аЯрЁБс>ўџ 68ўџџџ5џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСo@ №ПХbjbj p p "(ooХџџџџџџˆxxxxxxxŒpppp |ŒЃ ъœœœœœœœœ" $ $ $ $ $ $ $ Rп~H x< œœ< < H xxœœ] r r r < Вxœxœ" r < " r xr ъ xxъ œ iГŽ7ЋФpю "ъ  s 0Ѓ ъ ] L]ъ ŒŒxxxx]xъ $œЪfr іtjвœœœH H ŒŒфp\ ŒŒpTeaching and Learning Project Minutes of September 14, 2004 Present: Ed Bolds, Don Kaiper, Cherry Li-Bugg, Erich Holtmann, Veronica Knott, Richard Livingston, Diana McDonald, Cindy McGrath, Delores McNair, Gil Rodriguez, Sandi Schmidt, Mary Smathers-Himenez, Myra Snell, Nancy Ybarra A Brief History of the Assessment Task Force Nancy gave an overview of the two years of work done by the Academic Senate’s Assessment Task Force, whose original charge was to research assessment plans at other colleges. The task force gathered information on assessment models used at other colleges, read widely in the literature on assessment, interviewed experts in the field of assessment, and investigated critical thinking learning outcomes in GE assessment through an analysis of various critical thinking models. Members of the Task Force attended conferences and workshops on assessment sponsored by AAHE, the California Assessment Institute, the RPGroup, and CCCCD. This research culminated in a following resolution that was supported by the Academic Senate: “ The Academic Senate endorses the Teaching and Learning Project, a collaboration of the Academic Senate, Student Services, and Administration. The purpose of the Teaching and Learning Project is to coordinate college-wide assessment/professional development efforts with the goal of improving teaching and learning.” Overview of the Teaching and Learning Project Myra gave an overview of the Teaching and Learning Project (see handout of TLP structure) and we heard brief summaries of assessment efforts in each of the areas represented by the TLP structure. The Developmental Education Committee has overseen assessment efforts at the course level in both English and Math for several semesters. The committee has also conducted an extensive formative evaluation of the DE Program. On-going assessment and staff development in DE Teaching Communities is currently funded through FPM proposals. The General Education Committee has been revitalized with a focus on assessment of critical thinking in GE courses. An FPM proposal written by the Task Force is currently funding assessment and staff development in GE Teaching Communities. Assessment evidence will be an “institutional portfolio” of assessment results and action plans generated by the GE Teaching Communities. In Occupational Education outside certification requirements drive assessment-related activities, so some programs (e.g. nursing) are probably already gathering evidence of assessment that will meet the accreditation standards. Pam Perfumo, Chair of the Oc. Ed Committee, needs to be invited to participate in the TLP. Myra and Nancy should attend an Oc. Ed Committee meeting to discuss assessment. In Student Services early assessment conversations suggest a desire to establish a set of over-arching student learning outcomes based on recommendations from the Council for the Advancement for Standards in Higher Education, CAS, that would apply to Financial Aid, Admissions, Counseling, etc. Viewing student services as “student experiences over time” instead of “transactions” is a paradigm shift. Discussion during the meeting supported establishing a 5th committee to oversee assessment efforts in “Library and Learning Support Services”. Ed pointed out that the Accreditation Standard II section C defines these to include library services and collections, tutoring, learning centers, computer laboratories, and technology development and training. Assessment methodologies might be similar for these services. Cherry will contact Barbara Austin, current Director of the R&W Center and Chair of the campus wide Tutoring Committee, to discuss this idea. The Association of College Research Libraries and other ‘learning resource’ organizations are a good resource for identifying student learning outcomes for learning support services. Accreditation Requirements Richard gave an overview of assessment in the Accreditation Standards and distributed assessment-related excerpts from the standards (see handout titled Selected Accreditation Standards). Accreditation standards have moved from “What are you doing?” and “How well are you doing it?” to a current emphasis on outcomes, effectiveness, and accountability. Concepts in the standards reiterate the assessment cycle: 1) identify student learning outcomes and competency levels for courses, programs, certificates/degrees; 2) assess student achievement of the outcomes at each of these levels; and 3) use the information gathered to make improvements. The new standards require evidence of how assessment of student learning is tied to resource allocation, evaluation, and planning. Goals and Timeline Goals for the semester: 1. Define “program for the purposes of assessment”--- the TLP committee may want to identify the criteria for defining a program and let the assessment committees (DE, GE, etc.) define programs in their purview. 2. Design an approach to assessment of student learning outcomes for Occ.Ed and Student Services that addresses all parts of the assessment cycle (see handout entitled The Assessment Cycle). Timeline: Planning for an assessment pilot in Oc. Ed for the next FPM cycle (January 2005) may be too tight a timeline. Next Steps: 1. Myra and Nancy will contact Pam Perfumo to get on an Oc. Ed. committee agenda before the next TLP meeting. At the same Oc. Ed. meeting Diane will demonstrate how the assessment cycle is done in nursing. 2. Cherry will organize a Learning Support Services meeting, but this will not be done by our next TLP meeting. 3. Delores will invite Nancy and Myra to a Student Services meeting before the next TLP meeting. 4. 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