Professional Documents
Culture Documents
WEDNESDAY
Yay!!!
Sessions: Michaels presentation!!!: Logic models, rubrics, theory of change Threshold Poster session Team time!!! Learning Supports Graphic organizers Time out of room One-on-one help Networking Breaks, glossary, music, snacks, tags, bees Im in in a liminal state, but its coming together!!
Boo!!!
More: Threshold, technology, Theory of Change Hard copy of logic model, pencil sharpeners, PPTs online Time with other colleges & logic models
Clarify: Professional Learning Hub Narrative How do I: Turn in/put together handouts? How to make this happen at home? Get a honey bee award??!!
Suggestions: Come to my campus One handout at a time!! Dont stop us right after you start us Im overwhelmed, fragmented
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NOTE: If you are the point person for the event, make sure that you change your email to receive questions from attendees.
A leadership retreat, where participants (a) learn the tools they need to carry out a community of practice (b) create a one year action plan, and (c) create an evaluation plan for the community of practice results
Formation of the community of practice itself, where participants (a) conduct inquiry, (b) share ideas, (c) pilot change, and (d) document and evaluate Sustain ongoing recursive practice, where participants (a) create a cycle of inquiry and change, (b) become trainers for the next generation, and (c) institutionalize the work
BSILI - 2013 BSILI Community of Practice/Hub Rubric Immediate: Activities and Interactions Individual/ Practitioner Department/ Division Guiding Principles 1. Inquiry 2. Collaboration & Networking 3. Develop leadership Region 4. Recursive practice 5. Assess and evaluate 6. Share knowledge Potential: Knowledge Capital Applied: Changes in Practice Realized: Performance Improvement Reframing: Redefining Success
Campus
State (3CSN)
Examples of indicators:
Threshold Project
Could relate to any discipline (or G.E.)
We will continue to use writing as a model and play out a scenario to surface why we think this project is important and to ask you to think about how it may or may not be relevant to what you do.
Whats next?
Take a few moments to capture your own personal predictions for Johnny and Ralph.
Discussion questions
What happens next for Johnny and Ralph?
What questions arise for you about this story? What details, if any, do you need filled in?
What messages are Johnny and Ralph receiving about their ability to succeed as college students?
What assumptions about writing, college readiness, learning and student capacity does each professor seem to be operating with?
Does this story resonate for you on your campus or in your discipline?
How would or could a shared sense of the threshold concepts we discussed on Monday help student success live here for Johnny and Ralph? What other threshold concepts might be relevant?
Our Values
Meaningful, sustained, scholarly professional learning Honoring and interrogating disciplinary perspectives (which are not static) Honoring the whole personbuilding relationships
Pilot Projects
Academic literacy in San Bernardino
World History in Sacramento Accelerated/ Stretch composition in Pasadena And . . .
Next Steps
How might this project relate to anything you want to do on your campus?
DIGS
WEDNESDAY
Become leaders in Data Inquiry Foster data use in your hub and on your campuses
Intended for:
Program decision making Rendering judgments
Evaluation
Intended for:
Adding to the existing knowledge base
Research
Findings are:
Intended to be broadly applicable or generalizable Shared at the end of the study
Findings are:
Program & context specific Shared on an ongoing basis
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Clarify roles and responsibilities Enhance cultural competence Avoid real or perceived conflicts of interest Develop a shared understanding
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Credible Evidence
How evaluation questions are posed Beliefs about truth, knowledge and knowing Sources of information Conditions of data collection, reliability of measurement, validity of interpretations, and quality control procedures These may vary from context to context, user to user
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Secondary Audiences
May have little or no daily contact with program but may have some level of responsibility for the program; may use results in some decision making situations (e.g., program participants or their supervisors or managers)
Tertiary Audiences
More distanced from programs inner workings; may be interested in the results (e.g., future program participants, general public, special interest groups, parents)
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BSILI - 2013 BSILI Community of Practice/Hub Rubric Immediate: Activities and Interactions Individual/ Practitioner Department/ Division Guiding Principles 1. Inquiry 2. Collaboration & Networking 3. Develop leadership Region 4. Recursive practice 5. Assess and evaluate 6. Share knowledge Potential: Knowledge Capital Applied: Changes in Practice Realized: Performance Improvement Reframing: Redefining Success
Campus
State (3CSN)
Examples of indicators:
3CSN CoPs
Speed Dating You will visit 5 tables. At each table, you will engage in 7 minutes of Q&A with each of the 5 CoPs.
Habits of Mind
Technology Training
Collecting data on your outputs:
Eventbright GIS Advertising your event
Maps
ArcGIS.com