FIN Commons- Why the Strengthening Student Success Conference Leads from Inquiry to Action
- FIN Team Regional Meet-Ups
- The Case for Acceleration in Developmental English and Math
- The Space In Between– What’s Love Got to Do With It?
- Umoja VI: Students Teaching and Teachers Learning
- Think Aloud Videos of Art Course Students
- Parachutes and Ladders IX: Faculty Inquiry and Student Learning
- Student Co-Inquirers and the Observation Protocol
- Intersecting Literacies: What Happened At the Working Conference
- CTE EVENT–May 7, 2010
Category Archives: Faculty Inquiry Groups (FIG)
Using Faculty Portfolios in a Faculty Inquiry Group
Faculty Inquiry at Cerritos College (Frank Mixson and Jan Connal) As part of the Cerritos College Faculty Inquiry project (SPECC), participating faculty began a process of thinking deeply about their teaching practices within a selected developmental class. Throughout the semester, … Continue reading
Classroom Research ("Some Complicating Evidence")
adapted from, “Asking Their Own Questions: Some ESL Students Take Chare of Their Reading,” Annie Agard (Laney College) In this presentation, Annie Agard presents a whole range of evidence gathered from her ESL classes. In this PowerPoint presentation, Agard shares … Continue reading
From Special Occasion to Regular Work
A Carnegie Perspectives repost By Pat Hutchings The author of this month’s Carnegie Perspectives is Pat Hutchings. Pat is Carnegie’s vice president, and among her many responsibilities is her deep involvement in Strengthening Pre-collegiate Education in Community Colleges (SPECC), a … Continue reading
Pipeline or Pipedream: Another Way to Think about Basic Skills
A Carnegie Perspectives repost By Rose Asera If I asked you—as an educated adult—what you remember about learning to read or to do basic arithmetic, you might recall some fleeting images: being read to by a parent or studying a … Continue reading
FIGs: The Importance of Collaboration
Faculty Inquiry Groups (FIGs) treat professional development as a collaborative enterprise. One of the most persistent impediments to educational improvement is that teachers have-because institutions provide-so few purposeful, constructive occasions for sharing what they know and do with one another. … Continue reading
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