The Academy for College Excellence (ACE) and Berkeley City College would like to invite you to a unique professional development opportunity – our Summer 2016 Five-Day Experiential Learning Institute (FELI), to be held:
June 6-10, 2016
8:30 am – 5 pm
Teaching and Learning Center, Rm 341
Berkeley City College
Breakfast and Lunch Provided
The FELI is a five-day transformative learning experience that mirrors our PERSIST Program’s Foundations Course, which kicks off the beginning of each college bridge semester. Teachers, counselors and administrators experience an essential component of the program as an educationally disadvantaged student does.
Using curriculum developed by the nationally renowned Academy for College Excellence, we will identify and explore:
Leadership and Learning Styles of ourselves and others
Positive Team Building
Listening techniques toward effective communication
Reflection toward self-management of behaviors
Faculty-specific discussion about teaching and learning in the evolving classroom
This link to the Academy for College Excellence (ACE) website provides more on this game-changing experience:
All faculty, staff and administrators who work with basic skills students, especially in key “gateway” classes, and who understand that managing life experiences (students and our own) makes the biggest difference in just educational access.
Here is a video (in two parts) that discusses strategies for creating surveys.
If you plan on doing a FIG and/or using a survey with your students, this video can help you create the most effective survey to get the information you need while respecting the time and privacy of your respondents.
PEERS in PEDAGOGY: BCC’s Faculty-to-Faculty Mentoring Program – Fall 2010, led by Linda McAllister & Laura Ruberto
Through the Peers in Pedagogy Program we hope to encourage teacher effectiveness, collaborative learning, and student retention. We also hope the program, in its pilot Fall 2010 run, will help build community at BCC especially across disciplines and among part-time instructors who often feel isolated. This program will pilot two different approaches to self-assessment and peer-based assessment.
Participants will meet for an orientation during the last week of September when they will be paired with another instructor and decide on the method of assessment they’d like to use. With the assistance of the Program Leadrs, they’ll try out one of the two options (see below) to receive a mid-term assessment of their teaching and of student experience in their class. The Program Leaders will prepare a short conversational-video explaining the goals and basic structure for the program. The video will be put online. They will continue to solicit interested participants. At the end of the semester, participants will draft a short report and attend a final meeting to debrief their experience and to offer professional develop suggestions to the Teaching and Learning Center.
TWO OPTIONS FOR PARTICIPANTS
OPTION #1: VIDEO TAPE
Instructor is videotaped, watches tape, and does a self-assessment exercise based on video. Two people who self-evaluated with video meet and discuss findings and strategies for improvement, which could involve visiting each other’s classroom, for instance.
RESULT: Pairs will write up a collaborative report about efficacy of teaching strategies and also of the process of video-tape self-assessment. This report will be anonymous.
OPTION #2: TEACHING ANALYSIS POLL (TAP)
Two instructors will visit each other’s classrooms, observe some teaching and then (without the instructor present) engage students in directed conversation about the classroom learning using the TAP method. Instructors will meet and exchange and discuss findings.
RESULT: Pairs will write up a collaborative report about efficacy of teaching strategies and also of the process of TAP assessment. This report will be anonymous.
For more information, please contact Laura Ruberto (email@example.com) or Linda McAllister (firstname.lastname@example.org).
The Title III Initiative will fund up to 25 Berkeley City College faculty members in Fall 2010 to conduct research in their classes to improve their teaching and student learning. Faculty must work in groups of 2 – 5 members (some staff may also qualify to participate) to develop a critical question that will guide research in their classrooms during spring 2010 (you will be asked to write a tentative critical question as a part of your application).
While faculty from the same department may work together, interdisciplinary teams may also apply. The teams will meet at least four times over the semester to form their research question, develop a plan to investigate it, and review the data to make recommendations. At the end of the semester, the groups will be asked to share their findings with each other in the form of a short report or presentation board AND through video interviews. Even though priority will be given to projects that explicitly focus on working with basic skills students, we believe that all instructors would benefit from this kind of collaboration and will do our best to fund a variety of projects.
A subcommittee of the Teaching and Learning Center Advisory Committee and the Title III team will approve the final list of projects.
Create a culture of collaboration;
Strengthen teaching through inquiry and research;
Improve staff and faculty understanding of student learning;
Document the findings to plan future workshops, projects, and plans.
Criteria for Selection:
The inquiry question is focused (click here for more details on how to develop a strong inquiry question);
The inquiry focuses on at least one of the following areas:
Basic skills students and/or instruction;
Retention, persistence, and success of all students;
Student services that support student completion and success;
SLO assessment and/or “closing the loop”;
The proposal exhibits a sense of urgency, passion, and interest in the issue;
The inquiry leads faculty and staff to gather meaningful information from students to better understand their learning and experiences;
The inquiry should forge new ground rather than merely substantiating claims or research already documented;
[If applicable] Teams should be inclusive, inter-disciplinary, and/or cross-function.
Once you receive the grant, all team members must:
Attend the orientation where you will refine your question and develop a tentative research plan;
Meet at 3 more times over the semester (the first orientation counts as the first meeting, and the final presentation as the last);
Take simple notes of your discussions;
Conduct research/gather data from your classrooms and from your students;
Evaluate the research together;
Develop recommendations, findings, or paths for future research;
Allow a video team to interview at least two team members and one meeting (optional: video taping of one classroom);
Participate in the final presentation meeting.
Faculty will be awarded $300 stipends at the end of the semester upon completion of the requirements; team leaders will receive $400.