Quick Jump to Sections: College Council Charge, Collegewide Reorg, Strategic Goal #1: Student Success, Learning Outcomes and Assessment, Achieving the Dream Data Team and Data Coaches, Proposed Policy 4B3 Distance Education, Other, Next Meeting.
All committees are reviewing their charge and membership at their first meeting of the year and College Council was no exception. The current charge is on the Committee site and we'll look at the accreditation ACCJC rubric for evaluating institutional effectiveness to see what language we could use to capture the role College Council plays in shaping the program review processes of the college. A task group look at the Sustainable Continuous Quality Improvement piece of the rubric and bring back a draft for us to look at at the next meeting. The SCQI language in the rubric says
Remember what is the BCATT (Bakersfield College Administrative Transition Team)? The leadership team was to be a 18-month transition team to tide us over until we restructure ourselves to meet the long-term goals of higher quality, progression, and completion. That 18 months ends with the spring semester and we need to have reorganization finished by then with the new administrative team in place by then. That requires work on the reorg to be done ASAP this semester. Sonya Christian has the ambitious goal of having a task force gather input from all of the employee groups and students and coming up with options in six weeks time. Look for a call for volunteers to serve on the reorg task force from Corny Rodriguez (faculty) or Tina Johnson (classified staff). The original dates for the reorg taskforce were to be from September 16th to the end of October. With faculty appointments to the taskforce needing to go through the Academic Senate, the soonest it could start would be September 19th.
Our main budget analyst, Auxiliary Services Manager in Administrative Services Laura Lorigo will serve on the taskforce to provide the fiscal impacts of the various reorg options. President Christian will not be on the task force and the reorg taskforce will report back to College Council throughout its discussion. The campus input is to include campus forums. There was talk of hiring an outside person (external to the district) to be a facilitator. If the facilitator is to be one to run the meetings, collate the input, etc., then the cost could run into several thousand dollars ($7K to $8K). No, I don't know from where the money would come.
We were introduced to the plan for a Student Success Stewardship Team to make intentional connections between the various groups working on improving student success with established meetings on the second Friday of the month for this current year. The purpose of the Student Success Stewardship Team is to shepherd the work of the college as it relates to Quality Progression and Completion that is fiscally sustainable. Specifically the work is tied to the strategic goal #1: Student Success and the three strategic initiatives that are tied to this goal—Student learning, Student Progression and Completion, and Institutional Capacity building. Since the primary purpose is to ensure convergence, integration, connectedness and communication, this group includes representation from all the major projects, initiatives, and committees on campus working to improve student success. The meetings are open. To find out more about the SSST including membership, see the #6 - Student Success Stewardship Team 9.5.13 document on the College Council website (a Word docx file). The Student Success Stewardship Team will evolve throughout the year, including its membership. The main thing is to get the various groups together in one place to discuss what's going on at the college to move the dial on student success.
We began looking at the big picture view of institutional learning outcomes and how we could visualize it using something like the "spiderweb diagram" developed by the Lumina Foundation in the Degree Qualification Profile. The Degree Qualifications Profile is a framework that illustrates what students should be expected to know and be able to do after earning a degree regardless of major or specialization.
This spiderweb connects five critical learning outcomes for any academic program in higher education: applied learning, intellectual skills, specialized knowledge, broad knowledge, and civic learning. The spiderweb provides a quantifiable way to visualize how well institutions are doing in achieving their institutional learning outcomes. All of the Oregon community colleges and state universities are working together on a Degree Qualifications Profile for Oregon with Sonya's previous college, Lane Community College, taking the lead. She is offering this as a way for us to be able to answer the question, "What does a student know or can do when they complete a degree at BC?"
The BC Achieving the Dream Planning Year Work Plan for 2013-2014 is posted on the College Council website. The plan was presented by ATD Lead and Data Team Co-Chair Manny Mourtzanos (select the link to view his "initial thoughts" document he shared with us). He also invited us to the two collegewide conferences ("Data Summits") on how to use the data sources (SLO Assessment, ARCC, Operational Data, and Perception Surveys including the CCSSE) and increase our understanding of what the data mean as we figure out how to improve student success. The Data Summits are open and applicable to everyone on the campus, so consider attending Thursday, October 31st at 1:00 to 4:30 PM and Friday, March 14th at 8:00 AM to Noon. The Data Summits will include plenary speakers, who will speak about implementing best practices in the use of student success data, and various breakout sessions.
The members of the ATD Data Team listed in the work plan include Sonya Christian, Nan Gomez-Heitzeberg, Zav Dadabhoy, Liz Rozell, Heidi Gilliard (Institutional Researcher), Michael McNellis (philosophy faculty), Patrick Serpa (math faculty), Sue Vaughn, and Manny Mourtzanos. The Data Coaches listed in the work plan include John Carpenter (sociology faculty), Janet Fulks (biology faculty), Kurt Klopstein (math faculty), Joyce Kirst (ACDV faculty), Lora Larkin (psychology faculty), Jennifer Marden (academic senate), Julie Marty-Pearson (psychology faculty), and David Neville (Spanish faculty). The list of members continues to grow.
This will establish procedures for those teaching online classes. The proposal was tweaked by Porterville in early spring 2013 and our ISIT Committee offered further changes at its May meeting. Here's the proposed language coming out of the May ISIT meeting (you can view the strikeout (tracking changes) version here):
4B3 The faculty member teaching an online or hybrid course shall:
1. Respond to student questions, emails, and other communications within 48 hours, non-instructional days and leave days excepted;
2. Regularly (at least twice a week) initiate contact with students in the online classroom through the posting of class announcements and/or assignments;
3. Monitor student-to-student interaction in classroom activities requiring interaction;
4. Integrate regular assessment of student comprehension and learning.
5. Select and incorporate some combination of the following student authentication strategies to verify or authenticate that the student who registers in the course is the same student who participates in and completes the course and receives the academic credit:
a. Use proctors for tests and require id’s
b. Use a plagiarism detection tool to prevent plagiarism
c. Become familiar with students’ individual writing styles by requiring a variety of writing tasks, such as discussion forums, paragraph-length answers on exams, and formal research papers.
d. Require specific research paper topics for which the instructor knows the secondary sources thoroughly
e. Employ a lock-down browser system with some Java Script Security tool, to prevent students from exiting the exam and surfing the web for answers
f. Modify assessment artifacts between semesters
g. Design test questions to be randomly drawn from banks of questions and shuffled so that each student gets a different set of questions
h. Design tests to be open-book but with a limited amount of time to complete
i. Require forced completion on exams so student cannot re-enter a test.
j. Set a short window for testing completion, i.e., one or two days to take an exam rather than a week
k. Create a unique password for each exam
6. Provide information to students regarding items 1-5 above on the class syllabus.7. The faculty member teaching an online or hybrid course shall include all syllabus information as described in the CCA contract within the district’s adopted course management system and likewise shall conduct all discussion forums, wikis, and other student-to-student class interactivity entirely within this course management system. In the event the district’s adopted course management system is down, the instructor may use other avenues of interacting with students while the course management system is down.
The meeting continued beyond the stated 10:30 end time for another 20 or so minutes with discussion on deleting the wellness requirement in the minimum graduation requirements (Board Policy 4D1) and faculty appointments to campus committees and task groups. I had to leave for the 10:30 training on the Annual Program Review (since Astronomy is being merged with Physics for the APR purposes) but the other College Council member from our area, Brent Damron (the FCDC rep), stuck around. If necessary, I'll send out an update to this report when I talk with him.
Next College Council meeting will be September 20, 2013.
Last updated: September 8, 2013
Document author: Nick Strobel