Compiled List Of Things Wanted In Network
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Compiled List Of Things Wanted In Network

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Compiled List Of Things Wanted In Network Compiled List Of Things Wanted In Network Document Transcript

  • Sacramento/Central Valley Network Inaugural Regional Meeting May 18, 2009 What Would You Like to See in the Network? Answers from Participants of SCVN Inaugural Regional Meeting • Podcasting • Show everyone on campus how everyone benefits from getting involved with BSI/helping students succeed • Campus-based workshops • Mutually developed SLO’s by counselors and instructors • Workshops at a variety of times (e.g., evenings and weekends) • Invite students and tutors to participate in workshops • How can what we do in the classroom change? • Faculty retreat (pay adjuncts to attend) • Awareness of the Network • Way to facilitate communication between faculty, staff, and administrators campus-wide, include student services and beyond • Ways to encourage use among everyone; for digital immigrants, provide practical applications; how to train digital natives on how to use resources effectively • Create cohorts within broader Network (e.g., TRIO, Puente, learning communities, etc.) • Support/assistance for our own campus workshops/trainings • Follow-up regional meeting to get down to nuts and bolts; move beyond theory to specifics • Training on learning how to ask the right questions—get to the heart of the issue Answers from Pilot Colleges on First Site Visit • Alignment with K-12 • Use Facebook for a blog instead of Edulounge—many are already on Facebook 1
  • • Taps into other issues related to basic skills, such as the learning communities consortium • Clearinghouse for best practices and experiments • How to educate the campus—ways to encourage buy-in • What different schools are doing coordinating across the disciplines—basic skills students taking history and other courses; make connections with all other networks—be a team and not work against one another • All join CalPass—all colleges in the Network • Identify programs that have been able to use technology to scale up in basic skills; all the good software and lab design that is out there; also more online components • Student Services—professional development—examples of how they are involved in student success; what other colleges are doing with student services—special orientations for diversity students • Professional development for associate faculty • Make sure the Network puts students at the center; need for “student stories” in all we do • Integrate life-management class across the curriculum—modules and issues that hit all students • More connection to community resources/libraries and others • Fold service learning into basic skills • Ideas for multiple ways of delivering assessment and orientation; bilingual publications for orientations; help with counseling and orientation about not discouraging them with long lists of math classes they have to take when in basic skills • Creating a cohort through EOPS • More about jobs and careers and helping basic skills students; helping students have direction • Not funneling every student into transfer or the same things • Collectively define what we mean by “student success”; change the measurements and the definitions of success in the state. We’ve allowed the state to define what student success is—let’s look at it ourselves and redefine it. • Helping us to be scholars in particular areas, such as writing, reading, math, etc. 2
  • • What is data—what are the parameters—what are the categories—how we can apply it and how we shouldn’t apply it—examples from other campuses—have an inquiry role rather than an adversarial role; have data coaches help us with this; clear definitions of what is one level below transfer, two levels below transfer, etc.; maybe put major research projects on web; reporting data out—quarterly updates • Help from the network for “thorny” questions • Major talks should appear on the website and be shared through the Network—streamed on the network; names of people and contact numbers so that we can get hold of people easily • Colleges that have Trio grants that are focusing on basic skills but aren’t using BSI money—Schools that have both Trio and basic skills—how are they interfacing? • What have other colleges done in terms of reporting—what have they done for their presidents or VPI’s—how to do assessment and evaluation; what have others done with getting report backs from those in charge of various projects • How transparent are others with their funds; how conscientious are they—how they are setting up their funds • How to integrate more reading, writing, math into CTE programs—do it as an inquiry group— • What other colleges have done with BSI funds that contextualize English and math • Have a series of roundtable discussions with leaders from each table—leaders by discipline or basic skills coordinators, etc. • Best practices in practice—actual examples of them and how they are working at other schools • People showing their “warts”—tell us the problems you are having—having clear processes and the problems they had along the way • What people’s thoughts are for sustaining BSI—how do you try to live in an unpredictable world; how do we keep people excited and interested in what we’re doing with BSI; if we have limited resources, how do we bring in new ideas • Linking resources—examples such as healthcare, rent, etc.; linking resources to non-credit programs and adult schools 3