Recorded version of webinar by Citrus College English instructor Jamie Dingman, addressing questions and concerns of faculty making the sudden shift to online instruction due to Covid-19.
A Seat at the Table features three colleges where corequisite remediation and accelerated ESL instruction are producing substantial gains in completion and equity. Interviews with faculty at these colleges shed light on the classroom practices, teacher mindsets, and professional development efforts that are helping more students to succeed, providing useful guidance for other community colleges on how to implement the dramatic changes required by new legislation in California (AB 705).
Prepared for the 2017 CAP Community of Practice, this packet includes thematic outlines from accelerated, integrated reading and writing courses taught by past participants of the program. Each outline provides the theme, primary texts, and inquiry questions for the course, along with the name and email address of the instructor who developed the course and is willing to share materials.
This handout was produced for CAP faculty workshops. It outlines the major texts, tests, papers, and rubric from Katie Hern's accelerated course at Chabot College, along with the CAP instructional cycle for integrating reading and writing.
This 2011 report presents key data from Chabot College’s long-standing model of accelerated developmental English, a four-unit integrated reading and writing course that is one-level-below College English and open to any student.