3CSN BAAG

3CSN – California Community Colleges’ Success Network
BAAG – BSILI Abbreviation and Acronym Guide
APLAcademy of Professional Learning (Pasadena City College Professional Development)
AMATYC – American Mathematical Association of Two-Year Colleges
BSI – Basic Skills Initiative
BSILI – Leadership for Curricular & Institutional Transformation
CalADE – California Association for Developmental Education
CAP – California Acceleration Project
CAP CoP – California Acceleration Project Community of Practice
CLAC – CCC Learning Assistance Consortium
CLP – Career Ladders Project
CoP – Community of Practice
CRTL – Culturally Responsive Teaching and Learning
CTE – Career Technical Education
DIG – Data Inquiry Group
FIG – Faculty Inquiry Group
FTLA – Faculty Teaching/Learning Academy
FYE – First Year Experience
GIS – Geographic Information Systems
HoM – Habits of Mind
HSI – Hispanic Serving Institution
IEPI – Institutional Effectiveness Partnership Initiative
LAP – Learning Assistance Project
LCoP – Leadership Community of Practice
LINKS – Learning in Networks and Knowledge Sharing
MESA – Mathematics, Engineering, Science Achievement
NADE – National Association for Developmental Education
NCORE – National Conference on Race and Ethnicity
OEI – Online Education Initiative
OER – Open Educational Resources
PBL – Problem-Based Learning
PD – Professional Development
PL – Professional Learning
PL Hub – Think of your BSILI team and the professional learning opportunities you are developing as the center of a wheel whose spokes reach out to the members of your home campus, your partner campus and professionals throughout your region.
RA – Reading Apprenticeship
RAP – Reading Apprenticeship Project
TttT – Talking to the Text (Reading Apprenticeship Routine)
RP Group – Research and Planning Group
SI – Supplemental Instruction
SSI – Student Success Initiative
SSA – Student Success Act
SSSC – Strengthening Student Success Conference (sponsored by The RP Group)
SSTF – Student Success Task Force
STACC – (Pasadena City’s College version of STRETCH)
STEM – Science, Technology, Engineering and Math
STRETCH – CSU’s Composition Course-Stretched out
WAC – Writing Across the Curriculum[/column]
3CSN Network Acronyms
FIER – Foothill & Inland Empire Regional Network

LARN – Los Angeles Regional Network

OCLN – Orange County Learning Network

NCLN – Northern California Learning Network

CVRN – Central Valley Regional Network

SDIVN – San Diego & Imperial Valley Regional Network

Logic Model Terminology

Outputs  – indicators of activity
Outcomes – indicators of change

Taken from the Logic Model handout

  • Inputs  – are the resources we use to accomplish the services and activities at our colleges. Typically this will include facilities, staff, funding, etc.
  • Activities – are programs, services and specific actions delivered. At a college, our typical activities are the courses and student services deliver. Within an intervention strategy, the activities will be more specific to the issue being addressed. Activities for a mandatory orientation might be: recruiting students, developing advertising materials, writing the curriculum for the orientation, following up with students, etc.
  • Outputs – are typically the number and percent of student or faculty/staff who complete or receive our activities. Some examples might be: 200 students were recruited, 150 (75%) attended an orientation session, 300 brochures were mailed out, 15 faculty and staff members developed and delivered the orientation sessions, etc.
  • Outcomes – are the benefits our participants receive as a result of their participation in our programs and services. Outcomes are changes in knowledge, attitude, values, behaviors, or condition, improved situation, increase potential, etc. Some outcomes happen immediately and others take years to accomplish.
    • Short-term outcomes can typically be seen during or at the immediate conclusion of a program or service. Students who participate in an academic skills course might have short term outcomes of: better understanding of their learning style, improved study habits and evidence of engagement in the institution.
    • Mid-range outcomes may not be seen for months or years and typically are a result of students internalizing and applying the short-term outcomes to a large challenge. Students who participate in an academic skills course might have mid-range outcomes of: declaring a major, accruing 18 hours in a discipline or continuous grade point averages of 3.0 and higher.
    • Long-term outcomes may not be seen for years and happen after the mid-range outcomes occur. Students who participate in an academic skills course might have long term outcomes of: graduating from the college, transferring to a four year college, being in good academic standing at the university, finding a job in their field, making a contribution to their field, etc.