Incentives for Success: Boosting Faculty Engagement with Equitable Placement and Completion Grant Program Are you an English or math faculty member looking for ways to enhance your engagement with AB 1705 implementation? Look no further! Funded by the California Community College Chancellor's Office, Cuesta College has developed a professional development program specifically designed to support you in this process. Let's explore some of these incentives and how they can contribute to your success. Level 1: Investigator –Estimated work hours: 3
• Complete the Motivating Learners Survey by 4/25/24. (1 hour)
• Attend a Motivate Learning Orientation from 12:30-1:30 pm on Friday 4/26 via Zoom or Thursday 5/2 in Room 2711 or on Zoom. (1 hour)
• Write and submit a ‘Statement of Purpose’ including the potential value you see in incorporating the principles of Student Motivation into your course and stating which of the additional tier(s): Innovator, Implementer, or Influencer, you are interested in participating in.
Level 2: Innovator –Estimated work hours: 16-18
• Complete the Motivate Learners Course, an online professional development course during July-August 2024 (6 hours).
• Outline at least two ideas of how you will incorporate Motivate Learning practices into one of your courses in the Fall 2024 semester to workshop at the retreat on August 5th. (1-2 hours)
• Attend a retreat on the afternoon of Monday, August 5th. Work at the retreat will include workshopping how to implement GPS during the semester. (4 hours)
• Develop an outline of how student motivation, GPS, will be incorporated into the class curriculum for the semester. (3-4 hours)
Level 3: Implementer –Estimated work hours: 10 hours
• Meet with other English and/or math faculty in your community of practice group four times/semester.
• Contribute to the community of practice by discussing and reflecting on how the Motivational Learning practices are impacting the class learning environment and student retention.
• Work with other parties invited to the community of practice gatherings such as tutors, peer coaches, academic success coaches, guided pathway coordinators, and academic counselors to implement practices aimed at improving the successful completion of math and English courses
• Explore additional inclusive teaching practices.
• Reflect and evaluate the effectiveness of GPS practices and how to improve them in proceeding semesters.
Level 4: Implementer –Estimated work hours: 16-18 hours
• Lead a community of practice comprised of English and/or math faculty. Calendar and facilitate four meetings during the semester.
• Contribute to the community of practice by discussing and reflecting on how the Motivational Learning practices are impacting the class learning environment and student retention.
• As appropriate, invite guests to the community of practice gatherings to help support the work of motivating students. Such parties could include (but are not limited to): tutors, peer coaches, academic success coaches, guided pathway coordinators, or academic counselors.
• Explore additional inclusive teaching practices.
• Reflect on and evaluate the effectiveness of GPS practices and how to improve them in proceeding semesters.
• Submit a 1-page report summarizing the group’s work to the Dean for English or Math.
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