\nWinter 1988, Page 34. The article discusses the social and cooperative aspects of learning.

Mentioned in Instructional Strategies: Peer Engagement.

On YouTube. "A short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. Created by Michael Wesch in collaboration with 200 students at Kansas State University. Posted October 12, 2007

Posted by N.H. in Instructional Strategies: Peer Engagement.

Carrie Glaser; Shae Issaacs; Jon Merrow; Public Broadcasting Service (U.S.); Learning Matters, etc. New York, NY; Learning Matters, Inc; Alexandria, VA: Distributed by PBS Home Video (2007). Documentary explores the paradoxes of the nation's 1200 community colleges.

Mentioned by L.H. in Developing a Pedagogy Matters Manifesto.

Wellman, J.V. (2010, January) Occasional Paper No. 3 by National Institute for Learning Outcomes Assessment (NILOA)

"With all the talk about the need for more accountability, surprisingly little is known about what kind of resources an institution needs in order to produce a given level of student attainment. Jane Wellman charts this territory and discovers some surprises, such as how conclusions about cost-effectiveness change when the metric is cost-per-degree rather than the traditional cost-per-enrollment. One result is that, contrary to popular belief, community colleges are not cheap when it comes to cost-per-degree. Another important insight-again against the grain of conventional wisdom-is that simply investing more money does not appear to produce more or better outcomes. As Wellman points out, the key to productivity is intentionally targeted investments."

By Andy Lapham, Faculty of the Arts, Thames Valley University, London, UK. This paper from the Proceedings of the 6th European Conference on e-Learning includes literature review and presents a cognitive analysis of tagging.

This site is the "home" of the Myers Briggs Type Indicator (MBTI) personality inventory, which is used both in the workplace and to identify learning styles in students.

Mentioned in the context of learning styles and how instructors adapt to them, in Faculty Skills and Attributes: Adaptability.

A project of LaGuardia Community College's Center for Teaching and Learning. Project Quantum Leap (PQL) seeks to develop new lessons and courses that focus on problem-solving and to integrate these into the developmental math curriculum. See lagcc tag for related bookmarks.

Mentioned in the Contextualization thread, as an example of a program that allows students to learn within the context of "real world" projects like the environment and climate change.

Banta, T.W., Griffin, M., Flateby, T.L. & Kahn, S. (2009, December) Occassional Paper No. 2 by National Institute for Learning Outcomes Assessment (NILOA)

Of the various ways to assess student learning outcomes, many faculty members prefer what are called "authentic" approaches that document student performance during or at the end of a course or program of study. In this paper, assessment experts Trudy Banta, Merilee Griffin, Teresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. The contributors draw on their rich assessment experience to illustrate how portfolios, common analytic rubrics, and online assessment communities can more effectively link assessment practices to pedagogy.

Humanities, Arts, Sciences, and Technology Advanced Collaboratory (HASTAC). This page highlights the Digital Media & Learning Competition. Winners are making a difference in 21st century learning.

One of several resource mentioned in Pedagogy Matters Campaign: Strategies and Resources for Action to serve as inspiration to formulate and communicate a message to deepen public understanding of developmental education.

By Michael W. Galbraith, and Melanie Jones in Journal of Developmental Education; 30.2 (2006): 20-27. Author's abstract: This article suggests that a balance of the art and science of teaching is essential if the learning and teaching process is to be a meaningful and rewarding educational journey. This notion is explored through a dialogue, held over a 3 year period, with a developmental mathematics instructor at a community college who discovered that technique alone was not sufficient to becoming a good instructor. An unusual situation occurred as a result of the dialogue: Discussion of research-based literature on college teaching and personal experiential reflectivity merged and resulted in an organizing framework for understanding the artistic and mechanic elements of effective instruction. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

Spearheaded by John Squires (who has since moved to Chattanooga State Community College), this page outlines the redesign, looking at impact on students, cost savings, lessons learned, and sustainability. All data as of June 2009.

One poster contributed that his school was working on a redesign of their developmental math program, based loosely on the redesign at Cleveland State. Part of Student Context: Community.

MyWritingLab, a product of Pearson Education, is an online learning program that includes diagnostic tests, online exercises, and an online gradebook.

Mentioned in Introduction to Formative Assessment

By John C. Bean. San Francisco: Jossey-Bass (1996)

Mentioned in Introduction to Formative Assessment.

Published by Capital Community College, Hartford, CT. Various resources to help students learn more about grammar and writing.

Shared in Instructional Strategies: Peer Engagement

Ewell, P. (2009, November) Occasional Paper 1 by National Institute for Learning Outcomes Assessment (NILOA)

In 1987, Peter Ewell delivered a paper at the AAHE Assessment Forum entitled "Assessment, Accountability, and Improvement: Managing the Contradiction." This NILOA Occasional Paper analyzes what is the same and what has changed over the past two decades, and offers suggestions for how institutions can manage the persistent tension between the twin purposes of assessment in the current higher education environment.

By Gerald M. Nosich, published by Pearson 2012 (4th edition). This is the worldcat record, which provides access to earlier/alternate editions, as well as helping to find copies in your local library.

One Jammer noted that he found this book supportive of his interest in building community. See Student Context: Community thread.

A nice chart of questions to help teachers consider if they're helping students develop a "growth mindset."