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Before the Session Starts:

Before the Session Starts:. On the back of your name tag write your answer to the following question: W hen you were a student what one key thing did you need to be successful? Share your name tag and its story with the person sitting next to you. Following Where Student Voices Lead.

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Before the Session Starts:

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  1. Before the Session Starts: • On the back of your name tag write your answer to the following question: • When you were a student what one key thing did you need to be successful? • Share your name tag and its story with the person sitting next to you.

  2. Following Where Student Voices Lead Jennifer Lange Sean McFarland Skye Ontiveros Chabot College - Hayward, CA

  3. Are Student Voices Heard? • “What one key thing do you need • to be successful?” • How did your institution find out what your needs were when you were a student? • How does your institution find out the answer to this question today?

  4. Student Voice in Teaching & Learning • Involving students in shaping the educational processes that are designed to shape their knowledge and character. • Patterns of Partnership: (adapted from Fielding, 2011) Students as data source • Staff utilize information about student progress and well-being Students as active respondents • Staff invite student dialogue to deepen learning/professional decisions Students as co-inquirers • Staff take a lead role with high-profile, active student support Students as knowledge creators • Students take lead roles Students as joint authors • Students and staff decide a joint course of action together Intergenerational learning as lived democracy • Student & staff collaboration in pursuit of common aspirations

  5. Student Voices History @ Chabot and Beyond • “Reading Between the Lives” – the first film • Campus asks for more movies/projects—culture grows • Faculty Inquiry Network—link between Voice and inquiry • Acceleration in Context—comprehensive professional development support with Student Voice at the center • Voices film bank – request “do you have students talking about . . .” • A culture of Student Voice permeates the campus

  6. Example - “Door Number One” • Issue: How students get a foothold onto the campus • Inquiry Question: What attitudes and perceptions do students have when they first arrive at college? How do these attitudes impact success? • Voices Project: “Door Number One” • interview 30 or more students about their experiences • create video profiles of a dozen services and programs on campus

  7. “Door Number One” • Patterns of Partnership = Level 5 –students/staff joint authors • Who developed: Student Services requested project/2 student co-inquirers and faculty member executed very quick turnaround • Type A Students: 2 experienced student co-inquirers • Cultural Access: student-to-student interviews: one-on-one, duo, group, classroom interviews • Into the Heart: a lot of pain, confusion, regret revealed—and new wisdom • Professional Development: Plans laid out, Dean left—BUT 4 years later, movie (along with others) is bearing fruit with new campus initiatives

  8. Following Where The Voices Lead • “Door Number One” key themes: • Fear • Wandering & Circling = “Zombies” • Self Management • How we responded: • Developed prototype of a new approach to orientation • Expanded Peer Advisors Program • Developed comprehensive re-branding strategy for Chabot

  9. Example - “Tuning the Voice” • Issue: With decreasing budgets how can we integrate student and academic services to better support/guide our students. • Inquiry Question: How do students navigate our campus? Voices Project: Shadow/film/interview 8 new students for an entire semester.

  10. “Tuning the Voice” • Patterns of Partnership = Level 5 – students/staff joint authors • Who developed: Faculty asked question, turned project over to students • Type A Students: student co-inquirers spearhead complex project • Cultural Access: student to student interviews/classroom filming/interviews with teachers/The Eight film their own lives • Into the Heart: deep immersion in academic & personal lives of The Eight • Use in Professional Development: goal = influence thinking • Screened at professional development day followed by • Q&A with Making Visible team and The Eight • Discussion groups – topic: what resonated with you? • Survey based on discussion themes

  11. Following Where The Voices Lead • “Tuning the Voice” key themes: • Community • Fear • Student Engagement • Learning to be a student • Students’ well-being—fundamental needs not being met • Teaching Techniques – what works?

  12. Following Where The Voices Lead • How we are responding: • Focused Inquiry Project – Creating Classroom Engagement • Focused Inquiry Project – Habits of Mind of a Healthy Student • Strategic Plan strategy – Create pathway communities to support students • New college-wide (ambitious) initiatives • Student Action Research Course--website

  13. Following Where The Voices Lead • How we are responding: • Follow-up films requested to inform strategic planning/Asked more questions: • Student experiences with counseling services • Campus awareness of student learning support services • Placement exam consequences • Student profiles showing readiness for future educational & career goals • Student definition of success and finding their passion

  14. Not just at Chabot College • Acceleration in Context—30 plus schools, nearly all integrate Student Voice into curriculum redesign • Student Voice strand implemented at many PD conferences • Umoja Community student-run PD conference (150 students/200 faculty) • 3-school district has student co-inquirers working together across campuses—Inquiry Cave • Thousands of hours of student interviews video taped all across CA community colleges—informing institutional choices • Faculty Voice emerging as well across these institutions • Student Voice emerging world-wide as a Civil Rights movement

  15. Student Voice in Teaching & Learning • Involving students in shaping the educational processes that are designed to shape their knowledge and character. • Patterns of Partnership: (adapted from Fielding, 2011) Students as data source • Staff utilize information about student progress and well-being Students as active respondents • Staff invite student dialogue to deepen learning/professional decisions Students as co-inquirers • Staff take a lead role with high-profile, active student support Students as knowledge creators • Students take lead roles Students as joint authors • Students and staff decide a joint course of action together Intergenerational learning as lived democracy • Student & staff collaboration in pursuit of common aspirations

  16. Your Turn: • Where is your institution at when it comes to Student Voice/Making Visible? • Where would you like to see it go with Student Voice/Making Visible? • What concerns/questions do you have about implementing Student Voice/Making Visible?

  17. Thank you! • For more information: • Student Voices @ Chabot • http://www.chabotcollege.edu/learningconnection/ctl/arenas/StudentVoices- MakingVisible.asp • Chabot/AIC Student Voices Films: a selection https://vimeo.com/channels/156165 • Acceleration in Context: comprehensive Professional Development support • http://the-initiative.accelerationincontext.net/

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