Welcome and OverviewFostering a Culture of Pedagogical Innovation

LEAD FACILITATORSBill Moore, Director, Core to College AlignmentJennifer Whetham, Program Administrator, Faculty Development

SBCTC Core Principles1.Set policy direction in collaboration with

colleges and other system partners2.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 Assessme

nt, Teaching

& Learning

Providing ongoing

communications

Hosting statewide retreats & conference

s

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

– www.assessmentlearningteaching.com• Twitter

– @jwhethamsbctc– @mooresmusings– #NFI13

• Google+– jwhetham@sbctc.edu– bmoore@sbctc.edu

• Web site & NFI 13 wiki (resource repository)– http://www.sbctc.ctc.edu/college/e_assessment.aspx– http://wa-nfi13.wikispaces.com/

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

Challenges Benefits

Risk factor Added value

Time sink Time-saver

Energy drain Renewal

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 Happens

Unpacking the “A” in Outcomes Assessment:

Assessment as Learning

Bill Moore & Jennifer WhethamOffice of Assessment, Teaching & Learning

SBCTC

New Faculty InstituteSeptember 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 itB. Heard of it, unsure what it involvesC. Have some understanding of OA, but not

comfortable explaining it to othersD. Can explain OA to others, have not

participated in it formallyE. 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 assesscompetence on key outcomes?

What do I want students

to know & be able to do?

How do I promote

learning most effectively?

InstructionWhat 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