аЯрЁБс>ўџ QSўџџџRџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС` №Пт&bjbjъъ .@э€э€тџџџџџџЄ(ЄL(ЪfќќќќќќќќIKKKKKK$0!h˜#Мo ќќ  oќќ„UUU ЪќќIU IUU:k,Яќ№ аq#і`“Чз:— Мš0ЪЁ.T$"T$ЯЯzT$IDќЬUцЄŠƒќќќoo3"ќќќЪ    (((Dl $(((l (((џџџџ Teaching and Learning Project Minutes April 17, 2007 Present: Ken Alexander, Gil Rodriguez, Humberto Sale, Ruth Goodin, Ginny Buttermore, Len Price, Ed Bolds, Kiran Kamath, Richard Livingston, Myra Snell, Nancy Ybarra Absent: Cherry Li-Bugg, Cindy McGrath Approval of Minutes of March 20/ Approval of today’s agenda Approved. Announcements There will be a second Strengthening Student Success Conference in San Jose on October 3-5. Myra will send out the link to the conference announcement. We would like a team from агАЩДЋУН to attend and funding is available. Humberto announced that Cal-PASS (California Partnership for Achieving Student Success) has met with colleges in our district, feeder high schools and local CSU and UC campuses. Our partnership has been formalized and we are beginning to facilitate the exchange of data that will allow us to track student progress through our schools. Here’s a blurb from their website: Cal-PASS is a vital resource to help educators improve student achievement by identifying and reducing barriers to successful student transition in all levels of education: from kindergarten through college. The power of Cal-PASS rests in two aspects: the data the system collects bringing K-16 groups and faculty together from different educational segments to use the data to identify barriers, empower educators to make changes and build best practices. Ginny announced that there is a Student Learning Outcomes Institute sponsored by Academic Senate that will run one day prior to their Curriculum Institute, July 12-14 at the Coronado Bay Resort in San Diego. There will be two tracks, one for new coordinators and one for experienced coordinators. Here’s some information from the Senate Rostrum on this institute: “Newbies will learn assessment basics, deal with program outcomes, and begin work with core competencies and institutional outcomes. The experienced will wrestle with the topics of documenting evidence, developing useful dialog for the creation of SLOs, and advanced work with core competencies and institutional outcomes.” Program Review: Giving Feedback on SLO section of Instructional Program Review We began by reviewing a Snellian grid that Myra wrote to reflect the conversations she and Nancy had when they reviewed the SLO portion of their assigned program reviews. We then asked everyone to look again at the program reviews they had assessed with a partner and see if they could generate some general categories of feedback as defined in the grid. There was some apprehension about giving feedback to colleagues and lack of confidence in having the expertise to assess the SLO section of the program reviews. Myra and Nancy emphasized that we are not grading the “quality” of the program reviews; we are simply looking for general feedback on program needs relative to assessment and suggestions for how the TLP can help. For homework, everyone was asked to work with their partner to fill out the Snellian grid on the program reviews they assessed. Myra and Nancy will use the information provided to compose positive and supportive feedback letters to departments, letting them know how we can help them move forward with their assessment plans. TLP input on Accreditation Report: Reflections on where we are as an institution in relationship to assessing student learning outcomes at various levels We used the rubric created by the RP group that helps institutions look at their level of development on several measures of how well the institution has integrated assessment efforts, e.g. dialogue, alignment, commitment, etc. We began by having each individual indicate where they thought агАЩДЋУН was on each measure on a scale of 1-4 where 1 is awareness building and 4 is sustained change is happening. Then we tallied the individual scores and found remarkable consistency in our evaluations. Overall, we would say that агАЩДЋУН is between a 2.0 – 3.0 on most measures. Here is a summary that we actually included in our report to our Board of Governors this spring: In addition to the above measures, we at агАЩДЋУН have gauged our college’s progress on implementing Student Learning Outcomes Assessment by using a rubric advocated by the Research and Planning Group of CA (RPGroups). We believe that this rubric more accurately reflects the new accreditation standards and gives a more comprehensive measurement of the positive impact of assessment on the institution and on our students. What follows is a summary of our progress based on the criteria in the RPGroups rubric: RPGroups criteriaAssessment of агАЩДЋУН progressImplementation of a complete SLO Cycle frameworkBetween Stage 2 and Stage 3: агАЩДЋУН has a complete framework for SLO development at the course, program, and degree levels. SLOs have been defined for all academic programs and the five major “institutional” programs in Developmental Education, General Education, Occupational Education, Student Services, and Library and Learning Support Services. Preliminary assessment plans have been developed by all but a few academic programs, with approximately 25% of academic programs already implementing plans and using assessment results for program improvement. Meaningful DialogueBetween Stage 2 and Stage 3: Dialogue about assessment is embedded within structural practices across the college. For example, Student Learning Outcomes has been a recent focus for the following committees: Curriculum, Planning, Developmental Education, General Education, Occupational Education, Student Services, and Library and Learning Support Services, Teaching and Learning Project. Faculty and staff are engaged and aware of SLO Cycle framework.Alignment of SLOs with Organizational StructuresStage 3: The SLO Cycle Framework is embedded within and supported by the Teaching and Learning Project, a committee which coordinates assessment efforts at агАЩДЋУН. Student Learning Outcomes have been incorporated into program review, curriculum processes, resource allocation, and staff development. We have a timeline that is updated and followed.Institutional CommitmentBetween Stage 2 and Stage 3: Appropriate resources are being allocated to implement assessment through release time for faculty leadership and money to support on-going professional development. Professional development in the form of flex activities, Friday retreats, Teaching Communities, and departmental meetings have focused on the assessment of student learning.Alignment of Practice with SLOs and AssessmentStage 2: Our SLO Cycle framework includes processes for integrating SLOs and assessment findings into classroom practice and pedagogy. We use course-embedded assessment based on existing class assignments, though we analyze student work across courses and programs to develop action plans for improvement. Course-embedded assessment does not place additional demands on students and produces evidence of learning that is authentic, relevant to our SLOs, and useful for making improvements. Though we have processes set-up for aligning practice with SLO assessment, in many programs, broad-based integration is in an early stage. For example, GE faculty are encouraged by the Office of Instruction to include GE SLOs in their course syllabi and the college provides on-going professional development for GE faculty on designing assignments and grading criteria that reflect GE SLOs, but participation needs to be increased.EvidenceStage 2: SLOs for courses, programs, and degrees are documented in course outlines. Institutional SLOs will be included in the 2007-2008 catalog, college website, and student handbook. We are currently developing a link to assessment information and the work of the Teaching and Learning Project through the агАЩДЋУН intranet. In our May meeting, we will discuss next steps. 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