Oklahoma Association for Developmental Education

2009 Conference:

“They’re just not that into you: Boosting Student Engagement”

October 29-30, 2009

Oklahoma State University-Oklahoma City

900 N. Portland Avenue

Oklahoma City, Oklahoma

Thursday, October 29^th, 2009

All Events are in OSU-OKC Student Center, 2^nd Floor, Conference North

6:30 p.m. –7:45 p.m.  – Dinner & Speaker

7:45 p.m. – 8:00 p.m.  – Student Scholarship Awards Presentation

Friday, October 30^th, 2009

All Events are in OSU-OKC Student Center, 2^nd Floor, Conference North & South

8:00 a.m. – 8:45 a.m. Registration & Breakfast, OSU-OKC, Conference North & South,

8:45 a.m. – 9:00 a.m. Welcome – Jason Stone

***9:00 a.m. – 10:00 a.m.***

Keynote Address

Dr. Constance Staley

Professor of Communication at Colorado State University–Colorado Springs

[Read Dr. Staley's bio below]

10:00 a.m. – 10:30 a.m. Break & Networking

10:30 a.m. – 12:00 p.m. Concurrent Sessions (Sessions and Rooms TBA)

12:00 p.m. – 12:30 Break & Networking

12:30 p.m. – 1:00 p.m. Business Meeting

1:00 p.m. – 2:00 p.m. Lunch & Learning

·       A One or Two-Page Article on Methodology  or

·       A One or Two-Page Article on Pedagogy  or

·       A Classroom Handout with Brief Explanation or

·       A Lesson Plan for a Developmental Course

This year’s theme is “They’re just not that into You:  Boosting Student Engagement.”  Papers that address our annual theme are especially welcomed.  However, your submission need not be limited to that topic.

• This publication enables faculty and staff to share successful exercises, teaching strategies, and collaborative activities with colleagues.  Conference participants will leave the conference with tangible materials that may be implemented in the classroom.
• Also, by submitting a paper, the author becomes a facilitator in a special conference session in which all the papers written concerning a specific discipline will be shared and discussed with other faculty and staff who teach or work in that same area of learning.  Since the facilitators are presenters at the conference, state employees will be able to fulfill the criteria for travel money budgeted by their college. 
• A paper submission to a professional journal is usually one of the criteria listed on merit pay applications;
• The Pedagogy Papers for Developmental Education will be compiled, published, and sold at the conference. For faculty, graduate students, or staff who desire to publish or need to meet graduate publication requirements or merit pay requirements, OKADE will now provide this opportunity;  
• Proceeds from the journal sales help fund our annual OKADE Scholarships; and
• Four prizes of $25 will be awarded to authors of exceptional papers (one in each area of developmental studies—reading, writing, math, and study skills.  

FORMAT

The format for submission to Pedagogy Papers for Developmental Education is very simple.  Each paper (on any topic pertaining to developmental education) should be limited to one or two pages of single-spaced writing in Times New Roman font (size 12).  The paper may be presented in paragraph form, list form, or other format, as long as it doesn’t exceed two pages.  The only other format requirement is the heading, which we want to keep uniform.  The heading will be in bold and italicized Times New Roman font (size 12).  The discipline and the title of the paper will be on the left margin of the first line, and the name of the instructor will be on the right side.  The second line will contain the college represented on the left and the author’s email address on the right, in case a reader needs additional information. Here is an example:

Writing: A Three Hour Lesson Plan for Collaborative Revision                       

Sarah Stecher Tulsa Community College                                                           

sstecher @tulsacc.edu

This three-hour lesson plan in directed group work for Writing II provides students with a hands-on process for revising descriptive writing.  Students rotate through each of the three 40-minute group activities, completing all group assignments by the end of the three-hour class session (or by the end of two sessions of 1-1/2 hours).   This lesson plan works best with 12-14 students, but it may be modified to accommodate 15-20 students.  Instructors will need the following supplies:

• 5-6 copies of each student’s paragraph, depending on the size of the groups
• Red ink pens for each student (or be sure each student brings one)
• Highlighters for each student  (or be sure each student brings one)
• Copies of the three handouts (one for each activity) for each member of the class.  

             Group A: Peer and Instructor Critiques—The first group activity focuses on direct instructor feedback, allowing students to practice the thought processes involved in revision under the direct supervision of the instructor.  (Students in the other groups will complete the tasks assigned as the instructor works for 40 minutes with each group in the peer critiques). There are three objectives to this exercise: the instructor demonstrates a revision model that students can use to revise their own manuscripts by reading her own work aloud and discussing it; next, students read their works aloud and identify strengths and weaknesses in their writing and that of their classmates; and finally, the exercise provides a list of questions to consider when revising a descriptive assignment.  The effectiveness of asking these kinds of questions during the revision process is reinforced by the instructor’s comments made during the session. 

Group B: Analyzing Description Paragraphs—The second group activity encourages students to identify the strengths in well-written description paragraphs by reading two samples, one strong and one weak, and analyzing them as a group.  By requiring students to answer a detailed list of questions (provided on a worksheet), students must look for specific components in descriptive writing, which will help them apply these kinds of techniques in their own writing projects.  The students must complete the worksheet provided by the end of the 40-minute session.  Another benefit of this exercise is that it encourages the participation of each group member in some form, either verbal or non-verbal, which promotes teamwork. 

Group C: Revisiting Descriptive Writing—The third group activity is completed independently by each student, requiring students to answer a set of questions concerning their own assignment.  The questions are specific to descriptive writing, guiding students to check the work for unity, coherence, artistry, and tone (or emotional effect).  A second step in this exercise includes an editing checklist that must be completed by the student by the end of the class session.  (Students seem willing to complete this exercise when I explain to them that I use the same criteria to grade their final projects.) 

At the end of the session, collect the worksheet from Group B exercise and provide written feedback during the next session.  Students keep the worksheet from Group C activity, using it to complete the paragraph revisions and attaching the worksheet to their final paragraphs when the assignment is due. To wrap up the session, ask for feedback from the class, make comments about the peer reviews, or summarize the different kinds of revision processes the students performed that day. The beauty of this multiple activity lesson plan is that it generates active learning and provides the student with a revision model for descriptive writing through instructor-directed, collaborative, and independent learning models.

!!!EXTENDED DEADLINE FOR SUBMITTING PEDAGOGY PAPERS: 5 P.M., FRIDAY, OCTOBER 16, 2009!!!

• Submit papers via email (as a Word attachment) to: Shari Clevenger at clevengs@nsuok.edu  and Kendra Haggard at haggardk@nsuok.edu.  Please list under email subject heading: Pedagogy Papers Submission.  If you do not receive an email confirmation within a few days, please resend your submission.

If you have any questions concerning Pedagogy Papers, please contact Jason Stone at esto@osuokc.edu (or call 405-945-3296, Monday - Friday).

COPYRIGHT STATEMENT:  Submissions to Pedagogy Papers for Developmental Education may be re-printed without the express written or verbal consent of submitting authors.  Pedagogy Papers reserves the right to reproduce, distribute, and profit from any and all publications submitted to the pedagogy papers.  Additional consent paperwork is not required.  Submission to this journal implies copyright release and allows Pedagogy Papers to utilize, dispense, transfer, control, and exercise copyright of all submitted intellectual property.  Authors retain their copyright and may reprint or republish their submissions in other journals provided that first publication attribution is made to Pedagogy Papers for Developmental Education.