× LoneStarCollegeALERT:

No Alerts at this time.

Meaningfully Aligned Targeted Courses for Hispanic Students

MATCH helps ensure underserved students are receiving best-fit instruction based on proven methods and needs.

Curriculum Redesign Professional Development
DS English Alternative Delivery Options
Writing Across the Curriculum (WAC)
English/Spanish Interpreter Certificate Program
Summer Math Bridge Program
Teaching Squares
Adjunct Boot Camp
21st Century Faculty Institute
Adjunct Mentoring Program
True North Chair Academy

DS English Alternative Delivery Options

Enables students to take more advanced courses while concurrently receiving instruction targeted on individual needs by developing materials for use in alternative course delivery frameworks at the lower level of DS English instruction. Project Updates. Top

  • January 2017 - On January 31, 2017, the program manager and project director met with the four Developmental Studies (DS) English professors who are receiving release time to develop materials for use in alternative course delivery frameworks such as Non-Course Based Options (NCBOs), Accelerated Learning Program (ALP) and flipped classrooms at the lower level of DS instruction. The faculty are focusing on the scope, course delivery, and content materials to support ENGL 0304 Developmental Reading I and ENGL 0306 Developing Writing I. The Multimedia Studio will provide the appropriate technical support to deliver the content. It was recommended that the faculty look at the online materials developed by a math faculty at http://nhmath.lonestar.edu/Faculty/TurnellE/0308/0308.html that contain Instructor Notes, Videos, Quizzes, Assignments, and Answers as a model. As soon as the multimedia coordinator is hired, a meeting will be held with the new hire, the faculty and the LSC-North Harris instructional designer. The faculty were reminded that they needed to submit monthly Time and Effort forms.

    March 2017 - In order to get a clearer picture of the students who typically place into the lowest developmental reading and writing classes, the four faculty members read and discussed research about students who demonstrate moderate to low executive functioning with the aim of addressing some needs of this population either through activities or outside intervention. After determining that these students needed more intensive instruction, the faculty are designing a four-day-a-week program to address a number of issues. These include building in the intensive work developmental students need, decreasing the time spent in developmental coursework, identifying additional supports to complete the DS sequence and gateway courses, and reducing the sequence of developmental classes to a scale that yields the best results. The faculty complied and analyzed the course-offering schedule for the last four semesters to make clear recommendations about the new delivery method of instruction, shared this blueprint with the DS English chair, interim dean, and fulltime faculty, and have received enthusiastic support.  

    After reviewing the student learning outcomes for the courses, the faculty determined that a portable assessment for both the reading and writing courses would benefit the instructors who receive the students after the first eight weeks are completed. Students who pass the course will progress to the integrated reading/writing course the second eight weeks.  Those who do not pass will enter a more targeted course of instruction based on the results of their portable assessments, tied to sample assignments and calibration training. Faculty are currently drafting rubrics and sample assessment activities as well as an online grammar/editing video module with sample exercises.

    April 2017 - Faculty have worked in April to develop in more detail the course content to explore their concerns about student access to the materials, to consider how the format of their work will help the instructional designer once he begins, and to provide chair and dean with updates so that he can promote the program for the spring 2018 semester.

    The team has spent much time during April structuring the course shells for ENGL 0304 Reading I and ENGL 0306 Writing I. The purpose of these shells is to aid them as they organize the specific activities they are developing to support the students. Tied to best practices and the course learning outcomes, faculty have scaffolded sample assignments that are not tied to any one instructor or book.  With the help of the instructional designer, they want to optimize ways for individual instructors to modify the specifics of their own assignments but provide them with a structure and sequence of activities that are likely to promote success. Besides the organizational piece, faculty have also explored various online materials to aid class instruction and to serve as resources for students outside class.  If a student misses class, she can access the online materials to stay caught up; if a student needs additional time to understand course assignments, the online materials become a powerful resource to draw on besides the printed texts.  Many of the struggling ENGL 0304 and ENGL 0306 students can benefit from multiple exposures to audio and visual texts, ones that are short and that target specific skills and strategies.

    The more the team developed the structure and the materials, the more they realized they needed to begin conceptualizing the portable assessments.  They spent a number of meetings discussing the kinds of assessment that would best reflect the mastery of the course outcomes for ENGL 0304 and ENGL 0306.  Currently, they are in the process of developing specific samples of final exams for these courses.  These exams, like the materials in the course shells, are not meant to be the only exams used; instead, they are to demonstrate the kind of final assessment that evaluates how well students can demonstrate mastery of course outcomes.  Specifically, a guiding principle is to create exams/capstone projects that ask students to demonstrate the skills and strategies they have been learning all semester with fewer scaffolded activities.  The team feels strongly that the students should be presented with a final based on the semester’s instruction and the course learning outcomes.

    As the faculty worked on the course materials, they had to confront the issue of in-class student access to the electronic materials.  Because the division has so few computer classrooms and finding regular access to electronic classrooms has become more difficult over the last few years, they realized they needed to explore ways they might guarantee greater amounts of computer time during class.  It has been usual practice for the upper-level DS and college English classes to be assigned to the computer classrooms.  As the writing programs move more to multi-modal forms of composition, the chances of being assigned to computer classrooms will become even more problematic.  While it is true that ENGL 0304 and ENGL 0306 students can tap into the materials out of class through D2L, the Lone Star learning management system, much of the curricular work that the faculty have done requires in-class access as well.  The team has created an online repository in D2L of all the documents they have created and the materials they have collected so that they can continue to refine all materials at any time.  As they complete the project, they will be able to finalize materials for easy access by others outside the team.  Because they are at the end of the semester and the instructional designer has not begun working on the project yet, the faculty have worked to develop storyboards so that once the designer begins in mid-May, he will have access to the materials and can begin to read and analyze them.  The team members will make themselves available to the designer this summer as he has the opportunity to design and develop their web presence. 

    May 2017 - As the semester ends as well as the course release time to work on class format and materials, the Title V Match Team for Developmental English commented on their progress.

    The intent is to have a clear method for course assessment by the fall to pilot in the English 0304 and English 0306 classes taught by Title V Team members and other interested faculty.  This distributed assessment is tied to sample assignments and calibration training. Finally, they recognize that strong assessment of outcomes can affect best classroom practices and ensure consistency of standards across sections. To promote this stance, they have designed assessments that avoid the testing of discrete activities and skills.  The assessment cycle also allows for continued teaching throughout the semester as instructors assess steps in the processes.  The team currently has the final assessment completed for English 0306 Writing I and are in the process of completing the final for 0304 Reading I.  Faculty members have worked to tie the assessments to the specific course outcomes listed for each course.  Besides developing a model for English 0306 final, they have collected sample student portfolios and had them digitized. These samples from a spring 2017 section of Writing I will serve as the initial anchor set used for calibration training in the fall. Because much of the work faculty have done relies on students’ having electronic access to class materials and resources, the Title V Team has submitted a proposal for purchasing mobile laptops for Developmental English.  Wanting to ensure that students in Reading I and Writing I have equal access to relevant pedagogy, the Team wishes to address the fact that the current classrooms do not have the kind of learning environment students need.  Besides securing access through mobile laptops, the Team has formulated other ideas listed under Concerns and Recommendations.

    To best use the instructional designer, the Team discussed the strategies for collaborating with him.  They are planning to have him meet with the faculty teaching this summer, sitting in on some classes to understand the workings of Reading I and Writing I.  As faculty continue to finalize and annotate the documents over the course of the summer, they want the designer to familiarize himself with the various documents and activities they have developed so that in the fall when he begins his work, the Team, in collaboration with the designer, can develop delivery methods that follow best practices.  Understanding that this designer will have responsibilities other than working with the DS English Team, the faculty expect that the designer’s priority in the fall will be to complete the work for Developmental English so that it can be fully operational by the spring when the project moves to a full pilot, involving all the sections.  The designer’s work will be crucial if the support the DS English students need to be successful is embedded in the classes.

    Besides the work of the instructional designer in the fall, the Team has developed a plan for the first stages of professional development.  Since the faculty will be piloting all the materials they have developed for the project so far, excluding the 8-week/8-week format, they want to invite all the lower level DS English faculty to participate in the limited pilot in the fall.  The team plans to invite anyone teaching the targeted courses, as well as anyone interested in teaching one in the future, to join a group meeting regularly.  They plan to start with the assessment instruments and set up a training schedule based on what their colleagues wish to focus on.  Focusing in the beginning on assessment allows faculty to acquaint their colleagues with the range of skill level entering students have, as well as show their fellow teachers the kind of progress that is possible.  This part of the training is especially important since people teaching the courses for the first time can be easily overwhelmed in the beginning of the semester.  This strategy will allow the team to acquaint faculty with the work they have done, to provide materials they have developed, and to discuss pedagogical concerns.  As a part of their professional development plan, the team will collaborate with the Writing Center to involve their tutors as well.

  • June 2017 –The theme for the team’s June work was tying together loose ends. The Creating Our Own Handbook project was finished and uploaded into the shared module in D2L.  This activity took a slightly different direction from the plan.  Two versions were created: one for students and one for instructors, with an explanation about the theoretical underpinnings for the project. The instructor’s version, a portion that was not originally planned, is to serve as an aid for instructors who feel somewhat insecure in their own abilities to teach language and grammar.  From the very beginning, the team has worked to develop materials that provide not only a clear direction but also valuable resources.
    Further development on the ENGL 0304 Reading I portable assessment is in progress.  Now that the structure for the ENGL 0306 Writing I assessment has been mapped out, the Reading I assessment should follow a similar format for the purpose of consistency for both instructors and students.  Materials that are more specific will be developed during summer II and ready for the training in the fall semester.
    Another project that has been completed is the compilation of typical editing and language errors made by students in Reading I and Writing I. These errors were compiled from analyzing a number of Writing I student essays.  Part of the process was to categorize the errors so that faculty could use these samples to target instruction. Ideally, samples could be used for introduction to editing practices with classes or individual students, as well as to train students to use the editing log that was created in the spring.  For instructors new to teaching Reading I and Writing I, these compiled errors are a starting resource to help them begin to work with their students.  Furthermore, along with the digitized writing portfolios, we see these materials as effective orienting documents for anyone teaching the new 8-week format when we begin in the spring.
    Much email communication has evolved over June regarding the new statewide placement scores to be implemented as of July 31, 2017. The Lone Star College Manager for Developmental is scheduling meetings across the system to update advisors of this plan, and will be at LSC-North Harris on Monday, July 24 for this purpose.
     The lowering of the standards will now make some students eligible for college-level courses, including students who would have placed in the upper-level integrated reading and writing course. Implementation is scheduled to begin as soon as possible.  Though ostensibly the policy change would only affect ENGL 0309 Integrated Reading/Writing, we have tried to discern if the changes to the upper-level placement will affect placement into ENGL 0304 or ENGL 0306.  It would appear that the changes would have little if any effect; however, so many issues have been undecided that we are still wary.  As of now, a full-scale placement into ABE programs for the lowest scoring students has not been an option, though some cross system discussions are taking place about possibilities.  If such changes were implemented, the English Team would need to evaluate the work we have done in light of these modifications.
    Much of the team’s work has been predicated on developing storyboards so that the electronic access capabilities would serve the needs of our students.  However, since the multimedia coordinator has yet to be hired, no meeting has taken place, no plan has been mapped out for the collaboration, and no policy has been set for how the designer will do the work necessary before the pilot is fully implemented in spring 2018.

  • August 2017 - The main activity for the Developmental Studies (DS) English Team was to update the Title V stakeholders and the faculty at large at the Faculty Institute Program on August 21. The purpose of the Institute was to share the extensive work that had been completed on all the Title V initiatives by the start of the fall semester. Specifically, the DS English Team discussed their work on instructional delivery, curriculum redesign, and ideas for professional development. The team took questions from the audience about how to access the work they had done, as well as the thinking behind their curricular and instructional decisions. Faculty has continued to refine materials and assignments to pilot in two fall sections of English 0304 Reading I and two sections of ENGL 0306 Writing I before transitioning all sections to the newly-designed eight-week format in spring 2018. Here is an overview of the materials that have been developed to support this Title V MATCH initiative:  Click here:   DS English Curriculum

Writing Across the Curriculum (WAC)

Based on WAC theory and practice, faculty are collaborating with certified writing tutors in the history and government classrooms to support students’ primary research and writing about their family’s local history and relationships with local government. Project Updates. Top

  • January 2017 - On January 31, 2017, the program manager and project director met with the four Developmental Studies (DS) English professors who are receiving release time to develop materials for use in alternative course delivery frameworks such as Non-Course Based Options (NCBOs), Accelerated Learning Program (ALP) and flipped classrooms at the lower level of DS instruction. The faculty are focusing on the scope, course delivery, and content materials to support ENGL 0304 Developmental Reading I and ENGL 0306 Developing Writing I. The Multimedia Studio will provide the appropriate technical support to deliver the content. It was recommended that the faculty look at the online materials developed by a math faculty at http://nhmath.lonestar.edu/Faculty/TurnellE/0308/0308.html that contain Instructor Notes, Videos, Quizzes, Assignments, and Answers as a model. As soon as the multimedia coordinator is hired, a meeting will be held with the new hire, the faculty and the LSC-North Harris instructional designer. The faculty were reminded that they needed to submit monthly Time and Effort forms.
  • March 2017 - In order to get a clearer picture of the students who typically place into the lowest developmental reading and writing classes, the four faculty members read and discussed research about students who demonstrate moderate to low executive functioning with the aim of addressing some needs of this population either through activities or outside intervention. After determining that these students needed more intensive instruction, the faculty are designing a four-day-a-week program to address a number of issues. These include building in the intensive work developmental students need, decreasing the time spent in developmental coursework, identifying additional supports to complete the DS sequence and gateway courses, and reducing the sequence of developmental classes to a scale that yields the best results. The faculty complied and analyzed the course-offering schedule for the last four semesters to make clear recommendations about the new delivery method of instruction, shared this blueprint with the DS English chair, interim dean, and fulltime faculty, and have received enthusiastic support.  After reviewing the student learning outcomes for the courses, the faculty determined that a portable assessment for both the reading and writing courses would benefit the instructors who receive the students after the first eight weeks are completed. Students who pass the course will progress to the integrated reading/writing course the second eight weeks.  Those who do not pass will enter a more targeted course of instruction based on the results of their portable assessments, tied to sample assignments and calibration training. Faculty are currently drafting rubrics and sample assessment activities as well as an online grammar/editing video module with sample exercises.
  • April 2017 - Faculty have worked in April to develop in more detail the course content to explore their concerns about student access to the materials, to consider how the format of their work will help the instructional designer once he begins, and to provide chair and dean with updates so that he can promote the program for the spring 2018 semester.  The team has spent much time during April structuring the course shells for ENGL 0304 Reading I and ENGL 0306 Writing I. The purpose of these shells is to aid them as they organize the specific activities they are developing to support the students. Tied to best practices and the course learning outcomes, faculty have scaffolded sample assignments that are not tied to any one instructor or book.  With the help of the instructional designer, they want to optimize ways for individual instructors to modify the specifics of their own assignments but provide them with a structure and sequence of activities that are likely to promote success. Besides the organizational piece, faculty have also explored various online materials to aid class instruction and to serve as resources for students outside class.  If a student misses class, she can access the online materials to stay caught up; if a student needs additional time to understand course assignments, the online materials become a powerful resource to draw on besides the printed texts.  Many of the struggling ENGL 0304 and ENGL 0306 students can benefit from multiple exposures to audio and visual texts, ones that are short and that target specific skills and strategies. 

    The more the team developed the structure and the materials, the more they realized they needed to begin conceptualizing the portable assessments.  They spent a number of meetings discussing the kinds of assessment that would best reflect the mastery of the course outcomes for ENGL 0304 and ENGL 0306.  Currently, they are in the process of developing specific samples of final exams for these courses.  These exams, like the materials in the course shells, are not meant to be the only exams used; instead, they are to demonstrate the kind of final assessment that evaluates how well students can demonstrate mastery of course outcomes.  Specifically, a guiding principle is to create exams/capstone projects that ask students to demonstrate the skills and strategies they have been learning all semester with fewer scaffolded activities.  The team feels strongly that the students should be presented with a final based on the semester’s instruction and the course learning outcomes.  As the faculty worked on the course materials, they had to confront the issue of in-class student access to the electronic materials.  Because the division has so few computer classrooms and finding regular access to electronic classrooms has become more difficult over the last few years, they realized they needed to explore ways they might guarantee greater amounts of computer time during class.  It has been usual practice for the upper-level DS and college English classes to be assigned to the computer classrooms.  As the writing programs move more to multi-modal forms of composition, the chances of being assigned to computer classrooms will become even more problematic.  While it is true that ENGL 0304 and ENGL 0306 students can tap into the materials out of class through D2L, the Lone Star learning management system, much of the curricular work that the faculty have done requires in-class access as well.  The team has created an online repository in D2L of all the documents they have created and the materials they have collected so that they can continue to refine all materials at any time.  As they complete the project, they will be able to finalize materials for easy access by others outside the team.  Because they are at the end of the semester and the instructional designer has not begun working on the project yet, the faculty have worked to develop storyboards so that once the designer begins in mid-May, he will have access to the materials and can begin to read and analyze them.  The team members will make themselves available to the designer this summer as he has the opportunity to design and develop their web presence. 
  • May 2017 - As the semester ends as well as the course release time to work on class format and materials, the Title V Match Team for Developmental English commented on their progress, their next steps, and their concerns and recommendations.

    The intent is to have a clear method for course assessment by the fall to pilot in the English 0304 and English 0306 classes taught by Title V Team members and other interested faculty.  This distributed assessment is tied to sample assignments and calibration training. Finally, they recognize that strong assessment of outcomes can affect best classroom practices and ensure consistency of standards across sections. To promote this stance, they have designed assessments that avoid the testing of discrete activities and skills.  The assessment cycle also allows for continued teaching throughout the semester as instructors assess steps in the processes.  The team currently has the final assessment completed for English 0306 Writing I and are in the process of completing the final for 0304 Reading I.  Faculty members have worked to tie the assessments to the specific course outcomes listed for each course.  Besides developing a model for English 0306 final, they have collected sample student portfolios and had them digitized. These samples from a spring 2017 section of Writing I will serve as the initial anchor set used for calibration training in the fall. Because much of the work faculty have done relies on students’ having electronic access to class materials and resources, the Title V Team has submitted a proposal for purchasing mobile laptops for Developmental English.  Wanting to ensure that students in Reading I and Writing I have equal access to relevant pedagogy, the Team wishes to address the fact that the current classrooms do not have the kind of learning environment students need.  Besides securing access through mobile laptops, the Team has formulated other ideas listed under Concerns and Recommendations.To best use the instructional designer, the Team discussed the strategies for collaborating with him.  They are planning to have him meet with the faculty teaching this summer, sitting in on some classes to understand the workings of Reading I and Writing I.  As faculty continue to finalize and annotate the documents over the course of the summer, they want the designer to familiarize himself with the various documents and activities they have developed so that in the fall when he begins his work, the Team, in collaboration with the designer, can develop delivery methods that follow best practices.  Understanding that this designer will have responsibilities other than working with the DS English Team, the faculty expect that the designer’s priority in the fall will be to complete the work for Developmental English so that it can be fully operational by the spring when the project moves to a full pilot, involving all the sections.  The designer’s work will be crucial if the support the DS English students need to be successful is embedded in the classes.Besides the work of the instructional designer in the fall, the Team has developed a plan for the first stages of professional development.  Since the faculty will be piloting all the materials they have developed for the project so far, excluding the 8-week/8-week format, they want to invite all the lower level DS English faculty to participate in the limited pilot in the fall.  The team plans to invite anyone teaching the targeted courses, as well as anyone interested in teaching one in the future, to join a group meeting regularly.  They plan to start with the assessment instruments and set up a training schedule based on what their colleagues wish to focus on.  Focusing in the beginning on assessment allows faculty to acquaint their colleagues with the range of skill level entering students have, as well as show their fellow teachers the kind of progress that is possible.  This part of the training is especially important since people teaching the courses for the first time can be easily overwhelmed in the beginning of the semester.  This strategy will allow the team to acquaint faculty with the work they have done, to provide materials they have developed, and to discuss pedagogical concerns.  As a part of their professional development plan, the team will collaborate with the Writing Center to involve their tutors as well.
    Next Steps:
  1. Complete a draft of the Reading I Distributed Final Assessment for the course.
  2. Complete the two editing tools for electronic access: 1) Creating Error Logs and 2) Creating Handbooks. 
  3. Meet with the instructional designer to open discussions and map out a plan for completing the project in the fall.  For instance, the team has developed storyboards for the student materials to creating videos that capture and model the various stages of the reading and writing processes, but they are unsure how this goal might be accomplished. Students struggle with their literacy because they lack strategic approaches, but in any given section, only so much class time can be devoted to these activities.  Faculty therefore look forward to their collaboration with the instructional designer. 
  • June 2017 - The WAC Specialist coordinated with student tutors and the faculty lead to design multiple instructional materials in two history courses for Summer I. Instructional materials including using primary and secondary history texts for course writing projects (individual and small groups) and all materials were translated into Spanish and Vietnamese, considering the multicultural student body of Lone Star College-North Harris. Initial response by students is positive.  Consent forms authorized by Lone Star College Institutional Review Board were distributed to accumulate student-writing artifacts to be analyzed by the WAC specialist and a full report generated at the end of summer will be returned to the professors. Based on analysis, additional suggestions for History writing will be provided. 
    he WAC specialist expanded recommendations for WAC reading strategies and these materials will be completed by July 2017.   Student tutors were embedded in one Freshman English course for in-class support. Although the grant was designed for History and Government classes, insufficient interest by those departments permitted additional support in Freshman English. Students were permitted to have face-to-face support in in-class exercises and established additional working relationships after class. Because of the Writing Center schedule limitations (closing 2:00 when students also finish their classes) the WAC Coordinator permitted extended student tutor support from 2:00-3:00 on two days per week, and students took advantage of this extra time.   The faculty lead contacted LSC-Greenspoint Center and LSC-Victory Center to expand WAC writing support and will introduce the program in July. The project lead has also received data from the Lone Star College Analytics and Institutional Reporting (AIR) department for potential new tutor hires for coming academic year and training.
     
  • July 2017 - The first student writing artifacts and consent forms have been collected and are currently being analyzed by The WAC Specialist. They will be returned to professors early to mid-August with additional suggestions for History writing. The WAC Specialist will also send expanded recommendations for WAC reading strategies. Although interest in the History and Government classes is still emerging, the peer tutors were requested for two History classes in Summer I. Based on instructor responses and student survey results, the in class support has been positive. Using the AIR (Analytics and Institutional Reporting) data the project lead and WAC coordinator will began the process for new tutor hires for the upcoming semester. The project lead met with LSC-Greenspoint and LSC-Victory Centers to expand WAC writing support, but as a result of the recent personnel changes will hold until they express commitment.
     
  • August 2017 - After analyzing several dozen writing artifacts, the WAC Specialist provided reports and recommendations for more History professors’ assignments and assessment. Two reports (Attachment B) highlight increasing awareness of a) writing process strategies, b) on-campus writing support such as Title V tutoring and extended writing center times, and c) increased information literacy to support history assignments to support the SLO’s (student learning outcomes).
    The reports have several sections that include an analysis of student projects, disciplinary frameworks to support college writing, data of the student projects, and recommendations for assignments and writing instruction in History.
    Overall, the WAC specialist concluded that most students misunderstood the assignment and lacked sufficient college conventions appropriate for college-level writing. Especially concerning were student awareness of using texts and how they read texts for writing-as-learning critical thinking. Moreover, the analysis highlighted the fact that evening students had not been seriously addressed, either by the LSC-NH Writing Center or by the WAC initiative.

English/Spanish Interpreter Certificate Program

Creates a certificate program in Spanish/English Interpretation to provide professional training for students who wish to undertake rigorous and challenging careers as bilingual interpreters. Project Updates. Top

  • December 2016 - The Language Lab was moved to a larger location to accommodate the interpreter stations. A description and outline for the Bilingual English/Spanish Interpreting Program were written and program outcomes and learning outcomes for the seven courses comprising the program developed.
  • February 2017 - A meeting was held on February 3, 2017 to discuss the development and implementation of the program. Draft documents that included the purpose of the program, requirements, course descriptions, learning outcomes, evaluation procedures and admission requirements were distributed and discussed. The project lead will use these as a foundation as he develops the curriculum. A syllabus for each course and oral Spanish and English entry and exit exams will likewise be developed. The goal is to market the program in September 2017 with an implementation date of spring 2018. The project lead will fill out Time and Effort Reports to track his hours as well as a Memorandum of Additional Assignment (MOAA).   The LSC-North Harris Career and Technical Education interim director will check to see if a 210-hour CE Program needs approval by the Workforce Council. The program will consist of seven courses with 30 hours for each course. There was a question about whether these courses are currently in the Workforce Education Course Manual (WECM). The project director commented that she had written to the Texas Higher Education Coordinating Board asking this question and they had responded that we needed to develop the courses as special topics, and then submit them for approval as a new workforce program.   Ideas for obtaining curriculum and materials were discussed. It was commented that the University of Texas at Brownsville had received a FIPSE grant from the U.S. Department of Education to develop a Spanish Translation Online Program, which included an instructor manual, course summaries, and detailed lessons, and that these could be accessed at http://myutb.blackboard.com/. In addition, using materials published on line or purchasing Sanako software were alternative suggestions.  The CE interim director will develop a recruitment flyer to take to the Houston Hispanic Forum for distribution. Other recruitment ideas included hospitals and the Association of Hispanic Professionals (ProSpanica), as well as direct marketing to graduating students of our ESOL Program. Finally, we are looking into institutional membership to the Houston Interpreters and Translators Association. The program manager will request permission from the DOE to pay $100 for institutional membership.
     
  • March 2017 - The Career and Technical Education interim director confirmed that the Bilingual Interpreter Certificate program needed approval of the Lone Star College Workforce Council. The program director submitted the Workforce Program Development Research Request, which included a description of the program and identified as the source of interest the Title V Hispanic-Serving Institution grant. 
     
  • April 2017 - The Lone Star College Workforce Council approved the Bilingual Interpreter Certificate program at their April meeting. The Workforce Program Development office has assigned rubrics and course numbers for the assessment test and the seven courses that comprise the program based on the current workforce education courses available in the Workforce Education Course Manual (WECM) in compliance with the Texas Higher Education Coordinating Board (THECB) guidelines. These are:
    • FRNL 2100101                       Assessment Test
    • FRNL 2100102                       Introduction to the Interpreting Profession
    • FRNL 2100103                       Interpreting Techniques
    • FRNL 2100104                        Consecutive Interpreting and Sight Translation
    • FRNL 2100105                       Simultaneous Interpreting
    • FRNL 2100106                       Interpreting in Business/Commercial Settings
    • FRNL 2100107                       Interpreting in Medical Settings
    • FRNL 2100108                       Interpreting in Legal Settings 
      The project lead has developed the entry-level assessment test in English and Spanish. The exam is designed for individuals who are bilingual in English and Spanish. The four-section test consists of English grammar, Spanish grammar, English oral section, and Spanish oral section. All candidates who pass the written and oral entry exam are eligible to enroll in the Bilingual Interpreting Program. Moreover, the lead has created the syllabi for Introduction to the Interpreting Profession and Interpreting in Medical Settings. He has also conducted an online search and contacted several publishers for appropriate materials to use in the program. Finally, an 8-person Wireless Simultaneous Translation System is being purchased and marketing materials are being developed to promote the program.
  • July 2017 - The project lead has searched different websites and contacted several publishers looking for books that can be used for Consecutive Interpreting, Interpreting in Legal Settings, and Interpreting Techniques. In addition, he has created the syllabi for these courses.
     
  • August 2017 - The Title V project director and program manager met with the project lead and the interim director of Continuing Education to discuss the implementation of the Bilingual Interpreter Certificate Program. It was decided that the program would begin on January 29, 2018. The two beginning classes (co-requisites) are Introduction to the Interpreting Profession and Interpreting Techniques. All the interpreter classes will meet two days a week for three hours for five weeks in the evening. Classes will be held in classrooms in the Academic Building and in the Language Lab. A flyer and a screen promotion of the program are to be developed and sent to the system Continuing Education Office for approval no later than October 1, 2017 and will be ready for use by November 15.
    To recruit the instructors, the project lead is consulting with Houston Community College and the Houston Interpreters and Translators Association (HITA). The college has joined HITA with an institutional membership and this will be another medium for promoting the Bilingual Interpreting Certificate Program.The project lead is searching for podcasts than can be used for Interpreting in Medical Settings and a book for Interpreting in Business/Commercial Settings, and has created the syllabus for the latter. He revised the syllabi for Interpreting Profession, Interpreting Techniques, Consecutive Interpreting and Sight Translation, Simultaneous Interpreting, Interpreting in Medical Settings, and Interpreting in Legal Settings to a CE format. He obtained quotes for a multi-user Interpretation System for classroom interpreting sessions and has selected equipment from Congress Network Corporation, which aligns well with our budget and courses. A Bilingual Interpreter Certificate Program brochure has been designed.  CLick her for a copy: The Title V project director and program manager met with the project lead and the interim director of Continuing Education to discuss the implementation of the Bilingual Interpreter Certificate Program. It was decided that the program would begin on January 29, 2018. The two beginning classes (co-requisites) are Introduction to the Interpreting Profession and Interpreting Techniques. All the interpreter classes will meet two days a week for three hours for five weeks in the evening. Classes will be held in classrooms in the Academic Building and in the Language Lab. A flyer and a screen promotion of the program are to be developed and sent to the system Continuing Education Office for approval no later than October 1, 2017 and will be ready for use by November 15.To recruit the instructors, the project lead is consulting with Houston Community College and the Houston Interpreters and Translators Association (HITA). The college has joined HITA with an institutional membership and this will be another medium for promoting the Bilingual Interpreting Certificate Program.  The project lead is searching for podcasts than can be used for Interpreting in Medical Settings and a book for Interpreting in Business/Commercial Settings, and has created the syllabus for the latter. He revised the syllabi for Interpreting Profession, Interpreting Techniques, Consecutive Interpreting and Sight Translation, Simultaneous Interpreting, Interpreting in Medical Settings, and Interpreting in Legal Settings to a CE format. He obtained quotes for a multi-user Interpretation System for classroom interpreting sessions and has selected equipment from Congress Network Corporation, which aligns well with our budget and courses. 
    A Bilingual Interpreter Certificate Program brochure has been designed.  Please click on link:     Bilingual Interpreter Brochure

Summer Math Bridge Program

Prepares graduating seniors in the summer immediately following high school graduation while math concepts are still fresh in their minds for the math courses required to meet their academic and career goals at LSC-North Harris. Project Updates. Top

  • October 2017 - A request was sent to the U.S. Department of Education requesting to reallocate funding for the Summer Math Refresher to the Summer Math Bridge Program. The reason for the request is since LSC-North Harris Title V grant was written over 16 months ago, the Summer Math Refresher has been developed, and funding is no longer required for this initiative.

  • November 2017 - Dr. Maria Carrington, U.S. Department of Education, approved the request to reallocate funds from the planned Math refresher course to the Math Summer Bridge program.

  • January 2017 - A meeting was held on January 27, 2017 with the Title V project director, program manager, math faculty, and the program manager of the North Harris County Education Alliance to discuss implementation of the program. Issues concerning salary, hiring of teachers from the college math department and area high schools, and curriculum development were considered.

  • April 2017 - The Lone Star College (LSC) instructors have been selected to teach MATH 1314 College Algebra for students interested in pursuing a STEM career, MATH 1332 College Math for Liberal Arts, and EDUC 1300 Learning Frameworks and the classes have been built. The program will also incorporate Aldine and Spring ISD teachers as Math Facilitators. Facilitators will observe the college Instructor’s classroom management, delivery methods, rigor, and grading policies. Facilitators also report to their campus department useful strategies to better align their College Prep math classes with college classes. Duties include distribution/collection of material, taking attendance, assisting students with note taking, tutoring, and assisting the Instructor upon request. LSC instructors and ISD math facilitators will attend a program orientation on Monday, June 5 from 9:00 a.m. to 12:00 p.m. The orientation will give the LSC and ISD staff the opportunity to meet before classes begin and discuss expectations of the program, instructors and students, as well as important program dates. 

    All Lone Star College students are required to attend New Student Orientation (NSO). Students participating in the program will receive their NSO and program orientation on Tuesday, June 6, 2017 from 8:30 a.m. to 9:30 p.m. Students will receive information about the college and the resources available to them. Students will also have the opportunity to meet their instructors, receive textbooks, receive important program dates and discuss program expectations.   

    The majority of the Summer Bridge Program’s recruiting efforts have been in the college prep classes in Aldine and Spring ISDs. These courses are for high school seniors who are not college-ready in math in their senior year. Staff members have visited classes and conducted a 20-25 minute presentation to seniors at Eisenhower High School, MacArthur High School, Aldine High School, Davis High School, Nimitz High School, Carver High School, Hall High School, Westfield High School and Wunsche High School. Additionally, staff members have attended events to promote the program including the Spring ISD Career and Technology Career Connections Expo and the Westfield High School Career Fair. The program has also received assistance from the Aldine and Spring Independent School Districts’ communication teams, principals, assistant principals, and counselors to disperse program information to students and parents. Finally, staff members attended the Lone Star College-North Harris Open House and the Lone Star College-North Harris Senior Star Visit to recruit students who plan to attend Lone Star College in the fall.  The Summer Bridge Program will host an awards ceremony for students and their family on the last day of classes. Students will receive certificates of completion for their participation in the program. Additionally, students and instructors have the opportunity to nominate students for various honors. The ceremony is designed to congratulate students on their first collegiate semester and celebrate their accomplishment with their support circle. The award ceremony will be Thursday, August 17 from 4:00 p.m. to 6:00 p.m.

  • June 2017 - The 2017 NHCEA Summer Bridge Program started June 6, 2017. There were 26 students enrolled, with 21 from Spring ISD and 5 from Aldine ISD. An Aldine student requested to be dropped from the program on June 27. The remaining 25 students are enrolled in College Algebra and the First Year Experience Course. Originally, the program offered Math for Liberal Arts in addition to College Algebra, but due to low enrollment, the committee decided to remove Math for Liberal Arts from the program.  
    Lone Star College instructors and Aldine ISD math facilitators attended instructor orientation June 5. The group discussed past summer bridge results, student and instructor expectations, program details, student activities and opportunities for instructor/facilitator collaboration.
    Students attended new student orientation on June 6 prior to their first class. They received Lone Star College’s New Student Orientation, program expectations and planned activities. Students completed a Pre evaluation survey, signed a letter of commitment, received their tutoring log, electronic textbook access codes, raffle punch cards, and a list of 2017 Summer Bridge sponsors. Students participated in a photoshoot on June 15, as well as a financial management workshop hosted by Wells Fargo on June 20. On the last day of the program, August 17, students and their families will attend the awards ceremony.  

  • July 2017 - As of August 1, the Summer Bridge students are entering week nine of the program. At eight weeks, they were asked about the last math class they took in high school. Of the 25 students currently enrolled, 18 responded to the questionnaire that was sent via email. All of the students took their last math class their senior year of high school. Out of the 18 students, 13 (72.2%) took Pre-Calculus, 4 (22.2%) took Math College Prep, and 1 (5.5%) took Advanced Placement (AP) Statistics. At eight weeks, 6 (33%) expect to make an A in College Algebra class, 14 (50%) a B, 2 (11.1%) a C, and 1 (5.6%) expect to make a D.
    The program has decided to add a civic engagement session to correspond with the EDUC 1300 course. Pasadena Councilman Coy Wheeler and Asdrubal Gutierrez, Community Engagement Coordinator Office of Commissioner Rodney Ellis, will be speaking to the students about the importance of civic engagement and register interested students to vote.

  • August 2017 - The Summer Bridge Math program ended on August 17. Students took their finals, received their program t-shirts, took a photo with Dr. Steve Head, Chancellor of the Lone Star College System, and Dr. Gerald Napoles, President of Lone Star College-North Harris, and completed their end of summer evaluations.  Later that evening, the program hosted its first awards ceremony. Students, their family, Dr. Head and Dr. Napoles, along with other Lone Star College administrators and partners of the North Harris County Education Alliance attended. The ceremony celebrated students’ accomplishments over the 11-week program, as well as the donors who helped make the 2017 Summer Bridge Program possible.
    The preliminary results for the 2017 Summer Bridge program show that successful completion (A, B, C) for the 2017 cohort had higher success rates than the 2016 and 2015 cohort when comparing MATH 1314 College Algebra over the course of three years. At 56.0%, the cohort successful completion rate was comparable to the control group rate of 55.9% 

Teaching Squares

Provides faculty an opportunity to gain new insight into their teaching through a non-evaluative
process of reciprocal classroom observation and self-reflection. The four faculty in each “teaching
square” visit each other’s classes over the course of a semester and meet to discuss what they have learned from their observations. Project Updates. Top

  • October 2016 - The Adjunct Center for Excellence (ACE) has established as one of its strategic objectives to implement Teaching Squares to expose adjunct faculty to diverse teaching strategies that lead to student engagement and student success. The purpose of this is to ensure that there is a sustained focus on Title V objectives and success indicators to meet our project goal of creating a welcoming student-centered learning environment to increase the persistence, completion, and graduation rates of our Hispanic and underserved students.  

  • December 2016 - Guidelines for Teaching Squares have been developed to provide faculty an opportunity to gain new insight into their teaching through a non-evaluative process of reciprocal classroom observation and self-reflection. The four faculty in each "teaching square" agree to visit each other's classes over the course of a semester and then meet to discuss what they learned from their observations. By allowing faculty to be "learners" again in their colleagues' classes, Teaching Squares opens up unique spaces for reflection and conversation about teaching.

  • January 2017 - The lead has identified several faculty interested in Teaching Squares.

  • February 2017 - Teaching Squares will be fully developed and implemented by fall, 2017.

  • May 2017 - A Teaching Squares program will expand the mentoring program structure in fall 2017, and participants may continue to participate with the same partner (or someone else), but even if they do not, they will report back in November regarding the results of changes the new approaches they identified this spring have had on their teaching.

  • August 2017 -  The matching up of the faculty Squares particpants will be completed this fall with an implementation by Spring 2018. 

Adjunct Boot Camp

Offers relevant professional development activities and training throughout the year to new and experienced adjunct faculty on student-centered instruction. Project Updates. Top

  • October 2016 - The Adjunct Center for Excellence (ACE) has established as one of its strategic objectives to establish an Adjunct Boot Camp to provide relevant professional development activities and training for new and experienced adjunct faculty in alignment with the Title V grant.  The purpose of this is to ensure that there is a sustained focus on Title V objectives and success indicators to meet our project goal of creating a welcoming student-centered learning environment to increase the persistence, completion, and graduation rates of our Hispanic and underserved students. 

  • December 2016 - The program manager and project director met with the program manager of the Faculty and Staff Center and the Faculty Fellow for the Adjunct Center for Excellence on December 14, 2016. Plans are being made to hold an Adjunct Boot Camp on January 21, 2016. Presenters have been selected and faculty recruited for participation.

  • January 2017 - An Adjunct Boot Camp was held on January 21, 2017 with 35 instructors attending. Human Resources and Payroll have approved the mentors and mentee stipends. The lead has identified several mentors who have agreed to participate as well as faculty interested in Teaching Squares.

  • July 2017 - The Adjunct Boot Camp waa scheduled for Saturday, August 26, 2017 from 9:00 a.m. to 12:00 p.m. Topics will include Title V mentoring, CAST Writing support, and the WAC program.

  • August 2017 -  Due to Hirricane Harvey, the Bootcamp was re-scheduled to September 16. 

21st Century Faculty Institute

Provides development and training to full-time faculty on yearly themes chosen and best practices discussed, studied and implemented in the classroom. Project Updates. Top

October 2016 - The Faculty and Staff Center (FSC) has established as one of its strategic objectives to design a Faculty Institute  provide relevant professional development activities and training for full-time faculty on how to address the needs and learning styles of 21st-century learners. The purpose of this is to ensure that there is a sustained focus on Title V objectives and success indicators to meet our project goal of creating a welcoming student-centered learning environment to increase the persistence, completion, and graduation rates of our Hispanic and underserved students.  

  • February 2017 - Title V grant funds purchased a subscription to the 20-Minute Mentor Newsletter. The 20-Minute Mentor Commons is an on-demand video-based professional development program, specifically designed to focus on diversity training and innovative instructional techniques for faculty. The on-demand video programs have been thoughtfully designed to answer specific questions related to teaching and learning. Moreover, the on-demand availability of these 20-minute presentations are ideal to fit the busy schedules of our faculty. The Faculty and Staff Center sends out a bi-monthly newsletter highlighting 2-3 topics of interest.
     
  • March 2017 - The Faculty and Staff Center released two editions of the online professional development newsletter to support the annual theme of engaging a diverse population of students. Modules included Implementing Universal Design for Learning (UDL), Getting Useful Feedback to Improve Online Teaching, Assessing Critical Thinking with Student-Centered Work, Teaming Grit with a Growth Mindset to Cultivate Lifelong Learning, Designing Academic Integrity into Online Programs, and Grading Policy Options as an Influence to Student Learning. Currently, eight faculty have registered for the online training modules and viewed seven programs. These are Assigning Students to Groups, Getting Started with the Virtual Classroom, Creating an Online Education Policy and Procedures Manual. Overcoming Faculty Barriers to Online Teaching, Creating a Welcoming Online Classroom, Making Online Group Projects More Effective, and Activities and Assignments to Promote Critical Thinking.
     
  • April 2017 - The Faculty and Staff Center (FSC) released two editions of the online professional development 20-Minute Mentor Newsletter in April to support the annual theme of engaging a diverse population of students. Modules included Addressing Critical Thinking with Objective Items, Laying the Groundwork for Positive Technology Changes, Designing Copyright Compliant Courses, Creating an Online Service Learning Project, and Getting Useful Feedback to Improve Online Teaching. Currently, 14 faculty have accessed these online trainings with six new registrants in April.  In addition, FSC developed a Title V infographic and information sheet to promote the Title V activities. Finally, they interviewed candidates for the Multimedia Coordinator position.
     
  • May 2017 - A panel session has been scheduled for the fall 2017 Faculty Institute on August 21 to discuss progress on the Title V writing initiatives. Faculty participating in the CAST Tutoring, Writing Across the Curriculum, and Developmental English redesign projects will share details and discuss how these initiatives are complementing each other and how the writing assignments can enrich the courses of all writing instructors.  The Faculty and Staff Center distributed the eighth edition of the Title V online professional development program, 20 Minute Mentor. Topics included How Student Learning Can Begin before the First Day of Class; What to Do When a Student Cheats; and How to Adapt an Online Faculty Peer Review Tool.
  • June 2017 – The Faculty and Staff Center has developed an intranet site where faculty can access the previous articles of the 20-Minute Mentor Newsletter together with registration instructions.  
    Plans for the Fall 2017 Faculty Institute are being finalized. The featured Title V programs will include CAST Tutoring, Writing Across the Curriculum (WAC), and Developmental Writing.  Panel discussions will inform faculty from other disciplines how writing assignments can enrich their courses. They will also provide faculty with an overview of how the Title V Grant WAC program is funding peer tutors (current students with 3.0+ GPA’s and a final grade of A/B in Freshman English) to work directly with history and government students working on their assigned writing projects as well as updates to the Developmental Writing program.

  • July 2017 - Plans for the Fall 2017 Faculty Institute have been finalized. The Institute will be held on Monday, August 21, 2017 from 9:00 a.m. to 12:00 p.m. The program will include an overview of Mi Casa Es Su Casa and updates on the various initiatives funded through the Title V grant. Panel discussions will inform faculty from other disciplines how writing assignments can enrich their courses, provide faculty with an overview of how the WAC program is funding peer tutors to work directly with history and government students working on their assigned writing projects, and describe the redesign of the lower level developmental reading and writing program.  The Faculty and Staff Center has developed an intranet site where faculty can access the previous articles of the 20-Minute Mentor Newsletter together with registration instructions.

  • August 2017 -  Seventy faculty members attended the Faculty Institute on August 21, 2017. Part I of the program of this cross discipline professional development event featured a panel of Title V project leads summarizing their various initiatives and taking questions from the faculty. The manager of the CAST Career Center provided information on the transfer and career services offered, and the CAST tutor faculty fellow discussed the services offered to DS English and EDUC 1300 students. The Multimedia Lab supervisor talked about the new staff as well as equipment for the new Title V Multimedia Studio. The Library Director invited faculty to visit the Makerspace area and described the services to students and faculty that utilize the latest technology. Presentations on the MATCH projects included DS English faculty explaining the changes in curriculum that will occur this coming spring due to the Title V redesign of the lower level reading and writing curriculum. Tutoring and support services available through Writing Across the Curriculum, an extensive description of the Professional Development for faculty, and a description of the new English/ Spanish Interpreter program made possible through Title V were also discussed.  Part II presented other campus programs affecting faculty—enhanced Writing Center services due to drastically lower cut scores in writing for college-readiness, campus-wide writing projects, review of LSC 20/20 system-wide beliefs training, international studies program, faculty excellence selection process, and faculty senate invitation by President Bob Lynch. Campus-wide syllabus information was available, plus a sheet updating faculty on the latest campus-carry information.  Fifteen faculty and tutors attended this seminar style institute in the Writing Center on August 22, 2017. Featured presentations by writing faculty who are steeped in current scholarship included Teaching the Students We Have: Promoting Engagement and Rigor and The Real Value of Student Work.

Adjunct Mentoring Program

Matches small groups of new adjunct faculty members with graduates of the Faculty Institute who serve as their mentors to create a cohort peer group that strengthens the mentoring experience. Project Updates. Top

  • October 2017 - The Adjunct Center for Excellence (ACE) has established as one of its strategic objectives to establish an Adjunct Mentoring Program. The purpose of this is to ensure that there is a sustained focus on Title V objectives and success indicators to meet our project goal of creating a welcoming student-centered learning environment to increase the persistence, completion, and graduation rates of our Hispanic and underserved students. 
     
  • December 2016 - The Faculty Mentors for the Adjunct Mentoring Program are being identified and the job description for the Part-time specialist is being developed in cooperation with Human Resources.  An excellent On-line Mentoring video is being purchased to use as an additional tool to supplement in-person mentor training.  A Faculty Mentoring Handbook has been developed outlining the objectives, delineating responsibilities of the mentors and mentees, describing the characteristics of a successful mentor and mentee, providing guiding principles, detailing compensation, and providing schedules for meetings and activities.
     
  • January 2017 - Human Resources and Payroll have approved the mentors and mentee stipends. The lead has identified several mentors who have agreed to participate.
     
  • February 2017 - Currently, there are four mentoring/mentee groups. It was determined that fulltime faculty could mentor fulltime faculty if the mentee is a new instructor. Since the current Time and Effort form does not detail outside hours, the project manager will work with Grants Compliance on a form that is to be signed so that the fulltime faculty can keep a record as evidence that they are working outside of regular hours. The initiative lead will meet with the mentors and mentees before Spring Break and implementation is scheduled for the week after that.
     
  • March 2017 - The Faculty and Staff Center (FSC) and the Adjunct Center for Excellence (ACE) held an orientation meeting on March 8, 2017 to launch the new Adjunct Faculty Mentoring program. Currently, there are ten fulltime and adjunct faculty participating. Participants received an Adjunct Mentoring Program Guide and forms to facilitate documentation of the program. The objectives of the program are for instructors to identify strategies to improve student engagement in their own learning process, explore ways to create an atmosphere of trust in the classroom, clearly communicate expectations, increase knowledge of the college’s network of services, and gain insights into their own teaching by addressing challenges and expanding strengths. Documentation includes Activity Reports, Goals Exercise, and Classroom Observation Reports as well as an end of semester assessment of any strategies and/or practices they implemented in their own classrooms. 
     
  • May 2017 - In early March, 2017, ten Title V Mentoring faculty members participated in an orientation and goal setting session to get an overview of the program which matches a more experienced (full-time) professor with a new professor (adjunct) to observe each other’s teaching and to meet afterwards and discuss insights and ideas for change.  In the weeks following, the five teams collectively spent approximately 100 hours on activities—some, due to time/schedule restrictions, were limited to the basic classroom observation/feedback, but others expanded to additional professional development.  In early May, during the final week of class, the program wrapped up with a closing session to discuss the benefits and future ramifications.  As a part of participation, faculty completed written reflections, activity reports and an evaluation survey.   These materials are being used to improve the program beginning in fall 2017.  In addition, a Teaching Squares program will expand the mentoring program structure in fall 2017, and participants may continue to participate with the same partner (or someone else), but even if they do not, they will report back in November regarding the results of changes the new approaches they identified this spring have had on their teaching.Mentors provided insightful observations:
    • “The experiences force me to look more at each class I teach.  By explaining what I do in class, and why, I am able to understand a great deal more.”
    • “The greatest gift is the opportunity to connect with another faculty member in a more engaged way—which directly relates to the classroom where we establish connections with students and assist in their success.”
    • “I need to give students more time to discuss a question amongst themselves.”
    • [After a class observation] “Prof. --- chatted with students as they entered the room, clearly understanding each student’s situation.  He appealed to several different learning styles as he moved students into carefully conceived groups designed to strengthen their skills in English…. He showed a willingness to listen to the students and give them time to express themselves.”
    • “PowerPoint usage could be improved, and fewer repetitions of the same idea could save time—I can work with --- on that.”

      Mentees also gained important insights and skills:
    • “My mentor presented an example of simplicity and caring ways…. I identify with her so much.  I also loved her example of foresight and planning.  She is always one step ahead.” 
    • “I have learned new ways I can motivate students to succeed in their academic pursuits.” 
    • “I will spend more time adapting exercises to meet different needs and subjects.”
    • “This experience offers an opportunity to change our academic culture. I now realize the weakness of the support provided by the college for adjunct faculty, and understand why my mentor wishes to establish a stronger support system.”
    • “My goals for next semester will include more clinical case studies for community service—I also will start using more technology for assessment and for games to help students with retention of vocabulary and mechanisms.”

      Some mentoring participants planned a vigorous program of special activities beyond classroom observations of their own teaching.  Together, one mentor and mentee attended a professional development session presented by a faculty excellence award recipient and discussed the teaching techniques covered. Another pair visited a third professor’s class together and afterwards met to discuss her techniques that employed nuances of scaffolding vs. coddling.  On other occasions, the two met with an advisor who spoke about how students were placed into classes and with the campus online instructional designer to discuss the use of audio/video techniques and the incorporation of links into D2L (BrightSpace).  Additionally, some relationships did not end with the semester—one mentor/mentee pair will meet this summer in order for the mentor to guide the mentee in “a major overhaul of my syllabus.”
       
  • August 2017 - The Faculty Matters is a monthly newsletter by and for the LSC-North Harris faculty where faculty can find topics and issues related to the LSC-North Harris teaching and learning environment. In the July issue, the project lead for the Title V Adjunct Mentoring program wrote an article highlighting the program.  Click here: Mentor Newletter

True North Chair Academy

Focuses on strategic and practical approaches to developing leadership skills and institution-wide
vision for department chairs and lead faculty in both their faculty and chair responsibilities. Project Updates. Top

  • October 2017 - The Faculty and Staff Center (FSC) has established as one of its strategic objectives to establish a Chair Academy focused on strategic and practical approaches to developing leadership skills and institution-wide vision to actively assist department chairs in meeting both their faculty and chair responsibilities. The purpose of this is to ensure that there is a sustained focus on Title V objectives and success indicators to meet our project goal of creating a welcoming student-centered learning environment to increase the persistence, completion, and graduation rates of our Hispanic and underserved students.