College Readiness Retreat February 10-11, 2011

2. Bellingham Technical College’s Faculty Inquiry GroupsEvolution from curricular design to collegial collaborationJudi Wise, FIG Coordinator & IBEST Instructor College Readiness Retreat February 10-11, 2011

3. IBEST DEV ED GRANTBTCs Nursing Pathway Program “We propose to..” • Build upon BTC’s Allied Health I-BEST (Now Health Career Foundations) • Extend an integrated instruction model from developmental to prerequisite, college-level science and general education courses (math, English and psychology) through Practical Nursing program completion. • Provide additional support for Pathway students

4. NURSING PATHWAY PROGRAM: FOUR KEY PROJECT ELEMENTS • REVERSE INTEGRATION • FACULTY INQUIRY GROUPS 3. DEDICATED TUTORING LABS 4. PATHWAY STUDENT ADVISOR

5. WHO ARE THE IBEST DEV ED NURSING PATHWAY STUDENTS?

6. IBEST DEV ED GRANTBTCs Nursing Pathway Program Four Periods of Faculty Inquiry & Collaboration: • Summer FIGs--2010 • Academic year collaboration & evaluation--2010-2011 • Nursing year collaboration & evaluation--2011-2012 • Post-Project Evaluation--2012

7. SUMMER 2010--FIGS English/Psychology FIG Science FIG Math FIG

8. MEET SOME FIG MEMBERS

9. WHAT IS THE PROCESS OF FACULTY INQUIRY? “Faculty inquiry can be thought of as a cyclical process that begins with a question about student learning and moves through at least these four stages. “ (http://specctoolkit.carnegiefoundation.org/ )

10. 1. DEVELOP QUESTIONS: BIG PICTURE QUESTIONS Transitional Curriculum Inquiry and Design What do our students need to know to become competent nurses? What do our students need to know to succeed in the next level of classes on the nursing pathway?

11. 1. DEVELOP QUESTIONS: SUBJECT-SPECIFIC FOCUS Does our curriculum provide the students with the specific knowledge and skills they need to succeed in the next course? In nursing foundation courses? On the job as a nurse? What are the most important concepts in the Elementary Algebra course for the pre-nursing students? What do students need to know to go on to the next mathematics course and how can we be sure they know it?

12. 2. DESIGN PLANS FOR RESEARCH • Set your schedule and plan for the quarter(s). • Complete the Faculty Inquiry Group Action Plan. Set ground rules for group meetings. • Read Faculty Inquiry in Action: Guidelines for working together to improve student learning (http://www.carnegiefoundation.org/sites/default/files/publications/elibrary_pdf_766.pdf) • Keep records on Faculty Inquiry Group Logs. Store in shared drive.

13. 3. GATHER & EVALUATE EVIDENCE Summer 2011 – June 2012 • Examine current curricula/textbooks. • Look at current program outcomes. • Read and discuss articles on integrated learning, learning communities, faculty inquiry, student success. • Measure and examine quarterly data. • Collaborate on transitional curriculum & design. (See BTCs Bibliography of FIG Readings)

14. FACULTY INQUIRY GROUPS The learning that evolves in faculty inquiry groups is “ …a non-linear, dynamic ‘dance’ of progressive equilibria, adaptation and organization, growth and change.” --Fosnot, C. and Perry, S. (2002). “Constructivism: a psychological theory of learning.”

15. 4. PRESENT AND REVIEW FINDINGS • SBCTC wiki • Joint FIG meetings • State and college-wide meetings/conferences • Published articles • Departmental meetings • Advisory committee meetings

16. FACULTY ON SEAMLESS TRANSITIONS AND COLLABORATION

17. STUDENTS ON COLLABORATION

18. WHAT DO CURRICULAR CHANGES LOOK LIKE? • Integrated/contextualized lessons • Increased scaffolding for students • College Success Class aligned with needs of nursing profession • Increased understanding among faculty of transitional students • Professional Development institution-wide (OnCourse Workshop) • Shared “language” for student success

19. STUDENTS ON SUCCESS

20. FACULTY ON SUCCESS