аЯрЁБс>ўџ 24ўџџџ1џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС% №Пгbjbj%ч%ч "*GGгџџџџџџlкккккккюЄЄЄЄИюЖииииииии‚„„„„„„$Й йpЈкиииииЈ–ккииН–––иvкики‚–и‚–Д–J VО@кк‚иЬ рsдhгХюЖЄNў ‚г0 xIj,I‚–ююккккйагАЩДЋУН Academic Senate Draft Minutes 09-26-2005 Room 213 3-5 p.m. Present: Alex Sample, Mark Lewis, Brad Nash, Pam Perfumo, Nancy Ybarra, Cindy McGrath, Michael Norris, Beth Shrieve, Shirley Baskin, Scott Cabral, Andy Ochoa, Estelle Davi, Phil Gottlieb, Erich Holtmann, Ginny Buttermore. II. Public Comment No Comments III. Senate Announcements Dan Henry has invited faculty to join the Enrollment Management meetings that meet on Thursdays. Senate President has additional details if you are interested in attending. Awards (Holtmann). Awards have not gone out yet. Election of Senators (Norris). Ballots with candidate statements will be going out on Tuesday. Curriculum Committee report (Cabral)- Catalog deadline is November 1. District wide Compressed Calendar meeting is on October 3rd. Cabral will attend on behalf of Senate. SGC report (Nash)- Strategic directions from the Chancellors office or the District, are primarily for the District office. SGC would like Senate vote to approve 2005/2006 goals. TAG- Student technology use survey has been distributed to a portion of students. TAG feels the information on the survey will be very useful in setting future technology directions. TAG is requesting an updated technology master plan. Wireless network will be available in 4 locations on campus. Planning Committee – Should receive annual charge from SGC by next meeting. We discussed the five new education master plan goals and three strategic initiative priorities. CSOD- No report Tutoring Committee- No report DGC- Holland listened to feedback FSCC- No report Matriculation- No report Enrollment Management (Nash)- Requesting new faculty members. Student Services – No report IV. Minutes Approved 9-12-05 minutes approved with correction on item III-H wording from seems to needs. Norris moved, Ochoa 2nd. (14-0-0) V. Agenda Approved Ochoa moved, Norris 2nd. (16-0-0) Agenda’s will be placed in Senate boxes VI. Agenda Items Teaching & Learning Project Report: Ybarra and Snell presented a power point enhanced report regarding the assessment process for the Teaching & Learning Project. This committee was formed by a previous Senate resolution in 2004. Teaching and Learning Project meetings are on the 3rd Tuesday of each month from 2-3:30 p.m. in room 409; all are invited to attend. The committee has come up with a portfolio approach to assessing Critical Thinking within each general education “box”. Accreditation is not the primary reason for assessing student’s critical thinking skills; however, the Accreditation site visit will be in Spring 08 and we need to include our institutional approach to assessment in our self- study. Pilots began in Fall 04/ Spring 05 and are still being continued for assessment purposes. Assessment reports are currently being kept in GE Blackboard “classrooms” with access available only to those who were involved in the assessment, or their departments. An example presented is the work being done by the English department in assessing the writing skills of English 90 students. Student essays are collected from most English 90 sections that require students to write a persuasive/argumentative essay. A random sample of those essays, are then holistically scored at the beginning of each semester during a flex workshop, using a departmental rubric. Results are used to have a focused discussion on the skills and abilities that need greater classroom emphasis. We also have teaching communities in developmental English and math that focus on a research question relative to specific student learning outcomes. Two examples are the reading apprentice model and error correction for ESL students. Occupational education has also begun to engage in assessment efforts. McCaughy stated that Nursing has used a financial planning model proposal for technology funding and connected it to the Teaching and Learning Project. Nursing received an IV simulator to help teach their students how to perform successful intravenous insertions. Nursing will survey the students before and after to determine anxiety and their confidence in performing IV insertions to see if this new technology is effective for the Nursing department. Buttermore spoke on behalf of the Student Services committee regarding a pilot to assess students’ ability to use online services. A questionnaire will be passed out before the pilot begins in Spring 06 to ask the question “How effectively are students using online services?” Another assessment pilot was conducted last spring in the Reading and Writing Center. The question investigated was: When a student sees a consultant in the Reading and Writing Center are they revising their papers based on the consultant’s suggestions and if so are these major or minor changes? There are also three pilot projects being conducted in General Education. Pilot A is in Ethnic/Multicultural Studies and focuses on students’ responses to a critical thinking prompt on race. Pilot B is in Creative Arts and Humanities in which faculty are designing assignments that ask their students to generate solutions to problems that arise from a moral, ethical, or cultural issue. Pilot C is in Social Sciences and examines students’ ability to write persuasive arguments requiring analysis and synthesis. Snell closed the presentation with time to answer questions from the Senate. In response to concerns raised, Snell emphasized that the point of assessment is to respond to whatever results you find; whether results or good or bad is not the issue. The key concern of the Accreditation site team will be our institutional response to assessment findings. Correspondence Courses: Information from Title 5 regarding Correspondence Courses was emailed to all Senate. Perfumo gave brief history of why Correspondence Courses will be important to the Child Development department. The Child Care Council contacted the Child Development department requesting that we set up alternative ways to get educated. Many colleges still offer Correspondence Courses and Senate is not sure if legally we can decline to offer them. Concern on the lack of interaction between student and instructor. It isn’t a matter of can Correspondence Courses be offered, but how do we get started offering them. Some of the senate feel that the criteria for online courses could work for correspondence courses as well. Curriculum committee is not against агАЩДЋУН having correspondence courses but they wanted to do their research because they do not have any criteria for correspondence courses. We do understand that correspondence courses will not work for all departments. How do we meet all the student requirements to meet with instructors and other students that are needed for all of our courses? We need to have a discussion with Curriculum Committee before voting. Appointments to Committees: Nothing to discuss Revision of Curriculum Committee Position Paper: Nothing to discuss VII. 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