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Why Faculty Inquiry at LMC?

Why Faculty Inquiry at LMC?. Self-study on student success rates in English Developmental Education program Overhaul of curriculum integrated reading/writing courses Lack of formal training reading and/or developmental education 75% of developmental courses taught by adjunct faculty

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Why Faculty Inquiry at LMC?

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  1. Why Faculty Inquiry at LMC? Self-study on student success rates in English Developmental Education program Overhaul of curriculum integrated reading/writing courses Lack of formal training reading and/or developmental education 75% of developmental courses taught by adjunct faculty Urgent need for faculty development Title III grant (1999-2004) Teaching Communities every semester

  2. Present and discuss pedagogy Reading Apprenticeship (2), Rhetorical Grammar, ESL Error Correction Create lesson plans Use for future faculty member orientation Create assessment criteria Collect and evaluate student work Helps norm faculty assessment and grading

  3. Scholarship of Teaching and Learning: Fall 2006, Math and English faculty members Formulated questions about student learning Documented classroom-based research Created electronic portfolios

  4. SoTL Gallery (SPECC grant 2005-2007) Pat Wagener, Math: Can Problem Solving Become a Habit of Mind? Katalina Wethington, English/ESL Challenges in Writing: Incorporating Quotes Tess Caldwell, English/ESL A Window into a Culturally Connected Learning Community for the Transititional Student

  5. Develop adherence to CSLOs Encourage the healthy exchange of information Building a Course Enhance our collegial relationships Build greater inclusiveness

  6. Conversation Topics Building Intentional Community: How do you Allow for Student Voice? Sharing Your Feedback/Grading System:What Have You Set Up This Semester? Crafting Assignments That Truly Align with CSLOs What Are We Really Measuring?:Rubrics and the Course SLOs Mid Semester: How Do You Encourage Your Students? Revisiting Assignments: What’s Working? What’s Not Working? Vision vs. Reality Revisiting Feedback to Students: Are Your Students Using What You Provide for Them? How Did Your Evaluation/Grading System Work?What Would You Change?

  7. Effect on Student Success Alignment with CSLOs Consistency in pedagogy and assessment Training materials and models developed lesson plans binders Developmental Education program website Awareness of need for further revision and conversation

  8. Moving Forward Engagement: Getting adjunct faculty involved Schedules Work load Training in research development: Quantitative research design Equity and Access

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