Bellingham Technical College’s Faculty Inquiry Groups

Evolution from curricular design to collegial collaboration

Judi Wise, FIG Coordinator & IBEST Instructor

College Readiness RetreatFebruary 10-11, 2011

IBEST DEV ED GRANTBTCs Nursing Pathway Program

“We propose to..”• Build upon BTC’s Allied Health I-BEST (Now Health

Career Foundations)

• Extend an integrated instruction model from developmental to prerequisite, college-level science and general education courses (math, English and psychology) through Practical Nursing program completion.

• Provide additional support for Pathway students

NURSING PATHWAY PROGRAM: FOUR KEY PROJECT ELEMENTS

1. REVERSE INTEGRATION

2. FACULTY INQUIRY GROUPS

3. DEDICATED TUTORING LABS

4. PATHWAY STUDENT ADVISOR

WHO ARE THE IBEST DEV ED NURSING PATHWAY STUDENTS?

IBEST DEV ED GRANTBTCs Nursing Pathway Program

Four Periods of Faculty Inquiry & Collaboration:

1. Summer FIGs--20102. Academic year collaboration & evaluation--

2010-20113. Nursing year collaboration & evaluation--

2011-20124. Post-Project Evaluation--2012

SUMMER 2010--FIGS

Reading 50/Eng 50

• Ruby B

Rdg 85

• Caren K

Eng 92

• Andrea C

*Eng 101

• Andrea C.

*Psych

• Carl O

*Nursing

• Roxanne T

English/Psychology FIG

Basic Acad Skills

•Judi W

*Gen Biology

•Andrea O

*A & P

•Carol G

*Nursing

•Cindy H

Science FIG

Math FIG

Math 50

•Paula G

Math 90

•Liz C

*Math 98 (Dev)

•Liz C

*Nursing

•Joan H

MEET SOME FIG MEMBERS

WHAT IS THE PROCESS OF FACULTY INQUIRY?

“Faculty inquiry can be thought of as a cyclical process that begins with a question about student learning and moves through at least these four stages. “

(http://specctoolkit.carnegiefoundation.org/ )

1. DEVELOP QUESTIONS: BIG PICTURE QUESTIONS

Transitional Curriculum Inquiry and Design

What do our students need to know to become competent nurses?

What do our students need to know to succeed in the next level of classes on the nursing

pathway?

1. DEVELOP QUESTIONS: SUBJECT-SPECIFIC FOCUS

Does our curriculum provide the students with the specific knowledge and skills they need to succeed in the next course? In nursing foundation courses? On the job as a nurse?

What are the most important concepts in the Elementary Algebra course for the pre-nursing students? What do students need to know to go on to the next mathematics course and how can we be sure they know it?

2. DESIGN PLANS FOR RESEARCH

• Set your schedule and plan for the quarter(s). • Complete the Faculty Inquiry Group Action Plan.

Set ground rules for group meetings.

• Read Faculty Inquiry in Action: Guidelines for working together to improve student learning (http://www.carnegiefoundation.org/sites/default/files/publications/elibrary_pdf_766.pdf)

• Keep records on Faculty Inquiry Group Logs. Store in shared drive.

3. GATHER & EVALUATE EVIDENCE

Summer 2011 – June 2012• Examine current curricula/textbooks.• Look at current program outcomes.• Read and discuss articles on integrated

learning, learning communities, faculty inquiry, student success.

• Measure and examine quarterly data.• Collaborate on transitional curriculum & design.

(See BTCs Bibliography of FIG Readings)

FACULTY INQUIRY GROUPS

The learning that evolves in faculty inquiry groups is “ …a non-linear, dynamic ‘dance’ of progressive equilibria, adaptation and organization, growth and change.”

--Fosnot, C. and Perry, S. (2002). “Constructivism: a psychological theory of learning.”

4. PRESENT AND REVIEW FINDINGS

SBCTC wikiJoint FIG meetingsState and college-wide meetings/conferencesPublished articlesDepartmental meetingsAdvisory committee meetings

FACULTY ON SEAMLESS TRANSITIONS AND COLLABORATION

STUDENTS ON COLLABORATION

WHAT DO CURRICULAR CHANGES LOOK LIKE?

Integrated/contextualized lessonsIncreased scaffolding for studentsCollege Success Class aligned with needs of

nursing professionIncreased understanding among faculty of

transitional studentsProfessional Development institution-wide

(OnCourse Workshop)Shared “language” for student success

STUDENTS ON SUCCESS

FACULTY ON SUCCESS