FIN Commons

Glendale College Mid-term Inquiry Update Video

Revised Inquiry

Revised Budget

A team of three Glendale College faculty members from ESL, Natural Sciences, and Social Sciences will use an incremental classroom to strengthen student outcomes. 

Over the last few years, Chris Juzwiak has developed the incremental” approach for developmental English courses at Glendale Community College (see http://courseweb.glendale.edu/thefullemersion/)  In brief, the incremental approach divides course learning goals into many small steps, engaging students in tasks using color-coded analyses of texts, daily homework, in-class small group work, and tasks repeated with less and less support, all building toward significant work such as a complete essay that experience has shown to be a difficult task for many students. These protocols are based on learning principles that recognize the importance of metacognition, immediate feedback, explicit instruction on expert-like thinking, varied visual and auditory prompts, and the sequencing of tasks based on Bloom’s taxonomy.

In adapting the incremental approach to other disciplines we recognize that the learning goals will differ from the primarily text-based essay writing goals of the English course.  In addition, large class size and other constraints make it impossible for faculty to adopt all aspects of the incremental approach. Thus, we ask: what is the impact of partial use of the approach and which aspects are most appropriate and feasible for use in other disciplines?

Team Leader:
Mark Maier / Economics
818-240-1000 x 5468 Fax: 818-549-9436
mmaier@glendale.edu

Team Members:
Sarah McLemore / English, Incremental-technology mentor
Lara Kartalian / English, Incremental-technology mentor
Paul Vera / ESL
Jennifer Krestow / Astronomy
Cameron Hastings / Political Science
Chris Juzwiak / English

Glendale Community College Proposal