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Welcome to the 2008-2009 MPC Academic Senate Web Page.
The Academic Senate meets the first and third Thursdays of each
month at 2:45-4:30 in the Sam Karas Room.
New Academic Affairs Program Review
Guidelines
The new guidelines are more streamlined and easy
to complete. We hope they will encourage a more useful and helpful
program review process for all of the programs.
The SLO assessment forms, called "Instructor
Reflections" are now part of the program review cycle for Academic
Affairs. This was a joint effort between the Academic
Senate and AAAG.
Academic Affairs Program Review Guidelines
Example
faculty and staff survey from Humanities
Dialog about Restructuring the Schedule
The inefficiency of the early spring semester has
prompted the administration to engage in a dialog about changing it.
Here's some background:
Comparisons of Possible Schedules
Pros and Cons for Model A -- the current schedule
Pros and Cons
for Model B -- an expanded early spring
Pros and Cons
for Model C -- an eliminated early spring
Pros and Cons
for Model D -- a quarter system
New Calif. Community-College Chief Seeks Unity Over Autonomy
Pretty interesting article here in CHE
about the challenges aced by the new CCC Chancelor, especially
about half way through where they start talking about Basic
Skills. Lots of talk about central vs local control for
community colleges. I thought the article did a good job of
summing up the current challenges of the CCC on a number of
different levels.
Student Learning Outcomes: The Form
Starting in the Fall 2008 Semester, please use this form to record
your analysis of your students' attainment of course SLOs.
Links to The Form
and completed examples
Why fill out this form?
It is an effort to promote dialog among faculty
about what MPC students should be able to do as they exit our
courses. The Academic Senate asks that you use this form to promote
this dialog. We hope that, as a result of using this form,
conversations will develop between instructors who teach within
disciplines, in related disciplines, in courses that are sequential
within a program, and across MPC. We hope the conversations reveal
greater insight into student achievement of faculty-designed
objectives and outcomes and ultimately lead to improvement in
student learning. The value is in the dialog.
The Academic Senate considers the use of this
form a “pilot project” for the first two semesters. Part I, with
specific class records and information, is for faculty
record-keeping purposes only. To preserve anonymity, it should stay
with the instructor. Part II, with the four questions about student
achievement of SLOs, is intended for both record keeping and
encouraging dialog with colleagues. The Academic Senate would like
to collect samples of the second page from a variety of faculty
members willing to share on a voluntary basis. The information will
be anonymously shared so that other faculty members might learn from
their colleagues’ efforts and hopefully stimulate further dialog
about student learning.
Remember, for our accreditation self study and
site visit, evidence is required to show that MPC is evaluating
student attainment of SLOs. Examples of Part II, shared on a
voluntary and anonymous basis, will help provide this evidence. In
addition, completion of Part II will signal that assessment of
course SLOs has occurred for our yearly report to the accrediting
agency.
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