The cognitive and behavioral skills necessary for students to persist through both the academic and social-emotional challenges that the college experience presents.
Published in Chapter:
Educators Partnering for Successful Student Transitions: Collaborating to Enhance College Readiness
Christine R. Andrews (University of New Hampshire at Manchester, USA), Kimberly A. Donovan (University of New Hampshire at Manchester, USA), Carolyn White Gamtso (University of New Hampshire at Manchester, USA), C. C. Hendricks (University of New Hampshire at Manchester, USA), Emily L. Kerr (University of New Hampshire at Manchester, USA), Kathleen H. Norton (University of New Hampshire at Manchester, USA), and Susanne F. Paterson (University of New Hampshire at Manchester, USA)
Copyright: © 2023
|Pages: 26
DOI: 10.4018/978-1-6684-2515-2.ch002
Abstract
In the summer of 2021, librarians, professional tutors, and instructors at the University of New Hampshire at Manchester (UNHM) offered a free, online professional development (PD) opportunity for high school English Language Arts (ELA) educators, English learner (EL) teachers, and school library media specialists across the state. The UNHM team aimed to encourage secondary and higher-education teachers to collaborate on teaching strategies for preparing first-generation and EL students to successfully transition to college. Specific workshop topics included strategies related to college-level reading expectations, college composition curricula and practices, writing in the disciplines, information literacy and academic research, and supporting English learners in the classroom. This chapter describes how members of the UNHM team partnered to create the online modules, engage with participants, and assess the workshop outcomes. The chapter concludes by identifying potential best practices for engaging in collaborative, cross-institutional PD based on the authors' experiences.