Miscellaneous+Notes

__Related Instruction learning outcomes aligned to college-wide outcomes__ (South Seattle has developed good model, database): separate "gray area" courses in English and math for some workforce programs--developed in response to accreditation pressure to move away fro embedded instruction to separate "related instruction" courses CPTC and others: completion rates problematic because students are bailing out before getting all the courses required

accreditation team insisting on higher level of program level requirements differentiating certificate and degree beyond just related instruction~? (CPTC has approach using a capstone course in program areas)

__Aligning Course/Program/College-wide Outcomes__ define and defend "what is a program" for the purpose of responding to accreditation requirements: Clark moving toward treating AA degree as a whole as the program, Bellevue already there, Cascadia: select key points in curriculum (esp. gatekeeper courses), develop assignment, collect data from samples of students, faculty paid in summer to assess for specific program outcomes aligned/linked to 4 CW outcomes (variation of Johnson County CC model)

__Evolution of Faculty Role__ how do you create opportunities and incentives for faculty to take more holistic approach to revamping courses/programs when it feels overwhelming to them? role of faculty development in helping this process?

narrow discipline focus problematic; budget pressures and general stresses undermining efforts to innovate see themselves as content experts, students get it or don't get it--how do you help people shift to learning focus? identity issues, conversations seen as personal critiques of how I teach

how do people change/learn? through influence of peers/colleagues; could we use students to gather ideas, experiences, perspectives from variety of faculty about teaching/learning (share at ATL conference?) why/how do you learn something? what's involved in that process? how can you influence your peers?

faculty hiring frameworks, expectations (Sandra Fowler-Hill as resource; see Cascadia process as good example) part of holistic system--not just hiring, but also ongoing support for faculty and academic culture focusing on and supporting emphasis on learning, faculty collaboration and innovation need to include grad school programs in discussions as well--expand/encourage teaching certificate programs as additional component, like WWU program take system-wide position that we need to emphasize teaching/learning as we recruit and support faculty (how would unions feel?)

find ways to engage faculty with new/different perspectives: how do we "pull the rug out from under" people to encourage a quantum jump rather than trying to tinker toward utopia?

Remedial Pedagogy: OC precollege English folks working currently on first 3 really need 4--clearer and more specific diagnostics to differentiate learners rather than factory model batch processing Centralia: trying to revamp math lab with more instructional support, modularized approach (uses Math XCel (sic?), looking for better diagnostic--Compass not working Cascadia: summer modules, link precollege with college level

add 3csn.org web site to wiki game design links--Gee, etc. David Perkins, TfU links--"playing the whole game" understanding learning terrain as well as students' lives, backgrounds, histories Carol Dweck, AYD, notions of intelligence notions of expertise taking collective responsibility for our students

what is our mission as CTCs?