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GENERAL EDUCATION MINUTES
October 8, 2010 CORE Level 4 Conference Room 420
Members present: Rosa Armendariz, Scott Cabral (chair), Karl Debro, Terence Elliott, Shalini Lugani, Liana Padilla-Wilson, Alex Sterling, Sara Toruno, Janice Townsend, Kim Wentworth. Minutes were taken by Scott.
Public Comment and announcement. There were no visitors. Introductions were made around the table for Terence who was attending his first GE committee meeting.
The agenda was approved without additions, deletions, or revisions
The minutes from 9/10/10 were approved without additions, deletions, or revisions.
Discussion of article Toward a Theory of Culturally Relevant Pedagogy.
Some points that were raised in the discussion were:
Most interesting part was the description of the research in the latter part.
Article did a good job of discussing how we need to infuse students identities into our teaching, centered on their cultural development.
Our teaching needs to allow students to keep their own cultural identities.
We dont have to apologize for our subjectivity and the inherent subjectivity of educational research.
A lot of successful African American students are social isolated. Can we change our expectations of success to prevent it? Research shows that every culture puts down its members who are successful in school.
Important that students see themselves as change agents.
Need to remember that you shouldnt simplify African American (or other groups) culture with homogeneous assumptions about their music and dress.
Cannot teach diverse perspectives without addressing power imbalances and oppression.
Article does not address culturally relevant pedagogy in classes with multiple cultures. How do we apply this article to our classes?
Textbooks have inherent ethnocentrism. Should personalize class discussion to what students already know, look for cultural commonalities.
How do we deconstruct power relationships in our institutions?
Teaching is giving back to the community. What values do we have collectively as a faculty?
5. Discussion of how we want to use the article to help faculty.
We could write a one-page synopsis of article with key points, starting with definition that we could talk about at future GE cmte meetings. Would be hard to get the faculty to read the whole article.
Faculty might benefit more from co-constructing a definition in some kind of activity. Could start with an activity for the GE cmte.
When you write a synthesis, you give a new perspective. Could shorten the article as a collection of excerpts, and then have synopsis where we try to define what it means to be culturally relevant in our Ӱɴý classes.
Need to define cultural relevance among ourselves on the cmte first.
Cultural awareness is first step to changing behavior.
Ӱɴý has thrown around idea of cultural relevant pedagogy and critical consciousness for years, but never have rich conversations about it.
Math dept will discuss the topic on Monday at math equity group.
Maybe GE cmte and math group could report out their discussion results, and then they could have one cross-over meeting.
Perhaps the cmte members that signed up to read the article could work on the page of excerpts and the synopsis. Each articles group could do the same thing. The excerpts and synopsis will be helpful if we come back to the topic.
If we study the issue for a semester, then we can bring our discussion results to faculty next semester. We can do professional development at the seminars every semester.
Hard to plan the semesters far into the future because we dont know what professional development the faculty will need.
Maybe focus on diverse cultural perspectives next semester and then focus on diverse social and global perspectives in Fa11. We could have one seminar on social and one seminar on global perspectives.
Faculty shouldnt view teaching diverse perspectives as an imposition, but they do which is part of the problem.
We dont need to rewrite GE SLO 5 to include culturally relevant pedagogy. The pieces of it are already in the SLO, the way we infuse it into our teaching is not there.
We hope to improve the problem of COORS that deal with diverse perspectives in superficial way and miss opportunities to make classes relevant to students from diverse cultures.
Most faculty understand the importance and incorporate other GE SLOs. But GE SLO 4 and 5 are largely not taught in useful way. 4 and 5 have not been a focus of faculty.
We hope that focusing on GE SLO 5 will improve how its taught, as happened with the critical thinking SLO.
Need to know what our goal is. Whole process is to teach faculty what they are supposed to infuse into their courses so they can assess it. Founding faculty understood the original 8 criteria. In 96 to 98, the 8 criteria were compressed into 5 criteria. In 2004-5, the 5 criteria were rewritten as 5 GE SLOs. New faculty didnt understand them. Our process is to teach faculty to infuse the SLOs into their classes because it is silly to have faculty assess what they dont even know they are supposed to be doing. 11-year plan is to professionally develop faculty and assess the SLOs.
Culturally relevant pedagogy needs to be woven into the fabric of a course rather than added on.
We should be more intentional about what we want to do for the remainder of this semester and next semester. We should plan our GE seminars better.
This semester would should continue with our own self-study about culturally relevant pedagogy and leave it for future GE Seminars.
Students feel some faculty try to impose their views on students. Discussing culturally relevant pedagogy campus-wide could help that problem.
We need to look at data in classrooms. Need to figure out what makes a student pass our classes. How do our biases affect which students pass? We could bring in students to the seminars as a panel and hear from them about what makes them successful their classrooms. Students feel that faculty dont meet their expectations, e.g., comments on papers, papers back on time.
We should challenge faculty to improve, we shouldnt criticize them.
6. Debrief about GE Seminar 1.
Everyone looked at the summary of the evaluations and the transcribed teaching/assessing ideas from the poster papers that were on the walls. It was mentioned that the sharing works well. People enjoy seeing what everyone else is doing because they cant think of what to do in their own classes. People are looking for tool boxes of things to make their own teaching better.
7. GE Seminar 2 planning.
We could have faculty do self-reflection on their assignment this semester about what is their point of view on the topic. Faculty may have already done their assessment by Seminar 2, so we could put out request to GE faculty for them to share what they did.
Could have small group discussions about rubricing, where people say what would be proficiency with GE SLO 5, taking out content? Two people prefer small groups to have faculty from different GE boxes.
The meeting adjourned at 3:30pm.
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