Keynote

Keynote Speaker: Katie Hern

khern@chabotcollege.edu
Acceleration Project
Twitter:  #AccelerationCA

Katie Hern, Ed.D., is an English Instructor at Chabot College and Co-Founder of the California Acceleration Project (CAP), a professional development network that supports the state’s 113 community colleges to transform remediation and increase student completion and equity. An evaluation of CAP colleges by the RP Group found that students’ odds of completing college-level courses were 2.3 times higher in high-acceleration English pathways than in traditional remediation. In math, their odds of completing a transfer-level course were 4.5 times higher than in traditional remediation. Further, accelerated pathways benefitted all student groups and eliminated the achievement gap for African-Americans in completing college math. Hern’s publications focus on integrated reading and writing, the need to reform placement, and the movement to establish accelerated models of developmental education. Along with CAP Co-Founder Myra Snell, Hern was named one of the “16 Most Innovative People in Higher Education” by the Washington Monthly.

 

Plenary Speaker: Steve Hinds

Active Learning in Adult Numeracy & Mathematics

Steve Hinds is the Director of Active Learning in Adult Numeracy & Mathematics, where he teaches math, conducts research, devises professional development projects, and writes curricula, especially for programs that serve adults and community college students who have had difficulty learning mathematics. Prior to this, Steve was a Mathematics Professional Developer for The City Colleges of Chicago. Previously, he was a Curriculum Developer at UChicago STEM Education, located at the University of Chicago. Before moving to Chicago, Steve was a University Mathematics Professional Developer for the central Office of Academic Affairs at The City University of New York (CUNY) where he led projects serving adult numeracy, high school, and developmental college students. He was a founder of CUNY Start, an alternative to traditional developmental mathematics that emphasizes active learning, student-centered pedagogy, and a unique and intensive instructor induction model. Steve has also served as a Subject Matter Expert for a variety of U.S. Department of Education-funded projects. Steve began his career in education as a high school math teacher in New Haven, Connecticut.

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