wednesday, August 27, 2013
meetings fourth Wednesday at 1:00 pm
of September, October, November, January, February, march,
1. CIETL budget for fall and Spring
2. ePortfolios-What next?
Information from pilot project
Intermediate step needed
more faculty need to be engaged
Program assessments rolled into eportfolio assessment
Things to do
1. Revise the eportfolio template
2. Tutor training for eportfolio training
Ask Jeanne and hyla for what they have done so far
Check emails to find information about Jeanne's plan
College-wide email requesting participation
Identify IPC relationship with eportfolios
Discuss eportfolios with academic senate
Anniqua will contact Jeanne to identify a proposal regarding next steps for eportfolios and get back to the group with the information. Campus-wide
Learning center folk need to be included
3. Faculty proposals about speakers
funding lac us
a. Palmer and Mahoney (see note below)
Focussed inquiry network ...email them to focus on focussed inquiry
b. Invite Linda Collins to share ideas regarding building pathways http://www.learningworksca.org/linda-collins-2/
Email her to see if she is available for flex day .
c. Invite college for working adults, counselors, and other departments to present work they have done on creating pathways
d. Conversations with colleagues about http://www.sb1440.org/
5. Student Success Conference http://www.rpgroup.org/events/sssc13
Funding from office of instruction- sending Tuesday
6. Suggestions for academic year
September Adjunct Faculty Professional Portfolio http://cietl.wordpress.com/2013/01/22/259/
October - Prof. Jessica Einhorn
"Current Field Research" Acorns, Honey Ants, and Gasoline: Reflections on Indigenous Australian and Californian Basket Makers Today
Monday October 7 at 3:00 on 3-145
October 24 and 25
November - Dr. Katharine Mach, Project Scientist with the Intergovernmental Panel on Climate Change "Climate Change as a Challenge of Managing Risks"$300
Nov 19 2:10
February - Prof. Lezlee Ware and Prof. Mike Stanford "Innovations in the New Social Science Website"
March - "Professional Development Workshop"
April - "Nurturing Student Scholars"
Note about Pathways:
I am very interested in studying/discussing is the idea of thematic GE pathways. (Notably, this is a bit different from linked courses, which often implies students are taking the courses at the same time.) At the Compass Conference here on campus last spring, CSU-Northridge presented their experience in developing and implementing a GE Pathways program. I encourage you to check out their program: http://www.csun.edu/gepaths/
Creating GE pathways is one way to try to help students understand the relevance of GE to their majors, careers, and lives. Students could use a pathway to strengthen their major, add a complimentary focus to their studies, or simply for personal interest/growth. The basic idea is a college identifies several pathways. (Northridge started with 3 pathways, Sustainability, Global Studies, and Social Justice.) Courses that are already in the GE pattern are identified for each particular pathway, and students complete their GE by selecting (a prescribed # of) courses from the list. I believe Northridge required students to complete 6 of their 7 GE courses in a particular pathway. We could decide what number makes sense for us.
Anyway, I like the GE pathway idea for a number of reasons:
• It helps some students better understand how GE courses are relevant to them.
• Students can use a pathway to complement their major and/or perhaps increase their marketability in the workforce. (E.g. A business student adding a sustainability pathway.)
• It does not require the student to take ANY additional classes.
• It does not require the college to create/offer ANY additional classes.
• There is no scheduling nightmare of linking courses.
• It may increase the opportunity to develop student cohorts.
I hope to connect with Northridge folks soon to further discuss their program, pros/cons, hurdles, successes, etc…, and I was also hoping to find others on campus who might be interested in discussing the GE pathways concept and how/if it might be something to pursue here at Cañada.
Needs to be vetted college-wide before it can be promoted through CIETL
Anniqua will email David
2. Eportfolio task force
Participants have compiled the information, and Carol will email the completed version to the taskforce
This will be shared with the college through meetings and emails
Anniqua will share with Academic senate tomorrow
Carol will share it with IPC
Romeo Garcia TRIO and Michael Hoffman in math plan to take a lead in basic skills
Talk to Patti about honors eportfolios
ESL department received $2500 through ALLIES
Social Sciences FIN on eportfolios might be complete by then
3. Flex day
We need to plan the beginning of second day (Anniqua will work on this via email)
All campus meeting about accreditation followed by discussion
Division meetings on Day 2
Suggested speaker: “Wicked courses”
4. Solicit ideas from faculty and classified
Ask Larry or Linda to make a pitch on flex reminding them about CIETL
Think about give aways from CIETL
5. September Ice cream social for cietl in the Vista?
Do we have sufficient funding?
FIN...leslee and jessica
Eportfolio...more funding will be needed
Eportfolios Cretan and assessment
Stipends need to be paid for students
Budget for 2013-2014 eportfolios
Apply for a grant for eportfolios to institutionalize
Add to the timeline:
Pilot project for ILO assessment
$300 from cietl budget for the creative writing project
$400 request from Denise about
Anniqua will send the information.
Accreditation: Robin, Doug, and Sarah
One hour of portfolio creation
Denise will send information about flex day speaker...wicked classes...to Ron Galatolo
Professional development: inclusive of everyone.
Meeting in April 2013 to plan for fall 2013 and spring 2014
Institutional Learning Outcome Rubric-Draft
Assessment: Use language to effectively convey an idea or set of facts,
including the ability to use source materials and evidence according to institutional and discipline standards.
Selection conveys ideas/facts in a disorganized or unconvincing manner.
Selection conveys ideas/facts, but lacks organization and/or depth.
Selection conveys ideas/facts in an organized, convincing manner.
Selection conveys ideas/facts in a well-organized, compelling manner.
Mechanical Accuracy (Grammar, spelling, punctuation)
Selection has numerous distracting errors.
Selection has several distracting errors.
Selection has few distracting errors.
Selection has no distracting errors.
Selection fails to provide appropriate, documented references.
Selection provides references, but may not be fully credible or may contain documentation errors.
Selection provides credible references with negligible documentation errors.
Selection provides highly credible references, with exemplary documentation.
Total Score (Maximum score is 9.):
Subject of Assessment
Date of Assessment
2/25/13 ePortfolio Task force mtg
1. templates – review
comments on foregrounding of work, backgrounding ILOs.
keep it simple. make explicit what is required. but do not limit creativity.
so, column 2 wording helps to dissect ILO wording.
have course work and reflection on same page, with reflection at beginning or at end. emphasizes that each posting requires a reflection.
reflections closer tied to evidence.
2. sharing with committees
proposal for Pilot ILO this spring. target is graduating students . March to May 2013
student stipends $25 gift cards. scholarship?
Summer 2013 is completion of Program eportfolios- ESL, ENGR, Soc Sci?.
Fall flex reports. also, include evaluation of ILO pilot.
Fall 2013: continue pilot with graduating students only? include incoming students?
Romeo – start with small set of incoming, as in TRIO. 55-70 students. esp involves extracurricular achievements.
Honors – #? students. hits the academic side.
in coordination with GE instructors. so the assignments will be applicable.
Could University Center be a good source of cohorts?
College for Working Adults?
Fall 2014 – include all incoming students.
Notes from 2/11/13 meeting of eportfolio task Force
language is a hindrance. common use of ILO and PLO. SLO refers to Course SLO.
all programs need to participate. regardless of “Program” designation.
to assess student learning as a whole. are some groups reluctant?
see separate doc from Hyla. discussion of various issues. release form seems simpler than Creative Commons licensing. much depends on who hosts the portfolios, which is unlikely to be the district.
school needs access for purposes of assessing ILOs and PLOs. some use of these for PR and training would also be valuable.
Privacy – David Meckler
see separate doc. based on Clemson, LaGuardia programs
Clemson. 5 levels of privacy.
public on the web
anyone with link to url
district. esp as students float btw all 3 colleges.
link only to prof who can access that page only.
student name is not required to be IN the portfolio.
Policy / Structure
needs to be simple enough for easy-to-use template and still promote creativity.
given purposes of student benefit and college assessment of ILOs, organized around ILOs on home page. links can be from any artifact, academic or extracurricular.
Home Academics Campus and Community Resume
My Canada Journey – list of ILOs and subcategories, each linked to artifact.
Educational and Career Goals
Courses listed in a table. each linked to appropriate ILO or PLO or other goal
Campus and Community
College Learning Outcomes
1. Select, evaluate, and use information to engage in creative problem solving, investigate a point of view, support a conclusion, or engage in creative expression.
2. Use language to effectively convey an idea or set of facts, including the ability to use source material and evidence according to institutional and discipline standards.
3. Understand and interpret various points of view that emerge from a diverse world of peoples and cultures.
4. Represent complex data in various mathematical forms (e.g., equations, graphs, diagrams, tables, and words) and analyze these data to make judgments and draw appropriate conclusions.
October 17, 2012
Need to gage faculty engagement with e-portfolios
10am session—Teaching and Learning with ePortfolios
11am session—ePortfolio Implementation: Good, Bad, Ugly, and Other Experiences
12:30pm session—"Panel" Discussion/Q&A on ePortfolio
Can we combine the last two sessions? We will likely get the same questions in both sessions.
Here is a possible agenda (without titles, because we are hoping you can supply us with titles):
10:00 - 10:50: We will introduce you (5 minutes)
You present the ePortfolio concept (not everyone heard your presentation on opening day at CSM last August, so you can review plenty of that material) and models of signature assignments, but perhaps some more real-world stuff (the example from your study abroad was great - we were
all envious!), but maybe we need something we all can relate to. We are hoping to engage faculty from
disciplines across the curriculum (not just language arts), to create a sense of excitement across the college.
10:50 - 11:00: Coffee Break
11:00 - 11:45: The two of you tell us what it takes to get a program like this going. We need practical information: What kind of institutional support do we need? What kind of faculty co-ordination is needed? What roles are there for faculty leadership? Kati, what is involved in being an ePortfolio coordinator? Nuts and bolts!
11:45 - 12:30: Lunch (we will have a salads/breads/waters/cookies lunch) and encourage program faculty to talk at tables in their disciplines about what you have presented
12:30 - 1:15: We could make this a time for break-out sessions where the two of you could meet with groups, or we could make this a general Q&A session. What do you think?
1:15 - 2:00: Canada discussion of next steps, using your sage advice. You have seen all of the missteps along the way, so you can save us a lot of misdirected waste of energy, and give us guidance to use our resources in the best,most effective way possible.
What do you think? Please re-organize as you see fit. You are the experts, so we want to do anything you suggest. And, can you give us a title?
We are really looking forward to your day with us! Let me know what I can do to make you visit to California enjoyable!
8/29/12 mtg with Jean Mach, Anniqua, Denise, Carol
assess college, GE outcomes. direct assessment that is not possible otherwise.
1. ITS – must use a simple system. bugs worked out. VPIs need to move ITS.
Anniqua – use google sites. easy. link to smccd.edu mail.
Denise – Presidents Innovation grant to pilot a system. For ESL, Anniqua and Michelle at library to get students over the tech hurdle. training across disciplines.
Jean – needs to link all the portfolios in one system.
so easy that nothing needs to be done in the classroom. all can be done outside. flexible so that platform can be used by any discipline, use any bells and whistles.
Denise – FINs could be used to get faculty involved in eportfolios.
Is ITS willing to host this on district server? this was previous problem at CSM.
2. design plan must be uniform among all campuses. possible configurations:
a. by course. artifact linked to course
pros – easy for teachers. this assignment goes on that tab
cons – not linked to a GE outcome. might be good, in that some GE outcomes could be shown in various assignments.
b. set up around GE SLO. problem is different wording among the colleges. students decide which GE outcome is addressed by the artifact that they mount. makes easier assessment. must educate students as to which GE slo is involved in any assignment. shifts more responsibility to student.
c. hybrid version described by Jean, based on east coast college. nesting of postings, such that searches could pull up by SLO or by course. tougher to design, more complicated.
d. template – tell students what to post. more directed. specifiy components.
3. how to assess portfolios. several models known.
training of faculty to set norms, expectations. reviews often done in pairs, across disciplines. rubrics.
anticipate issues that will arise.
will become clear which assignments are good at eliciting good outcomes.
as teachers are involved in the review process, they will see first-hand what assignments work best, what gets good reflections.
will require stipend funds to pay reviewing teachers.
4. support mechanisms on campus
where do students get help on mechanics, content (resumes, statements)
counseling, courses – imbedded in course.
3. faculty role - training materials could be done once for district and put online. will need workshops on each campus.
remind students to post assignment and reflection.
must show student what a good reflection looks like. learn good prompts.
create Signature assignments that directly address SLOs.
could be college-wide focus on a particular SLO per year. teachers sharing assignments, projects, prompts that elicit good student competency.
How to sell portfolios to faculty –
this could substitute for other types of course assessment.
promote learning by students.
give students a product to showcase their abilities. for work, transfer.
will CSU, UC be using portfolios?
vision of students demonstrating their competencies.
is this a passing fancy? think ahead. SFSU already requires incoming teachers (?) to have portfolios.
students take their work up a notch. take ownership of their learning. reflection, esp, promotes this.
training is part of student orientation, part of faculty orientation.
New team to take it district wide:
3 SLO coordinators
this group would ask Ron for $$ to do the required pieces. How to sell to Ron:
make district a trail blazer, knock the stuffing out of WASSC
lots of LARGE grants with this kind of work. need to see college support in order to get grants.
need cultural shift in how our college thinks about learning, assessment, curious about students learning. culture of inquiry/curiosity.
forward momentum with portfolios.
this might be a way of repairing damage of SLO work, of pushing forward, new beginnings, shifts dynamic from (faculty has failed our students) to student initiative in their own learning. revive attitude of teachers as professionals helping students.
Any Portfolio program must be done well; it is not just YOU MUST ASSESS.
motivates students to take charge of their education. motivating.
go in with examples; already happening (Skyline? Anniqua’s students, others??? CSM experience)
Anniqua – will make list of areas needed that are potential FINs
possible areas that could result in grants.
create teams around each need to get portfolios going. ask for signups, contributions.
students now have portfolios. get them to show them to faculty, other students.
Denise: follow up with scheduling of David Hubert in November.
Carol: How do we vet this before faculty?
Academic senate? IPC? Curriculum.
August 22 , Wednesday, 2012
By-laws and once a semester meeting
• Grant writing conference – recruitment?-Michelle Morton is interested
grant proposal project topic
check for refund options
cietl policy for professional development
professional development policies for reimbursement
• Recruitment for new courses Denise, you discussed this with robert, Linda, etc. Anything that CIETL can do?
PROMOTING INNOVATION in curriculum
institutional support needed for new courses
include a write-up in cietl newsletter about new courses
when you have an idea for a new course, these are ideas on how to support it.
checklist for faculty to follow
the list sent out by david Johnson needs to be sent out
information about course outline
information for students
information for counselors
things to do:
new innovative courses
• How to promote FINS, now that we have money for them? http://canadacollege.net/inside/CIETL/Focusedinquiry.html
o Talked to DE coordinator –Kathy
o E-Portfolio projects
• How to proceed with eportfolios
meet with Jean mach
FIN on eportfolios
all-college jean in october?
Dave Hubert in November
build infrastructure for students
faculty get professional development
we will meet jean on Wednesday next week
Anniqua will create a form
highlight eportfolios for faculty across disciplines
check the links from Jean's email
• Student assistants for E-Portfolios
o Focused inquiry projects
o Student Training materials
o Work with Rita and her tutoring system
• Work with DE-Kathy
• Post CIETL Coordinator meeting dates on calendar
CIETL MEETINGS FALL 2012/SPRING 2013 third Wednesday 2:30-4:00 fall/spring
Monday, August, 13, 2012
Tuesday, July 31, 2012 10:02 AM
Notes sent to: Hayes, Linda; Erickson, Denise; Rhodes, Carol; Stoup, Gregory; Flores, Ricardo; Hirzel, Douglas
Cc: Rosario, Joan (Jo'an)
Subject: notes from flex planning meeting 2012
Hi everyone here are the notes from today:
Flex Day 1:
1. Denise: contact Jean and David about creating context for presentation
2. Ricardo: beginning web access
3. Carol: Follow-up discussion about e-portfolio (Handout should be sent with flex day) Carol will create one document with information
a. Identify support needed by programs
b. Identify different strategies based on eportfolios
c. List the details from David’s website
d. Anniqua: create on-line form
Day 2: 8:45 start
Information session President/VPI/Researcher Followed by Carol and Doug Things to do:
· Anniqua will create a one-page handout identifying key topics mentioned last flex day https://docs.google.com/spreadsheet/pub?key=0AhYN7zlT0gT8dFRxaXFLMUt3dEFhZlIzTllONVFTZlE&output=html
· Use google docs for groups Doug will assign sections from the accreditation document for groups to work on
· Ricardo will send photos to Anniqua for the handout
· Joan to be contacted for copies
· Maggie will take care of refreshments
May 24, 2012
Carol Rhodes, Sarah Perkins, Linda Hayes, Denise Erickson. Anniqua Rana
Ricardo will move to a different area
CIETL should remain center to the campus keeping professional development at the center of the campus
There is a need to assess work with CIETL
Measure G funding available
Publicity needed : Technology needed (Friday afternoon and Saturday
Linda will send the results to the survey of the technology
FLEX DAY -Fall 2012
Lead faculty member within CIETL (Anniqua) 4 units
Lead faculty Assessment (Carol) 4 units
Lead faculty Gen ed (Denise) 3 units
Gen ed committee of the sub committee
Assessment tools are needed over the summer so the faculty can look over them. Portfolios might be part of them. AACCJC needs direct and indirect assignments and measurement
3:00 pm Wednesday (Third Wednesday of the month) for fall spring (2011-2012)
From: Rana, Anniqua
Sent: Wednesday, April 25, 2012 4:14 PM
To: Rhodes, Carol; Erickson, Denise; Perkins, Sarah
Subject: Plan for May and flex day
Here are the notes from our meeting today.
We discussed program and institutional learning outcomes, and what we should do in May, summer and then flex day. Here is a tentative plan:
· In May ask a group of faculty to meet to discuss Eportfolios and signature assignments
· Before flex day, ask this group and other faculty to meet to identify key assignments and assessment procedures in their departments
· During flex days work with departments to finalize assessment plans after listening to a district-wide presentation by Hubert
> And here's a link to an article AAC&U did about his work last year. His project has expanded a lot in the year since then:
CSM Survey and EPortfolios
Alignment of course SLOs and institutional Learning Outcomes
Link to Hubert’s work and say we’d like to discuss this with the goal of how this might work at Canada
9. Michael Hoffman
Key note speaker David Hubert as speaker for flex day
Signature assignments developed by programs. These will be put into eportfolios when the software has been identified
1. Drafts of specifics that could be used to asses PLOs
2. Assignment and rubric that clearly show which higher –level assignment is being addressed
March 14 2012, 2:00-3:30
Denise, Anniqua, Carol, and Greg
Innovation in Curriculum
Meet with Sarah and Alicia to plan a discussion at an early May curriculum meeting on how the committee can support innovation in curriculum. Anniqua will email with the link to the comments to discuss how this can be addressed https://docs.google.com/spreadsheet/pub?key=0AhYN7zlT0gT8dFRxaXFLMUt3dEFhZlIzTllONVFTZlE&output=html
Denise will check out the following speakers as follow-up in fall flex day (potential speaker Diane Ravitch and CSU) http://www.dianeravitch.com/events.html or http://robertreich.org/ (Check with Allison Field)
Purchase their books for CIETL
· Unblock settings from district site (Carol will email Jasmine and Bradley Witham about unblocking)
a. Eportfolio training- meet with the following to plan Doug, Patty, Jenny, Linda Haley, and Jeanne Mach call a meeting
b. Fall plan a training with SFSU folk and Jeanne
Making CIETL more welcome for conversations
· Place a form for the CIETL Center in all faculty/staff mailboxes
· And include a welcome note from CIETL to check the calendar and then stop by to keep the conversation going
Agenda for meeting on Wednesday
Remind faculty that this is a Joint Division Meeting
Set up a dashboard, to follow the guidelines
What should be a follow-up to Ken’s presentation
1. FLEX DAYS
· Fall, Winter, Spring
Feedback from Jan flex day. Include guidelines for flex activities http://canadacollege.net/inside/CIETL/Flex%20day.html
Organize a flex day committee to plan March (and Fall/Winter) flex days) Set up a meeting for next week the latest.
· Kim Lopez
· David Johnson
· Sarah Harmon
· Ricardo Flores
· Paul Naas
Ideas for march: Follow-up to Ken, ASPEN
Send an email in February with agenda for flex day to get people to think about what they need to accomplish.
2. INSTRUCTIONAL DESIGNER
Email college about Ricardo's responsibilities and post availability on the schedule
Send out another email about his availability
Work with faculty on a regular basis
3. CIETL Report to assess what we’ve done and plans for future. I’ll try and send out a draft today.
4. CIETL EVENTS
Email the CIETL calendar on a regular basis along with the process:
EVENT PLANNING PROCESS
Follow these five steps to plan a CIETL event:
July, 5, 2011
For your reference, here is 2009-2010 proposed budget for CIETL : http://www.box.net/shared/oo0qxo32802svph7sx0l
Also, the attached document outlines the estimated time it will take to work on CIETL projects summer 2011 : http://www.box.net/shared/a3p2sniqcb1mxugul3vl
New faculty/staff orientations
1. Thursday, August 11 -(Agenda from 2010)
2. Breakfast and lunch together (same day as curricunet training)
3. Paul Mas, Elsa, bob, Allison, Jonathon and speech should also be invited
4. $250 stipend
5. New administrative and classified training
a. Robin will be contacted
b. work with staff rep (Debbie Joy or Joan Murphy)
c. Kim, Romeo, Kay
1. Saturday, August 13
2. Contact Mike Noonan as lead on adjunct training
a. Also contact Ricardo
3. send an invitation to all adjunct
4. 9:00 1:30 (stay till the end)
5. $150 stipend
Faculty handbook created in 2010 by Anniqua and passed by academic senate needs to be adjusted http://www.box.net/shared/sfgico3kddyuc87iy1vk
Work on orientation document. Currently the documents on the New faculty link http://canadacollege.net/inside/new-faculty/index.html
○ New Faculty Handbook 2009 (14MB)
○ New Adjunct Faculty Handbook 2009 (10MB)
After completing the documents, I should share them with the academic senate so we can have them uploaded to the website
Organizing CIETL center in bldg 9
● CIETL Center -posters etc (Anniqua will send an estimate)
Conferences to attend-2011-2012
● League of Innovation http://www.league.org/2/conferences/innovations/2012/
March 7, 2012, in Philadelphia, Pennsylvania. ....mike Stanford...Greg/mike...Janet poster session...math invite people to present....
Allison AACU...work with dense to work on inviting though conference,...Denise league.org proposals are due September 16.... AAC&U check the website for regional and short term meeting especially the local ones...continue Gen Ed ideas
● Shorter trips to local museums
Picasso exhibit at DeYoung http://deyoung.famsf.org/
● Tech museum San Jose http://www.thetech.org/