Corequisite Professional Development Series

Corequisite Professional Development Program

Mission

The Houston Community College Corequisite Professional Development Program is dedicated to student success and provides faculty and staff evidence-based professional development opportunities rooted in innovative approaches, best practices, culturally relevant design principles, developing instructional technologies, and systems thinking rooted in a GROW approach framework.

Vision

The Houston Community College Co-requisite Professional Development Program will provide enriching professional development for faculty and staff to foster a student-centered comprehensive community of co-requisite research, innovation, and collaboration.

Values

Collaboration

The Houston Community College Corequisite Professional Development Program commits to engage in inter-departmental partnerships with key stakeholders.

Expertise

The Houston Community College Co-requisite Professional Development Program commits to identify and leverage faculty and staff expertise into professional development offerings to ensure institutional excellence.

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Corequisite Professional Development Series Outcomes

A.  Development of active intersectional engagement to support institutional excellence in teaching and learning (ENGAGEMENT)

  • Participants will demonstrate knowledge of active intersectional engagement strategies that support institutional excellence in teaching and learning. (immediate post-professional development)
  • Participants will implement active intersectional engagement strategies that support institutional excellence in teaching and learning. (professional development follow up)

 

B.  Exploration of effective pedagogies to improve delivery and support mechanisms for co-requisite design models (PEDAGOGY)

  • Participants will demonstrate knowledge of effective pedagogies that improve delivery and support mechanisms for co-requisite design models. (immediate post-professional development)
  • Participants will implement effective pedagogies that improve delivery and support mechanism for co-requisite design models. (professional development follow up)

 

C.  Promotion of asset-based approaches, purpose-driven practices, data-informed validation, and independent learning to increase student success through intentional models of practice (STUDENT SUCCESS)

  • Participants will demonstrate knowledge of asset-based approaches, purpose-driven practices, data-informed validation, and independent learning that increase student success through intentional models of practice. (immediate post-professional development)
  • Participants will implement asset-based approaches, purpose-driven practices, data-informed validation, and independent learning that increase student success through intentional models of practice. (professional development follow up)

 

D.  Development of responsive and evaluative practices and learning experiences to promote rigor in academic and workforce educational expectations (RIGOR)

  • Participants will demonstrate knowledge of responsive and evaluative practices and learning experiences that promote rigor in academic and workforce educational expectations. (immediate post-professional development)
  • Participants will implement responsive and evaluative practices and learning experiences that promote rigor in academic and workforce educational expectations. (professional development follow up)

 

E.  Cultivation of equity-minded, innovative, inclusive, and culturally-relevant practices that translate to all sectors of institutional operations (EQUITY)

  • Participants will demonstrate knowledge of equity-minded, innovative, inclusive, and culturally-relevant practices that translate to all sectors of institutional operations. (immediate post-professional development)
  • Participants will implement equity-minded, innovative, inclusive, and culturally-relevant practices that translate to all sectors of institutional operations. (professional development follow up)

 

F.  Integration of programs, services, and feedback mechanisms to develop intentional student-centered practices that promote engagement and retention (RETENTION)

  • Participants will demonstrate knowledge of programs, services, and feedback mechanisms that develop intentional student-centered practices and promote engagement and retention. (immediate post-professional development)
  • Participants will implement programs, services, and feedback mechanisms to develop intentional student-centered practices that promote engagement and retention. (professional development follow up)

 

Approach & Model

The GROW Approach is a four-step coaching model. GROW is an acronym that stands for Goals, Realities, Options, and a Way Forward.

Faculty and staff-led professional development with increased focus on co-requisite professional development is seen as an opportunity to scale student success--starting with gateway courses. 

 

GROW Model:  Goals, Realities, Options, Way Forward

  • Goals – to improve corequisite program delivery for student success 
  • Realities – to identify challenges that act as barriers for student success 
  • Options – to present evidenced-based strategies and approaches to achieve student success 
  • Way Forward – to implement strategic actions to realize student success 

 

Annual Sessions

Fall Sessions:

  • Engagement (active intersectional engagement) - September 23
  • Pedagogy (effective pedagogies) - October 14
  • Student Success (asset-based, purpose-driven practices, data-informed validation, and independent learning) - November 4

Spring Sessions:

  • Rigor (responsive and evaluative practices and learning experiences to promote rigor in academic and workforce educational expectations) - February 24
  • Equity (equity-minded, innovative, inclusive, and culturally-relevant practices) - March 31
  • Retention (programs, services, and feedback mechanisms to develop intentional student-centered practices) - April 28

 

Session Archives

To access the Session Archives, please click the link below and sign-in:

https://myhcc.hccs.edu/Division-of-Instructional-Services/Session%20Archive/Forms/AllItems.aspx

 

Additional Resources

 

For more information

Corequisite Professional Development Series

Dr. Desmond Lewis,
Associate Vice Chancellor, College Readiness
713-718-5211
desmond.lewis@hccs.edu 

Tim Sever, Dean, Mathematics
713-718-6453
timor.sever@hccs.edu 

Jackilyn Nunez, Office Manager, College Readiness
713-718-5405
jackilyn.nunez@hccs.edu 

Patricia Hernandez, Office Manager, Mathematics
713-718-6452
patriciam.hernandez@hccs.edu 

LaToya M. Smith, Executive Assistant, College Readiness
713-718-5201
latoya.smith@hccs.edu