EDLD5363 Week 5 Reflection

So far, this week has left me a bit anxious and excited.  Anxious because we do not have the weekend to complete the assignment. We are all professionals with busy work and personal lives. It is difficult to collaborate when we are limited to weekday evenings; however, Gmail and Google Docs coupled with our commitment and dedication is sure to produce an effective PSA. Excited, because this PSA is applicable to my work in higher education. The new bacterial meningitis vaccination mandate has the potential to impact enrollment, but it is sure to save lives. The entire team works with adolescents and teens. Through our research we have learned that the vaccination will prevent students from contracting this serious, sometimes fatal disease. We will be able to distribute our PSA to senior English, Economics and Government classes as well as educational services centers, ensuring that graduating seniors are prepared for the first day of class on the college campus of their choice this Fall. For some students, the vaccination may delay their freshman year or worse - college all together. 

Per my previous posts, I am video novice. Collaboration and the strengths of my partners have been critical in producing the PSA. In Learning and Working in the Collaborative Age - A New Model for the Workplace, Randy Nelson encourages us to “make your partner look good.” Through our collaborative work, reflection and feedback our team has celebrated strengths and provided encouragement. In a virtual environment, this process has been critical and will be integral to our future success as technology innovators and leaders.



PSA Google Site Wiki: Vaccinate Before You Graduate

Reference:

Nelson, R. (2008). Learning and working in the collaborative age - a new model for the workplace. Edutopia. Retrieved December 13, 2011 from, http://www.edutopia.org/randy-nelson-school-to-career-video.  

EDLD5363 Web Conference Reflection

My Thanksgiving travel schedule prevented web conference participation this week; however, I was able to view the recording posted in EPIC. I appreciate the fact the Dr. A. takes the time to post the recording as it provides additional insight and value to the course and learning process.

As always, I learn from my peers - both challenges and triumphs. While I am enrolled in the ETL program, and feel I am a proficient user, I am a video novice. I use technology primarily to manipulate student data; so by the time I come home, I have little tolerance for sitting at the computer again!  Listening to my peers gave me the confidence and courage to try something new.

EDLD5363 Software Evaluation Blog & PodCast

For six (6) years I served as the director of our local Easter Seals telethon. I followed a tried and true format that included live shots and patient vignettes. Although I was involved in the vignette storyboard, production, and script writing, I left the editing to the professionals at our media partner. I now work closely with the college’s PR and marketing department to develop our marketing and media campaigns for enrollment. My professional experience along with this week’s readings reinforced the value of a good editing.

However, I am more of a still picture person, and have very little personal video. In fact, I am embarrassed to say, this week was the first time a “recorded” my kids using my Blackberry – an eight and six year old doing the turkey tango was too hard to resist! I used this video to practice with Windows Live Movie Maker. I found the software to be rather intuitive and really liked the AutoMovie feature. I know I will use this feature to transform still shots and videos of and for my kids in the future.  I can get frustrated with new software very quickly. I am not a patient “student” and appreciated the ease of loading, editing, adding music and sharing that the Windows Live Movie Maker provides.  I do not anticipate using a video editing product in my current role at the college; however, I know that my staff uses Microsoft video products frequently to send video scrapbooks to K-12 schools who have visited our campuses. It is a great “souvenir” that creates a lasting memory while building a college going culture and brand loyalty.

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EDLD5363 Personal Digital Story

Janet and I collaborated for this assignment using Google Docs. Both of us completed the inquiry/interview process with family and or colleagues and then posted our scripts for feedback and review. I found Photo Story 3 to be intuitive and fun. I plan to use it in the future - both professionally and personally.

Although my video is not necessarily a personal story, it is my passion. So many of the families in South Texas are at risk, poor, under served and under educated. Education will provide the families with a path to the middle class - they just need our support and guidance in navigating an unfamiliar and foreign process.  Enjoy the movie!

Action Research Blog Week 4

To date, I have received no peer comments; however, as I review other plans, I think that my focus/emphasis on technology may need to be increased.  Because most of my peers are K-12 employees, college graduation rates may not be so relevant.

I do plan modify the plan to increase student, faculty and staff utilization of the degree audit feature in our student portal. In preliminary discussions with graduation staff indicates they continued to use paper degree plans to audit and award degrees. Although we have had web-based CAPP for several years now, staff preferred the “old way.” I will need to add training to build confidence and capacity for the “practitioners” and then included academic advisors, faculty advisors and finally students.  Practitioners will find the time to degree and online course substitutions will save time; advisors can use the feature to discuss the degree plan options and the consequences (good and bad) if a student changes their major; and faculty advisors can leverage the feature in advising sessions with students.

Inclement weather and conference schedules prevented an in-person meeting with my site supervisor this week; however, we have been in contact via phone and email.  I discussed my concern regarding the need to emphasize technology innovation into the plan.  He encouraged me to explore increasing the utilization of the degree audit feature in the student portal…and reminded me that my original internship plan included technology innovations. 

We did discuss how to introduce the initiative with the staff during the Student Affairs update on Friday.  He encouraged me to focus on the positive and share simple math and simple solutions to maintain a laser focus on the graduation rate.  The most simple math: for every 19 students in the IPEDS cohort that graduate with 150% of their degree plan increase the rate by 1%. The most simple solution: automated degree audit.

This summer we began focusing on the graduation rate, so my mentor asked me to determine how much we have impacted the rate thus far with only the graduation staff focused on the initiative. While we still have time to impact the 2010 rate, to date it has increased by 3.9% from 2009 (13% to 16.9%). Our goal of doubling that 2009 rate may not be impossible. One student at a time. 

Action Research EDLD5301 Week Three Reflection

This week got away from me, but I was able to regroup and complete the assignments. I am fortunate in that all initiatives at the college must follow a specific protocol that includes evaluation, both formative and summative. I am also fortunate to have researchers available to conduct and analyze both the qualitative and quantitative data. 

Graduation rate is difficult because our headcount continue to increase dramatically, but we can't seem to move the needle when is comes to the rate. I am hoping as a result of being laser focused on the IPEDS cohorts we will move the needle.  We have focused on at risk students for so long, it is refreshing to focus on students who are doing the "right thing." ...sounds very similar to Raymond Padilla's asset model.

Action Research EDLD 5301 Action Research Plan

Action Planning Template
Goal: Create, develop and design strategies for the timely completion of degrees and/or certificates by the IPEDS graduation cohort. The institutional goal is to double the graduation rate of the cohort students by implementing immediate and long term solutions for maintaining high completion rates for the cohorts over time.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Policy and Practice Review Review departmental policies and student practices for barriers	Division Leaders and Deans Curriculum Officer Registrar	Spring 2011 – Summer 2011	Board Policies Course Catalogs for each Cohort	Student satisfaction Increase in graduation applications and rate
Identify IPEDS Cohort Graduates Designate Cohorts on Rosters Provide names and data of cohort students to Deans and Chairs Provide stakeholder with update on cohort performance	Information Services & Planning	Complete by February 2, 2011 Ongoing for future cohorts	Internet Native Banner ODS Clearinghouse	Report usage
Conduct Degree Audits for Cohort Eligible Students 2008 cohort Associate degree completion by August 2011 2009 cohort Associate degree completion by August 2012 2010 cohort Certificate degree completion by December 2011 Associate degree completion by August 2012 Send notices to all cohort students on their progress toward completion	Registrar Student Success Specialists	Audit must be conducted one term prior cohort graduation to leverage registration Ongoing	Web CAPP	Increase in graduation applications and rate
CAPP – Degree Audit Training for Faculty, Staff and Students Circuit training for the degree audit feature on JagNet Train all student affairs staff to facilitate degree audit for students in campus Welcome Centers Develop training calendar for traditional and dual credit students	Staff – Office of Admissions and Records Staff Outreach	February 14 – April 1, 2011 Ongoing for entering cohorts and dual credit students	Web CAPP Centers for Learning Excellence Welcome Centers Student Portal	Increased student, faculty and staff utilization
Automate Graduation Application for Students Paperless (online) application process. Develop workflow to send email confirmation/notice of receipt/status to appropriate chair.	Division Leaders and Deans Curriculum Officer Registrar Webmaster	Complete by April 1, 2011	Web CAPP College Webpages	Increased application submission and time to award
Reverse Transfer Opt-In for current cohorts – Apply Texas	Registrar	Completed for 2010 cohort	Apply Texas	Monitor number of students who opt-in
Streamline Course Substitutions Go paperless Mainstream common substitutions	Registrar Curriculum Officer Webmaster	Summer 2011 Ongoing	Faculty/Staff Portal	Decreased time from application to award
Market to Faculty, Staff and Students Introduce current and future initiatives Market value of associate degree completion to prospective and current students	PR/Mktng Student Affairs – outreach Webmaster	Spring College-wide Professional Development Ongoing	Budget (?) Student Portal College Webpage	Increased graduation application and rate Increased dual credit matriculation

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

http://www.scribd.com/fullscreen/64494458?access_key=key-zu9wyao9dshplvga36k 

Action Research EDLD5301 Week Two Reflection

I really enjoyed the reading assignments this week and seeing applied inquiry and research in action.  I am still struggling with making the connection between K-12 and higher education; however, many of the examples referenced in the text could include higher education in the discussion.  We are experiencing the same transition disconnect in higher education and by working together we can develop seamless transitions to higher education.  If our partners in K-12 do not understand our expectations for entering students, how can we expect the student to understand why he/she is liable for remediation?

In addition, the "silos" that were discussed are similar to the "silos" in higher education.  Grade level and departmental integration will facilitate student achieve and change a campus culture.  Silos create an environment that permits finger pointing and the blame game. Creating opportunities for cross-departmental collaboration and inquiry will aide in eliminating the silos.

Finally, to use another higher education metaphor: inquiry allows us to manage the "low hanging fruit." Throughout this week, we saw examples of principals who found opportunities "ripe" for inquiry and change.  We should all be challenged as leaders to reflect more often and take advantage of all opportunities to make changes based on what we know about ourselves, our staff and our students.

Educational Leaders and Blogs EDLD5301 Assignment Week 1

Blogs provide educational leaders a forum to share relevant ideas, progress, news, and resources about experiences in their district, on their campus and in the classroom with peers, colleagues, employees and stakeholders.  Blogs engage professionals and stakeholders in a communication community so they can share similar interests as well as discuss, reflect and provide feedback on issues and solutions as well as best practices.  If the blog is dynamic, it can provide professionals with real-time information about things that are relevant and can lead to immediate school improvement. 

Blogs also allow professionals to connect with peers and experts outside of the traditional campus setting.  These opportunities expand professional development opportunities and allow administrators to engage in local, regional, state and global research and problem solving. 

Action Research EDLD5301 Week One Assignment

Although I have not realized it, nor given it a formal name, the process we use to refine and revise our practices, policies and procedures at the college is action research. As student affairs professionals we identify the issue (typically a student barrier), collect and analyze the qualitative and quantitative data, implement proposed solutions and finally assess and evaluate those solutions for campus wide implementation. The question at the center of the process is always: “How will this contribute to student success?”

We are fortunate to have institutional effectiveness and research analysis teams that guide us through this process. Their support and assistance is in integral to evaluation and assessment. In addition, they ensure that we do not “drown in the data” nor get distracted by the minutia.

As I read the assigned readings, I had to reflect on how the public school examples can be applied in a higher education setting. While we rely on experts and outside researchers to provide solutions for generalized issues and populations, we are obligated to interpret, apply and implement those solutions in action. I realized through the readings that traditional educational research outcomes are conceptualized prior to application. For example, if the research is designed to determine the impact a program has on full-time students, the impact (positive or negative) on part-time students may not be relevant. In an action research environment, open discussion and review of the data allows practitioners to acknowledge and discuss the program’s impact and success for all students.

I look forward to the opportunity to implement the formal action research process in removing student barriers and enhancing student success. Dana's Inquiry Template will provide a framework for the process during my internship plan (p. 152).

Reference

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.