1. Dr. Edna R. Chavarry October 11, 2013 U SING I NQUIRY TO D EVELOP S TUDENT C ENTERED P EDAGOGY - S YLLABUS R EVIEW

2. What is inquiry? Data Gaps Inquiry into Causes Inquiry into Causes Informed Interventions Informed Interventions Evaluation of Interventions Evaluation of Interventions CUE’s Inquiry Model

4. USC Rossier School of Education Motivation Engagement Interaction with Faculty Study Skills Commitment Discipline Time Direction Deficit-Minded Knowledge Lack of… 4

5. What are our inquiry perspectives?  Equity Mindedness  Cultural Inclusivity

6. Race Conscious Validation Institutional Responsibility Institutional Effort Counter-Normative Narratives Minding Equity Gaps Cultural Effort Equity-Minded Knowledge 6

7. Contract (Altman, 1999; Matejka & Kurke, 1994) Logistical – outlining the course of study (Stewart, 2004) Introduction to the professor (Garavalia et.al, 1999) What function does a Syllabus Serve

9. 1) Become aware of what your syllabus communicates – explicitly and implicitly – to your students. 2) Conceptualize the role of faculty members as agents of change capable of making a difference in students’ educational aspirations and achievement. 3) Learn about strategies to make your syllabus a roadmap to guide students learning and familiarize them with the “invisible” practices of academic success that you learned as a college student. Focus on improving Hispanic student outcomes Goals for the day 1) Become aware of what your syllabus communicates – explicitly and implicitly – to your students. 2) Conceptualize the role of faculty members as agents of change capable of making a difference in students’ educational aspirations and achievement. 3) Learn about strategies to make your syllabus a roadmap to guide students learning and familiarize them with the “invisible” practices of academic success that you learned as a college student. Focus on improving Hispanic student outcomes 1) Become aware of what your syllabus communicates – explicitly and implicitly – to your students. 2) Conceptualize the role of faculty members as agents of change capable of making a difference in students’ educational aspirations and achievement. 3) Learn about strategies to make your syllabus a roadmap to guide students learning and familiarize them with the “invisible” practices of academic success that you learned as a college student. 1) Become aware of what your syllabus communicates – explicitly and implicitly – to your students. 2) Conceptualize the role of faculty members as agents of change capable of making a difference in students’ educational aspirations and achievement. 3) Learn about strategies to make your syllabus a roadmap to guide students learning and familiarize them with the “invisible” practices of academic success that you learned as a college student.

11. SYLLABI REVIEW

12. Change through Inquiry Inquiry Inquiry : A meaning-making process that moves a learner from one experience into the next with a deeper understanding of its relationship with and connections to other experiences and ideas.

13. CUE’s Document analysis protocol prompts faculty to reflect on what they communicate to students (via documents like syllabi). Cultural- inclusive prompts in the protocol include: Does this document communicate … respect for students? Expectation that learning takes place in authentic application to and engagement with real-world problems Expectation that student success will be a collaborative effort among the students and faculty?

14. Document the inquiry process & findings. No calendar of activities Authoritarian

15. SYLLABI REVIEW TYPICALLY CONTAINED DID NOT CONTAIN Course description Faculty contact information/office hours Course content Attendance policy Academic dishonesty policy Withdrawal policy Grade breakdown Condescending/punitive tone Course description Faculty contact information/office hours Course content Attendance policy Academic dishonesty policy Withdrawal policy Grade breakdown Condescending/punitive tone Expected learning outcomes Student expectations Encouraging tone Calendar of activities Information regarding resources for academic & other support No evidence for instructional variety/culturally inclusive activities Expected learning outcomes Student expectations Encouraging tone Calendar of activities Information regarding resources for academic & other support No evidence for instructional variety/culturally inclusive activities

16. Syllabi Review Pg. 4

17. USC Rossier School of Education  Copyright 2011. All rights reserved. Why is it Equity-Minded? Reading materials for the course are culturally relevant—”And the Earth Did Not Devour Him” by Tomás Rivera LMC Puente English 90

18. USC Rossier School of Education  Copyright 2011. All rights reserved. Equity-Minded Syllabus LMC Puente English 90Why is it Equity-Minded? Provides a step-by-step explanation of how to use Blackboard

19. USC Rossier School of Education  Copyright 2011. All rights reserved. Equity-Minded Syllabus LMC Puente English 90Why is it Equity-Minded? Provides a welcoming and and supportive tone— ”Communication with your instructors and your counselor will help you feel supported by the program. You can count on us to help you work it out. No problem is too big or too small.

20. USC Rossier School of Education  Copyright 2011. All rights reserved. Equity-Minded Syllabus LMC Puente English 90Why is it Equity-Minded? Provides resources for academic assistance

21. English Syllabi prior to Doc. Review (2005) English Syllabi changed to communicate respect for students (2006) Pg. 6 Pg. 6

22. English Syllabi communicating that student success will be supported by a collaboration between students and faculty:

23. Assignment from a Modified Syllabus of an Introductory Algebra Course at a Community College Pg. 7 Pg. 7

24. What is inquiry? Data Gaps Inquiry into Causes Inquiry into Causes Informed Interventions Informed Interventions Evaluation of Interventions Evaluation of Interventions CUE’s Inquiry Model Pg. 8 Pg. 8

25. Syllabus Review – Action Planning Pg. 9 Pg. 9

26. How might an inquiry process in general, and the inquiry tools more specifically, advance work on your institution’s focal area? Questions and discussion

27. University of Southern California Rossier School of Education Waite Phillips Hall, Suite 702 Los Angeles, CA 90089 Phone: (213)740-5202 Fax: (213)740-3889 E–mail: rsoecue@usc.edursoecue@usc.edu