After fourteen years of teaching education students at Lane Community College, I think the thing I enjoy most about my job is visiting the classrooms of stellar teachers like Sunshine, Theresa, and Jen–teachers who were once my students. Sunshine continues to remind me of the joy of teaching all aspects of literacy. Her fourth graders gobble up books–choosing from the hundreds she has accumulated book by book over the past six years. She loves to plan out adventures to teach her students about geography, integrating the arts and writing into each lesson.
Like Sunshine (in her Charter School classroom of 20), Theresa (in her Bethel District classroom of 36) is an enthusiastic user of all forms of new technology. Both Sunshine and Theresa are graduates of the Oregon Writing and Technology Project, and it shows. They mentor their fourth and fifth graders with skill.
Jen also teaches fifth graders in the Bethel District; she is a school and district leader and welcomes Lane interns whenever they appear at her door. Teaching is a career in which we don’t always get to see the fruits of our labors, but I am a fortunate teacher; the cooperative education program in education at LCC allows me to be always out and about with my students – learning about the new from my students of old.
–Merrill Watrous, Faculty, Education
In Spring 2013, three students from Lane were placed in classrooms taught by three graduates of Lane through Cooperative Education. Click on their names to read their individual success stories.
Achieving the Dream challenged students to submit three-minute videos in response to the question: What is your dream job and how is your community college helping you get there? Three scholarships will be awarded nationally with winners chosen from the videos with the most votes. Public voting is open from November 14 to 28, 2012. Four students from Lane Community College submitted videos. Take a few minutes to watch them. Please note that voting is now closed.
My journey to the rhythm of life
Discovering my passion for mentoring!
Improving Developmental Education Assessment and Placement:
Lessons From Community Colleges Across the Country
(CCRC Working Paper No. 51)
By: Michelle Hodara, Shanna Smith Jaggars & Melinda Mechur Karp — November 2012.
New York: Community College Research Center, Teachers College, Columbia University
At open-access two-year public colleges, the goal of the traditional assessment and placement process is to match incoming students to the developmental or college-level courses for which they have adequate preparation; the process presumably increases underprepared students’ chances of short- and long-term success in college while maintaining the academic quality and rigor of college-level courses. However, the traditional process may be limited in its ability to achieve these aims due to poor course placement accuracy and inconsistent standards of college readiness. To understand current approaches that seek to improve the process, we conducted a scan of assessment and placement policies and practices at open-access two-year colleges in Georgia, New Jersey, North Carolina, Oregon, Texas, Virginia, and Wisconsin. We describe the variety of approaches that systems and colleges employed to ameliorate poor course placement accuracy and inconsistent standards associated with the traditional process. Taking a broad view of the extent of these approaches, we find that most colleges we studied adopted a measured approach that addressed a single limitation without attending to other limitations that contribute to the same overall problem of poor course placement accuracy or inconsistent standards. Much less common were comprehensive approaches that attended to multiple limitations of the process; these approaches were likely to result from changes to developmental education as a whole. Drawing from the study’s findings, we also discuss how colleges can overcome barriers to r eform in order to implement approaches that hold promise for improved course placement accuracy, more consistent standards of college readiness, and, potentially, greater long-term academic success of community college students.
Original article: CCRC Working Paper No. 51
An interview with Nadia Raza, Ce Rosenow, Honors Program Faculty Coordinator; Katie Morrison-Graham, Faculty Coordinator; and Jennifer Hare, Honors Program Coordinator and Advisor, regarding the new Honors Program at Lane Community College.
Full article: http://www.eugeneweekly.com/article/honors-lcc
Lane’s Student Success Leadership Team: A Hybrid Organizational Mechanism for Implementing Ambitious Strategic Directions
By Sonya Christian
Published in the League for Innovation in the Community College
September 2012, Volume 25, Number 9
An article about Lane Community College’s Student Success Leadership Team.