Professional Development
Meeting II
9-154
2:30-5:30
2:30 Checking in
2:40 Logic Model Follow-up
(a) Review Logic Model briefly https://prezi.com/mijhqyzydnaj/logic-model-aces/ (Chialin)
- Connect activity to output
- Connect output to outcomes
(b) Intrusive Registration http://new.canadacollege.edu/aces/activities.php
(c) ACES projects related to this work
(d) Show briefly the enhanced Data Dashboard (including student G#, students name, and email address)
- how Data Dashboard can help ACES projects’ data
- Feedback from the group about who can have access to the enhanced Data Dashboard
- Please post your comments here
Feedback-Actionable items and participation in professional development planning group
Work Session: (30 min)
3:00 HOPE session Click here for Powerpoint
Progress so far (copied and pasted our notes from our HOPE meeting on Friday, Feb. 20)
Since our last ACES meetings, we requested data from Chialin on ESL students who have completed English 100. We met with Chialin to discuss the best system for collecting and analyzing the data. Chialin provided us with the names and G numbers of 73 students who had taken ESL and completed Eng. 100 in 2013. Lorraine and Diana then printed out the transcripts of 15 of those ESL students who had started at the lowest levels in ESL 800 or level 1.
We analyzed these 15 transcripts and identified 13 possible students for our focus group/group interviews. We needed a greater variety of students and larger number (in case of difficulties contacting students and maintaining their involvement), so we printed out transcripts of the students who had started from Level 2. We analyzed these transcripts and selected 14 more possible students for our focus group/group interviews.
Next, we entered data on these 27 students in the following categories:
- start place (on or off campus and which course)
- age
- Grade in Eng. 100 and number of attempts
- Career goals
- If on Dean's list
- Certificates and Degrees
- Interesting or relevant patterns in their course trajectories, for example, if they had a "stop out"
As we were entering the data, we learned that many of these students are eligible for the PASS and not yet completed it, so we plan to notify them, so we are already able to take action from our research.
We also worked with Hyla on our initial draft of the Focus Group/Interview Questions
Out next steps are to set the date of our focus group/group interviews and to discuss and plan the nature of that process.
INVITEES:
- Baez, Maggie <baezm@smccd.edu>
- Barrales-Ramirez, Lorraine <ramirezl@smccd.edu>
- Boyle, Jessica <boylej@smccd.edu>
- Butterworth, Yvette <butterworthy@smccd.edu>
- Carrington, Margie <carringtonm@smccd.edu>
- Castello, Jennifer (castello@smccd.edu)
- Clay, David <clayd@smccd.edu>
- Elizabeth Sosa Cornelio <esosacor@my.smccd.edu>
- Espinoza Osuna, Diana <espinozaosunad@smccd.edu>
- Field, Alison <fielda@smccd.edu>
- Gross, Jeanne R. (gross@smccd.edu)
- Hoffman, Michael <hoffmanm@smccd.edu>
- Hsieh, Chialin <hsiehc@smccd.edu>
- Lacefield, Hyla <lacefieldh@smccd.edu>
- Lee, Matthew <leematthew@smccd.edu>
- Leiva, Adolfo <leivaa@smccd.edu>
- Lipe, Cathy <lipec@smccd.edu>
- Malamud, Monica <malamudm@smccd.edu>
- Malavade, Kiran <malavadek@smccd.edu>
- Meng, Hongyan <mengh@smccd.edu>
- Munson, Emily <munsone@smccd.edu>
- Olson, Lucia <olsonlu@smccd.edu>
- Sigona, Nadya <sigonan@smccd.edu>
- Sumstad, Jill <sumstadj@smccd.edu>
- Taveau, Rebekah <taveaur@smccd.edu>
- Taylor, Julian <taylorj@smccd.edu>
- Terzakis, Elizabeth <terzakise@smccd.edu>
- Valenzuela, Yolanda <valenzuelay@smccd.edu>
- Viveros, Olivia <viveroso@smccd.edu>
- Ward, Diva <wardd@smccd.edu>
- Woo, Chris <wooc@smccd.edu>