1. WELCOME BACK!! WEDNESDAY

2. Response to Feedback Awesome!!! Hmmm… Increased collaboration Michael’s presentation Logic model work Coordinators who understand our work Appreciations Feedback/Recursive practice Other Stuff Rose – listening, asking, clarifying, dialoging, highlighting, reframing, keeping us moving forward Muddiest point Spotlight Tools Time to work in teams “Why” video Change narrative posters Knowledge building! More to come: Day to day realities on my campus? More clarification on measurements How do I present this information? Questions: Why am I eating all of this food?? Tie initiative to strategic plan “Problem” vs. Change narrative Logic model vs. theory of change Not a linear process! Who is once, twice, three times a lady? I could use: More sleep More collaboration, sharing, and networking

3. Peer Review of Logic Models

4. Rubric, Logic Models, DIGS, and You!

5. Data Inquiry Group (DIG) BSILI Presentation Arrowhead Wednesday

6. Overview Trail to here –What is a DIG? –What does a DIG look like? –Why should you care? Lessons and examples The coming year

7. D ata I nquiry G roups: 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

8. 3CSN DIG Activities BSILI 2013 – Introduction Student Success Conference DIG Prep Academy Reunion conference call

9. 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

10. 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

11. 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?

12. Why Are You Asking Evaluation 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

13. Why Are You Asking Evaluation 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

14. WHAT HAVE WE LEARNED?

15. DIGs In Action Santa Rosa Junior College Coastline Community College

16. 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?

17. Lessons Learned Measurement level issues Needs assessment Resource scarcity –Time/IR person DIG focus on professional learning More focused support from 3CSN

18. WHAT’S IN STORE?

19. DIG In To Your Future Join an existing DIG Start your own DIG 3CSN is here to support your success

20. 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

21. 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

22. Needs Assessment Revisit your framework Develop a plan –Who & What Maps Campus 3CSN Other

23. Next Steps Strengthening Student Success conference post-conference session DIG Prep Academy in January Regular check-ins with 3CSN

24. 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?

25. CoPs: Speed Dating (for Dumbo)

26. Working Session Calendar Menu Pulling it all together

27. 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?