Connecting with Success
Professional Development, and Flex
Dear SCC community:
Highlights this week- Happy Thanksgiving!
- Wednesday, Word Press, Part 5, Page Layout
Please see the calendar below for the day, time, and location.
Staff Resource Center and Student Equity & Success
Working Together, Pursuing Excellence and Inspiring Achievement!
PROFESSIONAL DEVELOPMENT AND CALENDAR RELATED INFORMATION:
The week of November 23
The week of November 30
The week of December 07- Finals Week begins (December 11-17)
The week of December 14-
Student Equity & Success Professional Development
Student Success right here at SCC!
- “Why Caring for Students Matter”, published by the Faculty Focus with an added bonus for SCC! Our college’s Student Survey Summary connecting our students with this sound research! Thanks to the PRIE Office, Marybeth Buechner and Anne Danenberg, our work here at SCC aligns directly with this information. It is called the SCC “Student Perception of Progress Survey”.
The respondents indicated that when relationship is involved, the characteristics of professors (classroom teaching, learning, and service) and other personnel related “counter tops” of service (a term used to describe how instruction and support with students looks different across student services), help to serve students in retention and persistence to complete a degree/transfer or certificate . These are the most helpful factors in their progress toward their goals!
College Completion Project Series
The “College Completion Project Series, Part 3 of 4”, with consultant, Dr. Robert Johnstone from the National Center for Inquiry & Improvement, NCII will provide guidance in working with SCC to design a “Guided Pathway” for college completion. The following dates are confirmed for continued support to our college as we look at ways to bring about innovative strategies in partnering Student Services with Instruction as they relate to student equity and successful college completion at our institution.
Here is our institutions proposed “SSSNet”, The Core for Student Success and support programs throughout campus that ideally proposes to comprise “The Village”.
January 13, 1:00-4:00 p.m., register here
February 22, 11:30-3:30 p.m., register here
Your involvement and participation will become an important influence as to how we increase our rates across access, engagement, retention, course progress, persistence, and college completion. We look forward to your involvement and engagement! Look for the dates to show up in our Faculty/Staff calendar!
Equity Institute with Dr. Veronica Neal, Part 3
Part 3 Creating Equity Teams Across Campus, April 1, 9:00-3:00 p.m., register here
At a time where enrollment has potential! Join us for a day-long summit to explore how SCC can develop an ethos of equity – an equity mindset- across its instructions programs and services. By learning how we can infuse equity throughout the SCC campus culture, we can more readily identify and dismantle obstacles which have negatively affected specific student groups, in particular those identified in SCC’s Student Equity Plan. This workshop will facilitate faculty and staff to explore the opportunity to construct an SCC path to equity and begin to use tools that encourage campus engagement and courageous conversations for change as it relates to SSSP & student equity.
The State-wide Conference for Student Equity & Success
Building a bridge to the future of the California Community Colleges- Presented by the RP Group and the Cal-PASS Plus, at the recent State-wide conference for SSSP & Student Equity
Information about helping colleges improve Student Success and Retention
INSIGHT ON HOW HIGHER EDUCATION LEADERS ARE THINKING ABOUT DIVERSITY
District Professional Development
Office of Human Resources- With this link you will find other required training by the district that expires from time to time.
Professional Development Data Base Direct Links
How to Evaluate Web Resources for Distance Education
Accreditation Updates for Sacramento City College
Links to Accreditation
IN THE NEWS:
Those who write about teaching persona (the slice of our identities that constitutes the “public teaching self”) encourage us to start by reflecting on the messages we want to send to students. A dialogue with ourselves is a useful beginning, but for the last days of a semester another option might be more intriguing and revealing.
The end of a long academic year is probably the time when we are most open to the idea of a rejuvenating instructional experience. In a recent workshop, I heard two teachers describe just such an experience. They team-taught an introductory English lit course with content that explored veteran experiences. Before the workshop started, it was clear they were an unlikely team. She was the rather typical English prof, a tad disorganized, fussing with the technology, comfortably relaxed before the group. He was a former Marine, standing off to the side, trying to look relaxed but actually more at attention than at ease.
Many college courses today incorporate some form of group assignment, such as a project, presentation, or a collaborative paper or report. However, instructors are frequently met with resistance from students who don’t like working in groups and don’t want their grade to be affected by peers who may not pull their weight. Nonetheless, research shows that there are many benefits to group work, in terms of both active learning and expanding teamwork skills. Other benefits include better communication skills, critical-thinking abilities, time management, problem-solving skills, cooperation, and reinforcement of knowledge (Forrest & Miller, 2003; Hammar Chiriac, 2014; Kilgo, Ezell, & Pascarella, 2015). Furthermore, since the use of work groups and teams in the workplace has increased, it is important for students to have prior experience in group work. Certainly, a collaborative attitude and the ability to work with others are important at most places of employment.
How many explanations do you think you offer during a full week of teaching? Explanations are one of teaching’s most central activities and yet something we rarely think about, in general, or how we do them, specifically. Maybe we can remedy that by considering some features of clear explanations.
What does it mean to be a wallflower? Such a person might be thought of as shy and might sit apart from others at a party or social gathering, choosing to listen and observe rather than participate. And in the online classroom, a wallflower might be the person who reads course information and discussion boards regularly, but never posts. So how do instructors know if this online wallflower is really engaged in the course?
The Board of Governors of California’s communitycollege system voted Monday to replace the Accrediting Commission for Community and Junior Colleges as the accreditor for the system’s colleges, The San Francisco Chronicle reported. The current accreditor has frustrated many …
Although most of the growth in contract faculty has occurred at community colleges, it is also prevalent in other institutions. 51 percent (public) to 65 percent (private) of the faculty at doctoral institutions…
Community College Research Center, Fall 2015
Nonny de la Peña:The future of news? Virtual realityWhat if you could experience a story with your entire body, not just with your mind? Nonny de la Peña is working on a new form of journalism that combines traditional reporting with emerging virtual reality technology to put the audience inside the story. The result is an evocative experience that de la Peña hopes will help people understand the news in a brand new way.
Emilie Wapnick:Why some of us don’t have one true callingWhat do you want to be when you grow up? Well, if you’re not sure you want to do just one thing for the rest of your life, you’re not alone. In this illuminating talk, writer and artist Emilie Wapnick describes the kind of people she calls “multipotentialites” — who have a range of interests and jobs over one lifetime. Are you one?
Quote of the Week: The 4 Disciplines of Execution, The Chancellor’s Book Initiative
Discipline 3: Keep a Compelling Scoreboard
This chapter begins with a critically important statement:
“People play differently when they are keeping score. There is a need to shift the emphasis to be even clearer: People play differently when they are keeping score. This creates a very different feeling than when you keep score for them. When team members themselves are keeping score, they truly understand the connection between their performance and reaching their goal, and this changes the level at which they play. When everyone on the team can see the score, the level of play rises, not only because they can see what’s working and what adjustments are needed, but also because they now want to win.”
McChesney, Chris; Covey, Sean; Huling, Jim (2012-04-24). The 4 Disciplines of Execution: Achieving Your Wildly Important Goals (p. 68). Free Press. Kindle Edition.
Staff Resource Center and Student Equity & Success Staff Development