Accelerated Program Development
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This document outlines an agenda for exploring accelerated programming. It discusses preparing faculty and students, instruction methods, and retaining both faculty and students. For faculty preparation, it addresses common concerns like content coverage and rigor. It suggests modeling accelerated learning techniques for faculty. For student preparation, it discusses orientation, advising, and setting clear expectations. Retention strategies include newsletters, conferences, faculty fellow positions, and maintaining a humanistic advising approach. The overall document provides an overview of key topics and strategies for implementing an effective accelerated programming model.
Accelerated Program Development
- 1. A Destination Worth the Journey: Exploring Accelerated Programming “A journey of a thousand miles begins with one step…” - Lao Tzu, Chinese Philosopher
- 3. Agenda Faculty Students 1. Preparation 2. Instruction 3. Retention
- 4. –Mark Twain “It usually takes me two or three days to prepare an impromptu speech.” Preparedness
- 5. Faculty: Breaking Down Barriers • There’s too much content to cover… • What about the rigor…? • But my student’s don’t come prepared… • I teach theory, it only works for hand’s on classes… • I teach a hand’s on class, it only works for theory classes…
- 6. How would you address these concerns? Write down some ideas… Now share at your table
- 7. When the faculty are the students, model for them how powerful Accelerated Learning can be.
- 9. How do you ensure students are aware of the expectations? Write down some ideas… Now share at your table
- 10. What We Do… • In Person Information Sessions (with PIZZA!) • Online Orientation • Advising: • Dedicated Advisors • Faculty Program Leads • Faculty Advising
- 11. –Dave Meier “Don’t do for the learners what we can do for themselves and each other.” Instruction
- 12. W H E N S H O U L D I N S T R U C T O R S R E C E I V E T R A I N I N G ?
- 13. W H E N ? T H E R E A L I T Y AT M A D I S O N C O L L E G E
- 14. D E V I L ' S A D V O C AT E • What challenges do your foresee? • How can we overcome them? • What resources do you need to do so?
- 15. I S S U E S W E A D D R E S S E D PROBLEM: We need a live body in the classroom SOLUTION: Just in Time training PROBLEM: But what about my past work and education? SOLUTION: "Test Out" Process
- 16. B U I L D A N A C T I O N P L A N • What do you want to achieve? • When will it be done by? • What will it Cost? Consider time and money • Who will be involved? Approval? Facilitator(s)? • What Additional Resources do you need? • Train the Trainer Opportunities Available: trey.mireles@gmail.com
- 17. Preparation Presentation PracticePerformance Students: The Learning Cycle
- 19. –J.K. Rowling in Harry Potter and the Order of the Phoenix “Indifference and neglect often do much more damage than outright dislike.”
- 21. Faculty Retention: My Methods • Newsletters • Flexible Learning Newsletter • Cap Connected • Conferences • CAP Conference (8/4-8/6) • Madison College Flexible Learning Conference (10/22 and 10/23) • Other: • Faculty Fellows: Course Release for Additional Work • Lunch and Learns • Faculty Connections: Faculty Lead Workshops
- 22. Student Retention • Dedicated Advisors • “In Your Face” Advising • A Humanistic Attitude
- 24. QUESTIONS?