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Fostering Pedagogical Innovation: Statewide Community Building

Join our institute to explore innovation, share insights, and enhance learning outcomes. Connect with educators and leaders in a transformative pedagogical experience.

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Fostering Pedagogical Innovation: Statewide Community Building

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  1. Welcome and Overview Fostering a Culture of Pedagogical Innovation LEAD FACILITATORS Bill Moore, Director, Core to College Alignment Jennifer Whetham, Program Administrator, Faculty Development

  2. SBCTC Core Principles • Set policy direction in collaboration with colleges and other system partners • Focus policy direction on student needs, student diversity, the impact of new technologies, and enhancing students’ learning and educational attainment • Invest in the talented faculty and staff essential to student success • Public funding for the state’s community and technical colleges is a priority investment in advancing the state’s prosperity

  3. SBCTC Staff Structure Assessment, Teaching & Learning

  4. Creating & Maintaining a Statewide Community

  5. WHO ARE YOU? • Let’s See Who is in the Room . . .

  6. Agenda for The Institute • Sessions are • Sequenced, with an underlying “thesis” that outcomes should drive all pedagogical choices. • Acknowledge that the majority of you have teaching experience: we hope to build on your expertise. • Designed to take a fresh, faculty-focused slant on core concepts critical for instructional planning and the realities of your work environments. • Inquiry-Based around Innovation: We hope to frame questions and create conversations.

  7. Why Tweet the Conference? • Twitter is a FEED • Good for collecting short snippets of information and that can be collected and archived quickly. • Twitter is PUBLIC • Sharing information with as many people as possible, quickly, with a minimum of fuss. • Twitter is a Literacy • Jen is available for coaching throughout the conference.

  8. Connecting to the Community Building an E-Ecosystem to strengthen and foster the ATL Community: • Blog • www.assessmentlearningteaching.com • Twitter • @jwhethamsbctc • @mooresmusings • #NFI13 • Google+ • jwhetham@sbctc.edu • bmoore@sbctc.edu • Web site & NFI 13 wiki (resource repository) • http://www.sbctc.ctc.edu/college/e_assessment.aspx • http://wa-nfi13.wikispaces.com/

  9. SBCTC System Direction:Innovation is the Key “Accomplishments of these goals rests upon the shoulders of our faculty and staff. They are essential to innovation in our colleges.”

  10. Is innovation a weight on your shoulders? Why or why not?

  11. Some Thoughts about Innovation

  12. Fostering Innovation • We understand the realities and risks of innovation. • We intend to explore innovation in practical and invigorating ways with you for the next two days. • We plan to support you over the year (and beyond!) as Shift Happens

  13. Unpacking the “A” in Outcomes Assessment:Assessment as Learning New Faculty Institute September 2013 Bill Moore & Jennifer Whetham Office of Assessment, Teaching & Learning SBCTC

  14. Every complex question has a simple answer… And it’s wrong. H.L. Mencken

  15. What is Your Experience with Outcomes Assessment (OA)? Take a moment to self-identify with one of the following descriptions (at m.socrative.com) • Never heard of it • Heard of it, unsure what it involves • Have some understanding of OA, but not comfortable explaining it to others • Can explain OA to others, have not participated in it formally • Can write and revise outcomes with confidence

  16. Starting with Learning… Think of a time when you learned something in your own undergrad/graduate experience. • Jot down a brief description, including what was the classroom context, how did you recognize it as learning, and what role, if any, did the teacher play? • At your tables, please share your experience (two minutes per participant).

  17. The Content Framework:Beginning with Coverage in Mind How do I test the material? What do I want to teach (or what textbook)? How do I sequence the material? Curriculum Grading Instruction

  18. College Knowledge??? • Basically, you learn two kinds of things in college: • Things you will need to know in later life (2 hours)… • Things you will NOT need to know in later life (1198 hours).These are the things you learn in classes whose names end in ‘-ology’, ‘-osophy’, ‘-istry’, ‘-ics’, and so on. The idea is, you memorize these things, then write them down in little exam books, then forget them. If you fail to forget them you become a professor and have to stay in college the rest of your life. Dave Barry, 1981

  19. Outcomes Framework:Beginning with the End in Mind Curriculum Grading Instruction How do I test the material? What do I want to teach (or what textbook)? How do I sequence the material? What do I want students to know & be able to do? How do I promote learning most effectively? How do I assess competence on key outcomes?

  20. Outcomes as “Big Ideas” BIG IDEAS (core concepts) CONTENT (knowledge) PROCESS (ways of reasoning)

  21. Re-Thinking Outcomes Assessment as… • Integral to good instruction • Ongoing, recursive process • Defining what’s important (and what “quality work” is)

  22. Our aim should be to change our cultural practices so that students and teachers look to assessment as a source of insight and help instead of an occasion for meting out rewards and punishments. Lorrie Shepard “The Role of Assessment in a Learning Culture”, 2000

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