1 / 12

ESL CB21 Recoding Project Regional Meetings

This project aims to foster collaborations between faculty and IRPE staff in implementing and evaluating AB 705 changes. It involves reviewing MIS codes, developing research plans, conducting surveys, and sharing findings to enhance learning outcomes. The project also emphasizes gathering data on student characteristics, course attributes, instructor effects, and long-term outcomes. Join upcoming webinars and workshops to learn more.

winkel
Download Presentation

ESL CB21 Recoding Project Regional Meetings

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ESLCB21RecodingProjectRegionalMeetings

  2. Collaborations between Faculty and IRPE • Include both faculty and IRPE staff in departmental and college-wide AB 705 implementation and evaluation structures • Collaboratively review the role of MIS codes in collecting data and review the re-coding developed to track AB 705 changes with faculty identifying the courses and IRPE professionals working to code them appropriately • Faculty invite IRPE colleagues to attend department/division/discipline meetings so they can better understand curricular changes and help to fully evaluate outcomes and comparison coursework

  3. Collaborations between Faculty and IRPE • Jointly develop a research plan and agenda in collaboration with your AB 705 workgroup/steering committee and/or with faculty from each department/discipline to ensure learning is taking place • Faculty and IRPE practitioners should work together to develop surveys and/or focus groups to gather feedback from students and faculty including: reasons for drops or withdraws, perceived appropriate placement, level of support provided, type of support provided, etc. • Invite IRPE practitioners to present regular updates at AB 705 meetings and/or department/division meetings • IRPE professionals should share early drafts of findings and reports with faculty leaders to gather feedback and make applicable adjustments.

  4. Group Discussion What key considerations are needed to better understand these changes and impacts? From a data/research perspective? From a curriculum perspective?

  5. Types of Data to Consider • Student Characteristics • Curricular Attributes • Instructor Effects • Long-term Outcomes

  6. Potential Student Characteristics • Ethnicity • Gender • Age • Part-time / full-time • Financial Aid Status • First-Generation Status • Participation in different types of support services • PELL or Promise Grant status • STEM or non-STEM major • Degree/transfer seeking status What other student characteristics unique to ESL would be important to look at?

  7. Potential Course Attributes • Modality Type • Scheduling • Types of supports and resources embedded/available to students What other types of course attributes unique to ESL would be important to look at?

  8. What other types of instructor efforts unique to ESL would be important to look at? Potential Instructor Effects • Success rates by section • Distribution of letter grades by section • Equity gaps by section • Type of innovation or strategies used in the classroom (i.e., flipped class, just-in-time remediation, lab or lecture, etc.) • Student success in next course in the sequence or other General Education (GE) courses

  9. Potential Long Term Outcomes • Enrollment and success in next course in the sequence • Complete a degree or certificate • Transfer to a four-year institution • Completion of degree- or transfer-level English AND math within first year of enrollment • Impacts of additional corequisite units (i.e., heavier unit loads) What other types of long term outcomes unique to ESL would be important to look at?

  10. How can this information be collected? • Contextualization of Changes • Examination and documentation of specific curricular innovations and examining differential impacts on students’ success • Surveys/focus groups with students and faculty to learn about their experiences with the changes • Outcomes Analyses • Short-term vs. long-term outcomes • Course success rates, throughput rates, degree completion • Cohort tracking • Disaggregations

  11. WEBINAR: ESL AND AB 705: RESEARCH AND IMPLEMENTATION Wednesday, October 16 – 12 to 1 pm https://cccconfer.zoom.us/j/961620865 WEBINAR: ANALYSIS, EVALUATION AND COLLABORATION: AB 705 FOR INSTITUTIONAL RESEARCH PROFESSIONALS Wednesday, November 13 – 12 to 1 pm https://cccconfer.zoom.us/j/293011422 WORKSHOP: AB 705 AND ESL: PREPARING FOR FALL 2020 IMPLEMENTATION Friday, October 11 -- 9 to 2 pm https://rpgroup.org/Events/Strengthening-Student-Success/Workshops Upcoming RP Group Events WEBINAR: AB 705 IN ACTION! EXPERIENCES OF EARLY IMPLEMENTERS Wednesday, September 11 - 12 to 1pm https://cccconfer.zoom.us/j/969472680 WEBINAR: ACCESS, ENROLLMENT AND SUCCESS: STATEWIDE RESULTS FOR TRANSFER-LEVEL ENGLISH AND MATH Friday, September 27 – 12 to 1 pm https://cccconfer.zoom.us/j/489932887

  12. Questions?

More Related