East LA Revised Inquiry Plan
Summary
East Los Angeles College’s English department is searching for sound strategies to accelerate student progress and minimize the time students spend in layers of on-ramp remedial courses. A team of reading instructors will conduct an in-depth analysis into a developmental reading course four levels below transfer. Their inquiry plan includes analysis of diagnostic data for individual students, videotaped class sessions, lesson plans, classroom assessment results, pass/fail distributions, student reading logs, and such curriculum variables as use of stories vs. textbook reading samples, voluntary or assigned reading, and tutor-supported vs. self-contained classrooms. Their central question: How can reading progress be accelerated in ways that are both efficient and cost-effective?
Team Leader:
Dr. John C. Rude / Associate Dean of Resource Development
323-267-3724 Fax: 323-260-8197
Rudejc@elac.edu
Team Members:
- Rhonda Wiley / Reading
- Gannon Daniels / English
- Gia Barilari / Reading
- Nathan Warner / ESL
- Marina Rodriguez / Reading
- Sharon Allerson
Plans for Data Collection and Analysis
A. Zoom-Lens Inquiry: Focusing on Students
1) What data will you gather and analyze on individual students? (e.g. student work, self-reflections, interviews, videotaped think-alouds or problem-solving)
In Spring term 2009 we will focus on two Reading 20 classes-the very lowest rung on the developmental “ladder,” roughly 4 levels before Freshman English. In a “discovery” process, we’re collecting various kinds of data: two standardized pre-and-post reading tests (to determine grade-level reading ability), a WestED student reading survey (to determine reading behaviors and backgrounds), unit tests from the textbook used in both classes, student journals, video of a key lesson, and video of student interviews.
2) How do you imagine this data will help you understand the problem/issue you’re investigating? In other words, how does the data connect to and inform the overall focus of your inquiry?
Reading is a complex internal process that engages intellectual capacities in different ways. We can measure progress in some dimensions-but they may not be the most important measures, especially at the “semi-literate” stage of Reading 20 students (4th to 8th grade reading skill). What factors caused them to arrive, as adults, with an impoverished vocabulary, little exposure to literature, and few opportunities or stimuli for reading? We may have “hunches” and assumptions about low-level readers, but we must begin our inquiry by asking the students to tell us what has impeded their progress, and then reality-test these assumptions and findings with more refined questions.
3) When and how will you collect this data? (e.g. Which classes will you target? Where will you conduct interviews or think-alouds?)
We will target two Reading 20 classes because only three sections are being taught by team members in the current term-involving only two teachers. The classes are large (40-50 students each, with a broad range of abilities). Collecting information across numerous variables from individual students will enable us to focus our inquiry, before examining a greater number of classes, or looking at reading dynamics in other courses. We will conduct and videotape interviews during breaks (or after) each class; students’ work and academic schedules preclude any other arrangement.
4) When will you analyze this data? (e.g. mid-semester team retreat, after lesson-study session, at the end of the semester; )
We have not scheduled a mid-semester retreat, but will wait until the end of Spring term (June 8, 2009) after pre- and post data have been collected. Because the task of assembling data may take several weeks, we will be unable to meet and analyze our data until just before the FIN summer retreat (June 26-28).
5.) How will you analyze the data? (e.g. analyzing student work with a rubric or analytic frame like Polya’s method for problem-solving or Perry’s scheme for student development; analyzing themes in student self-reflections according to their performance in the class – how did the responses of students who did not pass compare/contrast with students who performed well?)
Questions about reading instruction from the original proposal offer a framework for analysis: “Will the most effective method prove to be repetitive assignments, or increasing the amount of time reading? Will the best teaching approaches include de-construction of reading tasks, and increased awareness of meta-cognitive processes (building enthusiasm, promoting inquiry, developing discipline)? Does the cultural relevance of assigned texts matter? Can students be organized into groups that provide feedback and model effective reading? Does the scaffolding built into the current course outline help or hinder learning?” At this point, we are deliberately avoiding a quasi-experimental approach which contrasts “subject” students with “non-subject” students. We need to tease out the variables to focus on our central question: How can reading progress be accelerated in ways that are both efficient and cost-effective? Part of our inquiry focuses on effective practices at other institutions; from this, we expect a suitable research model to emerge.
6) What questions/concerns do you have about this element of your Inquiry? How can your Inquiry Coach support you in this phase of your Inquiry?
So far, we have coalesced around the logistics of testing and videotaping: i.e. which tests to use, which interview questions to ask, when and where to videotape, how to solicit student views, etc. We need to develop a more coherent rationale for our inquiry, and could use coaching on the research paradigm.
B. Mid-Range Shots: Focusing on the Classroom
1) Please name ONE specific lesson in a particular course that will give you a good vantage point for observing student learning relevant to your Inquiry.
“Finding the Main Idea” – a lesson taught about one-third through the 16-week term. Components of the lesson include distinguishing between main topics and sub-topics, understanding the general-to-specific continuum, and locating specific summary sentences that express the main idea.
2) How do you imagine the Lesson Study will help you understand the problem/issue you’re investigating about students and their learning? In other words, how does it connect to and inform the overall focus of your inquiry?
Progress in reading is seldom continuous; it is a series of ascents and descents which integrate the reader’s experience with text on a page. Students gradually acquire analytical habits that allow them to see “big picture” patterns, then assemble details beneath a broad concept. They must repeat this skill at various levels of text (paragraph, section, chapter, story) and retain a sequence of “main ideas” in their memories in order to comprehend the author’s primary point. Introducing the “main idea” as a habit or skill can liberate students from textual constraints, and allows them to concentrate on meaning and critical thought. Understanding Main Ideas is a crucial step in acquiring academic literacy.
3) When and how will your team conduct this Lesson Study? Please detail the timeframes and participants for the three parts of the Lesson Study process (collaboratively planning the lesson, teaching/observing the lesson, and debriefing/analyzing videotapes & student work from the lesson).
Two members of the team collaboratively developed a lesson plan for Main Ideas, and all five shared and discussed the lesson matrix. Two team members have consented to be observed on video during the presentation (which may take 2-3 hour-long sessions). All team members will view and comment on the lesson, then debrief the analysis as a group.
4) What kinds of things will the observers be looking/listening for during the lesson? What artifacts of student learning and student experience will the team collect during the lesson? Will you videotape any portion of this process (pre-planning, lesson, debrief)?
Student understanding will be measured in pre-and-post administration of a textbook “mastery test” that asks students to identify Main Ideas of several paragraphs. A sample of students will also be interviewed (and recorded) to present their views on the lesson. Finally, we will compare lesson-specific scores with individual progress in comprehension (standardized test), reading behaviors (survey) and course outcomes (final grades).
5) What questions/concerns do you have about this element of your Inquiry? How can your Inquiry Coach support you in this phase of your Inquiry?
At the moment we’re absorbed with logistics of test selection, scheduling videotaping sessions, selecting students for interviews, etc. We don’t know whether both classes will be taught in roughly the same way, with similar content and outcomes. Two classes is a too-small sample for drawing general conclusions; therefore, we need a specific rubric or theory to decide what the significance of similarities or differences might be.
C. Wide-Angle Lens: Focusing on Larger Trends in Institutional Data
1) What data from your Institutional Research Office will you integrate into your Inquiry? For example, will you look at patterns of student success, defined as grades of CR, A,B C? Retention rates (completion of semester without withdrawl)? Persistence from one semester to the next, or from one course to the next in a sequence? Comparisons of student outcomes disaggregated by race/ethnicity, gender, age? Data from surveys on student engagement? For a sample Inquiry using this kind of data, go to http://facultyinquiry.net and look for the category “Using Institutional Research,” then see the Learning Community Impact study posted there.)
We will request longitudinal data from our IR office addressing all the above variables (grades, demographics, retention and persistence) covering ALL sections of Reading 20 over the past 4 full-length semesters. (Winter and Summer terms are compressed into 5 weeks, offered in a format not relevant for analysis of accelerated progress.) This provides baseline data for the more intensive analysis of two Reading 20 sections during the current term.
2) How do you imagine this data will help you understand the problem/issue you’re investigating? In other words, how does the data connect to and inform the overall focus of your inquiry?
Grades are relatively easy to analyze, because Reading 20 is offered as a Credit/No-Credit (Pass/Fail) course. Variations in the percent of No-Credit scores among teachers might be of interest, although we won’t have time to correlate this data with differences in teaching styles. We want to know the subsequent decisions of No-Credit students-do they repeat Reading 20? Do they circumvent pre-requisites and advance to the next level? Do they disappear from college rolls, or do they stay in school, avoiding English courses? Ethnicity and gender are also relevant at East LA, as well as language background (native English, native Spanish, native Chinese). Somehow, data should inform us whether our curriculum is part of the problem: i.e. too many levels, not enough integration between reading and writing, or more robust reading interventions at earlier (lower) reading levels.
3) What questions/concerns do you have about this element of your Inquiry? How can your Inquiry Coach support you in this phase of your Inquiry?
To be honest, we want to postpone the macro-level questions until we have a grip on the student and classroom variables. Some data-gathering is essential, but we may have to defer analysis until later in the summer. Is this wise?
D. Video Footage
We are asking each team to collect at least 10 hours of video footage in the Spring semester.
1) Beyond plans detailed above, please describe any additional footage you intend to gather.
No plans yet, but some ideas are likely to emerge. We’re also open to suggestions.
2) How will this footage inform the central questions of your Inquiry?
Three “streams” of video footage will help us understand the dynamics of reading progress: long and varied clips of classroom instruction, interviews with students, and interviews with instructors. We feel sure we will discover counter-intuitive information, challenging our assumptions about all three groups. We don’t know whether “clues” about how to accelerate reading will emerge from this large body of evidence. A fourth focus of our videotaping might include visits to other colleges, to gain an understanding of their effective practices in reading instruction. The “storyline” for this evidence-gathering is likely to become clearer when we edit the footage.
3) What questions/concerns do you have about this element of your Inquiry? Is there any support you’d like from the FIN Leadership Team in this area?
We look forward to more resources and receiving instructions for video editing.
E. Inclusion of Student Voices
As noted during the Kick-Off Convening, an additional $1,000 will be made available to each team to support making student voices a central part of each Inquiry. We encourage you to be creative and draw upon students as co-inquirers who can provide expertise in helping you understand the problem/issue you are investigating. Please describe how you plan to include student voices in your Inquiry (e.g. hiring students to capture video footage, interview other students, review data from your inquiry and tell you what they see).
Our efforts to hire student cameramen have been unsuccessful. One of our team members recruited three upper-level students who had completed Reading 20 to serve as tutors. They have not been deployed yet, due to lack of clarity about the tutoring situation in each class. We will use instructors for camerawork, and we’ll work as a team to complete the editing. The bulk of “student voice” data will come from the 8-10 students we’re planning to interview. Later in the project, it’s possible that several students may be identified who will help the project, both as workers and informants.
Timeline/Calendar
So that we can visualize how the work will proceed over the next several months, please give a timeline for when the above components will occur. It can be in either calendar or outline format.
Milestones in East LA College Inquiry (Spring, 2009):
Feb. 12 – Team planning meeting
Feb. 17-24 Pre-Tests: DRP, RFU and student surveys
Mar. 11-16 Begin videotaping of Main Idea lessons
Mar. 19 Videographers meet, fine-tune interview process
Mar 23-28 Distribute prompts for metacognitive writing
Apr. 13 Complete videotaping & first student interviews
Apr. 14 Collect college data on all Reading 20 classes
Apr. 16 Team meeting – review of progress to date
May 4-22 Second round of student interviews
June 1-10 Compile raw footage & story-board for video editing
June 1-7 Post-Tests: DRP, RFU
June 8-10 Compile, analyze data from pre- and post-tests
June 10 Half-day retreat: analyze data, write video story-line
June 11-25 Prepare Final-Cut of video, burn DVDs
June 26-28 FIN conference
College of Siskiyous Revised Inquiry Plan
revised inquiry plan for Data collection and Analysis
A. Zoom-Lens Inquiry: Focusing on Students
1) What data will you gather and analyze on individual students? (e.g. student work, self-reflections, interviews, videotaped think-alouds or problem-solving)
Student interviews, self-reflections, and videotaped problem-solving; students participating in classroom activities or other activities, such as sports, possibly dramatizations of classroom activities.
2) How do you imagine this data will help you understand the problem/issue you’re investigating? In other words, how does the data connect to and inform the overall focus of your inquiry?
It will help the instructor of the Leadership Training class define what he needs to know about his students, and what information and resources will help the students become more engaged in the class and more aware of decision-making and goal-setting processes.
In March, students will be interviewed during or after three different classes, in 1) Social Psychology, 2) Intermediate Algebra, and 3) Leadership Training. Interviews may also include other locations such as residence halls, and the campus at large; data will also be collected in the form of surveys, interviews, discussions, and written assignments.
4) When will you analyze this data? (e.g. mid-semester team retreat, after lesson-study session, at the end of the semester;)
A mid-semester team retreat will analyze footage with issues debated by students from three classes, helping the instructor of the Leadership Training class define what changes he wants to make to his instructional practice, i.e. what additional information, methods, and resources need to be presented so students become more engaged and articulate better what helps them succeed.
5) How will you analyze the data? (e.g. analyzing student work with a rubric or analytic
rame like Polya’s method for problem-solving or Perry’s scheme for student development; analyzing themes in student self-reflections according to their performance in the class – how did the responses of students who did not pass compare/contrast with students who performed well?)
Define levels of engagement and motivation as demonstrated by students in the Leadership Training class and correlate survey responses with grades and attendance records.
6) What questions/concerns do you have about this element of your Inquiry? How can your
Inquiry Coach support you in this phase of your Inquiry?
What would help Les understand better what his students need to become more engaged and motivated?
B. Mid-Range Shots: Focusing on the Classroom
1) Please name ONE specific lesson in a particular course that will give you a good vantage point for observing student learning relevant to your Inquiry.
A Leadership Training lesson will focus on ways to overcome obstacles to college success in which students will dialog with data on intrinsic motivation presented by students from a Social Psychology class and with testimonials by students from an Intermediate Algebra class.
2) How do you imagine the Lesson Study will help you understand the problem/issue you’re investigating about students and their learning? In other words, how does it connect to and inform the overall focus of your inquiry?
After the lecture/discussion, students will write down what they observed about intrinsic/extrinsic motivation in the Math students, along with any new discoveries they have made on their own motivation levels.
It will inform and guide the inquiry into what helps students become more intrinsically motivated.
3) When and how will your team conduct this Lesson Study? Please detail the timeframes
and participants for the three parts of the Lesson Study process (collaboratively planning the lesson, teaching/observing the lesson, and debriefing/analyzing videotapes & student work from the lesson).
The team will decide on a timeline and protocol in March that will allow the videographer to tape a presentation by Social Psychology students in which they discuss their findings on intrinsic motivation, and student videographers to interview and tape students from an Intermediate Algebra class on their experiences and discoveries in their current and previous Math classes.
The team will also work with the instructor of the Leadership Training class who is preparing to teach a unit on decision-making processes and intrinsic/extrinsic motivation, Students will reflect on what they have viewed, both during class and following class, with a written assignment; members of the FIN team will observe students during the lesson and analyze footage and student work during the debrief.
4) What kinds of things will the observers be looking/listening for during the lesson? What artifacts of student learning and student experience will the team collect during the lesson? Will you videotape any portion of this process (pre-planning, lesson, debrief)?
The observers will focus on questions asked, issues brought up, general group dynamics, and how students understood the lesson, as reported in their follow-up assignment.
5) What questions/concerns do you have about this element of your Inquiry? How can your
Inquiry Coach support you in this phase of your Inquiry?
Specific methods to elicit student reactions and define student learning on intrinsic
vs. extrinsic motivation.
C. Wide-Angle Lens: Focusing on Larger Trends in Institutional Data
1) What data from your Institutional Research Office will you integrate into your Inquiry? For example, will you look at patterns of student success, defined as grades of CR, A, B C? Retention rates (completion of semester without withdrawal)? Persistence from one semester to the next, or from one course to the next in a sequence? Comparisons of student outcomes disaggregated by race/ethnicity, gender, age? Data from surveys on student engagement? For a sample Inquiry using this kind of data, go to http://facultyinquiry.net and look for the category “Using Institutional Research,” then see the Learning Community Impact study posted there.)
The focus will be on certain questions asked in the CCSSE and/or SENSE, possibly followed by a future iteration of the CCSSE that could correlate the GUID 10 class on Leadership Training with survey responses.
2) How do you imagine this data will help you understand the problem/issue you’re investigating? In other words, how does the data connect to and inform the overall focus of your inquiry?
How do findings by the instructor of the Leadership Training class add to the debate on how to help students become more intrinsically motivated? What other factors, including the rural culture, need to be examined? Do faculty and student support services need to include a different perspective on students? Does the mission of the college need to reflect the students’ perspectives more?
Who else to engage on campus, including the new president’s visioning committee and Student Services.
D. Video Footage
We are asking each team to collect at least 10 hours of video footage in the Spring semester.
1) Beyond plans detailed above, please describe any additional footage you intend to gather.
Students who will be videotaped while presenting findings, dialoguing with footage, and reflecting on their own experiences, may be followed into other classes or captured during extra-curricular activities. Given the fact that the video has been a key element from the inception of the COS project, there may be close to 50 hours of video filmed.
2) How will this footage inform the central questions of your Inquiry?
It will answer questions on how the college give students a voice and support their developing identity, and how instructors can improve their ability to reach students in the classroom and beyond.
3) What questions/concerns do you have about this element of your Inquiry? Is there any support you’d like from the FIN Leadership Team in this area?
What additional components should be included in the COS inquiry, as suggested by other colleges?
E. Inclusion of Student Voices
As noted during the Kick-Off Convening, an additional $1,000 will be made available to each team to support making student voices a central part of each Inquiry. We encourage you to be creative and draw upon students as co-inquirers who can provide expertise in helping you understand the problem/issue you are investigating. Please describe how you plan to include student voices in your Inquiry (e.g. hiring students to capture video footage, interview other students, review data from your inquiry and tell you what they see).
Student videographers will tape and review data and be given an opportunity to interpret and expand upon the data.
Timeline/Calendar
So that we can visualize how the work will proceed over the next several months, please give a timeline for when the above components will occur. It can be in either calendar or outline format.
Early March:
Defining a protocol for/videotaping of Social Psychology class presentation and interviews with Math students, and possibly student athletes.
Spring Break mid March:
Brainstorming with Les Courtemanche on what to include in Leadership Training lesson, including a written assignment.
Early April:
Taping Leadership Training lesson and debrief.
Mid/End April:
Presenting footage to all other team members and the FIN coach; brainstorming on research data needed and which students to showcase in other activities.
End April/early May:
Mark, Les, Renata, and other FIN team members view footage and help Mark define focus of initial video and/or guide subsequent research and inquiry activities.
Laney College Summary and Answers to Questions on Template
SUMMARY
Laney College’s Inquiry focuses on a bilingual Wood Technology/ESL program called Carpentería Fina, which uses contextualized learning to accelerate the skill development of Hispanic students that want to move into more skilled positions in cabinet and furniture making. Five ESL and Wood Technology faculty, one counselor, and two students will use Lesson Study to investigate the effectiveness of contextualized learning. The group will work on one lesson a month, planning, discussing and analyzing the lesson to improve student learning and success. The team has a hunch that contextual learning is a critical factor in moving students at the developmental level or English Language learners to a higher level of occupational readiness and proficiency.
Team Leader: Sonja Franeta / ESL Department Chair 510-986-6967 sfraneta@yahoo.com
Team Members: Rosendo Del Toro / Wood Technology, Myron Franklin / Wood Technology, Daniel De Young / ESL, Loretta Hernandez / Counselor and two students or more in each semester.
Plans for Data Collection and Analysis
A. Zoom-Lens Inquiry: Focusing on Students
We plan to gather student work, self-reflections, interviews, and videotaped think alouds and other activities for analysis. These primarily non-traditional, qualitative methods of gathering data will help us access the feedback and learning processes of the non-traditional students we teach. They are non-traditional because they are not academic and they learn kinesthetically for the most part. Also, we are very interested in having them gather data from each other and maybe even from those who left the program. This method will help bring students and teachers closer together as well, which always allows for more learning.
We would like to collect this data during class time and in the wood tech shop. We will also be filming some of our meetings so we can bring that data into the picture as well. To analyze the data and discuss our research questions and possibly plan a specific lesson based on the data we collect, we would like to have a daylong retreat possibly in April. Then we will have another lesson study lesson at the end of the semester which we can analyze.
We would like to use Polya’s method of problem solving (which is very similar to lesson study: Understand the problem which is that we are trying to see what effect contextualizing has on students; devise a plan–find the connection between the data and the unknown; look for patterns, relate to previously known work on this method, or to previous groups of students; carry out the plan or lesson; look back and examine the data obtained. We would review the problem and method of solution so that you will be able to more easily recognize what can be done in the future to further contextualize and affect students positively.
My Inquiry Coach can help by being aware of the situation that we are in, namely CTE and ESL trying to work together and answer questions about how we are analyzing data as well as technical question of how to upload data onto the website.
B. Mid-Range Shots: Focusing on the Classroom
One specific lesson is: students are asked to detail the process of making a cabinet; in groups they can write down the steps and add them to photos and/or video on the computer or make a podcast to keep or show to other students.
The lesson study would help first by getting all instructors involved and sharing our technical and pedagogical expertise. The of course the analysis of how the whole thing worked and the end products would be benefitted by students and teachers collaborating on the analysis.
The team has already started this process and we hope to document it with the camera and through observation and interviews. This is an ongoing project with both the advanced group of students and the first group. We will do the analysis by mid-March.
Besides videotaping he groups and process of class work, we will collect student writings, i.e. the steps of the process and their finished products.
One question we would have is: are the students able to handle this assignment at the various levels? Others: Since the students work in groups, are the students who don’t seem to be participating much also learning? Can the students verbalize what they are learning? Do they remember the steps? Can they say them in nearly correct English?
As far as feedback from the students, we would like to ask if they felt it was a positive and effective learning experience from their point of view.
The Inquiry Coach can help by suggesting alternative ways of looking at how effective the contextualizing teaching/learning is.
C. Wide-Angle Lens: Focusing on Larger Trends in Institutional Data
In general the tracking of CTE programs is poor at Laney College. We can get data from individual departments and some departments do keep data on what happens to students. Laney also does not assess vocational students but we hope to be starting this with the fall semester.
In The Carpinteria Fina program we are now in our 3rd semester. The first semester we had only one group with 26 beginning and 24 students ending the semester. The second semester we had continuing students (11) and an new group of about 11. We believe one reason for only 11 students returning was that there was a gap of 33 months of a summer between the semesters. The third semester we now have approximately 24 new students and 12 second semester students (including 3 taking the class again after last semester). These retention rates show the attraction and usefulness of our program to students.
We could do some interviews with former and current students to ask them about why they did or didn’t come back. We have one student who has matriculated so we could interview him to find out why it’s important to him. We could ask him about his experience in the rest of the class. Did these classes help him in any way after he matriculated?
The other data of grades could also be used—how do grades affect the retention of students. We would like to find out where the problems are? Are there life problems that affect student retention; is the teaching giving the students enough to retain them?
D. Video Footage
We would like to include videotaping of classes, student interviews, faculty interviews, faculty and student lesson study meetings and work in the shop. We may also include interviews with people outside the FIN Grant especially with Ron Mackrodt who is the head of the program and with former students.
Since our inquiry is about the effectiveness of contextualized learning, all of these interviews would help us learn more about our effectiveness.
My only concern is do we have to get permission from everyone we tape if there is a possibility they may be on the web. Is there a standard form for this and what should be included in such a permission form.
E. Student Voices
From the start Carpinteria Fina has been focused on student voices. Our film that shows on the Career Ladders website was all student voices. We thought about including two students in the inquiry group from the beginning of writing the grant. We would like to use student voices in the footage as well as the analysis of the data. Students will take video and analyze it. We look forward to this experience.
|
March 2009 |
April 2009 |
May 2009 |
June 2009 |
|
Videotape classes and interviews; observe and note student learning Plan analysis and in mid March spend a longer time to discuss our analysis of a lesson |
Revise lesson and discuss how to improve lesson. Videotape new version of lesson. Analyze new lesson and plan a different lesson. |
Plan a new lesson. Videotape students participating in the new lesson. Retreat to analyze the new lesson and our finding for both lessons. |
Have a FIN retreat with the other groups and discuss findings. |
Cerritos College FIN Budget Feb 09
| Faculty Inquiry Network Budget | ||||||||||
| School Name: Cerritos College | ||||||||||
| Year 2009 | Proposed Budget | |||||||||
| Hours | Hourly $ | Amount | ||||||||
| Faculty Release (%FTE) | ||||||||||
| Faculty Stipends | 200 | $50 | $10000 | |||||||
| Student Co-Inquirers | 200 | $10 | $2000 | |||||||
| Classified/Tech Assistance | 80 | $25 | $2000 | |||||||
| Benefits | 12% | $1680 | ||||||||
| Supplies and Materials | $820 | |||||||||
| Team Retreats | $1100 | |||||||||
| Other | Student Recognition | $900 | ||||||||
| Total | $18500 | |||||||||
About FIN
The Faculty Inquiry Network’s (FIN) purpose is to support professional development which includes: conducting faculty inquiry; revisiting basic skills assumptions; interpreting and integrating data; accessing student voices; developing students as co-inquirers; making visible; using technology for teaching and learning; creating and supporting new initiatives, curriculum and program development; constructing educational tools using digital media; and hosting dialogue around student and faculty learning.
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