Working together to strengthen student learning: faculty inquiry in action California Statewide Academic Senate April 18, 2008

Issues in Developmental/ Basic Skills Education  Large numbers of students place into pre- collegiate courses in English & mathematics… Very few make it to transfer level classes  Preparation of institutions and instructors to address the needs of these entering students  “Basic” skills are not so basic

SPECC Project Premises  Focus on teaching and learning in pre- collegiate/developmental education: good teaching matters  Action research: local designs and decisions & sharing learning in a community of colleges  Time for faculty learning, growth and development

What is faculty inquiry?  Faculty inquiry is practice based & problem focused is practice based & problem focused gathers and analyzes evidence gathers and analyzes evidence takes place in a setting that is collegial, collaborative & communal takes place in a setting that is collegial, collaborative & communal Inquiry starts with a question, an observation, a curriculum, a learning outcome…

FIGS in action  A faculty member’s study of her own classroom and her own students (Chabot College)  Faculty working together on curriculum, and student learning outcomes (Los Medanos College)  An interdisciplinary group sharing classroom studies (Laney College)

What have you learned ? And how are you using it?

Why Inquiry?

Outcomes of inquiry: Change in faculty vision of the classroom and student learning Change in faculty vision of the classroom and student learning Changes in teaching and learning in the classroom and beyond Changes in teaching and learning in the classroom and beyond Shared responsibility for student learning Shared responsibility for student learning Habits of mind – asking questions & looking to data, leading to more inquiry Habits of mind – asking questions & looking to data, leading to more inquiry

Professional Learning and Growth and Development  Inquiry and engagement with evidence are effective tools for strengthening teaching.  Investing in teacher learning will pay off in student learning over time.  Professional development becomes part of the daily work of an educational institution; faculty inquiry is not the only form of professional development, but can be an essential organizer of professional learning  Sustaining this work means that inquiry becomes part of the culture and of future campus efforts.

Taking inquiry home  Questions about student learning  Linking inquiry to programs and initiatives  Homes for inquiry on campus