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Announcements Strengthening Student Success Conference to be held in San Jose Oct.3-5 Myra will be presenting on program assessment in DE Math Cindy and Nancy will be presenting on GE assessment Updates and Timelines Myra distributed the latest version of our timeline for college-wide assessment, so we could add information as we listened to updates from the major TLP areas. General Education: Cindy presented the newest version of the 11 year plan which has been revised to have a sharper focus on professional development. She presented this plan at the Academic Senate on Sept. 17. One concern expressed was how we would coordinate assessment at the institutional and program level. Developmental Education: Nancy reported that in the English department, they are following a 2 year cycle of assessment, conducting a holistic scoring of student essays at the end of English 90. The plan is to respond to assessment results with professional development. This semester, that consists of weekly “Course Conversations” where faculty voluntarily participate in dialogue about key elements of the course; in addition to the dialogue, faculty also have the option of developing an electronic portfolio that helps them reflect on how they are teaching the course, and on their students’ learning. In DE Math, Myra reported that they conducted assessment of program level outcomes in Math 30 for four consecutive semesters, and are now assessing the same program level outcomes, but in Math 25, one level lower. They discovered that student learning had actually decreased on two outcomes (communication and multiple representations) despite the fact that faculty had participated in teaching communities where they shared materials and teaching approaches. The Math DE Committee responded to these results by surveying instructors to see if they were actually teaching to these outcomes, and looked at exams to see if exams were assessing these outcomes throughout the course. They also designed a different type of professional development activity, intensive lesson studies (following a Japanese model) and initial results on student exams looks promising. The Math DE Committee has concluded that if the student learning outcomes are non-traditional, as their program level outcomes are for most math teachers, more directed and focused professional development is required. This report impressed the TLP committee members as important because it demonstrated such a targeted response to assessment results. We wondered where we might share stories like this with the rest of the college- a newletter? website? meetings? We tabled updates from Student Services, Oc.Ed and Library and Learning Support because we were running out of time. Program Review and Feedback Letters on SLOs: Myra distributed sample letters she had written to departments on the SLO portion of their program reviews. She also distributed a copy of the grid that could be used as a planning tool for departments that did not yet have a plan, and a handout that explained a 2 year assessment cycle tied to program review and unit planning updates. These will be included in the program review update materials that go out to departments at the beginning of October. Budget Request from General Education: Cindy requested that TLP fund a January flex speaker, Linda Elder, from the Critical Thinking Foundation to launch professional development on the next GE SLO to be assessed: reading, writing, and speaking. Linda Elder will also include the connection to critical thinking, which the previous speaker from the foundation, Gerald Nosich, addressed in his workshop last January. That workshop attracted 60 faculty members. In addition, Cindy requested funding for the facilitators that would run the GE Seminars proposed in the 11 year plan which we hope to begin in Spring 2008. She also would like funds to compensate adjunct faculty who participate in the seminars. The TLP approved both of these requests, suggesting that facilitators receive a $500.00 stipend. However, the committee suggests that GE use the Resource Allocation Process to request an on-going budget for professional development, as in the future, we may want to ensure that TLP funds are available to “seed” projects in the other areas, such as Occupational Education and Student Services. In general, we agreed that we need a more formalized process for allocating funds from the TLP budget. 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