Navigating Times of Transition
Winter 2021 in Review
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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.
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In response to practitioners' expanding capacity and desire for more in-depth, intensive learning, planning, and application in community with 3CSN, over the winter break we offered four multi-part intensive professional learning Design Labs where participants engaged in knowledge-building and intentionally designed elements of equitable student-centered courses. We also continued to offer our eight-week Equity 101 course and ongoing STEM and Math Learning Communities.
This brief is intended to share some highlights of Winter 2021.
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"With a name like 'Design Lab,' who wouldn't want to be part of the experience?" - Participant
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85% of Winter Design Lab survey respondents reported having attended one or more 3CSN events. What brought them back for more?
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"With so much going on...I chose this workshop of course to learn more, but also to be in community with others as I develop my Spring teaching materials and think long term about my teaching online in a way that supports student equity practices and affirms an anti-racist teaching praxis" - Participant
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"Phenomenal session, so much to consider and implement immediately...I love the acknowledgement that this may be a messy process!"-Participant
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Ungrading in (and After) a Pandemic
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This three-part Zoom series provided opportunities for participants to learn what ungrading is and how to ungrade assessments in the classroom in order to increase student learning and success in times of crisis and beyond. The three sessions focused on an overview of ungrading classroom assessments, ungrading and the syllabus, and discussing ungrading/grading with colleagues.
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Click the image above to see how Jennifer Escobar, Professor of English, Moreno Valley College, begins the series emphasizing revision, humility, and taking it slow.
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"I often feel that the classes that make me feel the most human are the ones that give me an incredible degree of control of the content which we are learning. Classes that have a constructivist/generation philosophy and that incorporate learner expertise and learner choice" - Participant
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“I have been fortunate enough to take many courses in online instruction ESPECIALLY humanizing my classes, but so much can be missed when everything is new. So continually participating in these classes enables me to both pick up new ideas and enhance the knowledge, strategies, and tools I have already been introduced to” - Participant
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Building a Student-Centered Canvas Course
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This six-part design lab, facilitated by Josh Miller (Peer Online Course Reviewer and Communications Studies Department Chair, Los Angeles Valley College), focused on designing an accessible, student-centered course, in community with educators across the state, considering backward design, rich content editor, accessibility, syllabus, pages, modules, and more. Peruse the lab resources here.
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Click the image above to see how Building a Student-Centered Canvas Course design lab participant Ciarán Brewster (Professor of Anthropology, Santa Monica College) applied his learning in his own fantastic professional learning presentation.
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“I feel very welcomed and 'visible' in this learning environment and that makes me feel good and excited about continuing” - Participant
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“[I am] working on integrating e-portfolios into two of my spring classes. Want to provide an example and inspired others to integrate e-portfolios into their classes as part of my Guided Pathways work" - Participant
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Hello, Is it Me You're Looking For?: designing an ePortfolio-centered course
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This four-part design lab facilitated by Kelan Koning (3CSN), Diana Bonilla Hein (3CSN, Los Angeles Mission College), past participant Trang Abeid (Cosumnes Valley College), and students Jared Balduzzi, Iris Guerrero Morales, and Isaac Bolaños, provided the opportunity to learn about the various possibilities for, and value of, e-portfolios, and to design an e-portfolio-centered course in community with educators across the state. Wix, Google Sites, and Portfolium were explored as options.
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Click the image above to see the wonderful model ePortfolio Hello, Is it Me You're Looking For?: ePortfolios design lab participant, Christina Nagao (Professor of English, El Camino College), created for her course.
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"I will never stop appreciating 3CSN for including students in this conversation and allowing the students to lead the sessions with their own examples and insights" - Participant
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“I am reminded and (re-)appreciate the social dimension of learning. I enjoy learning from colleagues outside my discipline. I found myself scribbling down notes throughout the session on ways to fine-tune my lessons, rubrics, feedback, etc.” - Participant
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We Can Do This: Learning & Teaching Online, Through Crisis, & Beyond
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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.
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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.
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“I really appreciate the breakout sessions. I love the Final Word Protocol, and how that is connected to equity. I appreciate the classroom discussions[,]...the emphasis on choice in terms of what to read[,]...[and] the facilitation: so supportive and positive. I feel like we are being taken care of in these sessions” - Participant
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"I have already incorporated more choices for students in readings, more readings by people of color, looser deadlines, more focus on multicultural experience, more reflection, more metacognition" - Participant
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"I’m already putting many into practice; for example, I am co-authoring my course syllabus with students so they take ownership of course. Furthermore, I joined a group of counselors in creating an equity task force to revisit our mission statement, vision, our literature, procedure, and how we do business to ensure we are practicing more equitably. Moreover, I reflect more often on my work, the space I take and use any privilege I have to speak out and call out inequities" - participant
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*after completing Equity 101 and/or 102 courses
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Equity 101 is an eight-week asynchronous course providing a space for educators to explore various traditions and facets of equitable teaching and learning, such as multiculturalism, culturally responsive and relevant teaching, critical race theory, and more. Equity is praxis (reflection in action upon the world to transform it), the result of on-going inquiry into our theories and practices. At its core is the goal of social justice. Equity 101 participants engage in praxis and build a community of learners with the intent of achieving equity for our students.
Participants can earn optional post-baccalaureate units for the course.
Our first Equity 101 Online course of the year began on January 11th. This cohort included 34 participants representing 26 community colleges.
The next dates for Equity 101 are June 7- August 1.
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Click the image above to see 3CSN Coordinator Lauren Servais (San Rosa Junior College) discuss the labor-based grading contracts used in Equity 101 and Equity 102.
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"I am a new instructor, so sometimes I suffer from impostor syndrome. Working together with colleagues who are teaching the same classes that I am helps me feel like I belong in both this community, and by extension, my own organization" - Participant
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Click the images above for more information about these learning communities
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Participating California Community Colleges: American River College, Bakersfield College, Butte College, Cabrillo College, Chabot College, College of the Canyons, College of the Desert, College of the Redwoods, Compton College, DeAnza College, Glendale Community College, Los Angeles Mission College, Los Angeles Trade Technical College, Madera Community College, Merced College, MiraCosta College, Mission College, Moreno Valley College, Mt. San Jacinto College, Orange Coast College, Palomar College, Pasadena City College, Saddleback College, Santa Barbara City College, Santa Monica College, Shasta College, Sierra College, West Los Angeles College
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STEM & Math Learning Communities
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These ten-month learning communities, a collaboration between 3CSN and the CSU Institute for Teaching and Learning (ITL) with funding from the California Educational Learning Lab, 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.
Grounding their learning in the Reading Apprenticeship framework, participants in the learning communities apply their learning by designing 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, participants have the opportunity to experiment with and refine strategies for creating active and equitable classes. Participants will also 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.
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Click the image above to learn how STEM Learning Community participant Erica Mullins (Bakersfield College) is applying her learning in her classroom and inspiring other educators, too!
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"I didn't really want to teach. I wanted to work on my research, but through access to all the resources, I'm now finding it very exciting and I very much appreciate being a part of the community. It wasn't like this before COVID" - Participant
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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.
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"It was all invaluable. I did appreciate the community aspect. It is nice to have a cohort to rely on and learn from" - Participant
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"I enjoy being in a space where everyone genuinely cares about supporting one another because genuine care is rare and appreciated" - Participant
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Don't miss out! Join us next time
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Pressed for time? Looking for a specific tool, skill, or community? Just want to see what 3CSN is all about?
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Ready to spend some focused time exploring and trying out new ideas, perspectives, and practices?
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Ready for sustained learning to transform your equity practice while earning optional postbaccalaureate units?
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Ready for sustained learning to transform your practice while earning optional postbaccalaureate units?
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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!
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