*Defined and *Defined and *Cohort further modifies *Cohort further modifies *Final cohort product implemented pilot implemented sample the master syllabus master syllabus template is presented to plans and master syllabi, using template *Instructors ask for curriculum for use in outcomes outcomes-oriented *Pat Roux and I assistance on rubrics all future master for 15 GenEd methodology for 25 present to the deans for *Note the need to re-assess syllabus revisions, courses, including courses approval and are told to outcomes for Orientation results in policy CCSS, in the Fall. *Presented rationale for pilot the template and assessment methods change and first *Defined and involving T3 Task Force further *Request to serve on DLIT documented implemented SLOs in institutionalization of *SLO work done on planning committee, institutionalization of for Orientation course SLOs, some courses still not specifically to build a cohort work *Note confusion as Assessments. Task force included on new competency model for online *Request for to what courses does not meet again. courses going through faculty that can be used to assistance with are actually GenEd *Focused cohort on curriculum, still using align all faculty development assessment piece for courses, determine revising and piloting old format along defined streams of LTC linkage that our outcomes-oriented *As per faculty knowledge, however, some *Request for developmental and master syllabus template feedback and to use in confusion by team members assistance with PDA ESL courses as a purpose for their implementing their on terms and how to use the outcomes/assessment counts as GenEd work pilots, proposed and model. Suggests, again, the plan courses for the was approved for 3 need for a consistent set of *Request for purposes of classrooms to be principles and guidelines for assistance with implementing the outfitted as seminar determining the impact of an Service Learning grant objectives rooms, in conjunction initiative and the reasons for Outcomes and with learning doing it. Assessment principles of small class *Request for size. The rooms assistance with QEP provided for this were assessment plan not appropriate for the *Request for purpose; some assistance with teachers did not want individual instructors’
*Defined and implemented pilot plans and outcomes for 15 GenEd courses, including CCSS, in the Fall. *Defined and implemented SLOs for Orientation *Note confusion as to what courses are actually GenEd courses, determine that our developmental and ESL courses counts as GenEd courses for the purposes of implementing the grant objectives *Defined and implemented sample master syllabi, using outcomes-oriented methodology for 25 courses *Presented rationale for involving T3 Task Force in institutionalization of course SLOs, Assessments. Task force does not meet again. *Focused cohort on revising and piloting outcomes-oriented master syllabus template as a purpose for their work *Cohort further modifies the master syllabus template *Pat Roux and I present to the deans for approval and are told to pilot the template further *SLO work done on some courses still not included on new courses going through curriculum, still using old format *As per faculty feedback and to use in implementing their pilots, proposed and was approved for 3 classrooms to be outfitted as seminar rooms, in conjunction with learning principles of small class size. The rooms provided for this were not appropriate for the purpose; some teachers did not want *Cohort further modifies master syllabus template *Instructors ask for assistance on rubrics *Note the need to re-assess outcomes for Orientation and assessment methods *Request to serve on DLIT planning committee, specifically to build a competency model for online faculty that can be used to align all faculty development along defined streams of knowledge, however, some confusion by team members on terms and how to use the model. Suggests, again, the need for a consistent set of principles and guidelines for determining the impact of an initiative and the reasons for doing it. *Final cohort product is presented to curriculum for use in all future master syllabus revisions, results in policy change and first documented institutionalization of cohort work *Request for assistance with assessment piece for LTC linkage *Request for assistance with PDA outcomes/assessment plan *Request for assistance with Service Learning Outcomes and Assessment *Request for assistance with QEP assessment plan *Request for assistance with individual instructors’
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