Success « FIN Commons

Going The Distance

Posted by Sean McFarland on March 5, 2009 in Acceleration, Equity, Making Visible, Student Interviews, Student Voice, Technology, Video Evidence with No Comments

In Going The Distance, Chabot College students and faculty share their experiences in taking — and teaching — Distance Education courses. They speak candidly and with insight about: “How the availability of DE courses plays a crucial role in their college matriculation” “What it takes to succeed in the online setting” “How the workload compares with more traditional classroom settings” “How student interactions compare with traditional classroom settings” “What it is like to interact with a teacher in the online environment” and more! Edited in a visual style inspired by the world of technology, Going The Distance offers an engaging, fresh discussion of the promise and challenges of Distance Education.

The creation of Going The Distance was generously supported by: SPECC (Strengthening Pre-collegiate Education in Community Colleges), a joint project of the Carnegie Foundation for the Advancement of Teaching, and the William and Flora Hewlett Foundation.

(FIN employee Monique Williams made this film while a student at Chabot College.)

The World In Your Hands

Posted by Sean McFarland on March 3, 2009 in Equity, Fear, Identity, Learning Communities, Learning to Learn, Making Visible, Metacognition, Student Confidence, Student Interviews, Student Voice, Video Evidence with No Comments

Welcome to an orientation film for the Disabled Students Programs and Services (DSPS) at Chabot College. Take a walk with us and explore the experiences of five students and a counselor, and learn how DSPS helped them reach their educational goals.

(FIN employee Jamie Chandler made this film while a student at Chabot College.)

Learning Community Impact Study

Posted by Katie Hern on February 3, 2009 in Equity, Integrative Learning, Learning Communities, Reading, Using Institutional Research, Writing with No Comments

The following links provide an example of integrating different kinds of institutional data into an Inquiry into student learning. The Inquiry focused on understanding the impact a new learning community was having on participating students. It tracks the founding cohort of learning community students over a year and a half, looking at their rates of engagement, learning, success, retention, persistence, and progress in the curriculum, and comparing these to students who enrolled in comparable non-learning community classes at the same time. As part of an equity analysis, the data is also disaggregated by age and ethnicity, showing that the program had a positive impact on the achievement gap African-American and Latino students often experience in the English curriculum.

Springboard_Impact_Study
Springboard_Impact_Summary_(Bar_Graphs)

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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The World In Your Hands

Learning Community Impact Study

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