short piece to help inconsistencies between outcomes, divisions courses and the students, faculty, the principles behind between City program/discipline) and the community promotion/performance Park/West Bank *Many instructors understand the appraisal and those voice concern at the purpose of GenEd behind the possibility of not mission having a support person for outcomes/assessment *Wrote *Created marketing *Modified online course *Begin to work with Learning *Note the need for communication brochures, presented to be offered as an Community Faculty on institutionalization plan, web content, Title III program at alternative to integrated course outcomes support, perhaps in and marketing plan departmental meetings face workshops committee charters for faculty and on 3 campuses *Brought in MaryEllen recruitment Weimer to discuss learning-centered teaching *Assessed first *Assessed second cohort *Assessed third cohort *Assessed forth cohort cohort experience experience, revised experience, revised experience, revised binder and dramatically course content, went course texts, binder material, structure of the modified the back to face to face material, and created workshop sessions, times development meetings as per PowerPoint and locations program and pilot feedback on the benefits presentation to *Met with 4th cohort mid-way process of collaboration. *Course accompany workshop through their pilot to discuss evaluations and final pilot sessions assessments and support reports become data *Met with 3rd cohort they might need. Feedback elements mid-way through pilot, focused on the challenges of as per feedback on the implementing a course necessity for support design after a week of during the pilot. Grant hurricane evacuation.
short piece to help students, faculty, and the community understand the purpose of GenEd inconsistencies between the principles behind promotion/performance appraisal and those behind the mission outcomes, divisions between City Park/West Bank courses and the program/discipline) *Many instructors voice concern at the possibility of not having a support person for outcomes/assessment *Wrote communication plan, web content, and marketing plan for faculty recruitment *Created marketing brochures, presented Title III program at departmental meetings and on 3 campuses *Modified online course to be offered as an alternative to workshops *Brought in MaryEllen Weimer to discuss learning-centered teaching *Begin to work with Learning Community Faculty on integrated course outcomes *Note the need for institutionalization support, perhaps in committee charters *Assessed first cohort experience and dramatically modified the development program and pilot process *Assessed second cohort experience, revised course content, went back to face to face meetings as per feedback on the benefits of collaboration. *Course evaluations and final pilot reports become data elements *Assessed third cohort experience, revised course texts, binder material, and created PowerPoint presentation to accompany workshop sessions *Met with 3rd cohort mid-way through pilot, as per feedback on the necessity for support during the pilot. Grant *Assessed forth cohort experience, revised binder material, structure of the workshop sessions, times and locations *Met with 4th cohort mid-way through their pilot to discuss assessments and support they might need. Feedback focused on the challenges of implementing a course design after a week of hurricane evacuation. face
FinalReport%20(9).docx