WELCOME BACK!!

Please Sit at Same Table as Yesterday (-;

MONDAY
Quick Tour of BSILI Website
Response to Feedback
Yay!  MMMMM..??
-Sharing ideas (19) – support, -How do I DO this? - Campus, other
connections, validation, ideas people, build network, culture shifts,
-Presentation elements (17) – addressing quads 1 and 3
variation, rotation, writing, readings, -What is the goal? – Outputs,
discussion, activities, videos, handouts, takeaways, our project?
presenters! -Sportsball!!!!
-Energy (8) – passion, openness -Long days??
-Klein/quadrants (7) -How can I: Not stress? Make
-Why (5) storyboard? Assess culture change?
-Team/colleagues (4) -Still working on: Why, quadrants
-Coordinators at tables (3) -I’m not into: Facebook, videos, team
-Group share out (3) time with other teams at the table
-Norms (2)
-Caffeine, fun, pre-homework,
returning for the second time!
Small Group Activity
• Share the video/digital storyboard of your
quadrant thinking with your table partner.
• What commonalities do you notice? How
does it connect back to the Klein article
and the shared whys?
• At some time during the day, post your
piece in the Facebook group.
Transformation Through
Appreciative Inquiry

MONDAY
What is Appreciative
Inquiry?
An approach to change and development
that is
– Grounded in strengths, assets, and capabilities
– Forward thinking and possibility focused
– A positive way of doing AND thinking
and that
– Builds on the understanding that what we focus on grows
– Practices the art of asking unconditional positive
questions
– Values the power and potential of the stories we
construct and tell
How have you experienced
change at your college to
date?
Planning
ort

Building
Eff

Relationships
e&

Considering
Tim

Possibilities
Acting
How can AI help us look at
things another way?
Appreciative Inquiry is
• a process-oriented change model that uses the power of
appreciating and inquiring as the fundamental components
for realizing transformation
• an invitation to a positive revolution
• “a way of being – a holistic posture of standing in front of a
situation and of engaging with others with the will and the
curiosity to look into what there is to be valued in order to
imagine, most boldly, what is possible for the future”
How are Time (and Effort)
Differently Spent?
ACTING
ort
Eff

PLANNING
e&
Tim

CONSIDERING
POSSIBILITIES

BUILDING
RELATIONSHIPS
A Positive View of Organizations
“Organizations are, first and foremost, centers of
human relatedness, and relationships come alive
where there is an appreciative eye, when people
see the best in one another and the whole, when
they share their dreams and ultimate concerns in
affirming ways, and when they are connected in
full voice to create not just new worlds, but better
worlds. By making it possible for every voice to
be heard, a life giving process is enacted.”
(from The Appreciative Organization
by Harlene Anderson, David
Cooperrider, et. al.)
Words of Wisdom
• “The deepest principle in human nature is the
craving to be appreciated.” (William James)
• “The task of leadership is to create an
alignment of strengths, making weaknesses
irrelevant.” (Peter Drucker)
• “When you live your life with AI, you are
cultivating a heliotropic mindset, one that is
turning and growing toward the light.” (Robyn
Stratton-Berkessel)
Note Taker
Case Study: Bakersfield College’s
Story of Transformation
Break
HOW DO WE GET THERE?

•Create welcoming and supportive environments

•Embed equity principles, culturally responsive policies, and high-impact
practices in all aspects of the college.

•Become practitioners who are equity-minded change agents committed
to transforming instruction, services, and campus cultures.
Questions to Consider

• What aspects of Appreciative Inquiry and/or the 4
Quadrants stood out to you as you took notes
during Janet’s presentation?
• What happens when you think about your
initiative from a student’s point of view?
• How can we bring cultural competence and
equity-mindedness into our daily practice to
transform instruction, services, and our campus
cultures?
Quadrants and AI
• Thinking about your team’s“Why” and
what motivates you, how are you going to
bring your campus, using these quadrants
& an AI lens, to a strengths-based, equity-
focused, transformative place?
BSILI Community of Practice

3CSN will support you in becoming equity-minded change agents
through:

-Appreciative Inquiry

-Professional Learning

-Networking Opportunities
Questions to Consider
• How does this help you think about baking AI,
strengths-based (4 quadrant thinking) into your
initiatives/programs?

• In what areas do you need assistance?

• How can we provide more support?
Lunch
• See you back here at 1:00 pm!
• Please skim the 3CSN & Regional
Network Overview Handouts
The Student/Educator Mirror
Motivators Research

• Autonomy • Set a clear end goal
– Goal directed, authentic • Identify your authentic value
value
• Set intermediate goals
• Mastery • Celebrate accomplishments
– Success breeds capacity

• Get involved outside the
• Purpose classroom
– Make it fun and interesting • Make connections with the
to come to school world
Learning as Connectivity
• To learn is to practice and reflect
• Capacity to know more is more critical
than what is known
• Connections, not content, are the
beginning point of the learning process
• Learning is a network forming process
Ideas from the field Part I: Etienne Wenger,
Communities of Practice

Reification and Participation as a binary in learning:

Participation “combines doing, talking, thinking, feeling
and belonging. It involves our whole person, including our
bodies, minds, emotions, and social relations” (56)

Reification: “Any community of practice produces
abstractions, tools, symbols, stories, terms, and concepts
that reify something of that practice in a congealed form”
(59).
When I was young, I wanted to be
Princess Leia, but…
Appreciation
• “Stay afraid, but
do it anyway.
What’s important
is the action. You
don’t have to wait
to be confident.
Just do it and
eventually the
confidence will
follow.”
3CSN Golden Line from
Wenger
“Social learning is enhanced by a dynamic
interplay of both community and network
processes. Such interplay combines
focus and fluidity as it braids individual
and collective learning. The work of
fostering learning needs to take
advantage of this complementarity”
(Wenger 13).
Introduction to 3CSN
Networked Communities of Practice
The 3CSN Way

• It starts with Leadership

• It builds with Communities of Practice

• It grows through Ongoing, Recursive
Practices
California Community Colleges’ Success Network
Building Networks that Work
• Identifying a Shared Problem

• Creating a Shared Vision of the
Possible for Addressing It

• Building a Sustained
Community of Practitioners
Focusing on This Problem

California Community Colleges’ Success Network
Networks and
Communities of Practice
Communities
Networks
of Practice
Los Angeles Regional
Leadership
Orange County
Reading Apprenticeship
San DiegoRedesign
Curricular Inland Valley
Northern
Habits of California
Mind
Far North
Threshold
Central Technical
Career Valley North
Ed.
Central Valley
Learning Assistance
South
Foothill Inland Empire
Equity
3CSN Design
Digging Deeper into 3CSN’s CoPs

• Introduce notes to use during CoP activity:
– Talk to the text for the one-pagers
– Golden Circle blanks
Talking to the Text Starters
• I notice . . .
• I wonder . . . .
• This reminds me of . .
.
• Wait—I have a
question . . . .
• I appreciate . . .
Breakouts
• During each breakout, fill in a Blank
Golden Circle for each of the two CoPs
– Why
– How
– What
Break
• Grab a snack; back in session at 3:35!
Wenger Discussion
• Networks
• Communities
Change Narratives

Wha??
Purpose of a Change Narrative

• Defines purpose, direction, and goals for
ourselves

• Creates ownership and allies among other
stakeholders
What is a Change Narrative?

A story that frames how or why we want to
change our environment
Attende Realize
Went d a HoM PL on
to BSILI Event campu
s sucks
Talked
with
Taught colleag
in ue
special Want Met
progra Nika
to start
m a FIG Hogan
Joined Wanted
student to help
success a
committe student
e
Built from multiple voices
Type of Narrative Characteristics Examples

Ground Facts: What’s happening •Went to BSILI
or has happened •Lack of grant
infrastructure
•There is a big focus on
student support services
right now on our campus

Aspirational Dreams: What we are/ I •Want to start a
am trying to achieve professional learning
hub
•Want to start a Puente
program on campus
•Hope to create support
for a first year
experience program
Questions to Consider
• Think about how the narratives were
framed in the breakouts you heard today:

• How does this help you think about how
you will frame your narrative?

• You will build one later today, so get ready!
Fullerton’s Change Narrative
WLAC’s Change Narrative
• Impact of BSILI participation at West Los Angeles College
– Leadership Development
– Participation in Communities of Practice
• Reading Apprenticeship
• Habits of Mind
• Growth Mindset
• California Acceleration Project
• Learning Assistance Project
• Equity
• Faculty Teaching and Learning Academy
– MMAP/Placement Reform
– Data Summit
Equity Impact
• Students of color are placed in remedial
classes at higher rates than white and
Asian students
• Acceleration resulted in
– three times as many African-American students
completing English 101 within three semesters
in the pilot program
– twice as many Latino students completing
English 101 within three semesters in the pilot
program
Evidence of Impact
1 6
Wes
2015-16 Cohort District Peer State Year Years
t
Goal Goal
Successful Course Completion Rate 65% 69% 73% 71% 67% 71%
Overall 37% 42% 41% 48% 39% 42%
Prepared for
Completion Rate College
64% 69% 67% 71% 69% 72%
Unprepared for
College
33% 39% 34% 41% 36% 41%
Overall 74% 76% 70% 76% - -
Prepared for
Persistence Rate College
73% 77% 74% 78% - -
Unprepared for
College
74% 76% 69% 75% - -
Overall 61% 69% 64% 69% - -
At Least 30 Units Prepared for
College
71% 75% 71% 75% - -
Completion Rate Unprepared for
College
60% 62% 68% 67% - -
English 34% 41% 35% 47% 33% 36%
Remedial Progress
Math 21% 26% 30% 34% 20% 23%
Rate
ESL 25% 25% 20% 31% 23% 26%
67 31 42 62 48 68
Transfer Level English 45% 57% - -
% % % % % %
Achievement Rate
20 12 16 31 24 38
(Year 1 & Year 2) Math 8% 23% - -
% % % % % %
Career and Technical Education Completion
47% 52% 46% 54% 41% 44%
Rate
What’s Next
• BSSOT Grant Implementation
• LA College Promise
• Reorganization and alignment of learning
assistance
Golden Circle for PL for SSI
• Use your one-page reflection from your
pre-institute homework to aid this activity
Communities and Networks

Network
• Relationships, interactions, connections
• Info flows, knowledge, creation, joint
problem-solving
Community
• Shared identity around a topic
• Collective intention to steward knowledge
and sustain learning
Communities of Practice

• Make room for recursivity
• Create safety, connectedness for risk-
taking
• Make room for growth
• Shame resilience
• Help us work productively with expertise
Communities and Networks

Where in the breakout narratives do you see
evidence of network and community
structures for learning?

Where in your professional learning pathway
do you see evidence of network and
community structures for learning?
Communities and Networks
• Did you build in communities and
networking into your PL for SSI Golden
Circle?
– If you didn’t, how can you include them?
– If you did:
• articulate how your community networks support
the PL necessary for your SSI?
• Can you deepen or enhance them?
Who and What Mapping
Consider the ways in which your participation in
networks and communities can support you as
you work on your SSI and the PL needed to
support it.
• Campus
• Local Region/Regional Network
• BSILI CoP
• 3CSN CoPs
BSILI PL Hubs
Social Hour
• Relax, kick-back with a beverage, etc.,
and then come to dinner at 6:30pm
• Be back for evening session promptly at
8:00 pm
3CSN Theory of Change
3CSN Theory of Change
• If we provide training on networking and
we use action research methodologies,
community college professionals will
transform their environments and identities
to create communities of practice that will
produce powerful learning and working
across campuses. This will lead to greater
student success.
Working Session

Your
college’s
change
narrative
Homework
• Preview Homework Reading
– Skim the article’s headings and sections and predict what
concepts might be useful to you as you work on your college’s
change narrative
• With your campus teammates, create a “Change
Narrative” poster that articulates:

1. What do you want to change?
2. What professional learning is needed to support your
efforts to make this change?
3. Why is this professional learning critical for that change?
Grumpy CATs