skip links
Chabot College Logo
envelope iconStudent Email | College Index Search Bar Left Corner
Chabot College Logo
 

Menu Gradient Bottom

Center for Teaching and Learning

News & Views

Chabot College Faculty Forum

Faculty Inquiry Group Project Presentations

Friday, February 19, 2010
Chabot College, Hayward, CA

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 Materials

Using a Common Rubric to Facilitate Cross-Disciplinary Discussions of Critical Thinking

In 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.

The purpose of the session is to discuss how to apply these rubrics to your classroom and to use them to start a cross-disciplinary conversation about the teaching and assessment of critical thinking. Participants will leave with a new awareness of the different aspects of critical thinking they are teaching, and, if desired, a plan to use one of the rubrics on a current assignment.
Facilitators - Carolyn Arnold, Institutional Research; Rae Ann Ianniello, Business

 

Involving our Adjunct Faculty in the SLOAC: Getting the Best Participation from our Largest Asset

This 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?

Each participant is encouraged to share their successes and insights of what is happening at their own colleges. We will pick one challenge area, and walk away with a plan on getting Adjuncts involved!
Facilitators - Jan Novak, Business; Carole Splendore, Art; Linnea Wahamaki, ESL

 

Teaching Physical Science Study Skills

Many beginning physical science students can achieve their highest potential by improving study skills. What can we, instructors, do to help develop study skills?
Facilitator - Dhruv Joshi, Chemistry

 

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.
Facilitators - Carolyn Arnold, Institutional Research; Dmitriy Kalyagin, Business; Veronica Martinez, Communication Studies; Janet French Rafael, Spanish

 

Design and Assessment of a Peer-tutoring Program for Basic Skills Development

Presentation 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.
Facilitator - Don Plondke, Geography

Session Powerpoint Presentation

 Handouts:

 

Improving Writing Through the Use of Personal Narratives in ESL

By 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.
Facilitator - Lisa Ikeda, ESL

 

 

For more information on each of these projects, please see their project pages.

 

 

 

 
Bookstore Icon Library Icon
Footer Left Corner