After nearly two years, many practitioners across the state returned to their on-ground campuses this Spring. This required additional planning and, at times, challenged our educator identities as we adjusted our course work and student services to a different modality. Those who remained online sought tools to better engage and support students virtually.
To support these needs, 3CSN offered multi-part intensive professional learning Design Labs in Winter and Spring in which participants engaged in knowledge-building and intentionally designed elements of equitable, student-centered courses and department services. In addition, we offered weekly Wayfinding Online sessions that provided more frequent opportunities for community, learning, and reflection. Our Spring Regional Summits invited educators across the state to engage in learning and sharing about the many forms of care and its impact on student success. We also continued to support our ongoing STEM Learning Community.
This brief is intended to share highlights of our work together in Spring 2022.
|
|
|
|
If we provide training on networking and we use action research methodologies, community college professionals will transform their identities and environments to create communities of practice that will produce powerful learning and working across campuses. This will lead to greater student success. |
|
3CSN is proud to have provided 905 sessions serving 12,493* participants representing 114 California Community Colleges in the two years spanning March 18, 2020, and March 18, 2022.
We are honored to be in community with you as, together, we continue to find our way to equitable, caring, student-centered classrooms and colleges.
|
|
|
3CSN offered seven multi-part design labs this Spring focusing on a wide range of topics including classified equity, ePortfolios, strategies for peer educators, communities of practice, supporting undecided students, and project-based learning. These labs were designed to support practitioners in their student success efforts. |
|
"I got a renewed appreciation for the importance and value of keeping students engaged and actively learning" - Design Lab Participant
|
|
Developing a Vision for Classified Equity |
|
This three-part Zoom series, facilitated by San Diego Mesa College Classified Professionals Carla Grossini-Concha, Trina Larson, Anda McComb, and Eva Parrill (BSILI 2019) provided participants the opportunity to explore the place and role of classified professionals in the larger equity picture, consider theories and strategies for change and empowerment, and develop plans for action.
|
|
Click the image above for a closer look at a Jamboard that participants created in the Developing a Vision for Classified Equity design lab. |
|
|
Hello, Is it me you’re looking for?: ePortfolios as tools for engagement, assessment, and completion
|
|
Click the image above to access the Hello, Is it me you're looking for?: ePortfolios resource Padlet |
|
This four-part Zoom series, facilitated by 3CSN Coordinators Kelan Koning and Diana Bonilla Hein as well as past participants Jamey Cooper (Victor Valley College), Trang Abeid (Cosumnes River College), and student designers provided participants the opportunity to learn about the various possibilities for, and value of, e-portfolios, and to design an ePortfolio of their own. Wix, Google Sites, and Portfolium were explored as options. Facilitators also shared resources to create an ePortfolio-centered classroom.
|
|
|
We Can Do This: Learning & Teaching Online, Through Crisis, & Beyond |
|
“I got great examples of course maps from Nik and Sarah. I also got a bunch of relevant, timely articles to read...[T]he curation of articles has been fantastic and very much appreciated!” - Participant |
|
This four-part design lab, facilitated by 3CSN Coordinators Sarah Sullivan (Mission College) and Nicole Bryant Lescher (College of the Redwoods) in community with faculty colleagues from across the state, focused on building relationships and knowledge together, learning about effective online pedagogy and student-centered active learning, and directly applying this learning and metacognitive reflection to design elements of spring courses.
|
|
Click the image above for a closer look at the amazing "We Will Do This" list that We Can Do This Winter Design Lab participants created together. |
|
|
Creating & Sustaining Communities of Practice |
|
Click the image above for a closer look at a Jamboard created by Creating and Sustaining Communities of Practice design lab participants |
|
In this three-part design lab, 3CSN Network Director Jessica Cristo and 3CSN Coordinator Crystal Kiekel, in community with colleagues across the state, explored the theory of CoPs, including how to create a sustainable CoP as we transitioned to face-to-face. Participants learned about CoPs and how they can function in professional learning, created inquiry questions to ground their CoPs, and developed a plan to create and sustain them. |
|
|
Ensuring Learning through Peer Connections:
Peer Educator Power
|
|
This four-part design lab, facilitated by 3CSN Coordinator Crystal Kiekel as well as 3CSN interns invited peer educators (including tutors, SI leaders, peer mentors) and other learning assistance professionals (including faculty, staff, and administrators) to explore how to build and sustain deeper connections with each other and with our students to create stronger and more powerful learning environments.
Together, they surfaced and shared why we do this work and explored the importance of building ongoing communities of care to support and strengthen our practice, explored some holistic pedagogical frameworks for cultivating these connections, investigated the skills peer educators need to support students in the current environment, and identified ways in which we can sustain this important work over time.
|
|
Click the image above for a closer look at the Peer Educator Power Design Lab Motivation session Jamboard Exercise |
|
|
Lighting the Path: New Strategies for Guiding Undecided Students |
|
In this four-part design lab series, 3CSN Coordinators Joanna Zimring Towne, Diana Bonilla Hein, and practitioner-facilitators led participants in a deeper dive into CCRC’s framework of Ask, Connect, Inspire and Plan to help students who are still exploring make a meaningful and informed choice. Participants explored models and best practices for expanding and embedding the career exploration process throughout the entire campus and providing opportunities for career and major exploration as part of the ongoing Guided Pathways implementation.
|
|
Click the image above for a closer look at an action plan completed by a Lighting the Path participant |
|
|
Reconnecting Your Students with Project-Based Learning |
|
|
|
In this four-part design lab, facilitated by 3CSN Coordinator Jan Connal and Kimberly Rosenfeld (Cerritos College, BSILI 2019), participants learned about what PBL entails and how to create a PBL project for different instructional formats including individual classes and interdisciplinary collaborations. They completed a rough draft of a PBL assignment as well as receiving ongoing access to PBL teaching resources and a community of practice.
|
|
|
Launched on March 18, 2020, 3CSN's Wayfinding Online has provided ongoing Zoom sessions designed to support knowledge-building, create community, and invite practitioners to engage in praxis as we all continue to find our way in multiple modalities. Wayfinding Online's focus has changed with participant needs from the basics of Canvas and Zoom and drop in "thought partner" sessions to today's lineup of ongoing community and support in areas such as civic engagement, peer education, mindfulness, and text talk. We continue to offer intermittent sessions in areas such as Student-centered Canvas design, accessibility, and engagement tools. Our Wayfinding Online sessions will resume in the Fall. |
|
|
|
This year's Spring Regional Summits focused on how care can support our engagement and persistence efforts both in and outside of the classroom.
The summit focused on the following inquiry questions:
- How do we retain the students we have engaged so that they persist?
- How do we establish community care within our classroom, department, and campus? And what does that look like?
Facilitators showed examples of ways practitioners are using research-based practices in their classes and across campus to show care for their students. Participants were invited to share their own practices and ideas, too.
|
|
Click the image above for more information about this learning community |
Participating California Community Colleges:
Antelope Valley College, Bakersfield College, Butte College, Cabrillo College, Chabot College, Chaffey College, College of the Canyons, College of the Desert, College of the Redwoods, Compton College, Crafton Hills College, Cypress College, DeAnza College, El Camino College, Fresno City College, Glendale Community College, Irvine Valley College, Long Beach City College, LA Mission College, LA Trade Tech College, Madera Community College, Merced College, Merritt College, Mira Costa College, Mission College, Monterey Peninsula College, Moreno Valley College, Mt. San Jacinto College, Orange Coast College, Oxnard College, Palomar College, Pasadena City College, Riverside Community College, Sacramento City College, San Diego Mesa College, Santa Barbara City College, Santa Monica College, Shasta College, Sierra College, Skyline College, Ventura College, West LA College
|
|
The STEM Learning Community is a collaboration between 3CSN and the CSU Office of the Chancellor, with funding from the California Educational Learning Lab, to support CCC and CSU STEM instructors to think through and plan how to explicitly teach students how to read and problem solve in context, in their discipline. The community is led by 3CSN coordinator Nika Hogan and Emily Magruder (Director, Institute for Teaching and Learning, California State University, Office of the Chancellor)
Grounding their learning in the Reading Apprenticeship framework, first-year participants design text-based activities (text=words, problems, graphs, images, videos, proofs, diagrams, etc) where disciplinary thinking and problem solving are modeled and practiced through metacognitive conversations. Trying activities out with colleagues and students, they have the opportunity to experiment with and refine strategies for creating active and equitable classes, and to disseminate the artifacts of their learning to be used as resources for other STEM instructors, specifically by contributing to a library of STEM OER texts and text-based activities.
34 STEM Instructors from the 2020-21 cohort signed up for a “next level” Learning Community and are currently participating in either the Leadership Community of Practice in Reading Apprenticeship or the STEM Equity Facilitator Learning Community to strengthen their facilitation skills and prepare themselves to further disseminate this work. In addition, 75 CCC and CSU STEM instructors are completing the 2021-22 STEM Learning Community.
|
|
Click the image above to see STEM Learning Community participant projects |
|
Learning is a Network-Forming Process |
|
3CSN’s approach to professional learning is grounded in the belief that learning is a network-forming process: connections and relationships are crucial to learning and collaboration builds capacity for individuals and the system. |
|
Don't miss out! Join us next time...
|
|
|
|
Looking for community as you prepare for Fall? Ready to spend some focused time exploring and trying out new ideas, perspectives, and practices? |
|
|
On behalf of all 3CSN coordinators, we thank you for this opportunity to engage in transformational learning with you, and we look forward to seeing you in the network! |
|
|
|
|
|
|
