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Center for Teaching and LearningNews & ViewsChabot College Faculty ForumFaculty Inquiry Group Project Presentations Friday, February 19, 2010 The purpose of this event is to share the knowledge gained during our investigations into processes and techniques that enhance the learning and success of basic skills students across disciplines. Session Information and MaterialsUsing a Common Rubric to Facilitate Cross-Disciplinary Discussions of Critical ThinkingIn 2008-09, 20 Chabot instructors explored how to assess their students’
knowledge in this area across disciplines. Using two types of rubrics – a
holistic one-line rubric that assessed critical thinking overall on a 4 point
scale, and a detailed 5-line rubric that assessed each of 5 aspects of critical
thinking on a 4 point scale - they found that each of these rubrics could be
used in a wide range of disciplines and that having the common rubrics allowed
them to discuss what it means to teach and learn critical thinking with
colleagues within as well as outside their discipline.
Involving our Adjunct Faculty in the SLOAC: Getting the Best Participation from our Largest AssetThis is a workshop on how to best involve Adjunct faculty in the SLO and
Assessment Cycle. The presenters each led Faculty Inquiry Groups in the
Development and Assessment of SLOs in their discipline areas. All the faculty
involved found the discussions and ensuing outcomes experimentation very
rewarding and beneficial. This was especially true for Adjunct faculty, who were
very appreciative to have an opportunity to come together and discuss teaching
and learning with colleagues. Now as we turn to attempting to be as inclusive as
possible as we complete the SLOAC cycle, we ask ourselves, how do we maximize
the participation of our most populous group of faculty? What approaches have
others tried? What common barriers are there?
Teaching Physical Science Study SkillsMany beginning physical science students can achieve their highest potential
by improving study skills. What can we, instructors, do to help develop study
skills?
Are your students learning about Global and Cultural Involvement in your course? How can you incorporate this into any type of course?"Global and Cultural Involvement" is one of our college-wide learning goals.
In Fall 2009, instructors who had or wanted to have global and cultural
involvement addressed in their course formed a FIG to explore how to assess
their students’ knowledge in this area across disciplines. Faculty in that FIG
identified 4 different aspects of global and cultural involvement –
awareness/understanding; analysis, action, and aesthetic appreciation. They will
share their experiences and insights in how they assessed student learning in
the appropriate aspects(s) for their course. They will then lead a discussion
about how other faculty can incorporate global and cultural involvement learning
outcomes into their course, whether or not your course is explicitly about
global or cultural issues. The purpose of the session is to raise awareness of
the different aspects of this college-wide learning goal, and to show how easy
it is to include in any course. Participants will leave with a new awareness of
the particular aspect of global and cultural involvement they want or have as a
learning goal in their course(s), and identify the assignment they will use to
assess it. In addition, if they don’t already have one, they will leave with an
SLO and rubric addressing some aspect of global and cultural involvement that
they can use with an assignment in their course.
Design and Assessment of a Peer-tutoring Program for Basic Skills DevelopmentPresentation and discussion of the implementation and effectiveness
assessment of a PEER TUTORING program designed to improve success among students
in acquiring basic skills in an academic discipline. The methods of organizing
and evaluating a peer tutoring approach to enhancing basic skills presented in
this workshop will be based on experience gained from a pilot peer tutoring
project started in the fall semester, 2009, for Chabot College course Geography
1, Introduction to Physical Geography. In addition, it is planned that a student
peer tutor from the pilot project in Geography will present a brief summary of
his or her experience in the PATH program environment, highlighting qualitative
results observed in students’ performance and practical problems encountered. Session Powerpoint Presentation Handouts:
Improving Writing Through the Use of Personal Narratives in ESLBy ESL 110D, the final ESL level at Chabot College, students can be worn out
and unmotivated after years of studying English. However, evaluations show that
even high-level ESL students are impressed by the affective and human factors in
their classrooms. Our Faculty Inquiry Group project studied the teaching of
grammar and writing through the personal narrative. This workshop will explore
the teaching methods and techniques developed by the Faculty Inquiry Group,
survey the results from the three target classes, and gather insights from the
other workshop participants.
For more information on each of these projects, please see their project pages.
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