Engaging Our New and Future Students
Tuesday, July 12, 12:00 – 3:30 PM, and Wednesday, July 13, 12:00 – 3:30 PM
Location: SRC 2032
The disruption caused by COVID-19 has irreparably changed our current and future college students, leaving educators struggling to understand what is likely to be a “new normal” that less and less resembles the teaching and learning experiences we knew from just three years ago.
Join us to discuss this shift this July 12 & 13 in Engaging Our New and Future Students – Communities of Practice Exploring Gateway Courses. This two-day faculty development workshop will provide up-to-date data on who our post-pandemic students are as well as a project framework for designing and implementing new strategies to reach these students better from the start.
Even if you can only attend a portion of these events, we encourage you to register and join us for as much time as you can. Lunch will be served from 12 – 12:30 PM. Engaging Our New and Future Students is co-sponsored by Faculty Professional Development and the SEM Student Success Committee.
Not sure if your course counts as a “gateway” course? No problem! For the purposes of this program, we’re defining this term pretty loosely. Read more to find out if this event is right for you, or reach out to Jenn Kelley or Nicole Matos for more information.
Why Gateway courses?
Gateway courses not only provide students with the requisite knowledge for further study in an academic program, but they also represent many students’ first exposure to college teaching and learning. Successful experiences in gateway courses lead to future success in subsequent classes. Research, however, has found that entry-level courses with high DFWI rates represent a barrier to further academic progress, essentially demotivating students from completing their education—the impact of these “killer” gateway courses is disproportionately shouldered by first-generation, low income, and historically underrepresented students (Koch & Pistilli, 2015; Koch & Drake, 2018).
By examining barriers to success in gateway courses and through an exploration of teaching and learning possibilities, we can provide students with the resources they need for their academic careers and their personal and professional lives.
Why Communities of Practice?
A community of practice (CoP) is a group of practitioners who share a common concern, a set of problems, or an interest in a topic and who come together to share resources and ideas, build connections, solve problems, and create collective knowledge that directly impacts their practice.
Unlike committees or working groups, communities of practice are faculty-driven development opportunities that create a space for instructors to engage in meaningful and productive reflection on their teaching and classroom experience. Members co-create a collegial and supportive environment with shared ownership for the purpose, value, and outcomes they hope to achieve. While communities of practice are a new form of professional development at COD, the kind of collaboration, innovation, and peer partnership they represent is part and parcel of our identities as COD faculty
See the infographic below to learn how you can participate!
Download the infographic. Dowload a text-only version.
References
Koch, A. K., & Drake, B. (2018). Digging into the disciplines: The impact of gateway courses in accounting, calculus, and chemistry on student success. Chemistry, 34, 29-4.
Koch, A. K. & Pistilli, M. (2015). Analytics and Gateway Courses: Understanding and Overcoming Roadblocks to College Completion. Retrieved from https://www.insidehighered.com/sites/default/server_files/files/Analytics%20and%20Gateway%20Courses%20PPt.pdf
Teaching, Learning, & Practice 
