On the back of your name tag write your answer to the following question:

When you were a student what one key thing did you need to be successful?

Share your name tag and its story with the person sitting next to you.

Before the Session Starts:

Following Where Student Voices Lead

Jennifer LangeSean McFarlandSkye Ontiveros

Chabot College - Hayward, CA

“What one key thing do you need to be successful?”

How did your institution find out what your needs were when you were a student?

How does your institution find out the answer to this question today?

Are Student Voices Heard?

Involving students in shaping the educational processes that are designed to shape their knowledge and character.

Patterns of Partnership:

Student Voice in Teaching & Learning

2. Students as active respondents• Staff utilize information about student progress and well-

being• Staff invite student dialogue to deepen learning/professional

decisions3. Students as co-inquirers• Staff take a lead role with high-profile, active student

support4. Students as knowledge creators• Students take lead roles

5. Students as joint authors• Students and staff decide a joint course of action together

6. Intergenerational learning as lived democracy• Student & staff collaboration in pursuit of common aspirations

(adapted from Fielding, 2011)

1. Students as data source

• “Reading Between the Lives” – the first film

• Campus asks for more movies/projects—culture grows

• Faculty Inquiry Network—link between Voice and inquiry

• Acceleration in Context—comprehensive professional development support with Student Voice at the center

• Voices film bank – request “do you have students talking about . . .”

• A culture of Student Voice permeates the campus

Student Voices History @ Chabot and Beyond

Issue: How students get a foothold onto the campus

Inquiry Question: What attitudes and perceptions do students have when they first arrive at college? How do these attitudes impact success?

Example - “Door Number One”

Voices Project: “Door Number One”

• interview 30 or more students about their experiences

• create video profiles of a dozen services and programs on campus

• Patterns of Partnership = Level 5 –students/staff joint authors

• Who developed: Student Services requested project/2 student co-inquirers and faculty member executed very quick turnaround

• Type A Students: 2 experienced student co-inquirers• Cultural Access: student-to-student interviews: one-on-

one, duo, group, classroom interviews• Into the Heart: a lot of pain, confusion, regret revealed

—and new wisdom• Professional Development: Plans laid out, Dean left—

BUT 4 years later, movie (along with others) is bearing fruit with new campus initiatives

“Door Number One”

“Door Number One” key themes:

• Fear

• Wandering & Circling = “Zombies”

• Self Management

How we responded:

• Developed prototype of a new approach to orientation

• Expanded Peer Advisors Program

• Developed comprehensive re-branding strategy for Chabot

Following Where The Voices Lead

Issue: With decreasing budgets how can we integrate student and academic services to better support/guide our students.

Inquiry Question: How do students navigate our campus?

Example - “Tuning the Voice”

Voices Project: Shadow/film/interview 8 new students for an entire semester.

• Patterns of Partnership = Level 5 – students/staff joint authors•Who developed: Faculty asked question, turned project over to students• Type A Students: student co-inquirers spearhead complex project• Cultural Access: student to student interviews/classroom filming/interviews with teachers/The Eight film their own lives• Into the Heart: deep immersion in academic & personal lives of The Eight• Use in Professional Development: goal = influence thinking• Screened at professional development day followed by • Q&A with Making Visible team and The Eight• Discussion groups – topic: what resonated with you?

• Survey based on discussion themes

“Tuning the Voice”

“Tuning the Voice” key themes:

• Community

• Fear

• Student Engagement

• Learning to be a student

• Students’ well-being—fundamental needs not being met

• Teaching Techniques – what works?

Following Where The Voices Lead

How we are responding:

• Focused Inquiry Project – Creating Classroom Engagement

• Focused Inquiry Project – Habits of Mind of a Healthy Student

• Strategic Plan strategy – Create pathway communities to support students

• New college-wide (ambitious) initiatives

• Student Action Research Course--website

Following Where The Voices Lead

How we are responding:

• Follow-up films requested to inform strategic planning/Asked more questions:• Student experiences with counseling services• Campus awareness of student learning

support services• Placement exam consequences• Student profiles showing readiness for future

educational & career goals• Student definition of success and finding their

passion

Following Where The Voices Lead

Acceleration in Context—30 plus schools, nearly all integrate Student Voice into curriculum redesign

Student Voice strand implemented at many PD conferences

Umoja Community student-run PD conference (150 students/200 faculty)

3-school district has student co-inquirers working together across campuses—Inquiry Cave

Thousands of hours of student interviews video taped all across CA community colleges—informing institutional choices

Faculty Voice emerging as well across these institutions

Student Voice emerging world-wide as a Civil Rights movement

Not just at Chabot College

Involving students in shaping the educational processes that are designed to shape their knowledge and character.

Patterns of Partnership:

Student Voice in Teaching & Learning

2. Students as active respondents• Staff utilize information about student progress and well-

being• Staff invite student dialogue to deepen learning/professional

decisions3. Students as co-inquirers• Staff take a lead role with high-profile, active student

support4. Students as knowledge creators• Students take lead roles

5. Students as joint authors• Students and staff decide a joint course of action together

6. Intergenerational learning as lived democracy• Student & staff collaboration in pursuit of common aspirations

(adapted from Fielding, 2011)

1. Students as data source

Where is your institution at when it comes to Student Voice/Making Visible?

Where would you like to see it go with Student Voice/Making Visible?

What concerns/questions do you have about implementing Student Voice/Making Visible?

Your Turn:

For more information:

Student Voices @ Chabot http://www.chabotcollege.edu/learningconnection/ctl/arenas/

StudentVoices- MakingVisible.asp

Chabot/AIC Student Voices Films: a selectionhttps://vimeo.com/channels/156165

Acceleration in Context: comprehensive Professional Development support

http://the-initiative.accelerationincontext.net/

Thank you!