ÐÏà¡±á>þÿ =?þÿÿÿ<ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á{` ð¿bjbjîFîF 4,Œ,Œ,ÿÿÿÿÿÿ¤¨¨¨¨¨¨¨¼$ $ $ $ 8 ¼{$R` ` ` ` ` ` ` ` ú#ü#ü#ü#ü#ü#ü#$Í%h5(¼ $¨2` ` 22 $¨¨` ` 5$æææ2¾¨` ¨` ú#æ2ú#ææªú!|¨¨r#` T p&¶€Ç?Å$ ð.v"Î#,K$0{$ˆ"êñ(jñ($r#ñ(¨r#\` ¼†æ¢l$` ` ` $ $ˆ^` ` ` {$2222¼¼¼Ä€ ¤¼¼¼€ ¼¼¼¨¨¨¨¨¨ÿÿÿÿTeaching and Learning Project Minutes March 15, 2005 Present: Ed Bolds, Ginny Buttermore, Erich Holtmann, Richard Livingston, Delores McNair, Pam Perfumo, Gil Rodriguez, Sandi Schmidt, Mary Smathers-Himenez, Myra Snell, Nancy Ybarra Guest: Melissa Reeves Approval of Agenda and Minutes of November 9, 2004 Agenda and minutes were approved. Program Updates Developmental Education The DE Program conducted end-of-course assessment in Eng 70, Eng 90, Math 12, and Math 30. In Eng 70 a pre-post analysis of student work showed that students made significant improvements in their ability to summarize and respond to a reading. Initially 30% of the students were rated as proficient or better in this ability; by the end of the semester 75% could at least satisfactorily demonstrate this ability. Based on these impressive results, the English department recommends that all Eng 70 instructors visit the English department website to see sample lesson plans, rubrics, and samples of student work submitted by the English 70 Teaching Community. In Math 30 three learning outcomes were measured: communication, problem-solving, and the use of multiple representations. The percent of the sample performing proficient or better was 81%, 69%, and 59% respectively. Based on these results, members of the Math 30 Teaching Community revised over 20 class activities for use in SP 05. Myra and Nancy spent two days at the Carnegie Foundation. The professional development activities and assessment work related to the DE grant will provide useful information for future TLP projects in assessment. General Education The GE Committee is almost finished converting the GE criteria to program-level student learning outcomes and writing associated assessment criteria. The GE Committee is overseeing three assessment pilots in SP 05. Ethic/Multicultural TC: in fall ’04 analyzed a sample of student work across 7 sections on a common critical thinking assignment keyed to the video series on racism. More than half of the students failed to perform at a proficient level. The TC discussed a framework for teaching critical thinking to be piloted this semester. This assessment will be conducted again at the end of the semester. Creative Arts and Humanities TC: in fall ’04 developed an assignment “template”, currently developing rubrics for measuring critical and creative thinking and plans to analyze some student work this semester with the goal of improving the assignments and the rubrics. Social Science TC: writing a “template” assignment to measure critical thinking in the Social Sciences. Occupational Education Occ. Ed. Faculty attended a 5-hour flex workshop on assessment during January flex. Evaluations of the workshop were positive. A team from ÐÓ°É´«Ã½ will attend a two-day workshop on assessment in April (Mary, Pam, Myra, Veronica, and Dan Henry). The Occ. Ed. Committee has finished writing the overarching SLO’s for Occ. Ed. While the TLP is uncertain of the process for “approving” these SLO’s, Pam has send them to relevant department chairs for feedback. Myra and Nancy helped the Nursing Department develop an FPM proposal for their assessment project. They focused on the teaching and learning of clinical skills, which is tied to two of the overaching Occ. Ed. SLO’s. The proposal was advanced to Stage II. Student Services Student Services had an information-packed 2-hour assessment workshop in February. The agenda included assessment and its relation to accreditation, a history of GE Assessment Task Force to TLP, discussion of an SLO for Student Services and a related pilot project. The goals for the retreat were to introduce the concept of student learning outcomes, broaden the conversation to include more people in student services, and introduce the ÐÓ°É´«Ã½ approach to learning assessment. In the evaluation 20 of 21 participants said the goals were achieved. A second retreat is scheduled for later in March. Library and Learning Resources This group continues to do research and plans to conduct a retreat on assessment for faculty and staff working in the library and other learning support areas. They have reviewed accreditation reports from east coast colleges and are currently watching a video series on integrating the library more effectively into the larger community. They are considering two pilots; one focused on library orientation sessions and the other focused on the broader mission of the library as a “portal” to quality information. We discussed the possibility of an SLO on “information literacy”. Updates on Assessment-related FPM reports We reviewed the update (see attachment to agenda) on the four FPM assessment proposals currently in progress. Nancy and Myra gave a summary of the latest FPM proposal submitted by the TLP, which requests a budget for the TLP. If approved, future assessment projects would not have to go through the FPM process. The TLP would approve and fund assessment projects. In the near future this budget would provide a funding mechanism for the pilot projects outlined in the TLP timeline. Suggestions for future agendas Review the GE and Occ. Ed. SLO’s; discuss a process for campus “approval” of these “program”-level SLOs. Should these SLO’s be reviewed/approved by Curriculum Committee? By Academic Senate? SGC? Other? Define “program” for the purposes of assessment. Should the GE, Occ Ed., etc. SLOs be viewed as “college-level” outcomes? Determine the components of an assessment report. What information should the TLP gather about assessment projects? Plan for educating and training the campus about assessment. Should we ask that opening day be devoted to assessment? Would a calendar of assessment/staff development activities be a good way to inform our colleagues of our work? 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