FIN Commons

Hero’s Journey: A Journey of Inquiry

Your College Assessment, Not Just Another Test video

Dare to Prepare for Your College Assessment video

LPC’s Spot Light on Assessment

LPC Mid-term Inquiry Update Video

Revised Inquiry Plan

Revised Budget

Inquiry Rocks!

LPC Lesson Study and Katie Hern’s Visit

LPC-Talking to Our Students

Models of Acceleration/ Learning Communities

At Las Positas College, the desire to better understand students’ experiences was piqued by program-level data recently generated by the college’s institutional researcher. This data shows that students in the two-semester developmental English track are less successful than those in the open-entry, accelerated, one-semester course. Students in the accelerated course were much more likely to complete their class and go on to earn higher grades in English 1A. Furthermore, students who have higher reading scores were more likely to withdraw when enrolled in the two-semester developmental sequence. These findings will serve as the starting point for a collaborative team of English and Counseling faculty. The goal will be to use collaborative Inquiry to connect student voices, institutional data, and program innovation to examine LPC’s English curriculum: Is a two-semester developmental English track needed? If so, which students need this track? What processes are required to identify and guide students to one track or the other? And what instructional support structures are required to help all students be successful?

Team Leader:
Elena Cole / English
925-424-1250
ecole@laspositascollege.edu

Team Members:
Dr. Catherine Eagan / English, English Lab Program Coordinator
Michelle Gonzales / English
Dr. Karin Spirn / English
Nancy Wright / ESL Counselor
Muareen O’Herin

Las Positas College Proposal