Gates Foundation Dedicates funds to Community Colleges

From the Gates Foundation:

"Emerging Technologies Ready to Reshape Community Colleges
Investments of $12.9 million aimed at boosting graduation rates, fostering faculty collaboration, creating new learning tools"

"A summary of the grants announced today:

Global Skills for College Completion (GSCC) ($3.6 million) to innovate math and writing basic skills pedagogy via Web 2.0 and social media that consistently results in increased student pass rates, and is driven by an online community of 26 outstanding basic skills faculty in 16 states on 13 campuses. GSCC is a collaboration between the League for Innovation in Community College, LaGuardia Community College, Knowledge in the Public Interest, and the Community College Research Center.

Monterey Institute for Technology and Education (MITE) ($5 million) to produce developmental mathematics course materials that will be made available as an OER. The project aims to dramatically increase the number of students that meet the required mathematics standards for admittance to desirable postsecondary educational programs and career opportunities through interactive and adaptive multimedia and games. Individual students and teachers will have free access to the material through the HippoCampus website, and institutional rights-of-use may be purchased with a nominal membership fee.

Carnegie Mellon University’s Community College Open Learning Initiative (CC-OLI) ($2.5 million) for the collaborative development, use, evaluation, and continuous improvement of web-based open learning environments for high-demand “gatekeeper” courses. The CC-OLI learning environments will be developed by teams of learning scientists, human-computer interaction experts, software engineers, and faculty subject matter experts from over 40 community colleges across the country. The project will use intelligent tutoring systems, virtual labs, simulations, and provide frequent opportunities for assessment and feedback to combine the best technology with person-to-person instruction in “blended” courses. The target, over the next three years, is to increase successful course completion rates in the classes using CC-OLI by 25 percent.

National Center for Academic Transformation (NCAT) ($1.8 million) to engage community colleges in redesigning developmental math based on proven methods of integrating technology and learner-centered pedagogy. Course redesign at NCAT partner institutions has resulted in an average of 51 percent increase in course completions and 37 percent reduction in instructional costs."

To read more about the projects or to apply for a grant (if applicable), please visit the Gates Foundation for more information or the specific grantees/partner websites.
http://www.gatesfoundation.org/press-releases/Pages/fundamental-changes-to-community-college-education-091203.aspx

Investing in Tomorrow's Engineering Leaders (ITEL)

So as some of you may know, we have received an NSF S-STEM grant, which provides scholarships to students with a demonstrated financial need majoring in STEM fields. Our grant is focused on engineering students and has 6 scholarships to award for the 2010-2011 academic year to Community College Transfer students.

While we are still working on populating the site, we've prepared the application information on the ITEL website (www.stem.neu.edu/itel.htm). We look forward to getting many great applications from the students at our partner institutions, as we hope this scholarship will provide a great opportunity to many students who would not attend Northeastern because of the current cost of the university.

Keep checking out the website as we update the information!

Strengthening Pre-collegiate Education in Community Colleges (SPECC)

Strengthening Pre-collegiate Education in Community Colleges (SPECC)

We are pleased to announce a new set of reports and products from our three-year project, Strengthening Pre-collegiate Education in Community Colleges (SPECC). Drawn from the work on the 11 participating campuses, these materials were produced over the final year and a half of the project by different members of the Carnegie team. Faculty, campus administrative leaders, policy makers, researchers and others interested in improving basic skills education are invited to download the full set of materials below. Please note that this site includes additional resources as well, including multimedia exhibits, short “Carnegie Perspectives” essays, and summaries by each campus of its SPECC activities.


Basic Skills for Complex Lives: Designs for Learning in the Community College
Download PDF »

Listening to Students About Learning
By Andrea Conklin Bueschel
Download PDF »

The Promise of Faculty Inquiry for Teaching and Learning Basic Skills
By Mary Taylor Huber
Download PDF »

Faculty Inquiry in Action: Guidelines for Working Together to Improve Student Learning
Download PDF »

Strengthening Pre-collegiate Education in Community Colleges: Project Summary and Recommendations
Download PDF »

Change and Sustain/Ability: A Program Director’s Reflections on Institutional Learning
By Rose Asera
Download PDF »

Toward Informative Assessment and a Culture of Evidence
By Lloyd Bond
Download PDF »

Fall Open Houses at Northeastern University for Seniors and Transfer students

Please pass on information to your students. (Registration required)

http://www.northeastern.edu/admissions/open_house/index.html
Dates - October 17, 31 November 7

Women in Engineering Day - 10/30/09Women in Engineering Day is an all day event for high school girls and their parents to find out more about our program. This year it is scheduled for Friday, October 30, 2009. The day starts out with a Welcome Continental breakfast, several information presentations, and a student panel of engineering women ready to answer all of your questions. Over lunch, meet our Admissions, Financial Aid, and Residential Life staff. The afternoon includes visits to our engineering research facilities with lots of fun activities. The day ends with an optional campus tour. To reserve a spot, please e-mail Rachelle Reisberg at r.reisberg@neu.edu by October 17th.

How People Learn

Our first How People Learn session will take place this Friday at Northern Essex Community College from 11:00 until 2:30. Dr Zahopoulos (PI for this STEP grant) will again lead this seminar which will consist of 4 different sessions throughout the academic year. While it is being hosted at Northern Essex Community College, all institutions are welcome to join. If you are interested in attending a session or would like more information about the seminar, please contact Ryan Sauve at r.sauve@neu.edu

Reflection on RET - Sam Perez Mass Bay Community College

The 2009 RET Summer is an awakening. This experience rekindled my love for research. The lab environment and having to work with eager young minds in a two way learning mode was both refreshing and enlightening. Usually in the school year, Im the expert but with this summer experience I am a peer learner with the other BU engineering students. Everybody learns from one another. This experience also propelled me to complete my PhD application for computer science. Hope I get in.
I recommend this program to other teachers who want to rekindle their love for research. For those who may have never experienced a research environment, this is an opportunity to connect to another means of experiencing learning. Of course we have our seminars or conferences, but these tend to be passive learning and research is active learning and one has the opportunity to create knowledge to inform one's teaching.
I think we need to have more than 6 six weeks to do research. 8 weeks would be ideal as some experiments or projects take longer to do. Also the admin housekeeping took some days off from lab time and additional time may be needed.
Also the timing of the lesson presentation should be advanced a bit. The feedback can be used to change some items on the final poster. Having the lesson presentation in the last week might be a bit late already.
I suggest a project management session for future RET teachers. This involves learning MS Project and using it in the lab setting. I am open to teach a session on this for next year. I have taught project management in my college.

Reflections from John Savage - Middlesex Community College

Reflections on the program as a whole: Reflections on the program as a whole:Personally, I was extremely satisfied with my research experience. Although I know it was just a lucky coincidence that my group had a need that met my “expertise from a previous life”, it truly was gratifying to contribute to the group in an immediate and concrete way. I felt more like a post-doc than a grad student. (Maybe it was just my silly bloated ego getting fed, but I’m self aware enough to admit that it felt pretty good). I also want to point out that I didn’t just copy my grad student work. The field of Raman Spectroscopy has integrated new technologies and applications since my research days, so I was able to learn quite a bit of these advances. I hope that, if I am fortunate enough to participate in RET in the future, I would be able to continue the Raman Microscopy work in Professor Gu’s lab.I feel I learned some valuable education theory in the professional development sessions. Unlike the high school teachers, formal education classes are not required for my profession, and therefore much of the vocabulary and even some of the concepts were new to me. This new knowledge will be very helpful in my interaction with colleagues and college administrators who have more formal backgrounds in education. I will also certainly be even more focused than before on developing more inquiry-based lessons. (My colleagues and I already integrate many hands-on and other activities in lieu of traditional lectures; we just didn’t call it “inquiry based learning”.)It was a great pleasure to get to know the high school and middle school teachers. I think that having a better understanding of their working conditions, challenges, and successful strategies will help me to understand my own students’ prior experience. In general, I think that the interaction between us all can only help our ability to shepherd people through the entire 7-16 education process. Whether or not helping a more seamless laddering for our students through the system is an explicit goal of RET, it is certainly a valuable consequence of our participation.Lastly, I’d like to comment on the quality of the people I met and worked with for these past 6 weeks. They are simply exceptional. I leave the program having a great deal of admiration and respect for the job the high school teachers are doing. I hope my son’s teachers in the future are as dedicated, compassionate, and most importantly, competent.I hope we all stay in touch and use this forum as our own learning community, one in which best practices are shared and questions can be comfortably posed.Have a productive and happy school year.John

Reflections on the Research Experience for Teachers (RET) Program 2009

Paul Chanley said...
RET-2009: Final Posting.Fellow colleagues: RET is fabulous and I highly recommend the program. The experience was enlightening and I consider it one of the best professional development opportunities that I have participated in. The people I met are great. And while it is a six week commitment for the summer, I felt it was well worth it. The program allowed me to explore areas I would not have typically been able to get involved in. For example, while working on the boat project at BU, I engaged in the full cycle of the engineering design process. Normally, you focus on only one or two areas of the design process during a professional development experience. In the case at BU, we went from determining the essential question to developing a preliminary design, prototyping, and then working toward the final design and redesign. That is a big accomplishment in a six week time span. Check out the Massachusetts’s Curriculum Frameworks Engineering & Technology “Engineering Design Process.” We experienced the whole process.Paul