Think, Know, Prove: Reinvention Remediation Proposals

Think, Know, Prove is a regular Saturday feature, where a topic with both mystery and importance is posted for community discussion. The title is a shortened version of the Investigative Mantra: What do we think, what do we know, what can we prove? and everything from wild speculation to resource referencing fact is welcome here.

I promised this topic as a TKP a long time ago to someone (sorry; I’m too lazy at the moment to search for the comment and promise), and in light of FC4 President Polly Hoover’s address to the board this week, it seems like a good time to follow through on it.

The subject is “The Reinvention Remediation Proposals.” Maybe you’re wondering what they are? Ok, here are a couple of places to go if you’d like to get informed before weighing in: go HERE (and check out pages 52-100).

What do you think? What do you know? What can you prove?

 

One that I Saved This Summer

According to our FC President who met with John Metoyer this week, there seems to be a lot of confidence among our administration that the new leadership team is not out to blow up developmental education and “slam the door” on students who need help. As you may know (if you read his email) Metoyer has taught developmental ed and is working on a Ph.D. in that very area. According to John, through Amanda, there is a lot of genuine and open-minded inquiry going on to try to solve what is, recognizably to all, a big, expensive, and nastily complicated issue.

This week saw a couple faculty emails that were not nearly as optimistic as our President sounds.

I hope that whoever ends up working on this issue is required to read THIS, an article from Inside Higher Ed, published in July.

And the depth of our nation’s complacency over the fact that those who need the most receive the least is also clear in the fact that some students are reaching college age with third-grade skill levels. How is it possible that in the United States, this supposed beacon of hope around the world, students can reach the age of 18 and still have only third grade skills? That’s not just about community colleges being overwhelmed; it’s about our nation’s collective failure to commit to the principle of equality or even “equal opportunity” at every level of education…Old solutions that deflect attention to pedagogy rather than policy have not taken care of these old problems…Those of us who teach in the community colleges can’t deal alone with the scandal of racism, classism, and other deepening social inequalities in this country, but given our place in this conversation, it is incumbent on us to sound the alarm. We need help. Our whole educational system needs more investment, not less.

Take a look…

From Our Developmental Ed Team/Colleagues

Quoting from an email:

We are collecting information about students who have started in developmental education courses and gone on to successfully graduate and/or transfer to four year institutions. Our plan is to interview these students to learn more about their experience at Harold Washington and what factors led to their success. We think this information will be useful for faculty as well as current students. Right now we are in the process of compiling a list of former students who started out in developmental classes and have continued on to successfully achieve their academic goals. Please help us by sending us the names of any students who fit this criteria. So that we are able to contact them, please provide us with as much of the following as you can. If you have the student’s current contact information, that would help us greatly, but we understand that you may want to contact the student first to get permission to pass that on to us.

First and Last name
Student ID number (if you have it)
Rough dates of attendance, or a class you know they took (anything we can use to identify them in Peoplesoft)
Contact info (if possible)

Thank you so much for your help!

Theresa Carlton
Developmental Math Coordinator
tcarlton@ccc.edu   office: 702b    extension: 5675

Jennifer Meresman
Developmental English Coordinator
jmeresman@ccc.edu   office: 630   extension: 5993