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1 Creating, Cultivating, and Communicating Strategies for Success Presented by the English and Reading Department Saturday, April 29, 2017 8:30 a.m. - 1:30 p.m.

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11

Creating, Cultivating,and Communicating

Strategies for Success

Presented by theEnglish and Reading Department

Saturday, April 29, 20178:30 a.m. - 1:30 p.m.

Creating, Cultivating, and Communicating Strategies for Success

2

8:30 a.m. – 9:00 a.m. AC2-276 Conference Check-In • Light refreshments available

9:00 a.m. – 9:25 a.m. AC2-276 Welcome and Opening Remarks

Session 19:30 a.m. – 10:15 a.m.

Workshop A - AC2-275 Revisiting our Tired Strategies:Making Class Time Meaningful Presenters: Teresa Ishigaki and Jaclyn RowleyWe all use the same tired strategies: discussion, peer review, in-class writing, and grammar exercises. Our students often move through the motions of these activities without applying the concept to a larger writing assignment or to assignments in other classes. How many of us have drilled into students the ways to correct a fragment, and then graded an essay that was fi lled with them? Students simply move through the motions of these activities, as if they are checking off a box. In short, they are no longer interested, or they often think they already have mastered the skill. As instructors, we know learning must be engaging to happen. How can we make these tired strategies more meaningful? Workshop B - AC2-176Teaching Literature in the Composition ClassroomPresenter: Cynthia ElliottThe objectives and outcomes for our composition courses are quite clear that non-fi ction media is preferred for analysis. However, adding the occasional poem, short story, fi lm, play or novel does not work against the goals of composition instruction. We can “punctuate” the schedule with a poem that requires close reading and thoughtfulness to partner with the practice of correct punctuation and precise word choice. We can use fi lms to show the interpretation of one story by several directors, and short stories can quickly give students a new perspective. While the composition classroom is restricted from reading only fi ction, the purposeful “interruption” of fi ction in English 125, English 1A, and English 3 will lead to stronger student engagement and improved expression. Bring your favorite poems to share as resources.

Creating, Cultivating, and Communicating Strategies for Success

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Workshop C – AC2-181The Campus is Your Friend: Incorporating On-Campus Activities to Generate Critical Reading and Critical Writing with Your StudentsPresenter: Von TorresIncorporating on-campus activities and events into your lessons can help engage students in reading and writing with the world and the word. Whether you are teaching advertisement appeals and want students to identify and analyze advertisements on campus, take your class to attend a guest speaker’s lecture and want to develop an engaging discussion and refl ection post-lecture, or if you want students to critically identify the function of technologies across school, there are many lessons and activities you can design to engage students to critically think, critically read, and critically write about the spaces and places around the Clovis Community College campus. Join me for this interactive workshop where we will discuss how to incorporate on-campus assignments into your curriculum and participate in a hands-on activity.

Workshop D – AC2-185Improving Students’ Soft Skills to Transform Their LearningPresenters: Megan Bennett and Ann BrandonDo your students procrastinate, miss deadlines, and need some help being college students? Accepting personal responsibility, mastering self-management, and gaining self-awareness are three areas where students struggle the most. This session will focus on how to embed strategies in your class to help students acquire the tools necessary to improve the soft skills they may lack in order to increase their success at the college level. All strategies taught in this session will promote student success not only in your English course, but can be transferred into all other courses to improve overall success.

10:15 a.m. – 10:20 Transition Time

Creating, Cultivating, and Communicating Strategies for Success

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Session 210:20 a.m. – 11:05 a.m.

Workshop A - AC2-275 Revisiting our Tired Strategies: Making Class Time Meaningful Presenters: Teresa Ishigaki and Jaclyn RowleyWe all use the same tired strategies: discussion, peer review, in-class writing, and grammar exercises. Our students often move through the motions of these activities without applying the concept to a larger writing assignment or to assignments in other classes. How many of us have drilled into students the ways to correct a fragment, and then graded an essay that was fi lled with them? Students simply move through the motions of these activities, as if they are checking off a box. In short, they are no longer interested, or they often think they already have mastered the skill. As instructors, we know learning must be engaging to happen. How can we make these tired strategies more meaningful?

Workshop B - AC2-176Teaching Literature in the Composition ClassroomPresenter: Cynthia ElliottThe objectives and outcomes for our composition courses are quite clear that non-fi ction media is preferred for analysis. However, adding the occasional poem, short story, fi lm, play or novel does not work against the goals of composition instruction. We can “punctuate” the schedule with a poem that requires close reading and thoughtfulness to partner with the practice of correct punctuation and precise word choice. We can use fi lms to show the interpretation of one story by several directors, and short stories can quickly give students a new perspective. While the composition classroom is restricted from reading only fi ction, the purposeful “interruption” of fi ction in English 125, English 1A, and English 3 will lead to stronger student engagement and improved expression. Bring your favorite poems to share as resources.

Creating, Cultivating, and Communicating Strategies for Success

5

Workshop C – AC2-181The Campus is Your Friend: Incorporating On-Campus Activities to Generate Critical Reading and Critical Writing with Your StudentsPresenter: Von TorresIncorporating on-campus activities and events into your lessons can help engage students in reading and writing with the world and the word. Whether you are teaching advertisement appeals and want students to identify and analyze advertisements on campus, take your class to attend a guest speaker’s lecture and want to develop an engaging discussion and refl ection post-lecture, or if you want students to critically identify the function of technologies across school, there are many lessons and activities you can design to engage students to critically think, critically read, and critically write about the spaces and places around the Clovis Community College campus. Join me for this interactive workshop where we will discuss how to incorporate on-campus assignments into your curriculum and participate in a hands-on activity.

Workshop D – AC2-185Improving Students’ Soft Skills to Transform Their LearningPresenters: Megan Bennett and Ann BrandonDo your students procrastinate, miss deadlines, and need some help being college students? Accepting personal responsibility, mastering self-management, and gaining self-awareness are three areas where students struggle the most. This session will focus on how to embed strategies in your class to help students acquire the tools necessary to improve the soft skills they may lack in order to increase their success at the college level. All strategies taught in this session will promote student success not only in your English course, but can be transferred into all other courses to improve overall success.

Break11:05 a.m. – 11:20 a.m. AC2-276Light refreshments available

Creating, Cultivating, and Communicating Strategies for Success

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Session 3 11:20 a.m. – 12:05 p.m.

Workshop A – AC2-275Vandals of the Canon: Annotation, Inscription, and the Art of EffacementPresenter: Galin DentIn this interactive presentation we will examine how annotation allows readers to appropriate and co-create a text by physically “making something” of, and with, the text by writing on, in, and around it. Much like the graffi ti artist who, by “tagging” their neighborhood, creates a record of who they are and where they have been, annotation enables readers to take ownership of texts and our experiences with them. We will discuss how annotation-- by democratizing the relationship between readers and writers, integrating reading and writing, and making the reading process visible—has valuable social, political, analytic, cognitive, and creative potential. Ultimately, I’d like to think about how each of us can use annotation to enhance our own personal pedagogies, to promote the kinds of reading and writing we want our students to do, and, most importantly, to enable the kinds of readers and writers we want our students to be.

Workshop B – AC2-176Engineering AssignmentsPresenter: Melanie SanwoIt never works to build the roof before laying the foundation. Like any well-built structure, well-designed assignments are developmentally sequenced, and that’s what this presentation is all about. Being intentional about assignment sequence gets students to move from what they can do to what they need to do. I’ll share examples and successes.

Creating, Cultivating, and Communicating Strategies for Success

7

Workshop C– AC2-181Get to know the Tutorial CenterPresenter: Stacy RossGet to know the Tutorial Center and all it has to offer. What are the mission statement and philosophy of the Clovis Community College Tutorial Center? What subjects do tutors in the center tutor? Understand the services the Tutorial Center offers: drop-in tutoring, one-on-one appointments, group tutoring, workshops, presentations, online tutoring, and embedded tutoring. We’ll also explain logistics like locations and hours of operation, how to make appointments, and how students can prepare for one-on-one tutoring.

Workshop D– AC2-185How Our Brains Actively Subvert Critical Thinking, and What We Can Do About It.Presenter: Jeff BurdickCognitive scientists have been busy the last few years and have discovered that our brains simply don’t want to change once we’ve made up our minds about something -- and we make up our minds for outrageous reasons, sometimes. Why are we so reluctant to change? The answer is surprising and dismaying. What can we do to encourage open inquiry in the classroom? Other topics to be addressed: our grasshopper minds and how they are destroying our ability to think, and why the “I can just look it up” syndrome is destroying our critical and creative thinking.

Transition Time12:05 p.m. – 12:10 p.m.

Creating, Cultivating, and Communicating Strategies for Success

8

Session 4 12:10 p.m. – 12:55 p.m.

Workshop A – AC2-275Vandals of the Canon: Annotation, Inscription, and the Art of EffacementPresenter: Galin DentIn this interactive presentation we will examine how annotation allows readers to appropriate and co-create a text by physically “making something” of, and with, the text by writing on, in, and around it. Much like the graffi ti artist who, by “tagging” their neighborhood, creates a record of who they are and where they have been, annotation enables readers to take ownership of texts and our experiences with them. We will discuss how annotation-- by democratizing the relationship between readers and writers, integrating reading and writing, and making the reading process visible—has valuable social, political, analytic, cognitive, and creative potential. Ultimately, I’d like to think about how each of us can use annotation to enhance our own personal pedagogies, to promote the kinds of reading and writing we want our students to do, and, most importantly, to enable the kinds of readers and writers we want our students to be.

Workshop B – AC2-176Engineering AssignmentsPresenter: Melanie SanwoIt never works to build the roof before laying the foundation. Like any well-built structure, well-designed assignments are developmentally sequenced, and that’s what this presentation is all about. Being intentional about assignment sequence gets students to move from what they can do to what they need to do. I’ll share examples and successes.

Creating, Cultivating, and Communicating Strategies for Success

9

Workshop C– AC2-181Get to know the Tutorial CenterPresenter: Stacy RossGet to know the Tutorial Center and all it has to offer. What are the mission statement and philosophy of the Clovis Community College Tutorial Center? What subjects do tutors in the center tutor? Understand the services the Tutorial Center offers: drop-in tutoring, one-on-one appointments, group tutoring, workshops, presentations, online tutoring, and embedded tutoring. We’ll also explain logistics like locations and hours of operation, how to make appointments, and how students can prepare for one-on-one tutoring.

Workshop D– AC2-185Teaching Themed Classes: The Whys and the Wherefores. Presenter: Jeff BurdickI have been teaching themed English 3 classes for several years, and I’m completing a sabbatical project for which I developed four new themes. I’ll share the themes and the purposes behind them, and I’ll talk a bit about my philosophy of assignments both in and outside of class. In part, this session is an answer to the question in the fi rst session: What can we do to encourage open inquiry in the classroom?

Closing remarks1:00 p.m. -1:30 p.m

Question and Answer SessionNetworking Opportunities

Thank you for being a part of Clovis Community College’s English and Reading Department fi rst mini-conference.Please take time to fi ll out the survey / feedback form.

Acknowledgments:This conference was made possible with funding from Title V, the Basic Skills Student Outcomes Transformation Grant, and theEnglish and Reading Department.

Thank you for helping create, cultivate, and communicate strategies for success!

Creating, Cultivating, and Communicating Strategies for Success

10

Dr. Megan Bennett teaches developmental reading classes at Clovis Community College. This is her second year as a full-time faculty member. Prior to joining the Crush team, Dr. Bennett worked in Central Unifi ed School District as an instructional support coach, reading intervention teacher, and classroom teacher. Because many of her reading students demonstrate negative reading self-effi cacy, her primary goal is to foster a learning environment which creates opportunities for students to experience reading success with college leveled

material. She has taught FYE cohorts and is trained in On Course.

[email protected] | AC2-211 | 559-325-5343

Ann Brandon is a reading and English instructor and has been teaching at Clovis Community College (aka: Willow International / Clovis Center) for ten years. She primarily teaches English 126 and 262, but on occasion teaches English 1A. This fall she will team teach the new Academic Literacy course (integrated reading and writing). Prior to CCC, she taught for 13 years at various high schools while at the same time (for fi ve years) was an adjunct instructor at Reedley College. Ann has and continues to serve on various committees, but

her favorite is the Student Success Committee. Currently she serves as the Basic Skills Student Outcomes Transformation Grant Coordinator, First Year Experience instructional lead, and On Course Ambassador (campus cheerleader). In her spare time, Ann loves to photograph nature with the Big Sur area being one of her favorite spots to visit. [email protected] | AC2-211 | 559-325-5202

Creating, Cultivating, and Communicating Strategies for Success

11

Jeff Burdick has been teaching at the Clovis Center, Willow International Center, Clovis Community College Center, and Clovis Community College for 16 years. He is tired of name changes. He did three years as an adjunct before being hired as a full time instructor. He has served as the academic senate president and currently serves as the chair of the Leon S Peters Honors Program. He has been on more committees and projects (both as an adjunct and as a lifer) than he can count. He has also been active in state-wide community college affairs, having

served on the Equity and Diversity Action Committee (EDAC) for the Academic Senate of the California Community Colleges and on the Steering Committee, the English Workgroup, and the Professional Development Workgroup for the Common Assessment Initiative. He currently serves as a Governor’s appointee to the Board of Governors of the California Community Colleges and on the California Department of Education Joint Advisory Taskforce. Jeff has been hiding away in his aerie in the mountains for this semester, concocting mischief regarding English 3: Critical Thinking and cognitive sciences. He will return in fall if the Federal Government doesn’t ban colleges for their teaching of occult sciences like critical thinking and factual research.

[email protected] | AC2-209 | 559-325-5245

Galin Dent graduated with highest honors in English, with an emphasis on lyric poetry, from UC Berkeley and later went on to do his graduate work at San Francisco State in composition and reading. Over the years Galin has held a number of jobs in the culinary industry, in publishing, and, most notably, at Montessori schools where his unacclaimed, and critically disregarded, work with some two dozen k-6th graders in the groundbreaking production of “Green Eggs and Hamlett—A Suessian Exploration of Shakespearian Tragedies” still is seldom talked about. Galin

worked as an adjunct Reading and English instructor at a variety of colleges in the Bay Area and Central-California before fi nding his rightful home at Clovis Community College where he has happily taught for the last fi ve years. In 2012 Galin returned to his hometown of Ahwahnee, California, where he currently lives with his smokin-hot wife Tamara and his two exceptional, and sometimes exceptionable, children, Adele and Desmond.

[email protected] | AC2-217 | 559-325-5344

Creating, Cultivating, and Communicating Strategies for Success

12

Cynthia Elliott has worked for the several iterations of Clovis Community College since 1999. Before then, she was an adjunct English instructor at Reedley College. Her experience includes two semester abroad programs to London and Paris respectively, a Fulbright Seminar on Georgia O’Keefe, an internship at Universal Studios, a foreign exchange to‘s Hertogenbosch, Netherlands, and a stint as a grader of the AP English Literature exam. She has served as Academic Senate president and vice president and is currently

serving as Curriculum Chair. She has also been a union representative and a department chair. She is proud to have started the honors program at Clovis and has taught 15 different classes in the catalog. She is fl uent in French and studies piano and the paintings of Bosch in her free time. Her proudest accomplishments in teaching are when students build confi dence in themselves from acquiring skills, and those quiet moments when everyone is thinking and wondering about the same idea at the same time. She is the lead on the scheduling of adjuncts and assists on innumerable evaluations and selection committees. Her favorite question is “why not?” [email protected] | AC2-213 | 559-325-5270

Erik Fritz currently serves, mostly of his own free will, as Department Chair of English & Reading. He has taught English in the District since 2001, and has been full-time at Clovis Community College (née Clovis Community College Center, née Willow International Community College Center) since 2008. In 2009 Erik became the faculty advisor for the Theta Zeta chapter of the Alpha Gamma Sigma Honors Society, and from 2010-2015, Erik served as the campus SLO Coordinator. Erik has been married to his wife, Heather,

a wonderful artist/Biology teacher, since 2003, and they share their home with two rescue dogs, a Beagle-Dachshund mix and a Great Dane-German Shepard mix.

[email protected] | AC2-212 | 559-325-5222

Creating, Cultivating, and Communicating Strategies for Success

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Teresa Ishigaki began teaching as an adjunct English instructor in 2004 for Clovis Center. She became the Tutorial Center Coordinator in January 2011, and she started as a full-time English instructor in 2014. Teresa teaches a variety of courses and has been involved in a number of initiatives on campus, including First Year Experience cohorts. Teresa is trained in On-Course I and II and actively implements the principles of On-Course into her classes. She is the college’s Distance Education Coordinator, Canvas Administrator, and Dual Enrollment

Liaison with Clovis Unifi ed. Teresa will be starting the Collaborative Online Doctorate in Education, a joint doctoral program through CSU Fresno and CSU Channel Islands in the fall.

[email protected] | AC2-217 | 559-325-5256

Stacy Ross currently serves as the Clovis Community College Tutorial Center Coordinator and the Basic Skills Initiative Coordinator. She has an M.A. in British Literature from Arizona State University and briefl y studied Shakespeare in Performance and Chaucer at Oxford University. She has been teaching English in the State Center Community College District since 2008 and has also spent time working at learning centers with students struggling with a wide range of learning disabilities. Stacy is excited to get back into the classroom and

teach English 1B this coming fall. When she’s not in the Tutorial Center with her extraordinary tutors she spends time with her wonderfully wild, fun niece and nephews. The Tutorial Center is the place to be; stop by AC1-137 anytime and check it out!

[email protected] | AC1-141 | 559-325-5248

Creating, Cultivating, and Communicating Strategies for Success

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Jaclyn Rowley has an M.A. in English Literature and has been teaching since the fall of 2013. She graduated from CSU, Fresno in May 2008 with a bachelor’s degree in English, Summa Cum Laude. That fall she relocated to San Francisco and began graduate school in pursuit of a Master of Arts degree in English Literature. Jaclyn graduated from San Francisco State

with a published thesis that examined images of domesticity, creative agency, and gender transference of the housewife as portrayed within the novels of Charles Dickens. On campus you will most often fi nd Jaclyn in the classroom where she teaches a full schedule of English classes. This semester she teaches two section of English 125, one section of English 1A, and one section of British Literature (1800-present). She is a newly appointed co-advisor for the Alpha Gamma Sigma club and state-wide organization, and also serves as the Student Learning Outcomes (SLO) representative for the English Department. The littlest love of Jaclyn’s life is her daughter, Annabelle Marie, who will turn one on April 13th of this year. She and her husband, Stephen, are absolutely obsessed with their little girl.

[email protected] | AC2-209 | 559-325-5370

Melanie Sanwo, English instructor, has been teaching English full-time at CCC since 2008, and before then, she taught English at the Clovis Center as a part-time adjunct for 16 years. Teaching English 1A every fall, spring, and summer for at least 10 years as an adjunct solidifi ed her understanding of what’s expected of English 1A students. Teaching English 3 and literature courses, including Shakespeare and World Literature, makes her aware of what students need to be able to do after English 1A. At least half her teaching load includes

developmental composition, and this is where her heart is because at that level, she sees the most improvement. She enjoys watching students increase in confi dence about their writing ability. She has taught FYE cohorts, teaches compressed 9-week English 252 and 125 courses, serves on the Honors Committee, is On Course I and II trained, and will be presenting about fostering student responsibility in the On-Course National Conference in April.

[email protected] | AC2-215 | 559-325-5272

Creating, Cultivating, and Communicating Strategies for Success

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Jennifer Simonson has been a full-time English instructor at Clovis Community College since 2010. Before that, she taught part-time for a year at California State University, Fullerton, and Chaffey College, and served for two years as the Writing Center Coordinator at the (then) Willow International Center. In addition to teaching all levels of English courses, Jennifer serves as the college’s Accreditation Faculty Co-Chair and as the English advisor to the Tutorial Center. She has taught in several learning communities, experimented with

accelerated and compressed courses, started the initial pilot of the college’s embedded tutoring program, and participated in On Course I training. She especially enjoys helping students discover the satisfaction that comes with successful writing and with helping one another improve. Jennifer is also a new mom, so her hobbies consist of sleeping whenever she gets the chance, drinking lots of coffee, and fi nding new ways to get her daughter, Braelyn, to laugh.

[email protected] | AC2-215 | 559-325-5229

Von Torres was recently hired as a full-time instructor in the English and Reading Department at Clovis Community College. He has teaching experiences with English 125, English 126, English 1A, and English 3. He is the department representative for the Curriculum Committee and a member of the Student Success Committee. Prior to joining the family and faculty at CCC, Torres attended Fresno City College where he became a student of poetry and transferred to San Francisco State University where he received his B.A. and M.A. in Creative Writing with an emphasis in Poetry

along with graduate certifi cates in the Teaching of Composition and Post-Secondary Reading. During his time in the San Francisco Bay Area, he taught Ethnic Studies in San Francisco Unifi ed School District, City College of San Francisco, and Skyline College. Upon his return home to Clovis in 2014, he taught as an adjunct at Fresno City College and Clovis Community College Center. He currently serves on the Advisory Board for Philippine American Writers and Artists (PAWA), Inc. and is a 2016-17 Sharing History Germanacos Fellow with the oral history organization, Voice of Witness. His teaching practices are guided by postsecondary reading and writing engagement, culturally relevant curriculum, the pedagogy of joy, and cookies.

[email protected] | AC2-213 | 559-325-5372

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Clovis Community College10309 North Willow Avenue | Fresno, CA 93730 | 559-325-5200

www.cloviscollege.edu