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Projects for Fall 2018:
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Project
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Activities
& Accomplishments
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Revising all English & Literature Course Outlines for Curriculum
Committee Approval:
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(1) On 8/21/18, I emailed Jessica Hurless, Curriculum Chair, and Kathleen
Feinblum, LA Curriculum rep, to confirm the fall plans for re-submitting
all the revised Literature course outlines and the newly revised English
course outlines to the Curriculum Committee. The goal is to have all the course
outlines submitted and approved by the end of Fall 2018. Here are the questions-answers about that process.
(2) As LA Curriculum rep, Kathleen has
contacted each of the groups below with formatting recommendations and
other small revision advice. After
the changes are made, Kathleen and I will enter the revised English courses
into Curricunet and ask to be added to the Curriculum fall agenda to get
the courses through. See the
questions-answers notes above for more detail on particular course outline
updates.
English course outlines—last revised August 2018:
English 828: Jarrod, Jessica and Chris: course has been banked
English 846: Jessica B., Susan, Rachel: http://accounts.smccd.edu/bellr/Eng846revised.doc
English 100: Chris, Lucia, Andrew, Nathan: http://accounts.smccd.edu/bellr/Eng100revised.doc
English 105: Michael, Liza, Lucia, Chris, Erin: http://accounts.smccd.edu/bellr/Eng105revised.doc
English 110: Jim, Michael, John, Liza, Rob: http://accounts.smccd.edu/bellr/Eng110revised.doc
English 165: Kathleen and Jim: http://accounts.smccd.edu/bellr/Eng165revised.doc
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Program Review:
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(1) At the first Fall 2018 English Department meeting on August 14th,
we discussed our goals for Program Review:
(a) Revise and submit all
English and Literature course outlines to Curriculum Committee by the end
of Fall 2018.
(b) Complete the sections 1-3
of the CPR (Curriculum Program Review) that we each signed up for by our November 2nd meeting
when we will present each
of our sections for faculty comments and feedback. The CPR sign-ups are below.
(c) Complete the sections 4-5
as a group at our meeting on
December 7th.
PROGRAM REVIEW:
Below are the sign-ups per section of who
will research and write each section.
This task needs to be completed before the English meeting on November 2nd
3:30-5pm in 6202:
CPR
NARRATIVE PROMPTS (STANDARDS)
Section
I: Program Profile
I.A.
Program Purpose (Lucia
with help from Kathleen)
Describe the purpose of the
program and how it contributes to the mission of Skyline College.
I.B. Program Student Learning Outcomes (Lucia)
List the current program
student learning outcomes (PSLOs).
I.C. Program Review Team (Lucia)
Comprehensive program review
is intended to be a collaborative
process which promotes dialogue and reflection. Please identify
all individuals who contributed to
or shaped the program review
narrative. Include names and the title or role of each person.
Section
II: Assessment, Analysis, and Findings
II.A.
Program Effectiveness (Lucia with help from Karen)
Review data related to the
program and assess the program's effectiveness at meeting its described
purpose. Consider using college wide data* for comparison purposes.
*See SPOL for list of
standard data to explore. Additional data may
be requested from PRIE by
completing the Research Request Form
available at http://www.skylinecollege.edu/prie/request.php
.
Based on the data reviewed,
describe the overall effectiveness of
the program and any
conclusions drawn from the data.
II.A.1
Progress on Prior Program Objectives (Goals) (Kathleen)
Describe the progress made on
prior CPR/APP objectives including identification of achievements or areas
in which further effort is needed. If the program is new with no prior
CPR/APP, comment on new program
implementation.
Below the narrative box, use
the Associate Objectives feature to select the related objectives. Once
associated, you may also view each objective. If appropriate, edit the
status to Completed or Discontinued.
II.A.2. Progress on Program Student Learning
Outcomes (Kathleen)
Describe the progress made on
PSLOs including achievements, gaps
in learning, and/or areas in which further effort is needed. Upload the TracDat report to the SPOL
document repository in the Program Review folder for the current academic
year (Program Uploads). Make sure
the file name includes the program name or abbreviation (e.g., PRIE-TracDat
2017).
II.A.3.a.
Program Personnel (Michael)
Describe the current staffing
structure of the program and how it
aligns with achieving the purpose of the program.
II.A.3.b.
Personnel FTE (Michael)
Provide the current FTE of
each category of personnel (FT Faculty FTE, Adjunct Faculty FTE, Classified
Staff FTE, Administrator FTE).
II.A.4.
Program Access (Rob and Rachel)
Describe matters of access relevant
to your program such as offering patterns, service hours, F2F vs. DE
offerings, availability of services to online students, on-campus vs.
off-campus locations, unaddressed needs, and/or highly effective practices.
II.A.5. Program Environment (Kathleen, Brandon and Nathan)
Describe key factors and
changes impacting the program such as college initiatives, industry needs,
regulatory changes, state mandates, grant requirements, personnel changes,
demand for classes/services, and other issues.
II.A.6.
Program Equity (Liza and Jarrod)
Based on the data reviewed,
highlight any progress and/or effective practices employed in the program
to address identified student equity gaps and minimize disproportionate
impact.
Describe any pre-existing or
anticipate program barriers in making progress. If you intend to request
resources for objectives related to equity, explain any connections between
barriers described and the support/resource(s) requested.
(2) On 8/16, I created a new dedicated Program Review site for English
which contains important/useful links, models of successful CPRs, data on
our English courses, the CPR sign-ups, and other helpful materials: https://smccd.instructure.com/courses/8220/discussion_topics/116239
(3)
Still to do: select 2 English faculty to present our Program Review to the
school in April 2019.
(4) Important Spring 2019 Program Review dates:
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March 4, 2019
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Comprehensive
Program Review (CPR) Submission due in SPOL
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March 14, 2019
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Strategic
Planning and Allocation of Resources Committee (SPARC) Review of CPR
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March 25, 2019
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Institutional
Effectiveness Committee (IEC) Review of PSLOs
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March 28, 2019
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Consultation with
Strategic Planning and Allocation of Resources Committee (SPARC)
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April 11, 2019
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Comprehensive
Program Review (CPR) Presentations
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April 25, 2019
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Comprehensive
Program Review (CPR) Presentations
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(5)
English met on 11/2 and everyone had completed their sections of the
CPR. We went over them together,
made additions and Kathleen posted the revised version in the Program
Review section of the Division Canvas space. Below are the outcomes and timelines for
Program Review:
OUTCOMES
& PROGRAM REVIEW TIMELINES:
We
worked on the CPR document for program review today and here is we are at with
this project:
(1) TODAY: We reviewed and added
to the document.
(2) FIRST CLEAN-UP by
11/26: Kathleen will go over what has been submitted and
clean up the formatting by Mon November 26th.
(3) SECOND CLEAN-UP by
11/30: Michael will then go over the document focusing on tightening
up the content, removing the redundancies and making sure we are presenting
our program in the best light and will complete the work by Friday,
November 30th.
(4) DEPARTMENT ASSISTANCE
IN FINAL REVISION by 12/7: The document will be sent back out
to the department for people to review and add suggestions for revision (on
what we have done in the last 6 years since our last Program Review) before
our final Fall semester meeting on Friday, December 7th 3:30-5pm.
(5) FINISHING THE CPR
TOGETHER on 12/7: At the final meeting, we ask everyone
attending (especially the full-timers) to have reviewed the entire document (sections
1-3) so we can complete together sections 4-5 which
ask us to write "big picture" overview assessments based on the
specifics in sections 1-3.
(6) APRIL PRESENTATIONS
TO THE SCHOOL: Before April, we need to create a dynamic
and engaging presentation, and we need 2 English faculty
to present it to the school and upper administration.
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Assessment:
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(1) The English Department met on August 14th and made the following
decisions for the Fall 2018 assessment of English 110:
ENGLISH 110 NORMING AND
ASSESSMENT FOR FALL 2018:
TASKS and DEADLINES:
(a) During Fall 2018, each instructor teaching Engl 110 will collect a
random sample of essays from each section s/he is teaching. The essays
collected should be text-based, all from the same course assignment,
include the integration of outside sources, and should be work assigned
after the semester midterm.
(b) On
September 7th 3:30-5pm, we will meet as a
department to Norm. Monique, Andrew, Rob and Lucia will each provide a
norming set: essays they feel represent an A, B, C and
not-passing. The set of papers
should all be in response to the same course assignment. We will then work
together to come to consensus on one norming set.
(c) On
October 5th 3:30-5pm, we will work with
Karen Wong to create a NoviSurvey to enter our assessment data for the
English 110 papers. We will also get
her advice on and adapt the English Department
rubric to include numbered scoring and add ISLOs so we can also map up
to our Institutional level outcomes.
We will then use this as our assessment scoring tool.
(d) We will mix together the English 110 essays that were collected and
give each instructor a designated number of essays to assess (each essay
will be read by 2 different instructors).
Instructors will read the essays on enter in their scores/feedback into
the NoviSurvey.
(e) We will compile the scores from NoviSurvey and set a meeting in Spring
2019 to discuss the results.
(2) On 8/15, I contacted the faculty who volunteered to submit norming sets
and asked them to submit them by Monday, August 27th in order to
give faculty enough time to read all 16 essays before the norming meeting
on 9/7.
(3) On 8/15, I emailed Karen Wong to ask if she could join our October 5th
English meeting to help us with our assessment rubric for English 110 and
to help us create the NoviSurvey where we will be entering the data. She confirmed she would attend.
(4) On 8/22, I set up an Assessment site up in our online Language Arts
Canvas space to collect the norming sets the faculty are submitting and so
the English teachers can easily assess the norming essays and read them
before our September 7th norming meeting:
https://smccd.instructure.com/courses/8220/discussion_topics/117925
(5) On 11/6, Michael Cross our new Assessment Coordinator, emailed the
Department this update on the steps for assessing English 110 during Fall
2018: Nov Assessment update.doc
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Organize, Co-Facilitate and Take/Post all Meeting Notes for English
Meetings:
The
agendas, notes and outcomes for the Language Arts Division meetings and for
the English Department Meetings are all posted in the online Language Arts
Canvas space: English
Meeting Notes
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SELECTED FALL 2018 ENGLISH MEETINGS:
September 7th
3:30-5pm: Vote on Pre-reqs for
English 846 & Norming
(1) ENGL 846: From Chris: Luis Escobar, the Dean of
Counseling, asked about ENGL 846 having any prerequisites. The course
still does have prerequisites listed even though it is open-access; it
would be more efficient for students to enroll in the class if the English
Department agrees to remove the prerequisite. Maria Norris
explained that the decision must come from the Department. Can you
initiate this conversation with English faculty? Then, I can assist
in moving things forward once you all have made a decision.
(2) NORMING: Monique, Andrew, Rob and Lucia will each
provide a norming set: essays they feel represent an A, B, C and not-passing
and during the meeting as a group, we will come to consensus on one norming
set. Here are the Assessment materials: https://smccd.instructure.com/courses/8220/discussion_topics/117925
October 5th 3:30-5pm:
English 110 Assessment and NoviSurvey
Karen Wong will join us to help us to adapt the English Department
rubric for use in assessment and to include ISLOs so we can also map up
to our Institutional level outcomes.
November 2nd
3:30-5pm: Completing the CPR, sections 1-3
See English meeting notes on the CPR for individual
sign-ups to complete each section. At this meeting, each will have
completed his/her section and will present to the group to get feedback.
December 7th
3:30-5pm: Completing the CPR, sections 4-5
To finish the CRP we will use this meeting to complete sections 4 and 5
which require a group approach and consensus.
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Carry on Projects and Connections with the Learning Center:
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(1) On 8/22, I emailed the English and Learning Center leaders the
following:
Hello
Chelssee, Christina, and Chanel (and I'm cc-ing Chris, our new interim
Dean, to keep him in the loop),
It has been great working on projects with you guys
over the last 3 semesters in my role as English Department
Coordinator. This position is only for 2 years (4 semesters), so
this Fall 2018 is my last semester in this role (I'll be on sabbatical
Spring 2019), so I wanted to check in with you guys on potential and future
projects.
(1) MARCH FLEX TUTOR TRAINING: We were able to create a tutor-English faculty
connection during flex March 2017 and March 2018, and we all spoke
about making this a regular event. As I mentioned, I will be on
sabbatical next March, but let me know if you would like to do any planning
together on this with myself and other English/ESOL teachers this semester
in preparation for next March. Also, we can revisit getting this officially
included in the Flex offerings so we can get more English/ESOL faculty to
attend. When I spoke to Nina Floro about this last semester, she said
that since this did not pertain to all faculty that this
might not make sense to include in Flex but perhaps we can revisit
this. We could invite all faculty who assign essays. This could
broaden participation and connect the tutors to more faculty.
(2) EMBEDDED TUTORS AND SI LEADERS FOR
ENGLISH 105: With
AB705, Chris asked me to check in with you guys about our recruitment for
embedded tutors and SI leaders. Can I be of any assistance in
connecting with English/ESOL faculty asking them to send on student
recommendations for these roles? Can you let me know who in the TLC
is now leading Supplemental Instruction? What is the current criteria
for SI leaders and the application process? I imagine any
recruitment for spring would need to happen around midway through this semester (so faculty have
enough assessed materials to be able to recommend students), and I am happy
to help out with that.
(3) ONLINE
TUTORING: I know Chris has been advocating for this
and I would like to help see this valuable resource made available for our
students. Have you guys been involved is any projects related to
this? Can we help?
(4) FACULTY IN THE WRL/TLC: In the past, we had English/ESOL faculty
members work part of their class loads tutoring in the WRL/ESOL Lab. This
was very useful in keeping strong, daily ties between faculty and the TLC,
faculty even led TLC tours and class visits during the first weeks of
class, and faculty were able to work closely with tutors and a wider range
of students. This was discontinued as administration at the
time felt faculty was too expensive to be used as tutors (for district
comparison, this is a regular practice at CSM as all English
teachers tutor in the lab as part of their load). Anyway, I just
wanted to check in with you guys to see your feelings on this. With a
lot of new management (TLC Director, English Dean, VPI), we could revisit
this issue if folks were interested. If tutoring isn't the best use
of faculty, we could discuss other ways our faculty could successfully work
with the TLC staff and students. And the benefit to you guys is that
it is essentially "free" labor in that faculty cost does not come
out of the TLC budget. Let me know your thoughts/ideas.
Ok, that was a lot! :). When you get a chance, let
me know what you think about these projects. Rachel
(2) On 11/7, Chris, Chelsee, Josh, Chanel and I met and here were the
outcomes:
ON-GOING CONNECTIONS BETWEEN
ENGLISH-LANGUAGE ARTS AND THE LEARNING CENTER
(1)
TUTOR TRAINING: We’ll rethink
how the English and ESOL faculty can regularly work with WRL and ESL tutors
each semester. Flex Day may not be
ideal as TLC staff cannot attend other campus flex activities.
(2) CRLA CERTIFICATION: English
faculty can help by sending highly recommended students who can participate
in the new accelerated CRLA training which allows tutors to start working
with students (embedded in classes and in the TLC) sooner without first
completing LSKL 110. Training will
be on-going throughout their work.
There are also potential online CRLA Certificate options to help get
tutors working with students sooner.
(3) FACULTY HOLDING OFFICE HOURS IN
THE TLC: We discussed setting aside dedicated multi-use space where
full-time and adjunct can old office hours in the TLC, so they can better
connect students to lab tutors and better familiarize students with TLC
resources.
(4) ON-GOING COMMUNITY OF PRACTICE
WORKSHOPS: In the spring, an on-going paid Community of Practice
professional development opportunities will be starting. Faculty are paid to participate, and
Chris said he would be happy to extend this invite to TLC staff and tutors
to attend the workshops that best fit their needs.
(5) TLC WORKSHOPS/GROUP TUTORING
SESSIONS: These workshops that are focused on specific skills will
continue to be offered by the TLC and Josh asked us to send our “Top 10”
topics these workshops could address.
Here are some possibilities:
1.
Reading strategies (using Reading Apprenticeship approaches). Also, there are reading
strategies for before, while and after
reading outlined in the Rhetoric:
http://accounts.smccd.edu/skyenglish/1CriticalReading.htm
2.
How to best understand and use the English Department Rhetoric that many
faculty use to
respond to and score student essays: http://accounts.smccd.edu/skyenglish/6Rubrics.htm
3.
Analyzing what makes a strong, unified, well-supported essay using models:
http://accounts.smccd.edu/skyenglish/6ModelPapers.htm
4.
How to select and smoothly integrate quotes and paraphrases:
http://accounts.smccd.edu/skyenglish/10IntegratingSources.htm
5.
What are PIE paragraphs and how can they be used effectively to support a
thesis?
http://accounts.smccd.edu/skyenglish/9Paragraphs.htm
6.
Writing strong thesis statements: http://accounts.smccd.edu/skyenglish/7Thesis.htm
7.
How to create effective outlines that are argument driven and well
supported:
http://accounts.smccd.edu/skyenglish/rhetoric.pdf#page=124
8.
Writing creative and effective introductions and conclusions:
http://accounts.smccd.edu/skyenglish/8Introductions-Conclusions.htm
9.
What is the MLA and how to create a good first impression with a
well-formatted essay:
http://accounts.smccd.edu/skyenglish/5MLA.htm
10. How to write a strong
essay in a timed situation:
http://accounts.smccd.edu/skyenglish/11TimedWriting.htm
(6) INCLUDING TLC STAFF IN MEETINGS:
Chris will invite TLC leadership to Language Arts Division meetings and
invite Josh and other WRL staff to the “hands-on” English meetings.
(7) ADDING TLC LEADERS TO THE
LANGUAGE ARTS CANVAS SPACE: I just sent invitations to Chelssee and
Josh to join the Language Arts Canvas space where they will have access to
introductions to our instructors across the disciplines, our faculty
Orientation materials which includes “best practices” for each department
in the Division, all our meeting notes and outcomes, learning resources,
and specific department pages.
(8) SUPPLEMENTAL INSTRUCTION:
English could connect with the TLC and Gavin Townsley to give input on S.I.
training for English 105. English faculty could also work to use the same
texts for different sections to allow for shared embedded tutors and
S.I’s. They could also work together
to design curriculum, match the timing of skills being taught and the TLC
could time workshops to fit with those lessons.
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Help Advocate for Online Tutoring:
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(1) See #3 above
(2) Chris mentioned he has a meeting about online tutoring soon, so I will check
back in with him at the beginning of September for an update and to see how
I can help.
(3) Update email from Chris on Fri
8/31:
Online Tutoring for Online Classes
GC
Gibson, Christopher
Fri 8/31, 1:00 PM
Bell, Rachel K.;
Erwert, Anna Marie;
Christensen, Gregory;
Knowlton, Ashley;
Michelle Weiss msmichelleweiss@gmail.com
Good afternoon, online English instructors,
I spoke with Chelssee De Barra, the Interim Director of the
Learning Center, this week about online tutoring. She said that we do
have online tutoring that can primarily be used for our online students for
now. They have a limited number of hours purchased, so they want to
keep it limited to online students.
To access online tutoring, your students will need to
register for LSKL 803 (91796). Then, they can access the online
tutoring through the LSKL 803 Canvas page by clicking on “NetTutor.”
If you have any questions, please let me know.
Chris Gibson
Interim Dean of Language Arts
Skyline College
650-738-4343
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Accomplishments
for Fall 2018:
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English
Department Accomplishments Summary—Fall 2018
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All English & Literature Course Outlines were revised and Approved
by the Curriculum Committee:
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Through a multi-semester approach, we created a collaborative process we
used to revise all our Literature and English course outlines. All were successfully submitted to and
approved by the Curriculum Committee and will become the official course
outlines of record starting Fall 2019.
All updated outlines can be viewed via Curricunet: http://www.curricunet.com/smcccd/
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Program Review CPR Complete:
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Also through a collaborative process, we completed all 5 sections of the
Comprehensive Program Review (CPR) Report.
We also selected our two April Program Review presenters: Rob
Williams and Nathan Jones.
Next steps: Faculty will make
all final changes to the document by 12/15. Then Kathleen will do one
final read through to make sure content is clear, cohesive and in logical
locations and then upload content into SPOL by March 2018:
https://docs.google.com/document/d/1nPHNk5m_L3AW02Vm0zRnY3ilU1TdEFXLjWcbrTLAz5Q/edit?usp=sharing
Our February and March Spring English meetings will be dedicated to
designing and creating the Program Review Presentation together.
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Revising our Assessment Process and Implementing the new approach:
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Through shared discussion and planning, we re-designed our Assessment
Process, Michael Cross became our Assessment Coordinator, and we
implemented the new process during Fall 2018 to assess English 110.
The new process:
(1) Collection of 6 randomly selected essays from the targeted course for
that semester.
(2) Instructors complete the assessment individually and submit the results
online. Each essay is read by two
instructors. Here is the survey we
will be completing in our assessment of English 110 for fall 2018:
https://surveys.smccd.edu/TakeSurveyPage.aspx?s=85ba93e91c6e48e9aa9995105a2ecfb9&tsid=258224d0e6e742d69705e12d580dabe5&c=en-US
(3) The data is compiled and the next semester begins with a group review
of the outcomes. The areas of
weakness or student struggle are identified and the English meetings for
that semester are designed around improving teaching methods and designing
best practices targeting those skills.
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Organized, Co-Facilitated and Took/Posted all Meeting Notes for
English Meetings:
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As English coordinator, I helped to organize, co-facilitate and take/post
notes for our English Meetings. All
the notes and full agendas can be found in the English
Department notes section in our Language Arts canvas page, but here is
an overview of what we accomplished:
FALL
2018
(1) Tuesday August 14th
3:30-5pm in 8319
Meeting Organizer/Facilitators: Rachel Bell and Kathleen
Feinblum
Meeting
Topic/Activity: Discussing fall projects and choosing fall
meeting content
OUTCOMES:
>Discussed and planned English 110 Assessment
>Discussed, planned and signed up for Program Review tasks
>Decided on the content for the four fall English meetings
(2) Friday Sept 7th 3:30-5pm in 6202
Meeting Organizer/Facilitators: Michael Cross
Meeting
Topic/Activity: Norming session
OUTCOMES:
>Discussed the 3 norming sets provided
>From that discussion, we selected the most representative norming
set(s)
>This aligned us and prepared us for English 110 Assessment this
semester
(3) Friday October 5th 3-4:30pm
Meeting Organizer/Facilitators: Jarrod Feiner & Michael
Cross
Meeting
Topic/Activity: AB705 and Assessing English 110
OUTCOMES:
>Better understanding and preparation for AB705
>Designed the NoviSurvey for English 110 Assessment and prepared for
essay collection.
(4) Friday November 2nd 2-3:30pm in 8118
Meeting Facilitator: Kathleen Feinblum
Meeting
Topic/Activity: Revising sections 1-3 of the CPR
OUTCOMES & PROGRAM
REVIEW TIMELINES:
We worked on the CPR document for program review today and here is we
are at with this project:
(1) NOV 2ND: We reviewed and added to the document.
(2) FIRST CLEAN-UP by 11/26: Kathleen
will go over what has been submitted and clean up the
formatting by Mon November 26th.
(3) SECOND CLEAN-UP by 11/30: Michael will then go over the document focusing
on tightening up the content, removing the redundancies and making sure we
are presenting our program in the best light and will complete the work by Friday,
November 30th.
(4) DEPARTMENT ASSISTANCE IN FINAL REVISION by
12/7: The
document will be sent back out to the department for people to review and
add suggestions for revision (on what we have done in the last 6 years
since our last Program Review) before our final Fall semester meeting on
Friday, December 7th 3:30-5pm.
(5) FINISHING THE CPR TOGETHER on 12/7: At the final meeting, we ask everyone attending
(especially the full-timers) to have reviewed the entire
document (sections 1-3) so we can complete
together sections 4-5 which ask us to write "big
picture" overview assessments based on the specifics in sections 1-3.
(6) APRIL PRESENTATIONS TO THE SCHOOL: Before April, we need to create a dynamic
and engaging presentation, and we need 2 English faculty
to present it to the school and upper administration.
(5) Friday December
7th 3:30-5pm in 8308
Meeting Facilitator: Rachel Bell
Meeting
Topic/Activity: Selecting Spring meeting
content & facilitators and Revising sections 4-5 of the CPR
OUTCOMES:
(1) SPRING MEETINGS: The Spring 2019 Meeting Content and
Facilitators were selected:
January (Friday 1/11--classes start Mon
1/14):
FACILITATORS: Michael Cross and Lucia Lachmayr
TASK: Pre-semester Retreat to go over
the results of the Fall 2018 Assessment of English 110. Also, select
the targeted skills to focus on for the April meeting.
February (first Friday 2/1 3:30-5pm):
FACILITATORS:
Kathleen Feinblum & Nina Floro
TASK: Create
the vision for a dynamic English Program Review Presentation. Two
presenters selected: Rob Williams and Nathan Jones with tech support
from Liza Erpelo in creating the presentation.
March (first Friday 3/1 3:30-5pm):
FACILITATORS: Kathleen Feinblum & Nina Floro
TASK: Continue creating
the Program Review Presentation. Two presenters: Rob Williams and
Nathan Jones and tech support from Liza Erpelo.
April (first Friday after spring break
4/12):
FACILITATORS: Jessica Belluomini and Jarrod Feiner
TASK: Hands on
meeting to create best teaching approaches focused on the weakest skills
revealed from the English 110 Assessment. Also, plan the retirement
party for Jim Bowsher.
May (first Friday 5/3 3:30-5pm):
FACILITATORS:
Michael Cross and Karen Wong
TASK: Assessing
Assessment Process
(2) PROGRAM REVIEW & THE CPR: We went over as a group the
entire CPR document and filled in areas of question
that were highlighted in yellow and rearranged content to fit a more
logical order and made final revision plans and timelines.
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Carried on Projects and Connections with the Learning Center:
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Chris
Gibson and I met with the Manager of the TLC and leaders of the WRL,
Chelsee, Josh, Chanel and here were the outcomes:
ON-GOING CONNECTIONS BETWEEN ENGLISH-LANGUAGE
ARTS AND THE LEARNING CENTER
(1)
TUTOR TRAINING: We’ll rethink
how the English and ESOL faculty can regularly work with WRL and ESL tutors
each semester. Flex Day may not be
ideal as TLC staff cannot attend other campus flex activities.
(2) CRLA CERTIFICATION: English
faculty can help by sending highly recommended students who can participate
in the new accelerated CRLA training which allows tutors to start working
with students (embedded in classes and in the TLC) sooner without first
completing LSKL 110. Training will
be on-going throughout their work.
There are also potential online CRLA Certificate options to help get
tutors working with students sooner.
(3) FACULTY HOLDING OFFICE HOURS IN
THE TLC: We discussed setting aside dedicated multi-use space where
full-time and adjunct can old office hours in the TLC, so they can better
connect students to lab tutors and better familiarize students with TLC
resources.
(4) ON-GOING COMMUNITY OF PRACTICE
WORKSHOPS: In the spring, an on-going paid Community of Practice
professional development opportunities will be starting. Faculty are paid to participate, and
Chris said he would be happy to extend this invite to TLC staff and tutors
to attend the workshops that best fit their needs.
(5) TLC WORKSHOPS/GROUP TUTORING
SESSIONS: These workshops that are focused on specific skills will
continue to be offered by the TLC and Josh asked us to send our “Top 10”
topics these workshops could address.
Here are some possibilities:
1.
Reading strategies (using Reading Apprenticeship approaches). Also, there are reading
strategies for before, while and after
reading outlined in the Rhetoric:
http://accounts.smccd.edu/skyenglish/1CriticalReading.htm
2.
How to best understand and use the English Department Rhetoric that many
faculty use to
respond to and score student essays: http://accounts.smccd.edu/skyenglish/6Rubrics.htm
3.
Analyzing what makes a strong, unified, well-supported essay using models:
http://accounts.smccd.edu/skyenglish/6ModelPapers.htm
4.
How to select and smoothly integrate quotes and paraphrases:
http://accounts.smccd.edu/skyenglish/10IntegratingSources.htm
5.
What are PIE paragraphs and how can they be used effectively to support a
thesis?
http://accounts.smccd.edu/skyenglish/9Paragraphs.htm
6.
Writing strong thesis statements: http://accounts.smccd.edu/skyenglish/7Thesis.htm
7.
How to create effective outlines that are argument driven and well
supported:
http://accounts.smccd.edu/skyenglish/rhetoric.pdf#page=124
8.
Writing creative and effective introductions and conclusions:
http://accounts.smccd.edu/skyenglish/8Introductions-Conclusions.htm
9.
What is the MLA and how to create a good first impression with a
well-formatted essay:
http://accounts.smccd.edu/skyenglish/5MLA.htm
10. How to write a strong
essay in a timed situation:
http://accounts.smccd.edu/skyenglish/11TimedWriting.htm
(6) INCLUDING TLC STAFF IN MEETINGS:
Chris will invite TLC leadership to Language Arts Division meetings and
invite Josh and other WRL staff to the “hands-on” English meetings.
(7) ADDING TLC LEADERS TO THE
LANGUAGE ARTS CANVAS SPACE: I just sent invitations to Chelssee and
Josh to join the Language Arts Canvas space where they will have access to
introductions to our instructors across the disciplines, our faculty
Orientation materials which includes “best practices” for each department
in the Division, all our meeting notes and outcomes, learning resources,
and specific department pages.
(8) SUPPLEMENTAL INSTRUCTION:
English could connect with the TLC and Gavin Townsley to give input on S.I.
training for English 105. English faculty could also work to use the same
texts for different sections to allow for shared embedded tutors and
S.I’s. They could also work together
to design curriculum, match the timing of skills being taught and the TLC
could time workshops to fit with those lessons.
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