California Acceleration Project Supporting California’s 113 Community Colleges To Transform Remediation and Increase Student Completion and Equity Inspiration for Accelerated, Thematic Reading & Writing Courses: Themes & Texts from Past Members of CAP’s Community of Practice June 2017 The California Acceleration Project is supported through grants from the Bill & Melinda Gates Foundation, the College Futures Foundation, the James Irvine Foundation, and the William and Flora Hewlett Foundation through California Education Policy Fund 1 Dan Clark, English Instructor, Moreno Valley College ([email protected]) Course: English 80: Preparatory Composition. This 6-unit course has no prerequisite, so any student may take it. Students who pass may then enroll in Freshman Composition. It follows the 1A-All-the-Time model, with scaffolding and guidance. It integrates reading and writing and is an alternative to the traditional developmental sequence, which has three levels below transfer. The class meets 6 hours per week plus an hour of lab, for a total of 7 weekly hours of instructor-student contact. Lab is now incorporated into the course and taught by the instructor of record. Grading: Letter Grades. Theme: The course has four broad themes: learning and motivation; meaningful work; stereotypes; and the achievement gap. There is quite a bit of overlap. Learning and motivation dovetail nicely with work; stereotypes looks back to learning and motivation (and to some extent work), but also forward to connect with the achievement gap. Key Inquiry Questions: Listed below along with course texts. Link to Resources used by Acceleration Faculty at Moreno Valley College: https://www.dropbox.com/sh/3gycfz8nlgh8b3i/AABCpA9kPWId6Z5v-8mwdania?dl=0 Course Texts & Other Materials: Unit One (8/26-9/19): How Do We Learn? What Motivates Us? Blackwell, L.S. “You Can Grow Your Intelligence: New Research Shows the Brain Can Be Developed Like a Muscle.” Mindset Works, 2002. Web. 19 August 2013. Cox, Rebecca. “The Student Fear Factor.” The College Fear Factor: How Students and Professors Misunderstand One Another. New Haven: Harvard UP, 2011. 20-40. Print. Dweck, Carol. “Brainology.” National Association of Independent Scholars, 2008. Web. 19 August 2013. Hanford, Emily. “Angela Duckworth and the Research on ‘Grit.’” American Radio Works. Web. 19 August 2013. Pink, Daniel. “Autonomy,” “Mastery,” “Purpose.” Drive: The Surprising Truth About What Motivates Us. Riverhead: New York, 2009. 85-130. Print. Unit Two (9/23-10/10): What is Meaningful Work? Ehrenreich, Barbara. “Serving in Florida.” Nickel and Dimed: On (Not) Getting By in America Linde, Paul. Danger to Self. Waste Land (film) Cziksenmihalyi, Mihaly. “Work as Flow.” Flow: The Psychology of Optimal Experience. Unit Three (10/14-10/31): How Are We Affected By Stereotypes and What Can We Do About ? Overcoming Stereotypes Staples, Brent. “Black Men and Public Space” Steele, Claude M. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. Selected Chapters. Unit Four (11/04 – 11/21): What Are the Causes of the Academic Achievement Gap? (Anyon, Jean. “Social Class and the Hidden Curriculum of Work.” Note: I didn’t actually use this one, but want to keep it on the list, because I do think it would go nicely, and tie into work.) Carter, Prudence. from Keepin’ It Real: “Beyond Belief: Mainstreamers, Straddlers, and Non-Compliant, Believers” Gladwell, Malcolm. from Outliers. “Marita’s Bargain: All My Friends are now from KIPP” Kozol, Jonathan. from The Shame of the Nation. “Dishonoring the Dead.” Levitt, Steven D. and Stephen J. Dubner. from Freakonomics: A Rogue Economist Explores the Hidden Side of Everything: “What Makes a Perfect Parent.” Unit Five: (11/25 – 12/5): Critical Analysis and Self Reflection Students picked from one of the books we’d already read from and read the whole thing, then wrote on that. They could choose from Cziksenmihalyi, Mihaly. “Work as Flow.” Flow: The Psychology of Optimal Experience. Ehrenreich, Barbara. “Serving in Florida.” Nickel and Dimed: On (Not) Getting By in America Linde, Paul. Danger to Self. Steele, Claude M. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. 2 Jeff Rhyne, English Instructor, Moreno Valley College ([email protected]) Course: English 80: Preparatory Composition. This 6-unit course has no prerequisite, so any student may take it. Students who pass may then enroll in Freshman Composition. It follows the 1A-All-the-Time model, with scaffolding and guidance. It integrates reading and writing and is an alternative to the traditional developmental sequence, which has three levels below transfer. The class meets 6 hours per week plus an hour of lab, for a total of 7 weekly hours of instructor-student contact. Lab is now incorporated into the course and taught by the instructor of record. Grading: Letter Grades. Theme: Food Justice In this class, we examine social justice questions related to our food choices. Topics range from the environmental impact of our food production system to philosophical reflections on the ethics of eating meat. Students learn about abusive labor practices in both meat and vegetable production, about food deserts and the relation of poverty to food choices, and about animal rights debates related to what we eat as they form their own informed views on these important issues. Key Inquiry Questions: Listed below along with course texts. Course Texts & Other Materials Unit One (3 weeks): How Do We Learn? What Motivates Us? Blackwell, L.S. “You Can Grow Your Intelligence: New Research Shows the Brain Can Be Developed Like a Muscle.” Mindset Works, 2002. Web. 19 August 2013. Cox, Rebecca. “The Student Fear Factor.” The College Fear Factor: How Students and Professors Misunderstand One Another. New Haven: Harvard UP, 2011. 20-40. Print. Dweck, Carol. “Brainology.” National Association of Independent Scholars, 2008. Web. 19 August 2013. Hanford, Emily. “Angela Duckworth and the Research on ‘Grit.’” American Radio Works. Web. 19 August 2013. Pink, Daniel. “Autonomy,” “Mastery,” “Purpose.” Drive: The Surprising Truth About What Motivates Us. Riverhead: New York, 2009. 85-130. Print. Unit Two (3 weeks): What are the effects of our food choices on the environment and human labor? • “The Climate Crisis at the End of Your Fork” by Anna Lappe in Food, Inc.: A Participant Guide, ed. by Karl Weber • “Growing and Producing Food” by Robert Gottlieb and Anupama Joshi, from Food Justice • “Pieces of Shit” by Jonathan Safran Foer, from Eating Animals Unit Three (3 weeks): Who has access to healthy food? • “Want Amid Plenty” by Janet Poppendieck, Monthly Review: An Independent Socialist Magazine 50.3 (1998) • “Witnesses to Hunger” by Mariana Chilton, from A Place at the Table: A Participant Guide, ed. by Peter Pringle • “The Grocery Gap” by Allison Karpyn and Sarah Treuhaft, from A Place at the Table: A Participant Guide, ed. by Peter Pringle • “Don’t Ask How to Feed the 9 Billion” by Mark Bittman, NY Times, 11 Nov 201 Unit Four (3 weeks): The Ethics of Eating Meat • “The Ethics of Eating Meat” by Peter Singer and Jim Mason, from The Ethics of What We Eat: Why Our Food Choices Matter • “The Ethics of Eating Animals” by Michael Pollan, from The Omnivore’s Dilemma • from “I Do” by Jonathan Safran Foer, from Eating Animals Unit Five: (2 weeks): Independent Reading Project Completion and Self Reflection Students formed groups and read independently throughout the semester. The project culminates in the last essay they write for the class. They choose from • Eating Animals, by Jonathan Safran Foer (ISBN: 9780316069885) • Farm Sanctuary: Changing Hearts and Minds About Animals and Food, by Gene Baur (ISBN: 978-0743291590) • Real Food: What to Eat and Why, by Nina Planck (ISBN: 978-1596913424) • In the past I’ve also used: • Slaughterhouse by Gail A. Eisnitz • Fast Food Nation by Eric Schlosser 3 Chris Gibson, Associate Professor, Skyline College ([email protected]) Course: ENGL 105: College Composition: A five-unit transfer-level course, which is Skyline’s version of a “co-req” course. The course gives access for students who earned a 2.0-2.59 high school GPA or C- or better in Junior or Senior English; students may also place into this class by Accuplacer score or challenge. The students do the same type of reading, writing, and thinking they do in the traditional transfer-level course with more scaffolding, time, and support. Grading: A, B, C, D, or F. Theme: Breaking the Shackles of Education and Poverty Key Inquiry Questions: For the first two weeks, the course begins with a discussion of Dweck’s mindsets as well as Dr. Michael Miranda’s article on seven false beliefs many high school students have about college. The students will then write ungraded Educational Autobiography essays which explore their mindsets and the false beliefs most relevant to their approach to education and learning. The first two units help them reflect on their educational experiences and explore the challenges of finding academic success at college. In the first major unit, the students analyze the first two chapters of Paul Tough’s How Children Succeed and make connections between Tough’s ideas and their educational experiences for their first major essay. In the next unit, the students read the last three chapters of How Children Succeed and use Tough’s ideas and discussion as the basis for an argumentative essay on how we can improve student success and retention in college. The students will incorporate at least one article from research into the second essay so they begin practicing research skills. They will also do presentations on one of the major issues impacting student success and retention in preparation for the second major essay. The last full-length text helps the class explore the societal and systemic challenges the poor and working class face in our country. For the final text, the students will read Linda Tirado’s Hand to Mouth: Living in Bootstrap America as well as four newspaper/magazine articles that question or support the author’s credibility. The students will then choose one of the major topics that Tirado covers in the text to begin researching for their third essay, a rhetorical analysis of an argumentative library database article; this general topic will also serve as the basis for the students’ final research paper. In the final unit, the class focuses on scaffolding research and does presentations on their research topics and their research. This prepares them to write a 6-8 page research paper that provides a proposal argument on how to address their selected topic. Course Texts & Other Materials “Brainology” by Carol Dweck & “The Seven False Beliefs: Addressing the Psychosocial Underpreparedness of the Community College Student” by Dr. Michael Miranda Dweck’s relatively short article covers fixed and growth mindsets and serves as the basis for the students’ Educational Autobiography assignment. The Miranda article presents seven misconceptions many students have about college while also presenting “new truths” to help students gain a more accurate perspective on college expectations. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character by Paul Tough In this text, Tough provides a lot of research and information on obstacles that impede success for many students who have the capacity but struggle to find academic success. Tough argues that non-cognitive skills represent the most significant traits for students to overcome environmental challenges. The class will write about this text for the first two-major assignments, where the students first have the opportunity to connect Tough’s ideas to their personal experiences in education followed by a second essay that requires them to connect the text to challenges for college success and retention. Hand to Mouth: Living in Bootstrap America by Linda Tirado; “That Viral ‘Poverty Thoughts’ Essay is Totally Ridiculous” by Angelica Leicht; “The Left Falls for a Revealing Poverty Hoax” by David French; “Linda Tirado Is Not a Hoax: The Author of ‘Why I Make Terrible Decisions’ Discovers the Dark Side of Internet Fame” by Michelle Goldberg; & “Is This What You Want? Author of Viral Poverty Piece Takes Out Teeth to Prove Her Story” by Ryan Grim Tirado writes about her experiences being poor and covers a wide-variety of topics, including minimum wage employment, health care, substance abuse, health, children, sex, welfare, and the justice system. The Leicht and French articles criticize Tirado’s authenticity and her presentation of her experiences being poor while the Goldberg and Grim articles support the legitimacy of her presentation of her experiences in poverty. The articles provide the context for the class’s analysis of the effectiveness of Tirado’s her presentation of the experiences of being poor and give the students the practice for the type of critical analysis of the sources they will use for their research papers. 4 Julie Ewing, Associate Instructor, English, Lake Tahoe Community College ([email protected]) Course: English 152: Critical Reading and Writing (Accelerated) English 152 is, currently, the only English course below transfer level offered at LTCC. Because our school is so small, we eliminated all but one level below transfer, so all students placing below transfer enroll in this one-quarter, 5-unit course. Students read college- level texts and write analytical papers based on those texts and the ideas raised in class discussion. This is a graded course. Theme: Technology: The Good, the Bad, and the Ugly Key Inquiry Questions: In what ways has technology enriched our lives? Does it make us smarter, stronger, faster, and better like the Six Million Dollar Man, or does it inhibit our ability to grow and progress? Does technology enhance or stunt our individuality? Our humanity? As our technology evolves at an exponential pace, where are we headed as a culture? These are but a few of the questions raised and heatedly debated in this course. Students read nonfiction (and a few fictional) texts that address these issues from opposing viewpoints and examine their own relationship with technology, often challenging their previously held beliefs. They explore and research issues related to addiction, security, privacy, and intelligence as they relate to Internet, gaming, cell phones, television, and other technologies currently in use, like automation. After articulating their gut reactions to the readings in more informal reading logs, they take a position on these topics and write well-supported essays using the course texts and outside research. At the end of the quarter, they revise selected pieces to include in a portfolio that showcases their growth as writers and thinkers. Course Texts: Two Nonfiction Books The Shallows: What the Internet Is Doing to Our Brains, by Nicholas Carr Academic nonfiction written for an educated audience. Carr begins by describing his own love/hate relationship with the Internet and explores the history of technology from the origins of the written word to the massive entity that is Google. The latter half of the book focuses on scientific examination of the brain—essentially how our reliance on the Net changes us. Students read up to eight chapters, focusing particularly on chapters 2, 4, 5, 7, and 8. Everything Bad Is Good for You: How Today’s Popular Culture Is Actually Making Us Smarter, by Steven Johnson Nonfiction written for a general audience. Johnson frames his book around the concept he’s dubbed “The Sleeper Curve”: that “the most debased forms of mass diversion…turn out to be nutritional after all” (9). The book focuses on videogames, television, film, and Internet use and illustrates the ways these media enhance our cognitive faculties. Students read the entire book, which is just under 200 pages. One Fiction Book 1984, by George Orwell Orwell’s dystopian novel complements the nonfiction texts well. Students recognize that the technology used by Big Brother and the Thought Police controls and abuses the people. At the same time, they note how withholding technology from the people keeps them obedient and servile. Students read the entire novel. Other Supporting Texts/Materials “The Importance of Writing Badly” by Bruce Ballenger: Short personal essay focusing on the author’s memories of “Mrs. O’Neil,” the eighth-grade teacher who terrorized him into hating English. The essay argues that teachers should first focus on what their students are trying to say, not on how they say it. http://www.csmonitor.com/1990/0328/ubad.html “Brainology” by Carol Dweck: Dweck’s article on mindsets complements Ballenger’s essay well. Students read and write on these two pieces (for the Educational Autobiography and Critical Response assignments) before beginning the readings on technology. “August 2026: There Will Come Soft Rains” by Ray Bradbury: Bradbury’s short story describes the aftermath of a nuclear war, where all that remains is a smart house that keeps on serving its absent owners. Student research materials: books, scholarly articles, relevant videos that students find to complement and support their papers in addition to the course texts. Students bring those to class and share their research findings. 5 Kelly Fredericks, English Instructor; Butte College ([email protected]) Course: English 118: Accelerated Composition Workshop I and II A four-unit course that potentially compresses a two-semesters below transfer with a one-semester below transfer course. Eligible students must successfully complete a three-semesters below transfer course or must score into either the one-level below or two-level below. Successful completion places students directly into transfer-level composition. Theme: The Digital Divide: Our evolution with technology Key Inquiry Questions: The course begins with a unit on brain research regarding learning and technology. We explore the questions: What is technology doing? teaching? This unit provides a context for metacognition and “growth mindset” language while placing learning trends within a cultural context. The dystopian novel The Circle then becomes the frame for the rest of the course. Students identify themes from the novel as topics for research and discussion. We compare and contrast these themes with contemporary society and students develop their own inquiry projects. Threaded through individual inquiry projects are required readings that explore the relationships between technology/identity (How are we adapting to technology?) and technology/culture (How is technology transforming culture?). Class text: The Circle by Dave Eggers Depending on class discussion/interest, selected texts may be chosen from the units below. Many of the selections come from Mark Bauerlein’s The Digital Divide. This book could easily be adopted as a course text. Unit One: The Brain: What is technology doing? What is technology teaching? Helsper, Ellen and Rebecca Enyon. “Digital Natives: Where is the Evidence?” British Educational Research Journal (2009): 1-18. Web. 2 June 2015. A good companion to Prensky’s article “Digital Natives, Digital Immigrants.” Helper and Enyon critique Prensky’s overgeneralizations and his lack of research. Helper and Enyon conduct their own research in an attempt to complicate the discussion. Prensky, Marc. “Digital Natives and Digital Immigrants (part 1)” and “Do They Really Think Differently? (part two)” On The Horizon (December, 2001): 1-6. An accessible article, written to the general public, that attempts to create a divide between those individuals who were raised within the digital environment (Natives) and those who transitioned into this digital world (Immigrants). I personally find Prensky’s work flawed which is why I use the companion piece by Helsper and Enyon. However, students enjoy the Prensky articles and rich discussion often results from working with his texts. Small, Gary and Gigi Vorgan. “Your Brain is Evolving Right Now.” iBrain: Surviving the Technological Alteration of the Modern Mind (2008). Print. A provocative discussion of the relationship between technology and brain development. I have used more scholarly, research-based articles in the past but have found that students are more willing to work with this article (or others from the iBrain) book. Gary Small is the director of the UCLA Center on Aging. Unit Two Identity--How are we adapting to technology? Reid, Donna J. and Fraser J.M. Reid. “Text or Talk? Social Anxiety, Loneliness, and Divergent Preferences for Cell Phone Use.” Cyberpsychology & Behavior 10.3 (2007). 424-435. Academic Search Premier. Web. 3 June 2015. This scholarly article examines three hypotheses regarding the relationship between assumptions/beliefs about tool use and avoidance behaviors. Rosen, Christine. “Virtual Friendship and the New Narcissism.” The Digital Divide. Ed. Mark Bauerlein. New York: Penguin. 2011. 172-188. Print. A fairly superficial conglomeration of a variety of sources and perspectives, but this article works well to help students brainstorm potential inquiry topics. Ryan, Francis, Maryanne Bednar, and John Sweeder. “Technology, Narcissism, And the Moral Sense: Implications for Instruction.” British Journal of Educational Technology. 30.2 (1999): 115. Academic Search Premier. Web. 3 June 2015. The audience for this article is obviously teachers, but the article pairs well with unit one and serves to reinforce metacognition about students own behaviors and attitudes. 6 Tapscott, Don. “The Eight New Gen Norms.” The Digital Divide. Ed. Mark Bauerlein. New York: Penguin. 2011. 130-159. Print. Tapscott’s eight norms (freedom, customization, scrutiny, integrity, collaboration, entertainment, speed, and innovation) are a bit gimmicky, but serve as ways into more complicated conversations about social trends. Turkle, Sherry. “If the Computer is a Tool, It It More Like a Hammer Or More Like a Harpsichord?” National Forum 71.3 (1991): 8. Academic Search Premier. Web. 3 June 2015. A well-written essay that invites students to contemplate the assumptions that result from the metaphors that surround digital tools. Turkle, Sherry. “Identity Crisis.” The Digital Divide. Ed. Mark Bauerlein. New York: Penguin. 2011. 99-111. Print. An accessible essay that helps students think about the relationship between identity and culture/social behaviors. Unit Three: Trends—How is technology transforming culture? O’Reilly, Tim and John Battelle. “Web Squared: Web 2.0 Five Years On.” The Digital Divide. Ed. Mark Bauerlein. New York: Penguin. 2011. 130-159. Print. More information than I can personally process, but a good overview of some of the invisible aspects of the internet. Shenk, David. "Surveillance Society: Openness is the Best Defense Against Intrusions into our Private Realms." EMBO reports 7 (2006): S31-5. ProQuest. Web. 3 June 2015. Shenk is a prolific writer and his work is usually more accessible than the article listed here. This article is used at the end of the term. He makes complicated observations about the merging of surveillance and privacy. This merging is a dominate theme in the novel. Deresiewicz, William. “The End of Solitude.” The Digital Divide. Ed. Mark Bauerlein. New York: Penguin. 2011. 130-159. Print. This article pairs very well with another theme (loss of solitude and reflection) from the novel. Alison Kuehner, Professor of English, Ohlone College ([email protected]) Course: Ohlone College’s accelerated course is a 5-unit integrated reading writing course one-level-below transfer. Currently, students are eligible for this course based on Accuplacer placement scores or because they passed the two-levels-below reading and writing courses. As of Fall 2016, two sections of the integrated class will be “open access” so any student, regardless of placement, can enroll. Letter grades are assigned, with the lowest passing grade a C. There is no lab or skill-based work in the class. We teach it as a transfer-level-composition with more scaffolding and support. Key pedagogical features include challenging readings that connect to real-life issues, perseverance built into the course through the foundational reading “Brainology,” all essay writing connected to readings, lots of one-on-one support, and contextualized grammar work when needed. Some sections have embedded tutors. Theme: What Makes People Do What They Do? Key Inquiry Questions: How do assumptions about learning affect motivation? How do rewards and punishments affect behavior? What causes addiction: biology, environment, or a combination of these? Is addictive behavior within someone’s control? What causes happiness and what are the biggest barriers to happiness? What causes an individual to act, or not to act, in ways that conflict with what that person believes is right? What is success? Is success within one’s own power, or is it controlled by one’s environment? Students also write a self-reflection paper at the end, on their own motivation, mindset, and/or the course readings that had the biggest impact on them. Course Texts & Other Materials (These units are options to choose from; some instructors include different readings/videos.) Motivation • “Brainology” by Carol Dweck • Drive by Daniel Pink (first three chapters) • The Marshallow Test by Walter Mischel Essay Prompt: How do the readings connect to your own experiences with learning and motivation? 7 Rewards & Punishments • “Gold Star Junkies” by David Ruenzel: http://www.edweek.org/tm/articles/2000/02/01/05gold.h11.html • “Wrong Answer: A Middle School Cheating Scandal” by Rachel Aviv (this reading shows the real-life consequences of rewards and punishments on a grand scale): http://www.newyorker.com/magazine/2014/07/21/wrong-answer • readings on civil disobedience Essay Prompt: 1. Was Damany Lewis wrong to change the answers on his students’ tests? 2. Who or what was responsible for the cheating at Parks Middles School, in your opinion? Habit & Addiction • Chapters 1, 2, and 9 of The Power of Habit by Charles Duhigg • This American Life podcast, “Blackjack”: http://www.thisamericanlife.org/radio-archives/episode/466/blackjack • “Rat Park” from Opening Skinner’s Box by Lauren Slater • “How the Brain Gets Addicted to Gambling” from Scientific American: http://www.scientificamerican.com/article/how-the-brain- gets-addicted-to-gambling/ • Great addiction TED talk: https://www.youtube.com/watch?v=66cYcSak6nE Essay Prompt: Do you blame Angie for losing so much money due to gambling, or was she unable to control her behavior due to her addiction? Were the casinos at all to blame? Happiness • “The Happiness of Pursuit” by Jeffrey Kluger: http://content.time.com/time/magazine/article/0,9171,2146449,00.html • excerpt from The Art of Happiness by the Dalai Lama • Barbara Walters interviews Christopher Reeve: http://abcnews.go.com/Archives/video/barbara-walters-interviews-christopher- reeve-10050818 • “The Secret Fears of the Super Rich” by Graeme Wood: http://www.theatlantic.com/magazine/archive/2011/04/secret-fears-of- the-super-rich/308419/ • data connecting income or a country’s wealth to happiness Essay Prompts: 1. Does money bring true and lasting happiness? 2. What do you think are the biggest barriers to happiness? Free Will/Diffusion of Responsibility • Scientific American article, “How the Brain Makes and Breaks Habits,” (http://www.scientificamerican.com/article/how-the- brain-makes-and-breaks-habits/) • the Darely and Latane chapter from Opening Skinner’s Box • various other short pieces such as a news article about Yue Yue, a toddler who was run over and no one helped: http://www.telegraph.co.uk/news/worldnews/asia/china/8830790/Chinese-toddler-run-over-twice-after-being-left-on- street.html • Students found many related and interesting videos; I show one about the bystander effect, which also raises interesting questions about class—bystanders ignore the guy who looks like a bum but come to the aid of the man in a business suit within minutes: https://www.youtube.com/watch?v=OSsPfbup0ac Essay Prompt: What causes an individual to act, or not to act, in ways that conflict with what that person believes is right? Consider the ideas from the readings—about the power of habits or the bystander effect—and explain why sometimes people act in ways that seems to run counter to their conscience. Success • Culminating text that brings all the other themes together: The Other Wes Moore by Wes Moore • Colin Powell’s TED talk, “Kids Need Structure”: https://www.ted.com/talks/colin_powell_kids_need_structure?language=en Essay Prompt: In your educated opinion, what led Wes Moore the author to become successful in life while the other Wes Moore ended up in prison for life. 8 Rebecca Kaminsky, English Instructor, Irvine Valley College ([email protected]) Course: WR399 IVC’s accelerated course is a five unit, one-level below college English class. Students who place into the two-levels below or one-level below courses are eligible. Key pedagogical features include: college-level texts and essay assignments, scaffolded assignments, use of a clearly defined instructional cycle, lots of low-risk practice and group discussions/reading activities. Theme: Success: What is success, how is it measured, and what internal and external factors influence one's ability to be successful? Key Inquiry Questions: The course is broken into 3 units each consisting of 2 essay assignments, and a final reflection essay (essay 7). Each unit addresses part of the “Driving Question” of the course (above), ending with Essay 6, in which they are answering the question as a whole. In Unit A, students are asked to make personal connections with the texts, using them to analyze past behaviors and experiences (E1). They also develop an extended definition of “success” for themselves, and apply their definition of success to their own lives, examining specific incidents to determine whether or not they were successful and why (E2). In Unit B, students are asked to make connections between the concepts in the texts and the world around them. First (E3), they use the concepts to determine if an individual (of their choice, at least for now…) is genuinely or superficially successful and what personality traits they possess that influences this. Next (E4), they are asked to examine how one’s family may or may not influence one’s success, utilizing a case study to illustrate the concepts from the text as evidence. In Unit C, the class looks at the influence of race and gender on success (E5), and finally (E6), students select a memoir and write an essay in which they analyze the individuals in the texts to determine why they were successful, in what ways they are successful, and how they were able to overcome the obstacles in their lives in order to achieve success. Course Texts & Other Materials Full-Length Texts: — Drive: The Surprising Truth about What Motivates Us by Daniel Pink http://www.amazon.com/Drive-Surprising-Truth-About-Motivates/dp/1594484805 Pink writes about the evolution of motivation, sources of motivation, and the effects of motivation on our personal and professional lives. — Selected memoir (Freedom Writers Diaries, The Blind Side, The Work) Each memoir examines the hardships and obstacles faced by the individuals, and their determination and drive to overcome them. Articles, Chapters, & Videos: “The Significance of Grit” by Deborah Perkins-Gough and Angela Duckworth (handout) Interview with Angela Duckworth in which she defines grit and its impact on our ability to face and overcome challenges. “The Key to Success? Grit” Angela Duckworth’s TED talk http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit Angela Duckworth defines grit and its impact on our ability to face and overcome challenges. “Brainology: Transforming Students’ Motivation to Learn” by Carol Dweck Carol Dweck explains her research on mindsets, impacts these mindsets have on how people approach learning, and how the type of praise children are given may impact the type of mindset they develop “Habits of Mind” and excerpt from Framework for Success in Postsecondary Writing This article addresses the eight “habits of mind” students must develop in order to be successful in school. In the article, the habits are defined. “How Teachers Make Children Hate Reading” by John Holt In his essay, John Holt discusses how teachers may inadvertently be creating a hostile learning environment for students, and new strategies teachers could use to encourage a love of learning instead of a fear of the classroom. “Success is a Continual Journey” Richard St. John’s TED talk http://www.ted.com/talks/richard_st_john_success_is_a_continuous_journey Richard St. John reminds us that success is not a one-way street, but a constant journey. He uses the story of his business' rise and fall to illustrate a valuable lesson — when we stop trying, we fail. “Success” by A.S. Pearse 9 Pearse begins to explain (an question) how people define success, and then provides an extended example of how biologists define success in order to apply this definition to our daily lives. “Don’t! The Secret to Self-Control” by Jonah Lehrer Lehrer discusses how self-control influences one’s actions and decisions. He explains the differences in personality traits between “low” and “high” delayers, and he also introduces the “marshmallow text”, how it can be used to predict student outcomes, and how “low” delayers can be taught to be “high” delayers. “A Childhood Dream, Realized” from Bossy Pants by Tina Fey In this chapter from Bossy Pants, Tina Fey narrates her interview with Lorne Michaels, and subsequent job on SNL. Through personal examples, she describes the internal qualities that she believes makes Lorne Michaels an effective leader. “The Science of Success” by David Dobbs In this article, Dobbs discusses the relationship between genetics and environment, and introduces the idea of “risk genes,” and “orchid” and “dandelion” children and the effects environment plays on each. “That’s Don Fey” from Bossy Pants by Tina Fey In this chapter from Bossy Pants, Tina Fey shares stories of her father, and illustrates her relationship and feelings for him through both personal experiences, and his influence on others. “The Stories that Bind Us” by Bruce Feiler In this article, Feiler discusses how knowledge of family history influences one’s outlook and behavior, especially when faced with challenges. He introduces the concepts of ascending, descending, and oscillating family narratives and their impact. “Black Like Them” by Malcom Gladwell In this essay, Gladwell introduces the idea of “new racism”, and uses examples from his family’s history to illustrate both direct and indirect forms of racism people face in the United States. “10 Words Every Girl Should Learn” by Soraya Chemaly In her editorial, Chemaly argues that every woman needs to learn to say "Stop interrupting me", "I just said that”, and "No explanation needed." She then provides examples from her life to illustrate why women need to learn speak up for themselves in both social and professional atmospheres. “The Windy City Full of Meat” from Bossy Pants by Tina Fey In this chapter from Bossy Pants, Tina Fey narrates her experiences while working at The Windy City (improve troupe) and the sexism she faced as she moved forward in her career. Melissa Long, Associate Faculty, English, Porterville College ([email protected]) Accelerated Integrated Reading and Writing Course: Our accelerated model is a six-unit course that integrates reading and writing. Students placed in one-, two-, and three-levels below qualify to take the course. If a student passes the course with a C or higher, he or she is eligible to take college-level composition. Theme: Motivation: What Moves Us and Are We Headed in the Right Direction? Key Inquiry Questions: We will look closely at how students can be responsible for their own learning and seek challenges in college and in their lives in general. We begin by discussing mindsets and how switching from a fixed mindset to a growth mindset can change the way we perceive ourselves relative to education and college culture. Then, we examine motivation and specifically, how to foster an inner drive. We will read a true story of how two men with the same name and similar backgrounds ended up in polar opposite situations. Finally, we will analyze our own life goals and research what we need to do to reach them. Course Texts & Other Materials: They Say/I Say by Gerald Graff and Cathy Birkenstein: This book is cheap, small, and easy to read. I teach students how to use the templates in order to structure their writing like a more experienced writer. I am a fan of how I can help students become critical thinkers and then they have the structure to insert their thoughts into a rhetorical framework. For instance, one of the templates for responding to a text is “Though I concede that ____________, I still insist that ______________.” Students are able to take this basic construction and mold it for their own use: “Though I concede that Ravitch has a point about high school not deserving all of the blame for failing students, I still insist that they should take some of the responsibility for letting so many fall through the cracks.” 10