Welcome and Overview Fostering a Culture of Pedagogical Innovation LEAD FACILITATORS Bill Moore, Director, Core to College Alignment Jennifer Whetham, Program Administrator, Faculty Development

SBCTC Core Principles 1.Set policy direction in collaboration with colleges and other system partners 2.Focus policy direction on student needs, student diversity, the impact of new technologies, and enhancing students’ learning and educational attainment 3.Invest in the talented faculty and staff essential to student success 4.Public funding for the state’s community and technical colleges is a priority investment in advancing the state’s prosperity

SBCTC Staff Structure Assessment, Teaching & Learning

Office of Assessment, Teaching & Learning Providing ongoing communications Hosting statewide retreats & conferences Supporting local initiatives Convening college ATL leaders Creating & Maintaining a Statewide Community

WHO ARE YOU? Let’s See Who is in the Room...

Agenda for The Institute Sessions are –Sequenced, with an underlying “thesis” that outcomes should drive all pedagogical choices. –Acknowledge that the majority of you have teaching experience: we hope to build on your expertise. –Designed to take a fresh, faculty-focused slant on core concepts critical for instructional planning and the realities of your work environments. –Inquiry-Based around Innovation: We hope to frame questions and create conversations.

Why Tweet the Conference? Twitter is a FEED –Good for collecting short snippets of information and that can be collected and archived quickly. Twitter is PUBLIC –Sharing information with as many people as possible, quickly, with a minimum of fuss. Twitter is a Literacy –Jen is available for coaching throughout the conference.

Connecting to the Community Building an E-Ecosystem to strengthen and foster the ATL Community: Blog – Twitter –#NFI13 Google+ Web site & NFI 13 wiki (resource repository) – –

SBCTC System Direction: Innovation is the Key Economic Demand Innovation Student Success “Accomplishments of these goals rests upon the shoulders of our faculty and staff. They are essential to innovation in our colleges.”

Is innovation a weight on your shoulders? Why or why not?

Some Thoughts about Innovation ChallengesBenefits Risk factorAdded value Time sinkTime-saver Energy drainRenewal

Fostering Innovation We understand the realities and risks of innovation. We intend to explore innovation in practical and invigorating ways with you for the next two days. We plan to support you over the year (and beyond!) as Shift HappensShift Happens

Unpacking the “A” in Outcomes Assessment: Assessment as Learning Bill Moore & Jennifer Whetham Office of Assessment, Teaching & Learning SBCTC New Faculty Institute September 2013

Every complex question has a simple answer… And it’s wrong. H.L. Mencken

What is Your Experience with Outcomes Assessment (OA)? A.Never heard of it B.Heard of it, unsure what it involves C.Have some understanding of OA, but not comfortable explaining it to others D.Can explain OA to others, have not participated in it formally E.Can write and revise outcomes with confidence Take a moment to self-identify with one of the following descriptions (at m.socrative.com)

Starting with Learning… Think of a time when you learned something in your own undergrad/graduate experience. 1.Jot down a brief description, including what was the classroom context, how did you recognize it as learning, and what role, if any, did the teacher play? 2.At your tables, please share your experience (two minutes per participant).

GradingCurriculum The Content Framework: Beginning with Coverage in Mind Instruction What do I want to teach (or what textbook)? How do I sequence the material? How do I test the material?

Basically, you learn two kinds of things in college: Things you will need to know in later life (2 hours)… Things you will NOT need to know in later life (1198 hours). These are the things you learn in classes whose names end in ‘-ology’, ‘-osophy’, ‘-istry’, ‘- ics’, and so on. The idea is, you memorize these things, then write them down in little exam books, then forget them. If you fail to forget them you become a professor and have to stay in college the rest of your life. College Knowledge??? Dave Barry, 1981

GradingCurriculum Outcomes Framework: Beginning with the End in Mind How do I assess competence on key outcomes? What do I want students to know & be able to do? How do I promote learning most effectively? Instruction What do I want to teach (or what textbook)? How do I sequence the material? How do I test the material?

CONTENT (knowledge) PROCESS (ways of reasoning) Outcomes as “Big Ideas” BIG IDEAS (core concepts)

Re-Thinking Outcomes Assessment as… Integral to good instruction Ongoing, recursive process Defining what’s important (and what “quality work” is)

Our aim should be to change our cultural practices so that students and teachers look to assessment as a source of insight and help instead of an occasion for meting out rewards and punishments. Lorrie Shepard “The Role of Assessment in a Learning Culture”, 2000