1. When you come back from break, please sit at the following tables
Table 1: Reynolds and Daytona State
Table 2: Pasadena and De Anza
Table 3: Illinois Central and Wisconsin
Table 4: Wabaunsee and Lone Star
Table 5: TNCC and Wake Tech
Table 6: Suffolk and Oregon

2. Working towards equity: Considering your course-level outcomes measures and program needs, goals, and strategies 
Sit at tables as assigned
The importance of this work
The opportunity to use data to identify what you are doing well and where there are opportunities
Connection to project goals – improve instruction, broaden participation, and enhance pathways
What we do as scientists: Research, hypothesis testing, and your action plan
Value to institutions and to geoscience community
Value to YOU
San Francisco City College – Katryn Wiese

3. Session overview Introduction
Examine your course-level outcomes measures and connect to your program action plan
Discuss, reflect, write
Plan and practice for a conversation with your administrator about outcomes measures and your action plans on broadening participation following from your data

4. Is geoscience enrollment increasing or decreasing over time?
Spirit of inquiry
Is geoscience enrollment increasing or decreasing over time?
How does participation by different student demographic groups in our program compare to those of the college?
What is success (grades of C or higher) in geoscience courses by course? By student sub-group?
Does the demographics of our majors match the demographics of the students who take our courses?
Questions that they can address with the data or about it and relationship to equity. Framing in terms of inquiry about the outcomes measures results, possible strategies for equity, preliminary ideas for their action plan for the coming year, and what they would like to share/highlight with their administrators.
What can we do to address opportunities revealed by the data?

5. What other questions might you investigate?
Examples of ways of looking at your data – (spririt of inquiry - Are any of these related to changes you’ve made over time (related to SAGE 2YC work?)
Daytona State College - Karen Brayley and Debra Woodall
Suffolk Community College - Sean Tvelia

6. What is participation by gender in courses and in majors over time?
Examples of ways of looking at your data – (spririt of inquiy -
Suffolk Community College - Sean Tvelia

7. What are geoscience course success rates (grades of C or higher)?
Completion rates
Highline College – Eric Baer
Suffolk Community College - Sean Tvelia

8. What are the geoscience course success rates (grades of C or higher) in Geology vs Environmental Science programs?
Success rates in different programs
Highline College – Eric Baer

9. Strengthening your geoscience program
Where are critical places where you can make a difference and have an impact in your geoscience program/department?
Moving program goals into actions
Identify a need and articulate your goal(s)
Explore strategies that address your goal
Choose strategies & develop a plan with measureable outcomes
Implement your plan and track progress using data
Identify a need and articulate your goals, ( Ask questions and gather data to understand the factors that influence the need your goal addresses). Choose strategies that are appropriate and you think likely to be effective and develop a plan with measureable outcomes. Recursive.

10. Highline College Example
Identify a need and articulate your goal(s)
Explore strategies that address your goal
Choose strategies & develop a plan with measureable outcomes
Implement your plan and track progress using data
NEED:
Geology 107 (Natural Hazards) has a lower success rate (68%) than other geology courses
GOAL:
Increase class average success rate (“C” grade or higher) by 5% in the next term
POSSIBLE STRATEGIES:
Incorporate metacognition activities into the course
Broaden evaluation methods to allow students to show mastery of course content in different ways.
Scaffold the writing assignments
Develop assignments that include the Writing Center
Restructure student feedback -“I’m giving you some critical feedback because I expect that you can do the work.”
Emphasize the place-based nature of the course and assignments

11. How does participation (enrollment) by student subgroups compare for your program vs your institution? Handout provided
Individual work: write down insights – observations, strengths, and opportunities
Talk with your team for several minutes – List key observations and strengths / opportunities and any questions raised by the data
Prepare to share 1 insight per team
Note: Data typically show strengths and opportunities
What one success or one opportunity stands out to your team based on the data?
We will have a handout for each group their participation data overall by demographics and institutional data.

12. Explore your data with your team/program
Investigate one or more of the following questions
What are trends in participation (enrollment) over time?
How does participation vary by course and/or section? (enrollment - numbers of students)?
How does participation vary by course and demographics?
How does success (grades of C or higher) vary by course?
How does success vary by demographics?
What does your progression data tell you?
What do you see in the data, if anything, that may be linked to the changes you have made? 
Other questions of interest to you
Keep equity in mind
Individual work, then discuss as team
What are key observations?
What are strengths? What are needs/opportunities?
Report out: 1 insight to share
10:25 Discuss
10:40 Round the room by team –One insight (observation and strength/opportunity) you’d like to share or question to raise.
You can find your data on your team workspace page

13. Needs/opportunities  goals & possible strategies
What are possible strategies to address the goal?
What strategies are you using now to address the opportunity and to engage diverse students?
What are strategies you might use in your courses, programs, or college to do this even more effectively?
Table discussion: what have you done, what has worked, what are other possibilities, is the strategy addressing the specific need and specific goal?
Team/program work: develop your action plan regarding your outcomes data and addressing goals for broadening participation
10:40 Discuss. Discuss with team, then share with other team, or vice versa. Move to table with others from the same type of institution (e.g., HSI) or who want to focus on a particular opportunity (e.g, XXX)
11:00 Team work
Could provide Move to table – similar institution type or similar goals

14. What are strategies to address goals?
Discuss with your table, then with your team. Write in notebook
What are possible strategies to address your goals?
Strategies you are using now and strategies you might use to be even more effective?
What is your draft action plan (broadening participation) for the coming year? (in preparation for tomorrow’s discussions)
Some questions to consider
What strategies you are using now? What has worked?
What are strategies that might be even more effective?
Is the strategy addressing the specific need and specific goal?
How do your goals and strategies tie into your outcomes measures? What changes would you want to see in your outcomes data?
What can you do as an individual? What can your program do?
How does this strategy relate to institutional priorities or initiatives?
What question(s) do you have for your administrator about this aspect of your work?
SAGE 2YC: Sustain Faculty Learning
11:00 Discuss in turn – what have you done, what has worked, what are other possibilities, is the strategy addressing the specific need?
10:20 Move to team/program for refining your action plan regarding your outcomes data and addressing equity

15. Write highlights in the discussion thread
Key points from your data
Needs/opportunities and goals for your program based on data
Your strategies

16. Preparing for conversation with your administrator about your outcomes data and connections to your action plan
In pairs, one CA and one CA  role-play administrator - 5 minutes
Opening
Key points from your program data – needs and goals
Your strategies – past and future
Question(s) for your administrator?
Then switch roles
It’s the START of a conversation (that might be in the middle of a larger conversation)
Debrief afterwards for 2 min – What needed more clarification? What was persuasive? Other comments?
11:30/10:35 Short intro and instructions to pair up with someone from another team -
11:35/10: minutes – 5 minutes to talk then switch roles
11:35 - debrief

17. Going forward … Reflect and write
Discuss your plans for equity and inclusion with your administrator
Make changes (as needed) to the plan
Heads up – additional questions to consider for Thursday action planning sessions
How can you engage your colleagues?
Who can you partner with (champion team)?
What are institutional resources you can tap into?
How does this align with institutional initiatives?
What do you need to support your efforts? from us? from your campus? from your administration?
Next year, what changes would you hope to see in your outcomes data?
open discussion and debrief
Time to write, possibly open discussion after that.
Concluding remarks
11:50 Photo

18. A Look at Latino Student Success The Education Trust