аЯрЁБс>ўџ 46ўџџџ3џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСq` №П™bjbjqPqP .$::™џџџџџџЄЄЄЄЄЄЄЄИр р р р ь ИЮ2 MOOOOOO$hhМsЄœ œœsЄЄ ˆЈЈЈœvЄ Є MЈœMЈЈVA@ЄЄ PєU?aЩр . Mž0Юx$@R$$ЄH ’ž hЈ TZ B ss’ ЮœœœœИИИDќ фИИИќ ИИИЄЄЄЄЄЄџџџџ Teaching and Learning Project Minutes November 18, 2008 Present: Joellen Hiltbrand, Ken Alexander, Len Price, Kiran Kamath, Debbie Wilson, Richard Livingston, Gil Rodriguez, Humberto Sale, Julie Von Bergen, Gail Newman, Cherry Li-Bugg, Nancy Ybarra. The minutes of October 21 were approved, as was today’s agenda. Announcements Program Reviews due on November 26/ Assessment portions to be reviewed at Jan 20 meeting of the TLP TLP meetings for Spring 2009: Jan.20, Feb.17, Mar 17, Apr 21 RP Award for excellence in assessment- everyone agreed we should apply. Nancy will make a presentation to our Board of Governors as part of their annual study session on SLOs. Course Level Assessment: Next Steps We began by reviewing the list of courses with 5 or more sections that Gil provided as requested at our last meeting. Joellen reported that we already do course level assessment in English 90, and have plans to do so next year in English 70 and 100. We may consider an assessment of English 221 as a program level assessment for our transfer level courses. Julie reported that the math department currently conducts course level assessments in Math 12, 25, 30, and most recently, 34. Nancy will be meeting with the PE department to discuss program/course level assessments in their department. She will also work with the Speech department on updating the COOR for Speech 40, and possibly conducting an assessment for that course. Kiran provided an update on courses on the list from occupational education in terms of updating COORs, the first step to an assessment. Gail will check with Student Services on the status of updating Counseling 32. We then had a general discussion about the urgency of updating course outlines of record, and once that is accomplished, how we will go about meeting the accreditation standard for course level assessment. Many colleges are moving toward some kind of software tracking system such as eLumen and TracDat. In the end, we agreed that we would look into what CurricuNet can provide, since we have already committed to that system in terms of managing COORs, and do not want to have to add on another system for assessment purposes if we don’t have to. Gil said that he would bring that up in a conference call that is scheduled with CurricuNet representatives next week. So, in the short term at least, we will continue to pursue course level assessment in English , math, and other courses with 5 or more sections such as PE, Speech, etc. At the same time we will begin to look into more comprehensive systems of course level assessment that might be captured through a software tracking system. One way or another, we know that by 2012 we need to have all our COORs updated, and we need to have a systematic and comprehensive program in place for course level assessment. Role of TLP Coordinator and role of Faculty Leadership in “Big 5” Nancy reported that she attended the Academic Senate twice this semester to discuss the need for a new TLP Coordinator beginning Fall 2009. The first time, she informed the Senate that she would not be continuing in this role and gave out copies of the statewide Senate paper “Agents of Change: The Role of SLO Coordinators” which clearly explains the challenges faced by faculty who take on this role. It also summarizes the skills and abilities needed for this position. The second time, she participated in a discussion of what the агАЩДЋУН Senate would like to see in terms of this position. The predominant sentiment was that Senate faculty would like this to be a full time faculty position that does not rotate. This, of course, would necessitate a Box 2A slot. Nancy then asked faculty leads on the TLP to address what kind of help and training they need from the TLP Coordinator to support them in their roles as faculty leads. Their responses: Ability to assist in developing ideas for effective course and program level outcomes Knowledge of past research initiatives and the helpfulness of that research- and how it has been applied. 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