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June 5, Wednesday, Day 3

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

Login to Eventbrite.com
Go to EventBrite.com Login-events@3csn.org password = icanread
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:

Attendance at meetings; Frequency of meetings; Intensity of discussions

Tests & surveys; Member retention rates; social network analysis

New procedures; Collaborative arrangements; Using communities and networks

Speed & accuracy; More transfers; Lower attrition rates

New learning agenda; New metrics; New strategic directions

Peer Review on Presentations


Peer Review Handout

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.

Case Study: Johnny and Ralph


As you listen, pay attention to assumptions about writing, college readiness, learning and student capacity and the messages students are receiving

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?

Data inquiry groups that are purposeful, reflective, proactive, inclusive.

DIGS
WEDNESDAY

Providing Insight to 3CSN


Using the rubric, identify stories Analyze and condense into categories Provide stories representative or illustrative of categories Quantify the categories Use survey tool to provide data

Data Inquiry Groups


Use focused inquiry To tell the PL Hub story One plus One Provide data to 3CSN
organized by the rubric

Become leaders in Data Inquiry Foster data use in your hub and on your campuses

Research vs. Evaluation


Evaluation and Research have many similar characteristics; however, they are very different in the following ways:

Intended for:
Program decision making Rendering judgments

Evaluation

Intended for:
Adding to the existing knowledge base

Research

Stakeholders set the agenda Primary audience for the study:


Program staff & stakeholders

Researcher sets the agenda Primary audience for the study:


Scientific/academic community

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

One Definition of Impact = Use


Enlightenment/Conceptual More general learning - systematic evidence makes its way into a persons knowledge-base Instrumental Findings lead to specific actions such as program continuation, expansion, revision or termination Political Use Use of findings for agendas that may not be related to the program Process Use Beyond findings use; What happens to people & organizations as a result of participating in research activities Capacity Building Purposeful use intentional use of findings to improve users ability

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How Do We Foster Use?


Factors identified that lead to use: Relevance Credible Evidence Political Factors

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Relevance Engage Stakeholders


Foster input, participation, and power-sharing Increases chances that the evaluation will be
Useful Credible

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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Potential Stakeholder Audiences


Primary Audiences
Major decision makers, funders Program staff, supervisors, managers, external constituents

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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Mechanisms to Increase Use


Dissemination- present information in a manner that is accessible to potential users Interaction- develop stronger links between decision-makers and evaluators Social Influence- relying on influential others (experts & peers) to inform people about the study & its value Facilitation- enabling the use of findings through technical, financial & organizational support

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3CSN Evaluation Data


Since the last BSILI event, I have been networking with a number of schools about their Acceleration program. This would not have happened had it not been for BSILI. Looking at other models have benefited me in terms of planning, discussing "acceleration" within my own department, sharing various models of Acceleration with those outside of my discipline (like Math), as well as to help identify and discuss barriers that have occurred elsewhere in order to avoid them at my college.

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:

Attendance at meetings; Frequency of meetings; Intensity of discussions

Tests & surveys; Member retention rates; social network analysis

New procedures; Collaborative arrangements; Using communities and networks

Speed & accuracy; More transfers; Lower attrition rates

New learning agenda; New metrics; New strategic directions

DIGs Provide Data to 3CSN


DIG is
Purposeful Reflective Proactive Inclusive

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.

3CSN CoP List


Data Inquiry Group Reading Apprenticeship Project

Threshold Project California Acceleration Project

Habits of Mind

3CSN Master Calendar


Use this master calendar to help organize your hub planning for the next year.

3CSN Master Calendar


What events will you attend? What events will you create yourself?

3CSN Master Calendar Assignment


1. Use the calendar to schedule your events
Set up deadlines for outputs to be created before Strengthening Student Success Conference Set up existing events to attend Think about/plan your own events at your college or region

3CSN Master Calendar Assignment

2. Fill out the 3CSN Calendar Menu


Check off boxes of events you would like to attend Submit this now

Pulling the Pieces Together


3. Take the Pulling the Pieces Together handout that you have been completing individually
As a team, create a single, clean draft You will turn this in during the evening session

Technology Training
Collecting data on your outputs:
Eventbright GIS Advertising your event

Geographic Information Services


Mapping information Your campus Columns of data Roll-over provides access

Maps

ArcGIS.com

ArcGIS.com 3CSN Map


http://tinyurl.com/3CSN-Map-2013