ASSESSMENT

Randall Casleton, Columbus State University

Hassan Hassani, Stephanie Gable, Columbus State University

Purgatory Math: A Year Later

This presentation will provide analysis of the reasons for the creation of this preparatory algebra course and its results so far. 

Nancy Larkin Reed, University of Georgia Regents Center for Learning Disorders, Georgia State University; Gerri Wolfe, Beverly Sermons, University of Georgia Regents Center for Learning Disorders

Principles of Universal Design for Instruction and Assistive Technologies provide ways to more effectively meet the needs of students with math disabilities, while increasing the success of typical students.

Calandra Davis, Georgia Perimeter College

Andrea Hendricks, Georgia Perimeter College

The presenters share the structure of their online classes and the results of a student survey that uncover the resources their online intermediate algebra students actually use and value.

Barbara J. Jolley, Macon State College

Mathematics: "Teach and Reach"

The purpose of this presentation is to discuss and demonstrate teaching strategies that will enhance mathematical comprehension, thus permitting Learning Support students to become heroes by conquering the obstacles that prohibit success.

Bob Koff, Georgia Perimeter College

This presentation is a compilation of memory devices designed to help students recall math facts and concepts. It covers arithmetic, algebra, geometry, trigonometry, calculus, and other topics.

Donna Brouillette, Georgia Perimeter College

Kim W. Bennett, Georgia Perimeter College

This session demonstrates an innovative technique for factoring trinomials that students enjoy and can use more efficiently than the traditional approach of "trial and error" or "factoring by grouping."

Ashraful A Chowdhury, Georgia Perimeter College/Clarkston

Dihema Ferguson, Georgia Perimeter College

This redesigned project improves success rate and helps students accelerate to the next level of Learning Support math class.

Samuel Richardson, Augusta State University

The purpose of this presentation is to offer some alternatives for simplifying numerical fractional expressions. These alternatives can be applied to some of the algebraic rational expressions.

Stephanie Holcombe, Abraham Baldwin Agric. College

This session discusses why many students never learn to work fraction problems, emphasizing teaching strategies to successfully make connections when performing arithmetic with numeric and algebraic fractions.

Jacqueline J. Varnell, Middle Georgia College

MGC Mathematics Learning Support faculty will share the new tool they use to help in their quest for preparing LS students for mainstream college mathematics--Prentice Hall’s CourseCompass online resources!

Linda Lamp, Darton College

Gay Lynn Adler, Darton College

Presenters will demonstrate and explain how online mathematics courses were developed that attempt to replicate the classroom experience.

Gloria Watts Allen, Retired Development Mathematics Educator

In this workshop participants will experience a constructivist model that helps students acquire mathematical confidence as well as basic skills and does not require the constant presence of a professional.

Elwanda McKinnon Coston, Bainbridge College

Josephine Raybon, Albany Technical College

Helping everyday people reach outstanding and extraordinary academic success can be a daunting task, especially in the area of mathematics. It helps to have an array of instructional strategies that stimulate and motivate students to learn in creative and interesting ways. Collaborative Learning Theory has much to offer in achieving learning success in mathematics. Please join us as we revisit and rethink this approach for improving learning outcomes in mathematics and other disciplines as well.

Nancy Henderson, North GA College and State University

Students may be left or right brain learners. This presentation will equip instructors with ideas and handouts in teaching quadratic equations for both types of learners.

Janet O’Brien, Georgia Southern University

How do you become heroes at your school? We did by incorporating a peer-led study group and a MyMathLab component in our Math 1111 course and bringing down our DWF rate.

Bobbie Robinson, Abraham Baldwin College

A veteran English teacher recounts recent experiences in three math courses and offers observations about how faculty assumptions impact outcomes for high stakes Learning Support courses, with reflection on resulting changes in her teaching.

Treg Thompson, Coastal Georgia Community College

The graphing calculator can be used as an enhancement of knowledge rather than a replacement for knowledge. This presentation outlines how it can be used to promote understanding in LS mathematics.

Merideth Thomerson, Hawkes Learning Systems

Discover the benefits of using interactive software in teaching and learning mathematics. It promotes grade improvement and motivates students to learn by providing tutorials, unlimited practice, error-specific feedback, and mastery-based homework. Come see a demonstration of the state-of-the-art test generator, online gradebook, and student courseware!

George Tessema, Savannah State University

Haimanot Kassa, Phat Hong, Savannah State University

Developmental psychology concepts postulated by Piaget, Bruner, and Vygotsky provide the theoretical basis for our word problem-solving skill activities. Hands-on activity by the audience is expected.

William B. Moore, Jr.

Appalachian Technical College

Daily testing after each math class provides feedback for both teacher and students as to progress and specific areas that need additional attention It also dramatically increases the students’ mathematical analysis and performance skills.

Betsy Veldboom, Augusta State University

This session will discuss the necessity of good math study skills and how to incorporate them easily into a mathematics classroom.

Jonas Strecker, Macon State College

Most LS students lack the self-confidence to question what an author tells them about a topic they don’t know much about. This presentation will demonstrate a teaching method that shows students it doesn’t take a superhero to become a critical reader.

Lydia Postell, Dalton State College

Sharon Hixon, Kelli Keener, Regina Ray, Dalton State College

Dalton State College initiated a Bridge Program to target at-risk students in Learning Support areas based on COMPASS scores. Our panel discussion will address challenges faced in helping students "bridge" the gap from high school to college.

Melody Shumaker, Columbus State University

Reading Plus is a web-based reading skills program that provides individualized assessment and practice in varied areas of fluency and vocabulary. This program helps students to develop visual, perceptual, and information processing skills through engagement in reading exercises.

Magali A. M. Duignan, Augusta State University

This demonstration describes a teacher-made take-home midterm English as a second language (ESL) exam for academic purposes, which is being piloted in the ESL reading courses at Augusta State University.

Natarielle Powell, Savannah Technical College

GEM: Going the Extra Mile is an interactive workshop designed to aid instructors in developing innovative ways to get students to do more, talk more, and read more!

Peggy Strickland, Gainesville State College

Learn how the frustration at the lack of publisher-prepared practice materials for the Reading COMPASS Exit Test led to the creation of our institution’s own computer practice tests.

Rebecca Sharpe, Coastal Georgia Community College

David Willingham, Griffin Technical College

The presenters of this session will discuss the importance of incorporating poetry into Learning Support English and reading classes. They will also share specific examples of types of poetry/exercises that have worked well with this specific population of students.

Gloria Ridgeway, Darton College

Elaine Bush, Darton College

Participants will mirror the developmental reading student experience through the use of riddles to enhance vocabulary and inferencing skills, thus making the student a super critical thinking hero!

Tonya Strickland, Bainbridge College

Leonardo da Vinci said that those who have flown will forever walk with their eyes skyward. This session explores innovative strategies (both low and high tech) that enable students grounded by vocabulary deficiencies to take flight as reading heroes.

Tammy Hinson, Bainbridge College

Terri Craft, Bainbridge College/Early County Site; Michelle Barsom, Bainbridge College

This fun-filled session will provide participants with literacy strategies to use with Learning Support students who are returning to school to improve their lives and the lives of their families.

James E. Daniels, Confidence Building Software

Fluency is a key ingredient in all successful performances. Its role is recognized in such diverse areas as athletics, music, chess competitions, and surgery. Performance on skills assessments, such as COMPASS in reading, English, and math, can be improved through the use of fluency development techniques.

Karen E. Place, Gainesville State College/Oconee Campus

This lesson is designed to teach Learning Support reading students, possibly the least confident on campus, a method to engage with literature, with deeper comprehension and a stronger relationship to the text.

Dede deLaughter, Gainesville State College

Participants will learn interactive methods for engaging students in taking greater responsibility for discovering how they learn and how to use that to their advantage in each of their classes.

Frederick Shorter, Bainbridge College/Early County Site

Teresa D. Teal, Bainbridge College/Early County Site

This strategy helps students know what areas need the most concentration.

Terri Craft, Bainbridge College/Early County Site

Michelle Barsom, Bainbridge College

This presentation, through a combination lecture/demonstration format, will illustrate methods and procedures that are useful in helping to ease the non-traditional students’ entry into college-level coursework and technology.

Alexandros M. Goudas, Darton College

Using a little logic, an apt analogy, and some good rhetorical skills, instructors will learn how to get students of the "Me Generation" to willingly accept their classroom responsibilities.

Margo L. Eden-Camann, Georgia Perimeter College/Clarkston

Both students and faculty members often feel that there is just not enough time to get everything done. The "balanced life" concept will help instructors to guide their students through a time management plan that will balance their lives for success. Instructors, too, may benefit from this perspective on time management.

David Huffstetler, Augusta State University

Students can be trained to edit their own introductions, topics, and examples—ANY aspect of an essay that the instructor can name and illustrate.

Susan Phillips, Macon State College

Pamela Arlov, Kimberly Yetter, Macon State College

Many students do not understand plagiarism or the serious nature of the offense. Students also cheat themselves when they use the ideas of others instead of their own. Our goal is to keep students honest.

Bob Croft, Gainesville State College

Glenda McLeod, Gainesville State College

To help students see visually the need for greater specific details in their writing, we developed a color coding and charting system for students to analyze their own writing.

Amanda Knight, Andrew College

I have students physically mark the clauses in a sentence, which forces them to become visually engaged with its structure. By physically identifying clauses and applying a few simple rules, they study and learn the punctuation that the clauses require.

Michael L. Hall, Georgia Perimeter College

Group competition can be used successfully to get more work from students when they are out of class, to get students to help one another, and to get students excited about writing varied sentences.

Susan Phillips, Macon State College

Research shows that teaching grammar in context is more meaningful, but we know that students need practice with exercises. This demonstration explores a perspective on "grammar in context" and illustrates methods for making grammar relevant.