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General Education Committee Minutes March 8, 2007 Present: Cindy, Gil, Scott, Richard, Nancy, Ken Absent: Dave Approve agenda: Agenda was approved with a resequencing of agenda items as follows: 1, 2, 6, 4, 3, 5, 7, 8, 9 Approve minutes of Feb.8 meeting: approved Professional Development Continuing the Conversation on Critical Thinking – Gil provided us with a list of all the classrooms that now have the set of critical thinking posters. Of the remaining 14 sets, we agreed to send 10, including one framed set, to Brentwood. We may purchase more for the math and science buildings pending aesthetics approval. ( Say- remember the Beauty Committee we used to have? Bruce was the chair, I think.) The packet of critical thinking packets from the Critical Thinking Foundation went out in the mail to all faculty last week with a cover letter and survey from the GE committee. So far, Cindy has received back 10 surveys. She will send out another email reminder. We discussed putting together an orientation packet for new faculty teaching GE courses that would include the course outline of record, the GE criteria, the critical thinking booklets, and perhaps a template/model/example of a course syllabus. Cindy will work on a cover letter to accompany this packet. ( Question: would this packet be given to adjunct as well as part time faculty?) Reading, Writing and Speaking criteria: researching speakers for flex Cindy reported that she had made some inquiries and gotten two names of possible speakers. She will hold off on contacting them for now – Nancy suggested that we continue to bring in speakers from the Critical Thinking Foundation. They also do professional development workshops on reading, writing and speaking with critical thinking as the foundation of those activities. This would provide some consistency to our professional development approach. Nancy reported that a number of faculty have expressed interest in attending the Leadership Institute in Reading Apprenticeship to be held this June in Oakland. It looks like we will be able to use grant funding and assistance from the Carnegie Foundation to fund all those who wish to attend – at least 6 so far from English, Social Sciences and Child Development. It would be great to get a few other faculty from other GE areas. It might also be a good idea to ask those who attend to put on a flex workshop in August for other агАЩДЋУН faculty, as the purpose of the institute is to encourage institutional efforts to work with reading across the curriculum. We then had a discussion about the “cycle” for focusing our professional development efforts on a particular GE criteria. Nancy reported on a conversation she had with Cindy in which they had brainstormed the following possibility: We would focus on a particular criteria for 2 years in terms of professional development – flex workshops, teaching communities, etc. In year 3 we would conduct an institutional research project, assessing student learning relative to that criteria with the help of the Office of Institutional Research- for example, randomly sampling x number of GE courses, asking instructors in those sections to administer an assignment that elicited student performance on the selected criteria, turning that work in, and having it holistically assessed and scored. Also in year 3, we would begin professional development efforts on another criteria which would go for two years, then move into assessment of student learning. Richard pointed out that what was missing in this proposal is how we would respond to assessment results. Good point. So, Ken, Cindy and Nancy will meet to work on a new and improved version of that proposal and bring it to the next GE meeting. In addition, we need to put on the agenda plans for assessing student learning in critical thinking in 07-08. TLP and Teaching Communities Report Nancy highlighted the Bio 5 report that had been distributed to the GE committee and used it to answer Scott’s request for more information about the teaching communities and what was happening in them. Essentially, they focus on professional development that is grounded in looking at faculty assignments and student work in response to those assignments. Nancy also informed the committee about ideas that are beginning to coalesce around the notion of forming a Teaching and Learning Center at агАЩДЋУН. This started out in the DE Committee as a conversation about tutoring – in conjunction with individuals involved with current tutoring services and the HSI grant. In the process of looking more carefully at some of the problems with tutoring, the group began to realize there was a more fundamental issue that needed to be addressed- how are we helping students learn how to learn? That question led to looking at models like the Reading and Writing Center and speculating about ways to expand on the learning that was happening there. The connection to professional development was made, the need for a “home” for professional development came up – and before long we had cooked up a Big Damn Deal that may be the inception of a Teaching Learning Center. Throw in the TLP, including GE, and who knows what we’ll end up with. At this point, it’s just a conversation to be aware of, but the Reading and Writing Center will be moving to a new more centralized location on level 3 of the current LRC, so maybe it will have a new name and function, too. Stay tuned. GE Course Outlines and Addendum Cindy is still working on getting the GE evaluation form on the Curriculum Committee website. There has been no response from the Music department regarding our decision last month to discontinue the online sections of Music 10 pending the update of the COOR. This decision was communicated via email, but will be sent through the агАЩДЋУН mail to make sure it was received by the department. Honors Board Report Cindy reported that the Honors Board held a retreat during January flex and based on input at that retreat wrote a survey to be sent out to faculty who teach honors courses. The survey will ask faculty what distinguishes an honors course from a non-honors course. This survey will also be sent out to students in the honors program. Beyond integrated criteria – assessing outcomes not included in the Big Five We discussed the role of the GE committee in assessing learning outcomes that are broader than the 5 student learning outcomes required in all GE courses. We decided to try to survey all students applying for an AA/AS degree in May 08 as part of their application packet. ( Question – what about students transferring without an AA?) We also decided that graduation requirements such as the Health ed, P.E., Computer Science, and American Institutions requirement would be included in our charge as a GE committee. Accreditation and GE Ken reported that the Standard 2A committee is meeting and it is a work in progress. 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