WELCOME BACK!!

WEDNESDAY

Response to FeedbackAwesome!!! Hmmm…

Increased collaboration Michael’s presentationLogic model workCoordinators who understand our workAppreciationsFeedback/Recursive practice

Other StuffRose – listening, asking, clarifying, dialoging, highlighting, reframing, keeping us moving forwardMuddiest pointSpotlight ToolsTime to work in teams “Why” videoChange narrative postersKnowledge building!

More to come:Day to day realities on my campus? More clarification on measurementsHow do I present this information?

Questions:Why am I eating all of this food??Tie initiative to strategic plan“Problem” vs. Change narrativeLogic model vs. theory of changeNot a linear process!Who is once, twice, three times a lady?

I could use:More sleep More collaboration, sharing, and networking

Peer Review of Logic Models

Rubric, Logic Models, DIGS, and You!

Data Inquiry Group (DIG)BSILI Presentation

ArrowheadWednesday

Overview

• Trail to here– What is a DIG?– What does a DIG look like?– Why should you care?

• Lessons and examples• The coming year

Data Inquiry Groups:

• Engage in focused inquiry• Use that inquiry to tell the PL Hub story • Inform your logic model and theory of

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

campus

3CSN DIG Activities

• BSILI 2013 – Introduction• Student Success Conference• DIG Prep Academy• Reunion conference call

Objectives• Create your DIG and meet

• Identify research questions and measurable outcomes

for the professional learning related to your initiative

• Design a Research Plan (including methodology, data

collection, analysis and use) for studying your initiative

• Collect the necessary data to address the outcomes

identified

• Analyze and interpret your data – create findings

• Use your findings to engage the larger community

through presentations and other engagement activities

DIG Framework• What are you trying to understand?

– e.g., How tutor training changes tutoring

• Why are you asking?– Internal – my need to improve– External – whom am I intending to influence?

• How are you going about it?– Strategy or technique

What Are You Studying• Research question guides everything

– Framing the question to clearly identify level of analysis

– Purpose informs question framing• Research vs. Action Research vs. Evaluation

– Example:• How does the application of HoM in the

classroom’s impact on student learning (classroom level average)?

• How does the application of HoM in professional learning’s impact a teacher’s practice?

Why Are You AskingEvaluation

• Intended for:– Program decision

making– Rendering

judgments• Stakeholders set

the agenda• Primary audience

for the study:– Program staff &

stakeholders

Research

• Intended for:– Adding to the

existing knowledge base

• Researcher sets the agenda

• Primary audience for the study:– Scientific/

academic community

Why Are You AskingEvaluation

• Findings are:– Program &

context specific– Shared on an

ongoing basis

Research

• Findings are:– Intended to be

broadly applicable or generalizable

– Shared at the end of the study

WHAT HAVE WE LEARNED?

DIGs In Action

• Santa Rosa Junior College• Coastline Community College

DIG Update Questions• Who are the members of your Data Inquiry Group?• Briefly describe the initiative related to your DIG?• What is the professional learning supporting that

initiative?• What are your DIG research questions and measurable

outcomes for the professional learning related to your initiative?

• Where are you in developing your DIG research plan?• Where are you in your research process?• What challenges are you facing with your DIG?• What are your next steps between now and the end of

fall term?

Lessons Learned• Measurement level issues• Needs assessment• Resource scarcity

– Time/IR person

• DIG focus on professional learning• More focused support from 3CSN

WHAT’S IN STORE?

DIG In To Your Future

• Join an existing DIG• Start your own DIG• 3CSN is here to support your success

Getting Started• Invite participation

– Widely and strategically– Identify a leader

• Shape the conversation– Identify a shared question, goal, or purpose– Look at the research; document your work

• Provide support– Recognize effort; build respect and trust

The Carnegie Foundation for the Advancement of Teaching (2008). Faculty Inquiry in Action: Guidelines for working together to improve learning. p6

Potential Outcomes

• Increased local knowledge about teaching, learning, and research

• Revitalized engagement in teaching and campus innovation

• Shared responsibility for student learning• Front-burner professional learning, growth

and development• A culture of inquiry and evidence

The Carnegie Foundation for the Advancement of Teaching (2008). Faculty Inquiry in Action: Guidelines for working together to improve learning. p7

Needs Assessment• Revisit your framework• Develop a plan

– Who & What Maps• Campus• 3CSN• Other

Next Steps

• Strengthening Student Success conference post-conference session

• DIG Prep Academy in January• Regular check-ins with 3CSN

After Lunch

• Given the activities you are planning as part of your PL Hub, what are some of the most immediate outcomes you want to see for faculty who are participating in this professional learning?

• What questions might you ask to help you investigate whether your PL is having the impact you are hoping for?

CoPs: Speed Dating (for Dumbo)

Working Session

• Calendar• Menu• Pulling it all together

Homework

• Finishing touches on your logic model and theory of change

• Read the leadership article – Which “learning tasks of leading” do you feel expert in? Which one do you feel novice in?