NAVIGATING CHANGE: A SHIFT TO INTEGRATED READING AND WRITING Renee Dimino Judi Salsburg Taylor Dr. David Caverly

WHAT DO YOU KNOW ABOUT IRW? HOW MANY HERE ARE USING IRW CURRENTLY? HOW MANY PLAN TO IMPLEMENT IRW?

Why IRW at Monroe Community College? Push to redesign all developmental education curriculum Mandate reading—a decade-long effort Desire to accelerate through developmental education IRW is not mandated in New York State, but seemed a good fit for our institution

Monroe Community College Rochester, NY Population 210,358 (2013) 5 th poorest city in the nation Highest murder rates in NY, 4 th in U.S. Failing city school district (43% graduated in 2014) City redefining a once thriving manufacturing sector

Monroe Community College Multi Campus Institution Total number of students (34,593 Fall, 2013) Percentage of students who enroll in a TRS course 33%

Instructional Design of Developmental Reading and Writing Courses Before IRW Reading and writing taught as discrete disciplines and consequently classes Theoretical emphasis left to the individual instructor, resulting in a dominant behaviorist approach After IRW Foundations in theory and research Grubb, et al. Tierney and Pearson Dewey and Vygotsky Caverly Sugie Goen-Salter Collins, et al. JoAnn Carter- Wells Emphasis on a constructivist approach

IRW at MCC: A Developing Model Based on Dr. Sugie Goen-Salter’s Six Principles 1. Schema Activation 2. Annotation 3. Self Reflection 4. Rhetorical Reading 5. Rhetorical Writing 6. Mining the text

IRW at MCC: A Developing Model Metacognition is at the core Affective needs are addressed Reading/Consuming Rhetorical Reading Strategies: PLAN, KWL+, Annotation Composing meaning from text Schema Activation connecting the affective to reading strategies

IRW at MCC: Key Components Mining the text What is the author doing to me now? Writing/Producing Rhetorical Writing, Composing meaning Collaboration Constructivism Students Faculty Multi-modal

Sample: First Few Weeks Day 1: PowerPoint as students enter – schema activation Syllabus - Reading Strategy 1: Shadow KWL+ Reflection Day 2: Assessment Day 3: Checklists “Ordeal by Cheque” Exit Slip

Sample: First Few Weeks Day 4: Reading Strategy 2: Begin PLAN Exit Slip Day 5: Text Ordination Studio 1 Patterns of Development Day 6: Practice P & L on considerate text Practice P & L on This I Believe essay

Sample: Few Weeks Day 7: Reading Strategy 3 – Rhetorical Reading Reading Strategy 4 – Story Board PLA in PLAN Day 8: Repeat with Student Choice Essays Exit Slip Day 9: Assign First Project Exit Slip

Challenges of Implementing IRW Professional development Adjuncts teach over 80% of courses Teaching Materials Physical space conducive to our instruction As you know, typical concerns in developmental education Poverty Affective issues

To address some of our challenges...

Moving the Needle: A Generational Model of Professional Development Summer 2013, Fall 2013, Spring 2014, Fall 2014 Dr. David Caverly Consultant Judi Salsburg Taylor 1st Generation Meghan Glaser 2 nd Generation Richard Duff 3rd Generation Matthew Kotula 3 rd Generation Gena Merliss 2 nd Generation Kathleen Allen 3 rd Generation Renee Dimino 1 st Generation Diane Clements 2 nd Generation Robert Baker 3 rd Generation Matt Fox 2 nd Generation Frank Connell 3 rd Generation Lisa Metzger 3 rd Generation

Impact on Students Using propensity score matching Fall 2013 to Spring 2014 C or better pass rates TRS 200 No Treatment (PSM) 51.9% TRS 200 Received Treatment (PSM) 56.7%

Impact on Students I learned how to annotate each of the writer’s essays and to use the annotation in a reading strategy to help me analyze the thesis and their support. Having this conversation with the writer helped me have conversation with my writing. I was able to create support for my thesis and make it easier for the reader to understand.” “Having this conversation with myself helped me with my support, to see if it all ties back to the thesis statement. Now it is easier for me to look a the support of the writer and figure out their thesis statement. I can also figure out the intended audience and how they relate to the group. What examples he or she uses so that the reader understands their points.”

Impact on Faculty Professional benefit: o exposure to research o collaborative work with colleagues Personally transformative: o Collins, et. al. Cognitive Apprenticeship to make reading/writing processes explicit o permanent shift in teaching Truer impact: o stronger department through multi-generational model o students “own” their learning o metacognitive awareness: “implementing a growth mindset in life” and “utilizing skills not only in TRS 200 class, but in each and every course into the future”

Reflections on this Presentation IRW and your institution Key challenges of IRW in your institution Supporting faculty

Contact Information Dr. David Caverly Judi Salsburg Taylor Renee Dimino