ࡱ > i k h } bjbj55 4. _ _ ,
! ! ! 8 Y , $ ! |y y !y !y !y !y !y !y <{ } !y
!y
6y \ \ \ v
y \ y \ \ m u r^ ! | p J y Ly 0 |y p ~ ~ u ~
u \ !y !y \ |y ~ :
GENERAL EDUCATION MINUTES
March 25, 2011, 2:00-3:30pm, Office of Instruction Conference Rm 420
Members present: Scott Cabral (chair), Karl Debro, Cindy McGrath, Alex Sterling, Liana Padilla-Wilson, Janice Townsend, Sara Toruno-Conley, Shalini Lugani, Gil Rodriguez, Minutes were taken by Margaret Hertstein.
Public Comment and announcement.
Kimberly Wentworth cant attend GE meetings anymore this semester.
The agenda was approved without changes.
The minutes from 3/11/11 were approved with additions of Janice Townsend as present and revision to the SPCH 150 review to state that friendly corrections could be made on the COOR when it is updated.
Debrief about GE Seminar and the 5-year Assessment Plan
The Seminar spent a large portion of time on the 5-year Assessment Plan. Cindy presented the plan to the group and there was plenty of time for discussion. The assessment survey monkey came out after the meeting so timing was good. Cindy would like at least 75% response to the survey and will send out another reminder that it is due Wednesday March 30th. She asked us to email blast the survey monkey URL to our part-timers and arm twist our faculty to complete the survey.
People are confused about GE SLOs integration into their courses. There is a belief that GE SLO assessment must be separate and in addition to CSLO assessment. Maybe they arent teaching them?
It seems like staying with the cohort model and keeping things simple might be the best way to go.
Looking at graduation transfer rates and looking at grades of A, B, C, as indirect measures of program level completion. The argument is that GE SLOs are integrated into the course content, so passing a course automatically means achieving the GE SLOs. The counter argument is that assignments used to determine a course grade may not assess the GE SLOs.
Is faculty integrating the GE SLOs?
It is not about getting a valid number to report. It is important to have authentic, organic assignments to find out what was learned. Not prescribed. Assessments should be activities that you would naturally do in your courses anyway, even if you did not have to do them for accreditation.
It is good to have access to assignments from other facultys courses to get outside your own classroom view. This generates dialogue and learning.
The trouble with not reporting numbers of proficient students is that accreditation is looking for numerical outcomes.
Some colleges survey students to find out how well the students think they achieved the SLOs. When we aggregate data, we could cut the results based on the number of GE classes that students took.
For the next agenda we will continue this discussion. Hopefully enough surveys will
be in for us to discuss. Cindy wants to talk with the TLP about how they want the survey results reported, only the numerical results are with the comments also. Some of the survey comments could hurt peoples feelings.
GE Course Outline Review:
ENGL-205 online supplement was approved.
SPCH-150 was approved for the Ethnic/Multicultural Studies Graduation/Competency Box. We thought that Kasey did more than the box criteria required because instead of teaching a few ethnicities, he used the word intercultural which means all ethnicities.
Discuss whether Ӱɴý GE Natural Science COORS meet the Title 5 criteria.
Scott and Janice will look at the nine courses in that box only for now. Once courses come back through the committee, we will be sure to have the State requirements in front of us when we assign course to boxes in order to make sure we are in compliance.
7. Analyzing and Responding to the FA10 Assessment Reports.
Gil commented that he was glad to see a profound change made in Saras ENGL 100 course assignment based on her assessment process. This is a good model of how assessment is supposed to work.
It is a good idea to compliment good outcomes where they show up. Faculty should use evidence based thinking when analyzing and improving a course; taking a critical look; making a change, and assessing whether the change improved achievement of the SLO.
Assessments should be assignment-driven not CSLO-driven.
All faculty look at their courses, decide if something is not working, and make changes. They resent it when people dont believe they are doing it and require that they report numbers.
Meeting adjourned at 3:30 p.m.
Future agenda items:
Analyzing and Responding to the FA10 Assessment Reports. Scott will ask the committee, as homework, to think about specific ideas for analyzing and responding to the Fa11 Assessment Summary Reports.
Discussion of Survey Results. Cindy will hopefully get enough assessment surveys back soon enough so that the GE committee can look at them at the April 8 meeting.
PAGE \* MERGEFORMAT 2
! # $ ) 7 8 _ a r s
$ 6 7 9 ¸อukkakuWuu hM CJ OJ QJ hTXb CJ OJ QJ h&_e CJ OJ QJ h+P CJ OJ QJ h7X CJ OJ QJ h/0 CJ OJ QJ hF hF CJ OJ QJ hF h/0 CJ OJ QJ hH 5CJ OJ QJ hH CJ OJ QJ h- CJ OJ QJ hP, CJ OJ QJ h/ CJ OJ QJ h; CJ OJ QJ h CJ OJ QJ
hH CJ
hH0 CJ ! ` a 8 9 Z
r
gd; ^gd >`>gduM
& F >^`>gdc! >^`>gd/
& F! gd;
& F >^`>gduM m$ p^pgdH $a$ gdH 9 < Y Z |
κΖuh[NDD hr CJ OJ QJ hr h & CJ OJ QJ hr h^ CJ OJ QJ hr hF CJ OJ QJ hp CJ OJ QJ hr hH CJ OJ QJ hc! CJ OJ QJ hc! hr CJ OJ QJ h & hH CJ OJ QJ h/ CJ OJ QJ hct CJ OJ QJ h;k CJ OJ QJ h; CJ OJ QJ hc! h/0 CJ OJ QJ ^J aJ h/0 CJ OJ QJ h^ hH CJ OJ QJ
< h o z 1 Q
E & ' - 0 1 4 7 8 9 : ; E ҾҪҪҪҪҠuukhD CJ OJ QJ h/E CJ OJ QJ h
CJ OJ QJ ht ht CJ OJ QJ h@A CJ OJ QJ ht CJ OJ QJ h;k CJ OJ QJ h/ CJ OJ QJ hJ5 CJ OJ QJ hv CJ OJ QJ h; CJ OJ QJ h h CJ OJ QJ h7X CJ OJ QJ hr h & CJ OJ QJ *r
; _ X Y 2 3 ^gd=
& F >^`>gdc! ^ gd
& F gd;
& F >^`>gd; gd; >^`>gd= gd= ^gd=
& F! gdt
& F! gd; E \ M N W Z p | ( Q X ) ` b 8 = ' 1 2 T Y ΰΣΰΙΰ h h; CJ OJ QJ h; CJ OJ QJ ht h= CJ OJ QJ h CJ OJ QJ hO CJ OJ QJ hD CJ OJ QJ h= CJ OJ QJ hM CJ OJ QJ h/E CJ OJ QJ ht CJ OJ QJ hND9 CJ OJ QJ 7Y 3 8 9 9 ~ 9 = > n v / 0 1 P f , - I hp8& mH nH uj hM UhM h^$ j h^$ Uhb CJ OJ QJ hJ5 CJ OJ QJ h hD CJ OJ QJ hD CJ OJ QJ h CJ OJ QJ h= CJ OJ QJ /3 9 z 9 = v 0 1 P Q f - $a$ gdQ?
& F gdb gdb
& F" gdD
& F" gd gdD gd=
& F gdb 2 1h:p$ / =!8"8#$% ^ 6 6 6 6 6 6 6 6 6 v v v v v v v v v 6 6 6 6 6 6 > 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 h H 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 2 0 @ P ` p 2 ( 0 @ P ` p 0 @ P ` p 0 @ P ` p 0 @ P ` p 0 @ P ` p 0 @ P ` p 8 X V ~ _HmH nH sH tH @ ` @ N o r m a l CJ _HaJ mH sH tH F @ F H e a d i n g 1 $$@& a$ 5OJ QJ D A D D e f a u l t P a r a g r a p h F o n t V i V
0 T a b l e N o r m a l :V 4 4
l a ( k (
0 N o L i s t V V C o l o r f u l L i s t - A c c e n t 1 1
^ T T > C o l o r f u l L i s t - A c c e n t 1
^ @ @ @ ' L i s t P a r a g r a p h
^ 6 U !6 0 H y p e r l i n k >*B*ph 4 24
Q?
0 H e a d e r
H$ 6 A6 Q?
0 H e a d e r C h a r CJ aJ 4 @ R4 Q?
0 F o o t e r
H$ 6 a6 Q?
0 F o o t e r C h a r CJ aJ PK ! [Content_Types].xmlj0Eжr(Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi} ;~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭? PK ! ֧ 6 _rels/.relsj0 }Q%v/C/} (h"O
= C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_ 6LR7`0̞O,En7Lib/Se е PK ! ky theme/theme/themeManager.xml M
@}w7c(Ebˮ CAǠҟ7՛K
Y,
e.|,H ,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+&
8 PK ! P theme/theme/theme1.xmlYOo6w toc'vuر-Mn iP@I}úama[إ4:l ЯGRX^6؊>$ !)O^rC$y@ /yH*)UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSe bORD۫qu gZo~ٺlAplxpT0+[}`j zA V2Fi@qv֬5\|ʜ̭NleXd sjcs7f
W+Ն7` g ȘJj|h(KD-
dXiJ؇(x$( :;˹! I_TS 1?E ??ZBΪmU/ ?~xY'y5g&/ɋ>GMGeD3Vq%'#q$8K )fw 9:ĵ
x}rxwr:\TZaG*y8IjbRc|XŻǿI
u3KGnD 1NIBs
RuK>V.E L+M2#'fi ~V vl{u8z H
* :( W ☕
~JTe\O*tHGHY }KNP*ݾ˦ TѼ9/#A7qZ $*c?qUnwN%Oi4 =3ڗP
1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g-
eW
)6-rC Sj
id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q% p%m&]caS l=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f
Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ .uχYC6OMf3or$5N HT[XF64T,ќM0E)`#5XY`פ ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R 3U~7+#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vp IYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07% < ҍ PK !
ѐ ' theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{ P8g/ ]QAsم(#L[ PK- ! [Content_Types].xmlPK- ! ֧ 6 + _rels/.relsPK- ! ky theme/theme/themeManager.xmlPK- ! P theme/theme/theme1.xmlPK- !
ѐ ' theme/theme/_rels/themeManager.xml.relsPK ]
. + + + . 9
E Y r
3
% ' . ! 8 @ 0 (
B
S ? F ] B D
! * 3 3 3 \ \ # 9 > T ] ^ m n v / , I " 3W /8$^^ Bwj V{l* :Jl ^F :$z jr"@E ]- \4rM X6 =X?h EE`G f
EF؉\ v?I=< ]qJ. 3K ^vLz =TN 0 OyW
@D WlY
=Z H R_މH Sc -d6F NfL"b g& to,ʳ Vjp{P tCpz F & O r tj /0 D _ Q?
)&
& ze v [{ ?F F S @O b
\" $ $ $ ^$ o$ (& p8& ' Q' r( $- mF. =20 H0 1 3 q3 J5 r8 ND9 zE9 ; }m< > @A fIB B >C TRC /E 4K ^K zK uM +P .R S +S U @&U W =uW X 7X Y Z GO[ G~_ Qa =Sa TXb ie &_e OFf ]Ah y(i ji +s As t ct Rt oHu gv :*v +} H h l r } X( b - } c F pg | F 0 }U | ^ kx tx 8 z = ;k K *@ } < h
p W q` j , b
' T# f L U H M 1\ e A @ ' os ; J !U c! k6 ^ S J ! _ f 0 !1 u h ?t & o , ;< = M x x Zj Y d ' / : [ ' P, @ ` @ U n k n o w n G * T i m e s N e w R o m a n 5 S y m b o l 3. * A r i a l K , B o o k m a n O l d S t y l e ?= * C o u r i e r N e w ; W i n g d i n g s A B C a m b r i a M a t h " 1 h (&(&$\ " " ! 8x 4 d 2q HX $P Lt 2 ! x x G E N E R A L E D U C A T I O N M I N U T E S I n f o r m a t i o n T e c h n o l o g y L o s M e d a n o s C o l l e g e "
! Oh +'0 4 @
` l x
GENERAL EDUCATION MINUTES Information Technology Normal Ӱɴý 2 Microsoft Office Word @
@ xr@ He^@ He^ ՜. +,0 h p
Ӱɴý " GENERAL EDUCATION MINUTES Title
! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W Y Z [ \ ] ^ _ a b c d e f g j R o o t E n t r y F r^l 1 T a b l e W o r d D o c u m e n t 4. S u m m a r y I n f o r m a t i o n ( X D o c u m e n t S u m m a r y I n f o r m a t i o n 8 ` C o m p O b j y
F' Microsoft Office Word 97-2003 Document
MSWordDoc Word.Document.8 9q