Conference Presentations

Keynote Presentations

Dr. Alex Madva



Concurrent Session Presentations

C1.1. Get to Know NADE
C1.2. Using Flipgrid Videos as a Formative Assessment Tool
C1.3. Strategies for Achieving Success with the Emporium Model in Mathematics
C1.4. Transitioning from the Extended Orientation Model of First-Year Experience to New Student Success Course
C1.5. Charting a Course for Algebraic Co-Requisite Courses
C1.6. In Tandem: Constructing Co-requisite English Courses that Preview, Reinforce, and Review
C1.7. Faculty Allies: Sharing High-Impact Next Practices to Support Student Success
C1.8. "Takeoff" with Curricular Justice: Using Course Themes to Promote Criticality about Social Justice Issues
C1.9. Holistic Placement and Pedagogy for Co-requisite Courses
C2.1. Implementing Corequisite Courses: A How-to Guide
C2.2. The Divine Dilemma: Addressing Religious Diversity in the Composition Classroom
C2.3. Engaging Students in Algebra Courses by Connecting Content to Context
C2.4. Ready or Not: How We Went Coreq All At Once
C2.5. Effects of a Developmental English Program Redesign on Students’ Academic Success at an Open-Access Institution
C2.6. Choices and Consequences: A Mind is a Terrible Thing to Waste
C2.7. The Professor's Role in Adult Student Success
C2.8. AIM for Success
C2.9. Grit, Growth Mindset, and Academic Success

C.2.11. From Belief to Certainty: CRLA Mentor & Tutor Training Program Certification
C.2.12. Introducing Lumen Learning’s Affordable Courseware
C2.13. Reaching Our Destination: Charting Different Flight Plans in Developmental Composition
C2.14. An Alternative to Co-Reqs--Aligned Reading and Composition: English 96
C2.15. Corequisite Models Transform How Texas Institutions Serve Students
C3.1. The Value and Role of Reflective Writing in the Developmental Writing Curriculum
C3.2. World Language Tables: Engaging Multilingual English Learning Support Students in Campus Leadership
C3.3. Technology: Budget-friendly and Cost-effective Technology for the Mathematics Classroom
C3.4. Intercultural Rhetoric in the Virtual College Composition Classroom
C3.5. Developmental and Beyond! How Integrating Reading and Writing Launches Students (of Color) Toward Success
C3.6. Extreme Makeover: Developmental Education Edition
C3.7. The Impact of Co-requisite: How does it affect your Placement, Delivery, Curriculum, and Assessment?
C3.8. Using Embedded Academic Support to Strengthen Links Between Co-Requisite Learning and Impact Course Completion
C3.9. Preparing Students for Takeoff While in a Survey of Mathematics Course
C3.10. Online Tutoring Standards Discussion
C3.11. Leading Them to Water and Getting Them to Drink: An Overview of a Cognitive Strategies Workshop and its Student Impact
C.3.12. The Millennials Have Landed: Five Secrets to Creating an Inclusive Classroom
C3.13. An Integrated Reading and Writing Syllabus for Anti-Racism, Featuring Zombies
C4.1. Using an Early Start Program to Transition Incoming, First-Term Freshmen to College
C4.2. Tips & Tricks for Making Online Discussion Boards Take Off!
C4.3. Reaching New Heights: Supporting English Language Learners in the Developmental Education Classroom
C4.4. Active Learning Activities in co-requisite College Algebra and Statistics
C4.5. Georgia Students Cleared for Take Off
C4.6. Addressing Social Justice in the Classroom Through Context and Adaptation
C4.7. Teamwork can Make the Dream Work: Strategies for Team Teaching Paired Courses
C4.8. “While We Teach, We Learn:”:The Protégé Effect in College Reading
C4.9. Teaching 21st Century Writing Skills to Prepare Students for Takeoff
C4.10. Summer Completion Academy: Preparing Students for Takeoff at Tennessee State University
C4.11. Building Writing Confidence and Reducing Anxiety in Adult Learners: Overcoming Dispositional Roadblocks in the Online Composition Classroom

C4.13. Building Leadership for Staff of Color: Connecting Professionals with Students
C4.14. Rorschach Data: Why USDOE NCES Research Showing High Remedial Graduation Rates Has Been Ignored
C5.1. Strategies for Co-requisite Success
C5.2. A Different SPIN on Tutoring: Achieving Classroom Excellence (ACE)
C5.3. No Reading Strategy Left Behind: Integrating Reading Strategies Across the Content Areas
C5.4. The Discourse of Developmental Education: A Critical Language Analysis
C5.5. High-Impact Practices and the Adult Online Learner
C5.6. Adapting Lesson Study for Community College Mathematics Instruction
C5.7. Imprinting Student Success: Leveraging Level One Community College Certificates into Academic and Workforce Confidence
C5.8. (Re)Imagining Metacognition in Developmental Writing through ePortfolio Pedagogy
C5.9. Disrupting White Habitus, Part I: Outcomes Redesign and Learning Communities
C5.10. High Engagement Strategies for Holistic Student Success and Campus-Wide Professional Development
C5.11.Reconceptualising Part-time Adult Learning in Higher Education: Salutary Lessons from England
C5.12. An Examination of English Language Learners’ Outcomes in a Developmental Education Learning Community
C5.13. CUNY Start Math: An Innovative Developmental Education Program’s Pedagogy, Curriculum, and Professional Development
C5.14. What is True and Not True About Brain-Based Learning
C5.15. Where We Stand: Talking Points for Developmental Educators
C6.1. The Kellogg Institute and the NCDE: The Importance of Professional Development and Other Professional Activities
C6.2. Writing with Writers: The Power of a Writing Marathon
C6.3. From Take-Off to Landing: A Four-Year Journey to Successful Co-Requisite Math Courses

C6.5. Piloting a Reading/Writing Co-requisite Program, The First Year
C6.7. The Role of Stereotype Threat on College Females in Developmental Math Courses
C6.8. Disrupting White Habitus, Part II: Redesigning Writing Assessments
C6.9. Behind the Iron Curtain - Engaging Students in the Grading Process
C6.10. Examining the Disciplinary Processes for Reading Literary Text Used by First-Year Students
C6.11. A Journey to Greater Student Engagement and Success in Online Courses
C6.12. Motivational Interventions that Prepare Students to Launch
C6.13. Developing Coherent and Aligned Co-Requisite Math Courses: Lessons from the Carnegie Math Pathways
C6.14. Coreq Courses Your Way
C6.15. Grading Writing--Sans Chocolate or Alcohol--in Co-Requisite Courses
C7.1. Using Newly Revised CAS Learning Assistance Standards for Program Design and Evaluation
C7.2. Two Can Play That Game

C7.4. Zoned IN--Helping Students Optimize Learning
C7.5. SOS! Student Originated Statistics
C7.6. Social Justice for IRW: Engaging Students in a Learning Community

C7.8. “Read” Warning: Side-Effects Include Retention, Engagement & Prolonged Intellectual Arousal
C7.9. Promoting Strategic Journaling Practices in the Integrated Reading and Writing Co-Requisite Classroom
C7.10. (Google) Meet You There! Free, Easy, Efficient Student Communication
C7.11. Helping the Struggling Student Gain Academic “Altitude”: A Comprehensive Approach to Improving Retention by Helping College Students Achieve Academic Success
C7.12. Stop Spamming, Start Texting!

C8.1. Self -Directed Learning and the Online Learning Environment in Higher Education
C8.2. Longwood LIFE: A Transition Program for Individuals with Intellectual Disabilities
C8.3. Co-Requisite Writing in Eight Weeks
C8.4. Collaboration: A Key to Success in a Co-Requisite World
C8.5. Supporting Strategic Writers: An Innovative Instructional Approach for Developmental Writing
C8.6. A New Era of Placement: Toward A Culture of Inquiry in Developmental Education
C8.7. Using Problem Based Learning Strategies to Boost Student Engagement in Developmental English, Reading, and Math Classes
C8.8. Harnessing the Adjunct Brain Trust: Advancing Developmental Education Through Transformative Leadership
C8.9. Mathematical Pathways of 'Haves' and 'Have Nots' with Ripple Effects
C8.10. RISE for Student Success: The NC Co-Requisite Initiative
C8.11. Preparing Graduate Students for Takeoff! A Practical Guide for Improving Study Skills in Graduate Students
C8.12. Rise and Roar: Reimagining Basic English at a 4-year Institution
C8.13. Student Success Courses: How Strategy Transfer Takes Off into Core Coursework
C8.14. Patterns of Failure, Lenses of Change
C8.15. Working Toward Local Teacher-Scholar Communities of Practice: Findings from a National Survey of Developmental Educators
C9.1. Collecting Actionable Qualitative Data through Focus Groups
C9.2. Faculty Perceptions of Disciplinary Literacy Strategies
C9.3. Best Practices for Mathematics Co-Requisite Design and Implementation
C9.4. Impacts of a Critical Reading Intervention in the Early Weeks of a Co-Requisite Developmental Writing Course
C9.5. Writing Program Administrators as Global Leaders: How to Promote Students‚ A Cultural Competence
C9.6. Building Community at the Community College with the Professionalization of Part-Time Faculty
C9.7. Helping Adult Basic Education Students Take Off Through Integrated Reading and Writing Non-Course-Based Options
C9.8. Avoid Turbulence and Rough Landings: High-Flying Classroom Management Strategies That Work
C9.9. Creating Effective Integrated Reading and Writing Co-Requisite Courses: A Dual Model Presentation
C9.10. Developing Growth Mindsets in Developmental Education Students
C9.11. Enhancing Success in Developmental Education Students Using Entrepreneurial Mindset Methodologies
C9.13. The Positive Education Movement
C9.14. Using Extended Thematic Projects to Integrate Reading and Writing in a Co-Requisite Model
C9.15 Putting the FUN in FUNdamentals:  Using Games to Promote Learning in Developmental Education
C10.1. Takeoff with Bite-Sized Videos: Recording, Captioning and Housing Helpful Videos for Students
C10.2. Choose Love in Education: Be Part of the Solution
C10.3. Social Justice, Reading, and Co-Requisite English
C10.4. You Don't Need to Fix Me!
C10.5. Two Co-Requisite Models for College Algebra Currently in Use at Texas Southmost College
C10.6. Facing Issues with the Downfall of ESL in ENGL 1101 Co-Requisite
C10.7. Building Resilience to Successful Completion
C10.8. College Students With Intellectual Disabilities Take Flight: Catch Them on Your Campus
C10.9. Promoting First-Class Inclusion and Awareness in Developmental Literacy: Experiences of Allies with the LGBTQIA+ Community
C10.10. Preparation In-Flight: Hands-on Approaches to Effectively Integrating Sentence Skills into IRW
C10.11. Never-Ending Conversations: Writing a Common Reading for a Student’s First Year Experience
C10.12. Specific Engagement Activities: From Classroom Currency to Question Daisy Chains
C10.13. Improve Math Learning and Grades: Integrate Math Study Skills into Math and Student Success Courses
C10.14. Leveraging the Neuroscience of Learning and Memory to Promote Student Success in Developmental Education
C11.1. Constructing New NADE Guides
C11.2 She's Drawing in Class Again:  Launching Sketchnotes in the IRW Classroom
C11.3 Co-Requisite Courses are Good But Let's Not Abandon the Emporium Model Entirely
C11.4. Academic Literacy: IRW Itinerary for Student Success
C11.5. Boosting Student Performance through Math Boot Camp: It’s about the Numbers!
C11.6. Your Math GPS: Guidance Through Peer Tutoring Equals Success
C11.7. Do Paired Courses Contribute to Student Success?
C11.8. Engaging English Co-Requisite Students in the Writing Process and Product
C11.9. Prepared for Takeoff: In the Cockpit of Personalized Learning
C11.10. Not Another Diversity Training: A Human Library Project
C11.11. Integrated Reading and English Course Redesign
C11.12. Co-Requisite Course Development in North Carolina through the RISE program
C11.13. A Different SPIN on Tutoring: Effective tools to train tutors
C11.14. Developing from Within: Using Co-Requisite Strategies Outside the Co-Requisite Model
C11.15. Leveraging Legislation: IRW/Co-Requisite Courses and Social Justice Education

C12.2. Critical Food Pedagogy: An Interdisciplinary Approach to Developmental Education
C12.3. Not All Takeoffs Are On Time: Failure to Launch Is Never Final
C12.4. Ready for Takeoff: Engaging Adult Learners in the Classroom Community
C12.5. Accelerate Student Success with Multiple Factors
C12.6. TX Dev-Ed & Gateway Writing Course Rigor - Research Findings
C12.7. Examining Attitudes in Transitioning to College: Action Research on Attitudes of First-Generation Students
C12.8. Express Track Mathematics: Helping students “Prepare for Takeoff” With Study Skills & Problem-Solving Strategies
C12.9. Embedding College Success Strategies in Developmental Mathematics Courses
C12.10. M.C. Means Move the Class: The Elements of Urban Education
C12.11. We Can Do This! The Path to Revising, Remixing, Reusing and Creating for OER Development
C12.12. Encouraging Success: Using Help Sessions to Connect Students and Enhance Learning in an Online Course
C12.13. Adjuncts Are Colleagues: Integrating Adjunct Instructors in a Small ESL Program
C13.1. The Hero's Journal: Using The Hero Journey to Motivate and Engage Students
C13.2. Reading--an Effective Co-Requisite: INRW/Humanities
C13.3. How to Connect with Today's Learners
C13.4. Strengthening Learners’ College Readiness Through the Use of Open Educational Resources (OER)
C13.5. Data Driven Analysis as a Trajectory for Effective Program Review
C13.6. Math Placement Using Multiple Measures for Enhanced Student Success
C13.7. Math Corequisites: Merging Content with Activity-Based Courses
C13.8. Launch Students to Success by Developing a Productive Academic Mindset in Co-Requisite Math Courses
C13.9. Emphasizing Authentic Applications
C13.10. Tell It: Using Flipgrid to Amplify Student Voices and the Value of Developmental Education
C13.11. Growth Mindset: Developing a Growth Mindset in Developmental Students
C13.12. Critical Thinking Framework to Foster Student Success and Knowledge Transfer
C13.13. Thinking Redesign? Think Alta!
C13.14. Tools for Change: Boosting Student Success

Poster Presentations

P1.1. Commuting the Math Sentence: Accelerating Developmental Mathematics Using the Co-Requisite Model
P1.2. Words at Work: Interns and Recent Graduates about the Value of Workplace Writing Skills
P1.3. Let's Give it a Shot: Cracking the Code to Teaching Idioms
P1.4. There's Always SMORE: Evidence-based Best Practices and Examples for Use with Students and Faculty
P1.5. Play to Learn: BreakoutEDU
P1.6. Using Motivation to Promote Student Excitement and Success

P1.8. Athletics and the Co-Requisite Model at Georgia Tech
P1.9. Altered Mindsets and Program Review: How the Accreditation Process Changed a Developmental Math Program
P1.10. Engaging Marginalized Students in a Freshmen Composition Course
P1.11. A Different SPIN on Tutoring: Maintaining Standards through Observation and Evaluation
P1.12. Motivation and Task Persistence in Accelerated Developmental Writing/Reading Courses: Do Student Contracts Make a Difference?
P1.13. Analysis of the Impact of SB 1720 on Gateway Math courses
P1.14. Our college has decided to adopt and implement a Corequisite Model. Now What?
P1.15. Tensions and Opportunities for Faculty Transitioning to Co-Requisite Developmental Writing
P1.16. We’re Not Who You Think We Are: English Co-requisite Students at a 4-year Institution
P1.17. Beyond Civility: Transforming Learning Communities through Gratitude
P1.18. A Comparison of Student Success Rates in Redesigned Developmental Writing Courses
P2.1. Student Voices in the Academic Appeals Committee
P2.2. What Military Students Want and How We Can Meet These Expectations
P2.3. Faculty Input on the Benefits of and Support for Teaching Accelerated Developmental Mathematics
P2.4. English Language Learners in the Integrated Reading and Writing Classroom
P2.5. Self -Directed Learning and the Online Learning Environment in Higher Education
P2.6. Developing Strong Connections Between Professors, Students, and Tutors Through an Embedded Tutoring Model
P2.7. Some People are Just Good at Math and Others Aren't: Combating Students' Negative Beliefs
P2.8. Valuing Student Voices through Talking Cards
P2.9. Food Apartheid and the Curriculum that Saves It
P2.10. Using National Public Radio as a Co-Text
P2.11. Creating Classroom Community and Focus with Mindfulness
P2.12. Take Off with Grammar Games and Other Fun Fundamentals Practice
P2.13. Examining Attitudes in Transitioning to College: Action Research on Attitudes of First-Generation Students
P2.14. Jazz, Drama, and a Librarian: Advocating Against Book Censorship in Public Schools
P2.15. Accuracies and Misconceptions: Preparing Teachers to Recognize, Assess, and Instruct Students with Dyslexia
P2.16. Nurturing a Mindful College Student

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