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Projects
for Fall 2020:
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Project
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Activities
&Accomplishments
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Plan, co-facilitate and take notes for all English meetings:
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The individual meeting notes, outcomes and materials
produced are all posted on our Division Canvas site:
https://smccd.instructure.com/courses/8220/discussion_topics/19827
Fall 2020 English
meetings: all fall meetings will be held online via Zoom
(1) Sent an email to the English Department on 8/25/20 with two Doodle
polls to decide on the Fall English Department meeting dates:
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Hello English!
I hope everyone's first week of classes and being 100% online has gone
relatively smoothly for everyone! In focusing on the positive, with
our meetings for Fall also being 100% online, hopefully more adjunct can
join us this semester with the impediment of a physical commute removed
(I'm going for all silver linings I can find during these strange
times 🙂).
Traditionally, we scheduled our monthly meetings after the Language Arts
Division meeting. We can continue this or decide to hold our
meetings on a different day. I created a Doodle poll so everyone can
vote. Please take a moment and select your preferences and
availability. There are two polls so please respond to each:
(1)
Keep meetings after the Division meeting or move them to mid-month:
https://doodle.com/poll/awm77xr2yckbwazt
(2) If
we did move to mid-month, please indicate ideal days and times:
https://doodle.com/poll/vrvgg5i6csrdud94
Thanks and I look forward to "seeing" everyone soon! 🙂
Rachel
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(2) At first English meeting, facilitate
the selection of topics for the Fall meetings. Topics to consider: “Synchronous vs.
Non-Synchronous” instruction, best practices for teaching 100% online.
(3) At the 9/9/20 meeting, we selected
the meeting content for Fall:
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Meeting date
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Content
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Facilitators
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Oct 7th 3:30-5pm
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Best practices for online teaching and synchronous vs.
asynchronous instruction
(continuing English 105 online?)
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Rachel, Lucia, Rob
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Nov 18th 3:30-5pm
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Assessment
(Info Literacy/annotated bibliographies) & Norming. Assessment
timeline: Fall Engl 110 & Spring Engl 105/100
Updated annotated bibliography
information.
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Michael, Rachel, Lucia
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Dec 9th 3:30-5pm
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Revisiting reading/writing requirements for
English courses.
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Katie, Rachel
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(4) Two weeks before each meeting date, I email the
facilitator(s), we set up a zoom meeting, and create the agendas together.
(5) Outcome from the 11/18 meeting:
PLACEMENT:
(1) Let ESOL faculty and Goldie in Assessment know that
students who want to challenge their placement in ESOL 400 can enroll in
English 105.
(2) In Spring 2021, we will add ESOL faculty to
instructors who can teach English 105. We can then offer English 105
for non-native speakers.
ASSESSMENT:
(3) The first English meeting of each spring will be
dedicated to norming. Spring 2021: decide what the assessment will look
like to assess English 105/100 that semester. Discuss pre and post
assessment tools. Integrate ISLOs into our assessment of SLOs. Examine
Jumpstart's affective domain assessment.
(4) The first or second meeting of each fall will be
focused on analyzing the results of the spring assessments (examine the
data closely, invite assessment expert Karen Wong, examine aggregate and
disaggregated data, and discuss how to use the findings to improve our
teaching practices.
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Un-bank Designated Courses:
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(1) Work with Chris Gibson to decide which English
and/or Literature courses we would like to un-bank and then complete the
work with Curriculum Committee to make the changes.
(2) On 9/23/20, I emailed Maria Norris and Jessica Hurless a memo signed by
2 faculty and the Dean to unbank the following:
The
English Department would like to unbank the
following courses:
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LIT 154: Queer Literature
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LIT 220: Introduction to World Literature
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LIT 265: Asian American Literature
(3) Maria responded:
Hi
Rachel.
Unfortunately, un-banking courses is not
as simple as a memo.
In order to bring a banked course back to
active status, you must create Modified Course Proposals in CurricUNET and update the course details.
Please let Jessica or I know if you have
questions.
(4) I will follow her instructions and complete the work on Curricunet.
(5) I completed the work through Curricunet on
10/1 and unbanked the 3 courses with the help and guidance of Maria
Norris.
The Curriculum Committee next meets on 10/21, so I will attend that meeting
to complete the process.
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Add DE addendums to courses:
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(1) On 9/15/20, I emailed Maria Norris and Jessica
Hurless:
Hi Jessica and
Maria,
Chris has asked me to add a DE addendum to
the 2 courses below. Can you let me know how I could complete this
task?
As we prepare for Spring 21
and the possibility of being online again, we need to make sure that all
courses we plan to offer have DE addenda in order to teach them
online. The State Chancellor’s office’s blanket DE addenda for all
courses expires at the end of this semester, so we need to get the
following courses to Curriculum Committee for DE approval:
- ENGL 104
- ENGL 103 (We should work on this one
even though it won’t be offered until Fall 2021)
(2) Jessica responded:
(3) I completed the work through Curricunet on 10/6 and added the DE Addendum to the 2
courses with the help and guidance of
Jessica Hurless. The Curriculum Committee next meets on 10/21, so I will
attend that meeting to complete the process.
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Chair Year 2 of Tenure Review for two English Candidates:
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(1) Sent initial email to pick our first meeting
dates for both Janice Sapigao and Katie Hern’s Year 2 Tenure review
Committees.
(2) Booked a date for each committee, sent Outlook meeting invites, and
emailed the agendas:
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Hi everyone,
This is what we will do at our Thurs, Sept 3rd meeting from 2-3:30pm:
Topic: Initial
Year 2 Tenure Meeting for Katie
Time: Sep 3, 2020 02:00 PM Pacific Time
(US and Canada)
This is what we will do at our at our Thurs, Sept 10th meeting from 2-3:30pm:
Topic: Initial Year 2 Tenure Meeting for Janice
Time: Sep 10, 2020 02:00 PM Pacific Time
(US and Canada)
At Zoom meeting, we will complete the
following (please have your calendars ready):
(1) Go
over tenure review procedures and forms. Here is the Checklist of all required
materials:
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Evaluation Packet
Checklist
- Evaluation Summary Form
- Observation Form
- Student
Questionnaire
- Portfolio Review
Form (see page 16 of the Observation Form)
- Mandatory
Self-Assessment Form (see page 17 of the Observation Form)
- Dean/Responsible
Administrator’s Assessment of Non-Teaching Responsibilities Form
(I will take care of this)
- Performance
Improvement Plan Form (if needed)
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For the Evaluation Summary Form, please make sure you complete
the second one in the link titled “Tenure-Track Online, Classroom, and
Non-Classroom Faculty.”
Evaluators, you are responsible for the first two documents (the
Evaluation Summary Form and Observation Form) as well as the Portfolio
Review form (committee chairs will need to ensure this is complete and
signed by everyone).
Evaluees, you are responsible for the Mandatory
Self-Assessment Form.
(2) Discuss the portfolio and the date Katie will be getting updated portfolio
to the committee
(3) Setting up the following meetings:
(a) Each committee member schedules a date
to observe one of each of the candidate's current classes
(b)
Discussion of how to administer the online student surveys for each class
(c)
Each committee member schedules the follow up date (within 10 days of observation)
to discuss his/her observation with the candidate
(d)
Committee sets a November date after the observations to discuss findings
and write the Professional Activity Plan for the candidate
(e)
Committee and candidate set early December date to discuss Professional Activity
Plans and tenure recommendations
Let me know if I forgot anything and I look forward to completing year two
of this tenure process with you all.
Rachel
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(3) The committees met with both
candidates and set up a timeline of observations, follow up one-on-one
meetings, and the meetings with the committee to create the action plan as
well as the final meeting with the candidates to share the findings. The
timeline dates were emailed and the meeting invites sent through Outlook.
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Continue Collaboration between ESOL & English started Spring 2020:
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(1) On Flex day, March 5, 2020, we held a collaborative workshop with the
English and ESOL Departments. Here
was the agend:
ESOL-ENGLFlex2020.pdf and here are the
notes listing future collaborative projects: Flex workshop notes
3-5-20.docx
(2) On 8/28/20, Erinn contacted Jarrod, Michael
and Katie to follow up on these items:
Item 1: Erinn and Katie met to discuss:
English and ESOL can work together to help guide students make the decision
of placement and make the course differences very
clear and transparent (ESOL created a chart for counselors with the course
differences so perhaps we could add this to the English
Department website—we could add hyperlinks, essays, texts, assignments to
better clarify).
Erinn said to wait on this item as ESOL is still
awaiting guidance from the state in terms of placement and AB705.
Item 2: Erinn contacted Michael and I told
her we could also address this at the 10/7 English meeting:
a. We could flag certain Engl 105 courses with
added ESOL support or having embedded support from an ESOL expert
(grad student).
b. Have ESOL faculty with English min quals teach sections of Engl 105 with enhanced language support.
c. English through curriculum committee can create a course that
assigns ESOL as one of the disciplines that can teach particular
English courses.
Item 3: Erinn contacted Jarrod about this
item and I said I would also bring this up at the 10/7 English meeting:
Could design ways for ESOL students to feel more confident speaking in a
“mainstream” class. Maybe design
“field trips” to English
classes or TLC.
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Continue work with the Library regarding the implementation and future of
Information Literacy:
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Held a Zoom meeting on 8/31/20 to discuss the various options for Fall 2020
Information Literacy course component options and the possibly removing it
from English 105/100 as a requirement.
Present: Gabriela, Athena, Pia, Chris, Nina, Rachel and Rob.
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Review and revise page and reading counts for the English course outlines:
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(1) On 7/29/20, Katie brought to my and Chris’s
attention that the IGETC word requirements have changed, so we need to
revisit what we require on our course outlines for: English 846, 105, 100,
110 and 165:
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Hern, Katie
Wed 7/29/2020 8:33 AM
To: Bell, Rachel K.;
Gibson, Chris
Hi Rachel and Chris,
Hope you are hanging in there during this weird
time.
Did you see the notice that the IGETC standards for word
count in freshman comp have been decreased from 6,000 to 5,000 words?
(IGETC policies cover courses transferring to UC and CSU systems.)
https://icas-ca.org/wp-content/uploads/2020/06/Summary-IGETC-Standards-2.1-Edits-June-3-2020.pdf
Can we add this item for discussion at the next dept. meeting?
Katie
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(2) I responded:
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Bell, Rachel K.
Wed 7/29/2020 11:56 AM
To: Gibson, Chris; Hern, Katie
Interesting!
Here is what is on our English 100 course outline now...
• Number of formal typed
pages per semester: 24 to 28 pages (6000-7000 words)-15-20% of the formal
pages should be timed writing.
I think we
should definitely follow the requirements to ensure consistency for
students regardless of where they take transfer level English.
Rachel
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(3) From Katie:
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Hern, Katie
Wed 7/29/2020 12:18 PMMore actions
To: Bell, Rachel
K.; Gibson, Chris
Sounds good.
As I look at the language Rachel quoted from our
course outlines, I think we may also want to talk about the specification
that the required word count be comprised of "formal typed
pages." I believe the IGETC materials only specify 5,000 words of
writing, without reference to all of them being "formal."
As I read the longer description of IGETC expectations for
freshman comp (p. 16), it seems that a lot of the smaller kinds of
writing we require -- such as discussion board posts in response to
course readings, annotated bibliography entries -- could also be included
in the 5,000 word count.
Katie
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(4) The Dec 9th English Meeting will be dedicated to addressing
this topic.
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Creating Guided Pathways English pitch:
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(1) I received this email from Marianne Beck on
7/23/20:
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Beck, Marianne
Thu 7/23/2020 9:15 AM
To: Bell, Rachel
K.
Dear Rachel,
Chris Gibson recommended that I contact
you about an exciting collaboration between Skyline College and RoadTrip Nation, on RoadTrip
to Careers, a new video platform to engage students in the discovery
of their unique career paths; you can read more about it in Lavinia Zanassi’s email below. To give you an idea of what
they offer related to your discipline, you might want to check out the
leaders under the interest areas of Writing, Education, and Journalism.
We are working on Skyline program
descriptions that introduce students to the related career path and
connect them to interviews with leaders from the field; this is one of
the first places we see Guided Pathways activated. These
descriptions were derived from the survey that Carla Grandy asked each
program to complete last spring semester; we don’t want your students to
miss out on this fantastic opportunity, so I would like to work with you
to collect the information needed to connect the English program to the
platform. The RTN platform will launch early fall semester so if you
would like connect your students to this inspiring career resource,
please complete the questions below and return to me by Wednesday, July 29, 2020
Please answer the following questions
that will help us draft the career related program description for the
platform.
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What are some of the common careers that people would go
into with this degree (or with a 4-year degree in this area)?
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Please list some of the most important transferable skills
that are learned in this program?
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What's a short (1-3 sentences) pitch you might give to describe
your program and it’s career path? Strive for punchy, engaging language
that would be interesting to students.
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What's a quick statement to describe your program from the
perspective of students’ interests or passions?
Thanks for collaborating with us!
Marianne
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(2) The English blurb she and I created together:
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Do you enjoy engaging with ideas through reading and writing? Do you want to strengthen your ability to
communicate your own ideas clearly and effectively? As an
English major, you learn the skills that employers want: reading,
writing, critical thinking, and creative thinking. Studying English and
analyzing and engaging with the ideas of others also teaches empathy,
appreciation for diversity, and the ability to engage with complex ideas.
Through being exposed to a wide range of texts, an English major also
gains a more profound understanding of the challenges and triumphs of
humanity as well as his/her own place within the world. Strong writing
and communication skills are relevant and valued in all sectors of
employment; a degree in English can lead to careers in technical writing,
editing, publishing, education, public relations, human resources, social
media, theater, film, law, grant writing, and library sciences, just to
name a few!
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