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GENERAL EDUCATION MINUTES
February 11, 2011, 2:00-3:30pm, Office of Instruction Room CO4420
Members present: Rosa Armendariz, Scott Cabral (chair), Karl Debro, Shalini Lugani, Cindy McGrath, Liana Padilla-Wilson, Alex Sterling, Sara Toruno-Conley, Gil Rodriguez, Richard Livingston, Janice Townsend, Terrance Elliott. Minutes were taken by Margaret Hertstein.
Public Comment and announcement.
The next TLP will meet on Tuesday February 15th. Everyone is welcome to attend and participate.
The agenda was approved without additions, deletions, or revisions
The minutes from 12/10/10 were approved without additions, deletions, or revisions.
Center for Academic Support.
Alex would like feedback from faculty regarding what type of workshops they would like to have for the Center for Academic Support. Both student centered workshops and faculty professional development ideas are welcome. Some suggestions today were:
How to take notes from the textbook and write an outline. Students have difficulty with organizational structure in their note-taking. Have this early in the semester. Janice would send her students to this.
A workshop on how to be a good student. Using the course syllabus to explain Carnegie units and show the math relating to outside hours required to be successful in a course. Discuss in the syllabus the CSLOs of the course, A vs. C level work and the SLOs. This would also meet accreditation standards for students to hear and demonstrate awareness of SLOs. Use of the course syllabus is a good way to do this.
Start of the semester with a how to get the most out of your course style workshop. Show the grading math to show students how to figure out what their grade will be.
A faculty focus on the syllabus to encourage adaptation of the new template.
Send all your ideas to Alex.
Inter-committee Diversity Reading Group.
Scott reported that this committee met on the Wednesday of Flex for a 2 hour workshop on diversity. Scott shared the three articles that GE committee read over the summer and Nancy Ybarra shared Whistling Vivaldi. There is a great deal of interest in continuing this committee however the organization has not occurred yet. Janice will share with the GE committee chapter 3 of Micro Aggression. The GE committee could use the GE web site to list good reading suggestions in the different disciplines as a resource.
TLP/BRIC Retreat -
The group decided to discuss #8 The 5 year Assessment plan here also.
Marcy Alancraig was the facilitator for this retreat. She helped us move forward from our current model to a germ of a new idea model. The new model was well received at the retreat and a straw vote was taken that this model is the direction we should head towards. Much is still needed to finalize the model. This is a five year cycle. In this model the GE SLOs would be above the program level, get rid of the others and keep program level for Career Technical Education and Student Services areas. There would be a five year cycle within the departments. Depending on the course cohorts in each program, 25 percent of the courses would be assessed in the 1st year. In the 2nd year revision to the COOR reflecting the previous year findings to improve the COOR and improve teaching. Go forward during the next 2 years. The 5th year- stop and assess. Change the Program PSLOs, adjust requirements. Program Review and major updates. The official document Program Review is the plan which lives and is updated every year. Assessment results inform the spending of money at Ӱɴý (RAP); objectives are written to improve; funding is requested. CTE programs could be broader departments with similar issues could write a RAP request across programs.
The GE model is currently an 11 year cycle. This would have to be reset from where we are now in a way that makes sense. FA 11 or FA12 are being considered as starting points. If we chose to start in FA12 the last two current GE SLOs could be done together. Then go back to Reading/Writing/Speaking.
Cindy is presenting the model to all the campus committees to get as much feedback as possible. She has already presented it to CTE. Department Chairs will hear it next. She wants to address faculty concerns and accreditation. Data can change. BRIC was clear that an eleven year plan is too long. The five year model is good. There is a 2012 deadline to meet accreditation standards. The accreditation criteria are coming in October/November.
Problems to address:
Length of cycle too many cycles in place and it is very confusing.
No term for institutional level. The GE is institutional outcomes.
Less confusing process needed.
Getting cycle in place. Research and Planning has already started revision on the templates anticipating a possible FA11 start date for new cycle.
The original model was started by TLP in 2004. Approval processes are needed in our current TLP, SGC, and AS.
Cindy still needs input from the English and Math departments who are large. Cindy would like to present the model at one of the Monday meetings for both of these departments. She would prefer buy-in from the faculty as well as groups.
All feedback is important. Cindy does not want to discount any opinion.
Be clear that assessment outcomes in majors and not broader outcomes in all courses is not a result of this new model. We must assess them all. This model is easier than what we have now.
Dialogue is important. Can it be put into this model?
Degrees and outcomes. Where are the conversations happening?
A flow chart style is good Cindy and Scott want your ideas. Mark up the chart and forward your ideas to them.
Steps are important with clear boxes.
GE course review.
In each of the online supplements reviewed today: DRAMA 015; DRAMA 030; DRAMA 070; and ENGL 230 the author needs to state a clear, graded oral assignment and how the oral component is being done specifically. Gil will contact Jo Perry and these will come back to GE once the change is made.
BIOSC- 005 Tabled for more discussion and review. What GE box does this course fit into? It is a health course, does it need more? On page 4, correct #1 of the CSLOs sentence to read: to explain the basic structures and functions of the human body, and how diet, exercise, heredity, disease processes, and lifestyle choices affect the major organs of the body.
Note: Karl Debro had a question regarding Academic Essay Structure. What is it? Is the English structure different than the academic structure? Should we be more consistent in what we are asking for across the disciplines to help students learn? Send your ideas to Alex for a possible training on this.
Items 9 & 10 will be tabled for today. No time.
Adjourned at 3:30pm.
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