Creating Widespread Institutional Dialog Buran Haidar, San Diego Miramar College Dianna Chiabotti,...
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![Page 1: Creating Widespread Institutional Dialog Buran Haidar, San Diego Miramar College Dianna Chiabotti, Napa Valley College.](https://reader035.fdocuments.us/reader035/viewer/2022070401/56649f1a5503460f94c2fbd7/html5/thumbnails/1.jpg)
Creating Widespread Institutional Dialog
Buran Haidar, San Diego Miramar CollegeDianna Chiabotti, Napa Valley College
![Page 2: Creating Widespread Institutional Dialog Buran Haidar, San Diego Miramar College Dianna Chiabotti, Napa Valley College.](https://reader035.fdocuments.us/reader035/viewer/2022070401/56649f1a5503460f94c2fbd7/html5/thumbnails/2.jpg)
Why?
![Page 3: Creating Widespread Institutional Dialog Buran Haidar, San Diego Miramar College Dianna Chiabotti, Napa Valley College.](https://reader035.fdocuments.us/reader035/viewer/2022070401/56649f1a5503460f94c2fbd7/html5/thumbnails/3.jpg)
The Context of Student Learning in College
![Page 4: Creating Widespread Institutional Dialog Buran Haidar, San Diego Miramar College Dianna Chiabotti, Napa Valley College.](https://reader035.fdocuments.us/reader035/viewer/2022070401/56649f1a5503460f94c2fbd7/html5/thumbnails/4.jpg)
The entire college impacts student learning!
![Page 5: Creating Widespread Institutional Dialog Buran Haidar, San Diego Miramar College Dianna Chiabotti, Napa Valley College.](https://reader035.fdocuments.us/reader035/viewer/2022070401/56649f1a5503460f94c2fbd7/html5/thumbnails/5.jpg)
Higher Education Primary Role
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Higher Education Primary Role
![Page 7: Creating Widespread Institutional Dialog Buran Haidar, San Diego Miramar College Dianna Chiabotti, Napa Valley College.](https://reader035.fdocuments.us/reader035/viewer/2022070401/56649f1a5503460f94c2fbd7/html5/thumbnails/7.jpg)
What?
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Higher Education: What We Do
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HOW?
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Ongoing Parallel Processes
Evidence-informed
Self-evaluation
Self-reflective &
Dialogue
Modification of
Instruction, course,
assessment, or
Service
Improve quality of student learning
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Student Learning
Student Success
Instruction & Services
Improve quality of Student Learning
Evidence-informed
Self-evaluation
Self reflective
& Dialogue
Modification of
Instruction or
Service
![Page 12: Creating Widespread Institutional Dialog Buran Haidar, San Diego Miramar College Dianna Chiabotti, Napa Valley College.](https://reader035.fdocuments.us/reader035/viewer/2022070401/56649f1a5503460f94c2fbd7/html5/thumbnails/12.jpg)
Accreditation
Standard II: Student Learning Programs & Services
A. Instructional Programs1. c.
The institution identifies student learning outcomes for
courses programs, certificates, and degrees; assesses
student achievement of those outcomes; and uses
assessment results to make improvements.
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• II. 2. b.– The institution relies on faculty expertise…..to
identify competency levels and measurable
student learning outcomes for courses,
certificates, programs….and degrees.
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• II. 2. f. The institution engages in ongoing,
systematic evaluation and integrated planning
to assure currency and measure achievement
of its stated student learning outcomes for
courses, certificates, programs including
general and vocational education, and degrees
. The institution systematically strives to
improve those outcomes …..
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Brain Storming Activity (part 1)
• List as many of the “others” who have an impact on student learning in your institution
• Identify those with direct primary contact with the students- write their generic names on the provided cards
• Identify those who influence the interaction of the faculty and others responsible for student learning and for achieving the stated outcomes
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Brain Storming Activity (part 2)
• Discuss how you would set incremental college-wide discussions, in a perfect world and with 20/20 hind sight.
• Develop a communication network and a mapping diagram
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Brain Storming Activity (part 3)
• What gaps did you find?
• How might they be addressed?
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According to the AAHE…
“Assessment fosters wider improvement when representatives from across the educational community are involved.”
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ASCCC…
“Outcomes assessment is a process that should involve all appropriate participants at each level of the college, not just select groups or individuals.”
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Including….
• Department/Discipline faculty• Part time faculty• Researchers • College Staff• Administration
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Strategies for Dialog Need to Be
• Clear
• Simple
• Institution Wide
• Sustainable
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Discipline
Faculty Staff
PT Faculty
Researcher
Admin.
Discipline
Faculty
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Discipline Faculty to Discipline Faculty
• Usually the simplest level• Where:– Department meetings– Emails– Faculty teaching same class – conversations
• How?– Take notes and save in same location– Create email folder– Log phone conversations
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Across Disciplines
• Critical if– Linked by prerequisites/corequisites
• Identify which disciplines need to talk• Where and How can this happen?
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