21st Annual MNADE Conference
Building Bridges, Not Barriers
Conference Session Descriptions
Thursday September 24, 2015 / Block A Sessions (3:00-4:00 p.m.)
 Warning! Dates On this Calendar Are Closer Than They Appear: A
Research--‐Based Approach to Procrastination Reduction
o Lake SU/MI
As students transition to college, all too often, procrastination follows. Typically considered an
issue of poor time management, common strategies for reducing procrastination mistakenly
focus on improving time management tactics, such as creating detailed “to do” lists and using
planners. However, the latest research on procrastination does not consider procrastination to be
a time management issue, capable of being solved with traditional lists and schedules. Its roots
are deeper and connected to self--‐regulatory failure. We will explore procrastination myths
versus realities using the latest studies that identify cognitive, emotional, and motivational
factors of procrastination.
Dr. Cari Kenner teaches College Reading and Study Strategies, and College Power Reading. She received her
bachelor’s degree from the University of North Dakota, her master’s degree from the University of Texas in
Brownsville and her doctorate degree from the University of Houston. Off campus, she enjoys weight lifting,
canoeing and bicycling.
 A Brain-Based Approach to Working with Student Overwhelm
o Erie
Information overload is a common experience for most developmental education students. What
we may not understand is that early adverse childhood experiences (ACES) may actually shape
the brain altering the way we think and process information. This presentation will provide an
overview of The ACES Study and how it relates to developmental education practice and student
performance. Understanding basic brain structures and how to prevent overwhelm in your
students may be just as important as improving academic skills for students with high ACE
scores. Session will include open discussion on how to include resiliency strategies within your
programs.
Patricia Jamie Lee, MA is an author, consultant and Developmental Education Specialist certified by the Kellogg
Institute. She taught developmental English at Oglala Lakota College on the Pine Ridge Reservation for five years
and has since been working as a consultant with colleges on retention and student success issues.
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 Very Active Learner Initiative
o Huron
V.A.L. is short for Very Active Learner an initiative that I have started at the University of North Dakota
for students to start recognizing the characteristics of being a very active learner. Tutor, professor,
instructor, life-long learner are all terms that have been used in academia that students just have not been
able to relate as a positive experience. They are seen as authority figures that give information, but not
one as learner. I am hoping to have students start to recognize V.A.L.s that they are in contact with every
day and observe a characteristic that makes them a V.A.L..
Valeria Rae Becker, presently Learning Specialist/Tutor Coordinator, B.S. of Physical Science Education and
M.S. in General Education. She taught high school Chemistry and Physics for 5 years and has taught Critical
Thinking Strategies and Intro to Effective Study Skills at UND for 15 years.
 Backward Designing a One-Semester Developmental Math Course
o Ontario
Instructors and students of developmental mathematics often find themselves in a situation where
there is too much mathematics and too little time. A backward designed course allows them to
better concentrate on important concepts and skills and work towards mastery. In this
presentation, the author talks about Metro State’s practice of one-course developmental math, its
current backward design, and possible future developments. He would also examine Metro
State’s student performance in developmental math classes and in subsequent college-level math
classes.
Pangyen “Ben” Weng joined Metropolitan State University in 2008. An enthusiast in collegiate math
education and instructional technology, Ben especially takes delight in helping under-privileged or mathphobic students. Ben lives with his wife and three kids near St. Paul, Minnesota.
Thursday September 24, 2015 / Block B Sessions (4:15-5:15 p.m.)
 New MNADE Brochures for Transition from GED to College
o Lake SU/MI
Holly and Linda received a MNADE mini-grant to create two new MNADE brochures that target
GED recipients who are planning to attend college or are beginning college. The brochures
present problem solving ideas as well as differences between the Adult Education and College
systems. In this session the brochures will be shared and participants will discuss how best to use
them with students and other audiences. Both brochures are available on the MNADE website
and may be customized by users as needed.
Linda Russell taught reading at MCTC for 27 years. She recently retired and is now co-writing developmental
mathematics textbooks.
Holly Fairchild has been teaching developmental and college reading for 11 years. Prior to that she designed
a tutoring program for TRiO at MCTC.
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
Institute for Culturally Responsive Pedagogy
o Erie
As we work to eliminate our racial achievement gap, understand student experiences’ in the
classroom, and improve our campus climate we realized a need for a faculty/classroom
intervention. We acknowledged that our students of color were experiencing different academic
outcomes. As a result, Century College created our own 'Institute for Culturally Responsive
Pedagogy' to directly address equitable teaching and learning in the classroom. Along with an
outside consultant, college faculty met for a personal growth opportunity designed to challenge
participants to critically reflect on self, explore education through a socio-historical-political
lens, and develop a culturally responsive philosophy and approach to improve the academic
outcomes of students of color and other at-risk, underrepresented students. We will also share
with you problems, pitfalls, and the potential solutions we encountered along the way.
LuAnn Wood holds a faculty position at Century College, in the Reading and Student Success Department.
Along with teaching and department head duties, she is also one of the college’s Student Success
Coordinators as well as a National SEED facilitator. Areas of expertise include developmental reading, college
level critical reading and thinking, student success, study skills, teacher education and equity.
Cathy Crea has been teaching reading and student success courses at Century College for seven years. She
holds a master’s degree in curriculum and instruction from the University of St. Thomas. Previously, she
taught middle school English/language arts. She has studied equity and social justice formally and informally
throughout her life. She lives a short walk from campus with her three teenage children in White Bear Lake,
Minnesota.
Jody Koch has been teaching reading and study skills at Century College for six years. She has a master’s
degree in reading from the University of Wisconsin-River Falls and is a doctoral student at Iowa State
University. She is currently using technology to “flip” her reading classroom and enjoys reading YA literature
in her free time.
 Showcase of Lessons that promote Students’ Engagement
o Huron
Showcase lessons used in courses that promote students’ engagement, active and applied
learning. Activities to incorporate thinking amongst students in a classroom individually and in
group work that can acknowledge the unique contributions of all students.
Valeria Rae Becker, presently Learning Specialist/Tutor Coordinator, B.S. of Physical Science Education and
M.S. in General Education. Taught high school Chemistry and Physics for 5 years and have taught Critical
Thinking Strategies and Intro to Effective Study Skills at UND for 15 years.
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 Using a Non-Cognitive Variable (NCV) Questionnaire to Determine
Appropriate Admissions Pathways
o Ontario
In the spring of 2013 St. Cloud State University began using a Non-Cognitive Variable (NCV)
questionnaire to determine appropriate admissions pathways into the University or its partner
program with St. Cloud Technical and Community College. In this session we will outline the
admissions process, the personal and skill based developmental interventions employed and how
instructors can use this information with students in their courses. In addition we will share data
that indicates that NCV scores are a stronger predictor of college success than any other precollege characteristic. The presentation will conclude with a conversation focused on
intervention strategies.
Adam Klepetar Mr. Klepetar is the interim Assistant Provost of University College at SCSU, where he has
worked since 2001 in Admissions, Records & Registration and at-risk student interventions. Mr. Klepetar has
also taught extensively in student development theory, counseling and first year transitions.
Vicky Williams, Assistant Provost for Student Success, St. Cloud State University
Holly M. Schuck, Assistant Director, First Year and Transition Programs, St. Cloud State University
Friday September 25, 2015 / Block C Session (8:45-9:30 a.m.)
 MnSCU’s Collective Work on Developmental Education
o Lake SU/MI
Attend this session to learn about the outcomes of the 2015 legislative session and get updates on
system-wide activities that have occurred since then. This session will also include a brief
presentation on the Shared Learner Outcome committee reports and updates from the
Developmental Education Workgroup and Assessment for Course Placement Committee.
Participants will discuss implications and next steps for MnSCU. Come to add your ideas on
MnSCU’s collective work on developmental education.
Pakou Yang is system director of P-20 and college readiness at Minnesota State Colleges and Universities
(MnSCU) where she provides system-level leadership and support in developmental education, college
readiness and access efforts, assessment for course placement, dual enrollment programs, and collaborations
with K12. She has previous experience as an interim vice president of academic affairs, dean, and faculty
member in communication studies at Century College.
Jessica Espinosa is the coordinator of college transitions at the Minnesota State Colleges and Universities
(MnSCU) system office where she provides system-level support in college access efforts, dual enrollment
programs, developmental education and collaborations with K-12 and adult basic education. Jessica has
served in both K-12 and higher education at the local and state level in Minnesota for the past 15 years. She
has also served as a secondary teacher and adjunct faculty member
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Friday September 25, 2015 / MNADE Annual Business Meeting
(9:30-10:00 a.m.)
Jody Koch, MNADE Co-President
Stacey Wollschlager, MNADE Co-President
Friday September 25, 2015 / Block D Session (10:15-11:00 a.m.)
 The Political Landscape for Developmental Education: Why and How We
Must Be Engaged
o Lake SU/MI
Did you become an educator because you didn’t particularly care for politics? This session will
make the case that if you are in education, you are in politics. Last spring, Complete College
America worked with Minnesota legislators to create potential legislation that would have
mandated how we teach and support developmental education students. This session will
summarize what happened in Minnesota and explore how we can prepare for the next onslaught.
Laurel Watt has been teaching reading and study skills at Inver Hills Community College since 1991. At Inver
Hills she teaches in multiple learning communities and coordinates training for peer tutors. She is also an
active union member who worked with MSCF staff and other faculty last spring to combat the Supplemental
Instruction bills in the Minnesota House and Senate.
Jan Bayer has been teaching developmental reading at Normandale Community College for the past 7
years. Before that, she taught developmental and college-level English composition courses at Penn State
and McHenry County College. She holds a BS in Elementary and Special Education from the University of
Delaware and a M.Ed. in Reading and Literacy from City University of Seattle.
Meg Hatton has Master’s of Arts in Education from Hamline University. After taking time at home with her
three children, she went back to teaching at the college level at Normandale. Meg then pursued and earned a
Post-Secondary Reading and Learning Certificate from California State University at Fullerton. Her interests
include meeting the literacy needs of all students and making the world a more literate place.
Shirley Johnson has taught at North Hennepin Community College since 2007. She holds a Master’s degree
in Reading education and has completed her doctoral coursework and examinations in the field of adult
education with specific emphasis on adult literacy, reading education, and instructional design. She serves on
the statewide Legislative Committee for MSCF (Minnesota State Community College Faculty Association), on
MSCF’s executive board, and currently serves as faculty association president for North Hennepin.
Friday September 25, 2015 / Block E Session (11:00-11:45)
 Creating a MNADE Position Statement on Developmental Education in
Minnesota
o Lake SU/MI
MNADE Executive Board
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