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GENERAL EDUCATION MINUTES
December 10, 2010, 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. Minutes were taken by Scott.
Public Comment and announcement.
No announcements.
The agenda was approved without additions, deletions, or revisions
The minutes from 11/19/10 were approved without additions, deletions, or revisions.
GE Course Outline Review: none.
Professional Development Funds from Title 5.
Rosa reported that the new 5-year Title 5 EXITO grant started Oct. 1 and its purpose is to improve transfer. Some of the challenges the grant will address are
Too few Hispanic and low-income students are transferring
Students dont use academic, transfer, and support services enough
Learning community cohorts are siloed and serve a small number of students
We need more integration of academic and support services. Only a few programs, such as Umoja and Puente combine them well.
Ӱɴý lacks a strong culture of evidence around assessment and professional development.
Low enrollment in higher level classes due to low persistence creates fiscal instability (the instability was included because grants require an analysis of it).
The planned strategies to address these challenges are
High school readiness for college, which will include outreach and orientation activities. Many students apparently are not aware of the preparation they need to do in high school in order to prepare for community college. E.g., there is a disconnect between the literature reading that high school English students do and the non-fiction reading that most English students do at Ӱɴý.
Transfer readiness. We hope to grow the Transfer Programs & Services and create a Transfer Academy. Scaling up learning communities at the rate of one per year is one of the defined milestones for the grant.
Institutional readiness (to do this work), professional development, and assessment (including assessing the success of the grant). The new Dean of Institutional Effectiveness will be partially funded through this grant.
In Strategy 3 we hope to
Create a college-wide culture of transfer
Create a culture of evidence
Continue working with the Center for Urban Education
Partner with Community College Survey of Student Engagement (CCSSE, pronounced, sessie), which will allow us to benchmark ourselves relative to other community colleges nationally.
Have ongoing professional development to increase transfer. This one relates the most to the GE cmte. E.g., GE faculty could be more involved in coaching students toward transfer. The grant may also hire another transfer counselor. We may have a transfer seminar modeled on the Great Teachers Seminars. GE faculty may explore the question, What makes a great transfer institution and what is my role? There could be GE teaching communities, in the same general vein as the cross disciplinary meetings about curriculum that took place when the college was started. The GE teaching communities could follow the model of the DE English teaching communities about a particular topic, and they could involve stipends for GE faculty who participate. There could be stipends for P/Ters to do assessment work. We could bring the AVID program strategies into our GE courses. The grant could pay for trips to conferences. The GE cmte can brainstorm other ideas.
Jorge Cea will oversee Strategy 1. There will be two new Strategy 1 hires, a Welcome Center coordinator (bilingual) and a Community and Schools Partnership coordinator. Under Strategy 2 we will hire a full-time transfer director, a transfer counselor, and a transfer intern. Under Strategy 3 there will a new Dean of Institutional Research, partly paid for by this grant.
Rosa and Alex will work on planning the GE seminars for the next one or two semesters. A planning group could look at how to use the grant for GE professional development for the next five years.
Next Tuesday will be a TLP meeting with one of Ruth Goodin, Mary Oleson, or Rosa to brainstorm what the TLP can do around professional development.
Simplifying the ISLO Structure.
Other colleges have only their GE ISLOs as their colleges ISLOs, and we could move toward something like that. The current five ISLO groups were created because it was thought that they were where assessment could most naturally occur. GE was required to assess ISLOs by an accreditation standard. DE was already assessing SLOs. There was an Occ Ed group that met and Occ Ed had a lot of programs. SS had to be assessed and L&LSS wanted to be a separate group.
The accreditation thought our ISLO and PSLO assessment models were fine, and the Accreditation Response Team created the CLASS application. BRIC thinks our ISLO structure is too complicated. If we eliminated the CTE, DE, SS, and L&LSS ISLOs, then those areas could still have inter-program meetings and could still assess common SLOs if they wanted to. But there would be no accreditation requirement to have, assess, improve, and document ISLOs for those four areas.
At some point the TLP will make a recommendation to the SGC and Academic Senate.
The DE cmte feels that it is just as important as GE and wants to keep its ISLOs, although they will be revised. The DE ISLOs are important skills for students to have and if the DE ISLOs are eliminated, then they may not be discussed, taught, and assessed. A lot of work has been done for the last five years to integrate ESL into DE ENG and MATH, and keeping the DE ISLOs would be helpful. We dont want to send the unintentional message that the GE ISLOs are more important than the DE ISLOs and that we are only upholding standards for GE. Our motivation for having or not having ISLOs outside of GE should not just be to meet an accreditation standard. But you also have to ask if the common SLOs for ESL, DE ENG, and DE MATH are really at the highest institutional level. The GE and CTE ISLOs cross a lot of disciplines while DE is just three programs.
CTE may be different from GE because GE requires students to take courses in different disciplines while a CTE certificate only requires courses in one discipline. GE is inherently cross-disciplinary while CTE is not. There is a benefit to GE is having ISLOs that students theoretically do in every GE class. The different CTE programs have been meeting and talking about common ISLOs, they just havent been assessing them. CTE has more programs than DE, so it may not make sense for DE to have ISLOs while CTE does not. We need a logical argument for whether we have five ISLOs areas or one. We should not just let each area arbitrarily opt in or out. Every area wants to have ISLOs except CTE. To keep its ISLOs, CTE would have to create common ISLOs for all of its programs. The overall ISLO model needs to make logical sense.
BRIC will come back probably Jan. 28. Then the rest of the semester we have to decide what our ISLO model will be. By the beginning of April, the TLP needs to send a recommendation to the SGC and Academic Senate.
It is hard to guarantee that GE ISLOs are really assessed by classroom work. All assessment takes place at the course level, and then classroom results are aggregated as measures of ISLO achievement.
Plan for Future GE Seminars.
Scott searched the internet for resources and consultants who could help us with culturally responsive pedagogy, if that what we want to do at the GE Seminars next semester. The CCSF Multicultural Infusion Project looked good and they may be able to help us. One person thought there should be a heavy focus on culturally relevant pedagogy during the next two semesters. Faculty need to be taught specific teaching techniques that are culturally relevant. The MIP has good links that are organized by area, so a seminar could meet in a computer room and different disciplines could go to different websites. Reading and researching during the seminar would be useful. The MIP has phase 1 with workshops and phase 2 where you implement the ideas in the classroom. Spring could focus on reading and research where everyone gets a lot of ideas while Fa11 will be implementation. We could even have a GE cmte meeting in a computer lab to do research using the MIP website. We should have a definite plan in place before the first GE seminar in spring.
Discuss article, Dysconscious Racism: Ideology, Identify, and the Miseducation of Teachers.
This item was tabled.
Scott thanked everyone for carrying him through the semester and the meeting adjourned at 3:30pm.
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