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Exam A2090-610: Assessment: DB2 10.1 Fundamentals – Assessment
Exam A2090-610
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|Paradigm Reference Signature Series Review
|Wednesday, 15 September 2010
Page 1 of 2
Paradigm Electronics is a Canadian company that's been focused on building products with a strong performance to value relationship for over 25 years, and specializes in the production of in-wall, on-wall and freestanding loudspeakers as well as subwoofers. Paradigm offers several different speaker lines across a broad price spectrum, but their flagship line is appropriately called the Reference Signature Series. I was excited about reviewing the very best home theater speaker system Paradigm has to offer in the Signature S8 v.3 floorstanding speakers, Signature C5 V.3 center speaker, Signature ADP 3 v.3 surround speakers, along with their SUB 25 v.3 subwoofer all in the Piano Black finish.
The asymmetrical design dissipates the back wave, while the center of the chamber is direct-coupled to the huge magnet structure, providing an efficient thermal escape path for heat generated by the voice coil. Strategically positioned cooling fins on the rear of the chamber transfer heat away from the motor. Injection-Molded Mineral-Filled Polypropylene Bass Cones. The mineral content, now 30%, and the injection-molding process results in a more rigid cone. The improvements reveal a claimed increase in repeatability as well as consistency of performance. Not to forget looks, premium Signature Series enclosures are enhanced by a choice of three stunning wood veneer finishes — Cherry, Natural Maple and Piano Black. In this case, the Piano Black finish is stunning.
Paradigm's recently unveiled a 3rd version (v.3) of its flagship Reference Signature Series. The latest versions are claimed to be the highest output, most dynamic high end loudspeakers ever produced by Paradigm. Contributing to v.3's 50 percent increase in output (3dB more sensitive) are extensive modifications to the bass/midrange drive units. Signature v.3 bass/midrange drivers are fitted with extreme low-density NLC (Non-Limiting Corrugated) TPE surrounds, FEA optimized and overmolded onto the cone. Paradigm claims 10 times more effective than standard thermoplastic elastomers in damping vibrations and resonances and the new corrugated design has increased peak-to-peak cone excursion from 20-mm in earlier versions to a full 30-mm.
A new long-stroke split-coil motor system takes advantage of the extreme excursion by doubling the linear portion of the stroke without requiring a larger magnet. The redesigned motor also keeps mass and inductance of the voice coil low for increased midrange clarity. Bass cones on Signature v.3 speakers were re-engineered for increased stiffness and better equipped for higher output with new NLC Santoprene surrounds. To support the extended excursion, the motor structure was also redesigned, increasing the linear portion of the stroke through voice coils almost double the original in length. New core parts including a yoke and pole piece were retooled and FEA-optimized and even the magnets were thickened to accommodate double-distance cone travel. The retail price for the Signature S8 v.3 in Piano Black is $4,399.00 each, the retail price for the Signature C5 v.3 in Piano Black is $4,299 each, the retail price for the Signature ADP3 v.3 in Piano Black is $1,999 each, and the retail price for the Signature SUB 25 in Piano Black is $4,799.00 each.
The final placement of any speaker is critical, especially when we're talking about as many speakers as used in a 5.1 or 7.1 system. In my large 30 feet long x 20 feet wide room, I placed the Signature S8 v.3 (dimensions 48.5" H x x 8.5" W x 20.5" D) 4 feet from the back wall, and 3 feet from the side walls. The ideal listening position was with the speakers slightly toed-in. The Signature C5 V.3 center speaker was placed directly under my Dalite,133" HDTV, Dalite Cinema Contour screen on a speaker stand.
The Signature ADP 3 v.3 were wall-mounted 3 feet from the back wall, six feet off the floor, parallel to the seating area, and the SUB 25 v.3 in the front right corner of the room. On hand for the review was the OPPO BDP-83, Sony BDP-S1000ES Blu-ray players and Sony PS3 for A/V sources. On hand for the video display was the Vivitek H9080FD projector connected with a 35ft, M1000 HDTV HDMI Monster Cable. For part of the review the video connections were made through a Denon AVP-A1HDC1 A/V processor for video switching and audio processing.
Each time Monster Cable M1000 HDTV HDMI cables were used for video connections, Cardas Audio Golden Reference speaker and interconnect cables, and Monster Cable 600sw and Monoprice subwoofer cables. All the cables worked perfectly and had no problems. Associated equipment used for the review was the Sunfire TGA 7400 amplifier, Krell Evolution 403 amplifier and Buttkicker LFE Kit.. All are outstanding, reference quality products.


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The years-long property battle between Virginia's Episcopal Diocese and congregations that departed from it looks to be about settled. As anyone who has been following can attest, the Episcopal Church and the congregations that have departed from it have been engaged in some epic legal battles. I wrote about one angle in this fight a few months ago for the Wall Street Journal Houses of Worship column. That piece began:
When the Church of the Good Shepherd in Binghamton, N.Y., left the Episcopal Church over disagreements about what the Bible says about sexuality, the congregation offered to pay for the building in which it worshiped. In return the Episcopal Church sued to seize the building, then sold it for a fraction of the price to someone who turned it into a mosque.
While I was researching that piece, which was about how some congregations that are permitted to buy their buildings (even if they already payed for them once already) must promise to disaffiliate from the Anglican Church, I heard other stories about what happens to the buildings that are taken by the Episcopal Church and its dioceses, always in the name of the Episcopal members in the area. Many are sold or shuttered, unable to keep up with basic maintenance expenses. One was leased to a dog kennel, I was told. Keep that in mind.
The Washington Post reported on the local version of this legal battle. Here in Northern Virginia, some of the congregations had been around since before the Episcopal Church even existed. They thought they might have a better claim to the property than some of the hundreds of other congregations in the country that divided or left the Episcopal Church. The Episcopal Church has spent upwards of $22 million in these legal battles in recent years and this Virginia fight was also expensive. But the Episcopal Church prevailed and gets to keep the properties of local congregations that are now affiliated with mainstream Anglican churches in Africa.
The story is headlined "After prolonged legal battle, Virginia Episcopalians prepare to reclaim property." Here's how it begins:
For the past five years, the remaining members of several Episcopal congregations in Northern Virginia have been worshiping in borrowed basements and empty houses while praying to return to the prominent sanctuaries where they married, baptized their children and buried their parents.
Now, after a prolonged and bitter legal battle with former members who broke away and took with them more than $40 million worth of church property, the Episcopal Church and the members who stayed with the denomination are on the verge of taking back their buildings, which include some the faith's largest, most prominent churches in the region.
The story is very well written and covers the basics of where things are in the legal dispute. Attorneys explain that everyone is operating under the assumption that the congregations need to be prepared to move. We learn a lot about the winning side -- the Falls Church Episcopal folks are planning Easter services and St. Stephen's Episcopal members are planning the prayers they'll say as they march to reclaim their building. The bishop in the area says this is one of the most defining moments in the diocese's 400-year-history. We get a summary of the nature of the dispute and where the departing Episcopalians went, albeit a summary laser-focused on homosexuality as opposed to larger disagreements on Scripture. The legal dispute is summarized with an economy of words (much more challenging than it looks, I assure you!). And we learn that the breakaway folks are now having to account for prayer books, robes, artwork in preparation for leaving their "sprawling complexes" and figuring out what to do with the schools the congregations run.
And while we learn that "the vast majority" went with the departing congregations, I'm kind of surprised how little of that comes through in the story. Take this snippet, for instance:
As the thousands of conservative members prepare to vacate churches where they also have strong ties, members said their relocation plan is taken from a Bible verse that commands: "Do not be afraid; do not be discouraged, for the Lord your God will be with you wherever you go."
Carol Jackson, a lay leader at the Falls Church congregation aligned with the Church of Nigeria, said she and her fellow members are trying to view the court loss through a divine lens.
"We're all here because God wants us to be. In a secular world those aren't very wise words, but that's what we think is true," she said.
Meanwhile, the Episcopal members who had left their old pews after the votes are eagerly anticipating their return to houses of worship that hold special meaning.
"All three of my children were baptized there," said Deborah Miller, a 59-year-old nurse who joined the original Falls Church congregation in 1982 and stayed with the Episcopal group. "I buried my dad there. We've been to funerals of dear friends there. I have shed so many tears in that building, for joy and for sorrow. It's within the fabric of who we are. It's a holy place."
Great quotes and a very nice job of talking to people about the moves they're about to face.
But let's just look at the numbers here. The Episcopal Church reports "Average Sunday Attendance" as a key figure for congregational health. The departing congregation, that has inhabited the large Falls Church complex, reports a church membership of just over 2,000 and probably features an average Sunday attendance of at least that figure. The congregation that will be moving back into Falls Church reports -- after 61 transfers from other Episcopal congregations in the last three years -- a membership of 178 with an average Sunday attendance of 74.
No way around it. That's an attendance of less than 4 percent what the Anglican congregation sees.
Or look at the budgets of the respective congregations. The Falls Church Anglicans reported disbursements of about $6.1 million in 2009. Of that total, just under $800,000 (or 13%) was for building and maintenance alone. Another 13 percent was for general administrative costs, including fixed costs for utilities and salaries for staff and clergy. If you look at page 26 of the Falls Church Episcopal congregation's report, total income was just $233,641. That's less than 4 percent of the Anglican congregation's disbursements. So to just pay for the physical plant they will be taking back over, they'll have to triple their income. And that's before they even begin to pay for clergy or other staff. And that doesn't leave any money for the many activities that are currently being run out of the Falls Church plant.
So here are some journalistic questions. What's the plan here? Are they really going to be able to keep the physical plant running? Is the Diocese going to help them out? How much? Are other congregations going to sponsor them?
And what is going to happen with the schools? The Falls Church Day School is run by the Anglican vestry and I'm assuming it can't be run if separated from its parent congregation. But am I right? What's the plan? Does the diocese have a plan to allow the day schools to keep operating in their current location or what? Are the children going to be kicked out mid-school year? And where will they go? Will the Anglicans be able to keep schools going as they scramble to worship in school gymnasiums?
And another thing I wonder is about another one of the "losing" congregations, Truro. It's a sister congregation to the Falls Church and has a significant physical plant with a large "average Sunday attendance" to support it. When it left the Episcopal Church, I believe the entire congregation left. There is no Episcopal congregation with a competing claim. What will happen to that building? What is the diocese's plan there? I don't even think that's the only one of the "losing" congregations without a competing claim. I believe that is also the situation for Church of the Apostles in Fairfax. So what happens to that building?
If this story were more about the theological battles in play, these questions might be less important. But the whole point of the story is that the remnant congregations with few members are about to take over these huge physical plants that currently serve large congregations and flourishing social ministries. Now, maybe I should just be patient and wait for the follow-up. Maybe this is just the first in a series of stories about what's going to happen. But is Falls Church Episcopal about to be sold to the highest non-Anglican bidder? Will the diocese be in a position to subsidize it heavily?
I'm sure the Diocese thought about these questions when it waged its huge legal battle, but what are the answers? Did journalists ask these questions?


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NY's Fracking Comment Period Begins Today
Can't wait to weigh in on New York's latest proposed regulations for hydrofracking?
Can't wait to weigh in on New York's latest proposed regulations for hydrofracking? Wait no longer.
A 30-day public-comment period officially began today
. It will close Jan. 11 at 5 p.m.
The state Department of Environmental Conservation late last month issued a new set of proposals for regulating shale-gas drilling, a legal maneuver that bought the agency another 90 days to finalize their rules. The state now faces a late February deadline for completing the regulations.
The DEC is accepting comments online and through mail. You can submit online comments here
, while paper submissions can be sent to:
Attn: Draft HVHF Regulations Comments
New York State Department of Environmental Conservation
625 Broadway
Albany, NY 12233-6510
For reference, the DEC's proposed rules can be found here


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Nation & World
Is this the end of Iraq as we know it? Government powerless against Islamists
The long-predicted dissolution of a centrally controlled Iraq ruled from Baghdad appeared closer to reality on Thursday as radical Islamist fighters advanced through the country with little interference from what remained of Iraq's disintegrating security forces.
Only militias tied to Iraq's feuding religious and ethnic groups mounted serious resistance to the southward push by fighters of the Islamic State of Iraq and Syria, who now appear to be supported by an ad hoc coalition of Sunni Muslim tribes and militant groups opposed to the Shiite-dominated central government. With the lone exception of a helicopter assault on an insurgent position north of the central city of Tikrit, Iraqi army and security forces continued to abandon their posts whenever confronted by ISIS.
The collapse of central authority also was evident in Baghdad, where the Iraqi Parliament failed to muster a quorum to consider a request from Prime Minister Nouri al Maliki for a declaration of a state of emergency. Maliki responded in a statement read on state television by accusing Sunni political parties of conspiring to destroy the state. In recent days, Maliki, who also serves as the defense minister, has blamed the same parties for the army's massive desertion in the face of the ISIS offensive.
"Iraq's future at this point is being shaped by conflict rather than by a viable political system. No one really knows where it's going," Salman Sheikh, the director of the Brookings Doha Center in Qatar, said in a telephone interview from Beirut. "The long-term impact could be quite cataclysmic, not just for Iraq, but for the entire region."
The prediction that Iraq would one day descend into an ungovernable space of feuding ethnic and religious groups was first made when U.S. forces toppled Saddam Hussein in 2003. Now that it seemed to be happening, many found it difficult to grasp the unfolding reality.
In Washington, President Barack Obama told reporters that the United States was considering all options to aid the Maliki government, Defense Department officials said there was no speedup in the previously set schedule for the delivery of military equipment, and Congress seemed slow to understand that the ship had likely sailed for hopes that Maliki could somehow save the situation.
"In Iraq, hopefully this is a wakeup call for Prime Minister Maliki, who has practiced exclusive politics, contrary to U.S. counsel," said Sen. Tim Kaine, D-Va. "He needs to engage immediately in a multi-pronged approach to address the ISIL threat, which includes a commitment to political inclusion, targeted security operations against ISIL targets, and a pledge to protect all Iraqi citizens."
Vice President Joe Biden, in a conversation with Maliki, offered the same advice, according to a White House summary of the call. "The vice president underscored that it will be critically important for all of Iraq's communities to reach a lasting political accommodation and to be united in order to defeat their common enemy," the summary said.
Meanwhile, the Pentagon announced that civilian contractors in Iraq as part of the U.S. military assistance program had been evacuated. The announcement said staffing remained unchanged for U.S. government employees at the U.S. Embassy.
Across Iraq were scenes that seemed unreal to those who've closely followed the ins and outs of that country's byzantine politics.
The Kurdish Regional Government in Irbil announced that its highly trained militia, the peshmerga, had taken complete control of the city of Kirkuk, which has long been a point of competition between its Arab and Kurdish residents, after the mostly Arab government security forces had fled. The move makes the Kurds' long-sought goal of control over the city a reality.
"The whole of Kirkuk has fallen into the hands of peshmerga," Kurdish spokesman Jabbar Yawar told Reuters. "No Iraqi army remains in Kirkuk now."
In Mosul, Iraq's second largest city, whose fall late Monday was the beginning of ISIS' rapid march, Islamic State fighters held a parade to show off the military equipment they'd seized when they captured military bases and weapons storehouses, according to local residents who spoke with Reuters.
The news agency said residents reported that the parade included Iraqi tanks and American-made Humvees as it passed through what had been the main government complex in western Mosul. Unconfirmed reports from the scene said two Iraqi Army transport helicopters overflew the city _ apparently piloted by ISIS fighters. U.S. officials in Washington said they were still trying to determine what U.S.-provided weapons had fallen into ISIS' hands.
The parade was followed by the distribution of an ISIS leaflet that proclaimed that a new form of government had come to Mosul.
"Who are we? We are the soldiers of ISIS," said the leaflet, whose grandiose title mimicked the declaration of the Prophet Muhammad that is considered the beginning of Islamic history. "We took on our shoulders bringing back the glories of the Islamic caliphate and stop oppression against our brothers and to cut the Shiite snake that reached the necks of the people."
The leaflet outlawed unauthorized gatherings under penalty of death, ordered people not to communicate with the government in Baghdad and warned women to dress modestly and stay at home.
"You have tried secular rule: monarchy, republic, Baathist, Safavids," the leaflet said, referring to the Baath party of Saddam Hussein and the Safavid dynasty that ruled Iran, Iraq and other areas from the 16th to the 18th centuries. "Now is the era of the Islamic State and the reign of Imam Abu Bakr al Quraishi," an alternative name for ISIS leader Abu Bakr al Baghdadi.
In the majority Sunni Muslim town of Samara, where the bombing of a Shiite shrine in 2006 triggered a bloodletting that killed thousands, the timely arrival of Shiite militia fighters from Baghdad, 70 miles away, appeared to have stopped a major push by ISIS fighters early Thursday to capture the town, according to Iraqi television reports based on residents interviewed by telephone.
There was speculation that an ISIS capture of Samara and a threat to the al-Askari mosque, one of Shiite Islam's most sacred shrines, would prompt Iran, which has been an ally of the Maliki government, to send troops. Iranian President Hassan Rouhani, in a nationally televised speech on the situation in Iraq, raised the possibility of intervention to defend the Iraqi government.
"For our part, as the government of the Islamic Republic of Iran . . . we will combat violence, extremism and terrorism in the region and the world," he said. "(ISIS) is an extremist, terrorist group that is acting savagely."
But there were no confirmed sightings of Iranian troops, despite widespread reports that they'd arrived in the country and even had helped Iraqi security forces recapture Tikrit, Saddam Hussein's hometown, which fell to ISIS on Wednesday. Tikrit remained under ISIS control Thursday, residents said.
Mohamed Qassim said the city was quiet save for a lone Iraqi army helicopter that briefly flew overhead, and a demonstration by some men from a nearby village who marched through town carrying a poster of Saddam Hussein. "I saw no Iranians, no clashes in the areas, and it's very calm," Qassim told McClatchy by telephone.
Speaking by instant messaging from Lebanon, a Hezbollah commander, who does not have permission to speak to journalists and asked not to be named, said that for the time being his group would continue to focus on protecting the government of Syrian President Bashar Assad and the Lebanese border with Syria from insurgent groups. But he said he expected many of the hundreds of Iraqi fighters currently aligned with the regime in Syria to return home to face this new Sunni threat.
With the U.S.-funded and -trained security forces in collapse, Iraqi leaders also called for citizens to take up arms to defend their neighborhoods _ an invitation, many believe, that will result in the kind of bloodshed that dominated Iraq during a bitter Sunni-Shiite conflict that reigned there from 2006 to 2008. It was uncertain how the call would be greeted.
Powerful Shiite cleric Muktada al Sadr, whose Mahdi Army militia vexed American troops for years, said Wednesday that he would order his mostly disbanded fighters into battle only to defend Shiite holy sites and not the government. But a slew of other Shiite militias currently loyal to the government are stepping into the fray.
Asa'ib al Haq, or the League of Righteousness, deployed its fighters, trained and equipped by Iran and their Lebanese allies Hezbollah, into key areas around Samara and Baghdad in an effort to halt the advance, while the Badr Brigades, a militia commanded by the mainstream Badr Organization political party of Hadi al Amiri, sent fighters to Shiite areas in preparation for any ISIS push into Baghdad or key population centers.
Security experts said they expected those efforts to prevent ISIS from capturing Baghdad. "The retreat is not likely to spread to predominantly Shiite areas such as Baghdad," said John Drake of the British AKE security firm, which has long operated in Iraq. "This is where the security forces will muster. Local residents are also already taking up arms to join militia groups to defend the city."
Contributing to this story were Mohammed al Dulaimy in Columbia, S.C., Mousab Alhamadee in Istanbul, and Hannah Allam, Jonathan S. Landay and Nancy A. Youssef in Washington.


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2013 Spring Updates
Congratulations on our SLO progress to date!
here to see details about report tallies and a list of June 1 prize
For those of you still waiting to complete your Spring 2013 SLO Review, the deadline is August 31st -- and there are many folks who've already completed their work who can help you.
Reach out.
And have a lovely summer.
Katryn Wiese
SLO Coordinator
What can you expect regarding SLOs in 2013-2014? Here are three previews…
We're extremely pleased to announce that Kristina Whalen has agreed to co-coordinate our SLO processes with Katryn Wiese during the upcoming academic year 2013-2014. Kristina and Katryn will equally share the workload and leadership role with 0.60 reassigned time each. Please join me in thanking Katryn for agreeing to continue her leadership role so that we can have a smooth transition during 2013-2014. And join me also in thanking Kristina for accepting this new responsibility. Working with dedicated employees from throughout the College will keep them both going -- so thanks as well to all of you for your ongoing efforts.
A particular focus during 2013-2014 will be to more deeply embed assessments into decision-making. Outcomes assessment touches all aspects of the College from course level SLOs to administrative unit outcomes (AUOs). These data can and should inform our efforts to continuously improve through program review and planning. To facilitate this integration both SLO coordinators will report to me as of 2013-2014 (per the job announcement). I look forward to working with them and with more of you as we coordinate research, planning, and assessment efforts.
Finally, please make sure your calendars are marked for September 17. This will be an all-hands special FLEX day focused on accreditation and SLOs. See you then if not before!
Pamela Mery, Ed.D.
Dean of Institutional Effectiveness
Office of Research & Planning
Thank you CCSF faculty and staff for supporting the ongoing SLO effort at CCSF and getting your Spring 2013 Assessment Review reports submitted before June 1.
They're rolling in!
Thank you to the fleet of volunteers from the SLO Committee and Assessment Team who pounded the pavement and brought in a host of prizes for our June 1 drawing.
Thank you to the folks throughout San Francisco who wanted to show their support for CCSF and the SLO effort by donating to our end-of-semester SLO Prize Drawing. Here's what we kept hearing, "We have colleagues here who went to CCSF, and we really want to show our support. We love you guys! Thanks for all the hard work."
A sampling of prizes:
- Cliff House Restaurant -- gift certificate for Champagne Buffet for 2 ($100 value)
- Greens Restaurant -- $75 gift certificate
- The Sports Basement -- 3 $50 gift certificates
- Chasing Lions (Ocean Campus cafe) -- $50 gift certificate
- Noeteca (restaurant) -- 4 $25 gift certificates
- Whole Foods -- 2 $50 gift certificates
To see the full list of prizes and to submit forms, go to our
reporting page.
Thank you all!
Katryn Wiese
SLO Coordinator
Do your bit for the accreditation process!
Of all the ACCJC standards, those related to SLOs are ones that we can all, collectively, contribute to meeting.
Since last year's ACCJC team visit, after we saw the writing on the wall in regards to SLOs, we have done an amazing job of owning this responsibility and responding with college-wide efforts. And though we have not yet met the ACCJC SLO standards, because we are at or near "proficiency" only, while the standard is "continuous quality improvement," we are not alone. The SLO standards have been a challenge for community colleges across the state, and "proficiency" was the collective step that the ACCJC insisted everyone meet by October or March 2013 (our college was in the 1/2 that had the March 15 2013 deadline).
While we still have a ways to go, our progress over the past year has been phenomenal and demonstrates our commitment to our students and our college.
Now help us demonstrate we will continue to pull this cart forward together together. Help us meet the June 1 target date for submitting online the Spring 2013 Review SLO forms.
Note: a new username/password is required for access to these
forms. This username/password cannot be created automatically. It
takes a few days. So don't hesitate on that step, or you will miss
our target date and the prize drawing. Review
instructions and apply here.
- To get to the forms (and see a list of prizes that
will be drawn on June 2), click
Because understanding and supporting accreditation standards
needs to be a more regular part of our day to day running of the college...
Because SLOs are a significant part of those accreditation standards...
Because we've demonstrated college-wide our ability to climb steep hills to catch up on this standard...
Because some of us are much further ahead than others...
The goals for SLO assessment efforts in 2013-2014 are to:
- Continue moving toward the standard.
- Help those that are struggling and ensure that no one is left behind.
- Continue to share, through trainings and web highlights, examples of those at CCSF who have already reached the SLO goal and, in fact, set a standard for the rest of us -- those with outcomes, assessments, and regular assessment timelines and procedures that are valuable, authentic, effective, time saving, and help support the quality education we all care about.
We only reach our SLO accreditation goal when we do so
(Mark your calendars for an all-hands college special FLEX day -- Tuesday, September 17th -- focused on accreditation and SLOs.)
Katryn Wiese
SLO Coordinator
Need help?
Remaining drop-in help lab hours this semester:
- Monday, May 20: 1-4 pm -- S37
- Friday, May 24: 1-4 pm -- S37
- Friday, May 31: 1-4 pm -- S37
Have an opinion on the general education outcomes for GE Area C -- Natural Sciences? If so, we'd like to hear from you -- especially if you currently teach a class that satisfies an Area C general education requirement:
Anatomy 14, 25 | Anthropology 1 |
Astronomy 1, 4, 14, 16*, 17, 18, 19 | Biology 9, 11, 15, 20, 30, 31,
32, 40, 100B | Biotechnology 115, 120 | Botany 10 | Chemistry 32, 40,
101A, 103A, 110 | Ecology 20 | Energy 3 | Genetics 10, 15 | Geography
1, 49 | Geology 10, 11, 18, 20A, 20B, 20C, 25, 30 | Interdisciplinary
Studies 9 | Microbiology 10, 12, 51* | Nutrition 12, 51*, 52 |
Oceanography 1 | Ornamental Horticulture 76, 77 | Paleontology 1 |
Physical Science 11 | Physics 2A, 4A, 10, 40, 41 | Physiology 1, 12,
67 | Zoology 10
General Education outcomes for Area C -- Natural Sciences are under review as part of the Spring 2013 college-wide assessment. After the survey closes, the members of the GEO Area C work group will pull together the comments and use them in the Fall to make final revisions and suggestions, which will be brought to the Academic Senate Executive Council and the Bipartite Committee for approval. Work group meetings are open to all.
A similar model of evaluation will occur for all GE Area Outcomes over the next few years as each enters its assessment year.
Have an opinion? We want to hear it.
Katryn Wiese
SLO Coordinator
How well do you know your department's SLO web page?
Every department/program with a website should also have an SLO web page. Where can you find it? Go to your department website, and look at the left-hand navigation menu. A link should appear there called Assessment or SLO Assessment. Usually it's the lower-most link on the left-hand menu.
You can also access these pages from the main SLO website through these pages:
What's on these pages?
- Links to the online reporting forms (right-hand menu -- top section)
- Links to the old SLO/assessment data you've entered into the online forms since August 2012 (right-hand menu -- bottom for ARCHIVED data)
- Links to the new SLO/assessment data you've entered into the Aug. 31 2013 online forms -- target completion date: June 1 (right-hand menu -- top section)
- Links to (or complete transcriptions of) your department/program/course SLOs
- Links to a description of your department/program's SLO/Assessment process
- Links to your department's Program Review (right-hand menu -- middle to bottom)
- Links to highlights from previous semester
- Links to external resources consulted during your program and/or course assessments
Every department/program has one of these pages, and they are updated each semester. By whom? The SLO Coordinator and student helpers maintain links to the online reporting forms and entered data. The rest is maintained by your department/program's web manager/SLO Coordinator/chair. These department web pages should be one-stop shopping for each department's assessment needs.
Who else looks at these pages? Members of other departments,
students, and outside accreditors. As with all webpages, they're only
as good as they are maintained. Do your best to make sure the
data/information you're presenting is correct and reflects your
department efforts.
Need help with the June 1 target date for Spring 2013 Assessment Review online forms? Here are the remaining open help labs: Ocean Campus S37 -- Friday 1-4 pm (May 17th, 24th, 31st) -- and Monday, May 20th 1-4 pm.
Also remember this training Wednesday, May 15th from 3:30-5 pm in Science Hall Room 5 -- Using Standardized Forms to Communicate Results -- a review of online CCSF forms version 3.0 (due Aug. 31) and department-specific and customized forms used across the college to aid coordination -- Independent Flex Credit: S13-857
And here's a link directly to the reporting pages to submit your information (as well as an update on prizes).
- Summer is fast approaching. Get your online SLO forms submitted before you leave, and the start of Fall semester will a bit less stressful.
- Thank you for helping us demonstrate to
the ACCJC that we care about our accreditation and are working hard
to meet the standards!
Katryn Wiese
SLO Coordinator
Thanks to all of you who are committed to submitting your Spring 2013 Assessment Review form by June 1.
Thanks to all the department chairs, program managers, coordinators, deans, and directors for rallying the troops and helping us reach a high completion rate.
Good reasons to jump on board and submit by June 1:
- it is much better to document/record what you've done this semester BEFORE you leave for Summer vacations/projects and potentially forget.
- you can always edit your submission in August/September if you left something out.
- it's just a snapshot of what you've done -- so as long as you have your information together it will take only 15 minutes.
- your submission will get entered into our prize drawing (see prizes below).
Webpage to access all forms and see the data as it rolls in: http://www.ccsf.edu/NEW/en/about-city-college/slo/reports/semester_assessment_reports.html
Thanks to the San Francisco community and all those who have helped us pull together the following prizes for our drawing:
- The Exploratorium -- 8 entrance tickets and personal behind-the-scenes tour
- The California Academy of Sciences -- 5 entrance tickets
- The Aquarium of the Bay -- 5 entrance tickets
- VegiWorks! -- $75 gift certificate
- Pierre Coste Dining Room -- lunch for 2
- Educated Palate -- lunch or dinner for 2
- CCSF Bookstore -- 2 $50 gift certificates
- The Sports Basement -- 3 $50 gift certificates
- Chasing Lions (Ocean Campus cafe) -- $50 gift certificate
- Cinemark Movie Theatres (Daly City Movie Theatre) -- $25 gift certifcate
- Noeteca (restaurant) -- 4 $25 gift certificates
- Yerba Buena Center for the Arts -- 4 passes (each pass is for entry for a family of 4) -- $40 value each
No one is exempt from outcomes assessment work at CCSF. Everyone should be a part of the ongoing effort, assessment, analysis, and more. If you're not actively involved, talk with your chair/dean/manager and find out how to help.
SLOs are about coming together and talking about what we do to help students succeed and how we can do it better. If you don't currently feel there's a place for your voice in that process, help create a place where it can be heard. We are all a part of this process.
Hoping for a successful end-of-semester for all of us,
Katryn Wiese
SLO Coordinator
May 1st is here and so are the monthly SLO Highlights.
Table of Contents:
- Health Care Technology: "...a meaningful teaching and learning evolution."
- New Student Counseling: "...there were several ways to teach students about academic policies that were equally effective."
- Physical Education & Dance: SLOs: "brought our department closer both personally and professionally."
Go to our HIGHLIGHTS web page to read about what's happening in these departments.
And remember we have a fun, interactive, and educational professional development workshop this Friday in Science Hall 5 from Noon to 1 pm:
Assessing Learning Styles -- (what we learn from education research and biology) -- Presenter: Susmita Sengupta -- Biology Department -- Independent Flex Credit: I.S13-854
I've seen the presentation, and I promise you'll find this valuable and get engaged!
Final reminder: Drop-in lab hours Mondays and Fridays 1-4 pm in S37. Having trouble with end-of-semester assessment plans? Come by for some help.
Katryn Wiese
SLO Coordinator
- Spring 2013 Review online reporting forms are now available.
- Passwords are required to access (to enable editing). Sign up now.
- Help is available -- see events this week.
1. Spring 2013 Review online forms and word-file transcriptions are now available, and we encourage you to look these over and use the word-file transcriptions to prepare for completion of the online form (some folks have finished their semester outcomes-assessment work -- others will do so during finals week -- whatever your model, be prepared to review its Spring 2013 activities).
(These forms are due officially by August 31st, but we're doing everything we can to encourage folks to complete them by June 1, so we can describe significant progress and sustained momentum in our June ACCJC report.)
To motivate and encourage meeting the June 1st target date, every form submitted by June 1st will be entered into a drawing for prizes donated by the San Francisco Community in support of the tremendous effort made to date and continuing to be made towards retaining our college accreditation. Prizes include:
- The Exploratorium -- 8 entrance tickets and personal behind-the-scenes tour
- The California Academy of Sciences -- 5 entrance tickets
- The Aquarium of the Bay -- 5 entrance tickets
- VegieWorks! -- $75 gift certificate
- Pierre Coste Dining Room -- lunch for 2
- Educated Palate -- lunch or dinner for 2
- CCSF Bookstore – 2 $50 gift certificates
- And more coming…
2. By your request, the next version (3.0) of our semester standardized SLO/Outcomes reporting forms allows coordinators who enter data into the forms to return at a later date to edit their entries.
If you are a designated course or program coordinator who will need to submit one of these online reporting forms, please read instructions below for how to establish a password to access forms and your data (for instructors of one-section-only courses, you are likely the de facto course coordinator – check with your department chair).
3. Feeling overwhelmed? The forms take 15 minutes to complete, if you have all your ducks in a row first. Getting your ducks in a row means having a well-defined process for assessing SLOs/outcomes in your department/program and making steady progress during the semester. Semester reporting is just a snapshot record of where you are. If you have any issues or need any help, we have open drop-in help labs for the rest of the semester: (Mondays 1-4 and Fridays 1-4 in S37 or by appointment). Also consider the following help/training opportunities:
- Thursday, April 25, 3:30-5 pm -- S5 -- Using Standardized Forms to Communicate Results -- a review of online CCSF forms version 3.0 (due Aug. 31) and department-specific and customized forms used across the college to aid coordination
- Friday, April 26, 11 am to 1 pm
-- S37 (Science Hall, room 37) -- special opening of Science Hall on
regular college-closure day
Drop-in help on outcomes assessment:
- Making assessments authentic
- Refining and defining good SLOs and outcomes
- Reviewing available survey tools
- Preparing for the Spring 2013 Review online reporting forms
There are many people across the college willing to share this load and support our ongoing accreditation efforts. Reach out -- you're not alone. We're here to help.
Katryn Wiese
SLO Coordinator
Accessing the forms and your data through passwords:
Enabling editing capabilities requires passwords for each
coordinator who enters data. The "password" is the login to
any CCSFMail account (Google's Gmail – email@example.com – required
for students – and optional extra email for CCSF faculty, staff). Not
sure if you already have an account? Go to the main reporting
webpage and choose one of the "SUBMIT FORM" links. If
you can access the form, you're good to go.
For those who don't already have this optional extra CCSFMail
account, you will need to sign up for one. It's a short, simple
process. You can use this account only as a password to access the
SLO/Outcomes reporting forms. Because setting up this new "password"
takes 2 to 3 days turnaround time, we need those of you who don't
already have a sign-in to create one right away. How? Follow this
link to request a password/account.
If you have any issues or need any help, we have open drop-in help labs for the rest of the semester: (Mondays 1-4 and Fridays 1-4 in S37 or by appointment).
April 17
With outcomes assessment, we don't have to move at a particular speed, but we do have to make steady progress forward. There are many models of assessment -- some courses or programs collect and analyze data each semester and make changes regularly. Others take it more slowly -- assessing one or two SLOs during one semester, then reviewing and analyzing the data the next semester, and implementing changes the next semester. Find the model that works best for your course, program, and department. Be sure what you come up with is authentic and sustainable. Take on only as much as you and your colleagues can share and handle together, and be sure it adds real value.
How do we coordinate results and have valuable conversations when we're working with courses and services that have multiple faculty or staff involved? Create a common form that allows each involved faculty or staff member to gather similar data, then share those forms/data with each other in meetings and pass them along to the designated coordinator, who can then use that information to enter into the report. Want some examples? Review the collecting and analyzing data of the online SLO Handbook.
Thank you for your cooperation and patience. And thanks to the Child Development Department for decorating the MUB so well with SLOs and SLO-inspired messages prior to the visiting team's arrival. The visiting team was surrounded by evidence of SLO assessment and prioritization everywhere they went -- buttons, stickers, and posters. Borrowing one of their slogans:
SLO and steady wins the race. :)
Katryn Wiese
SLO Coordinator
Now that the accreditation team has visited, what's next for us?
One of the biggest concerns of the ACCJC is whether we can follow through with our plans and sustain our current momentum. We address that concern by continuing to move forward. In June, we will submit an addendum report on our April, May progress.
What can you do? Continue with your planned activities for the
semester. Refine your outcomes -- complete your assessments --
continue your intra- and interdepartmental dialogue -- prepare to end
the Spring Semester with good data already reviewed or to review in
the Fall. For all the administrative units that have yet to start this
process, make an appointment with me so I can help you get the ball
Spring 2013 Review and Fall 2013 Plans online
forms will be ready for data entry by May 15th (due August 31st).
These online forms (version 3.0) will be shorter and simpler. Their
focus is 90% on reviewing Spring 2013 activities -- capturing summary
descriptions of the work we've done on outcomes assessment this
semester. 10% is an opportunity to provide brief, tentative plans for
outcomes-assessment activities for Fall 2013. By the end of the
semester, everyone should already have the information they need to
complete these forms (any information not yet produced or gathered can
be done as part of Fall 2013 activities).
When, college wide, we complete a significant majority of Spring
2013 Review online forms BEFORE summer session, it will go a long
way towards assuring the ACCJC of our commitment to continuing
forward with our outcomes assessment plan.
We (the SLO Coordinators, committee/team members, and student helpers) will do everything we can to help with completing these forms, including holding drop-in help labs, conducting training sessions, and issuing raffle tickets for each form completed by June 1st. Prizes will include: passes to surrounding museums, gift cards to surrounding businesses, and other creative ideas that we're still developing. (Have a suggestion? Pass it on!)
Do what you do best -- teach; serve; demonstrate our excellence in teaching and commitment to supporting student learning.
We don't have to go at a particular speed, but we do have to make
steady progress forward...
Katryn Wiese
SLO Coordinator
April 2
Welcome back. Hopefully Spring Break was relaxing, and you're ready to go for the second half of the semester.
We've just learned that the Accreditation Visiting Team will be
coming to campus this Thursday and Friday -- April 4 and 5.
Professional Development THIS week:
Wednesday, 5-6:30 pm in S45 -- Preparing for the Accreditation Visit -- During this presentation, we'll review some of the major changes implemented on the SLO front since last year's accreditation visit, and review some of the key questions we might be asked.
- Progress since May 2012: Please see the end of this update for notes on SLO Progress CCSF has made over the last year (one-page synopsis of our March 15th SLO Proficiency report) -- as prepared and amended for the March 21 Board of Trustees Meeting Presentation.
- April edition of the SLO HIGHLIGHTS (This month read about highlights about placement testing, the Music Department, HARTS, and Library & Learning Resources.)
Professional Development NEXT week:
- Flipping Without Flopping series: Group Work -- Mon. Apr. 8 -- 12-1 pm -- MUB 260 -- I.S13-827
- Wed, April 10 -- CMS Series: CMS training for new and returning users. 9:30-12:30, Batmale 313.
- Closing the Loop series: -- Fri. Apr. 12 -- 2:30-5:00 pm -- MUB 251 -- FLEX CREDIT: I.S13-828
Katryn Wiese
SLO Coordinator
What follows are notes on SLO Progress CCSF has made over the last
year (one-page synopsis of our March 15th SLO Proficiency report) --
as prepared and amended for the March 21 Board of Trustees Meeting
ANY SUCCESS WE HAVE ON THIS FRONT DEPENDS ON EFFORTS BY EVERY SINGLE FACULTY & STAFF MEMBER ACROSS the college. Thanks to:
- Student workers and contributors: KATIE O'NEAL, ANDY SUMIDA, and AMANDA MCINTOSH -- for providing support for CCSF website, individual department/program websites, and ongoing reporting
- Members of the Academic Senate SLO Committee and the Participatory Governance Assessment Team -- for edits, feedback, and help ensuring college-wide processes add value and are workable.
- Faculty members Andrea Niosi, Kathleen Mitchell, Chantilly Apollon, and Sheri Miraglia for taking on some of the coordination load and helping many departments and programs across the college.
- Department chairs for providing leadership and guidance (and ensuring reports are completed)
- Tom Boegel,
Dean of Instruction, for assistance developing college-wide reports.
- The Curriculum Committee, for the time and effort
committed to ensuring program- and course-level SLOs exist for all
courses and programs and meet college-level standards of higher
- ALL faculty and staff across the college who are conducting robust outcomes assessment either in their classroom or within their service, completing semester reports, and sharing progress with each other and our community through the website.
- Involve EVERYONE
- Ensure we meet ACCJC requirements
- Ensure that processes we develop are authentic and provide real value and are focused on student learning (not just dotting "i"s and crossing "t"s.
REVIEW OF MAJOR CHANGES: ACCJC rubric -- what's expected and where we are:
1. Student learning outcomes and authentic assessments are in place for courses, programs, support services, certificates and degrees.
- Prior – in some, not all. Quality varied. Excellent models hidden and unshared.
- Today – in place for all. Quality still varies, but now excellent models are shared, and average quality level much higher. Process more robust and embedded. Everyone knows they are involved.
2. There is widespread institutional dialogue about the results of assessment and identification of gaps.
3. Decision-making includes dialogue on the results of assessment and is purposefully directed toward aligning institution-wide practices to support and improve student learning.
4. Appropriate resources continue to be allocated and fine-tuned.
- Prior – in some, not all departments and programs. None college wide. Program Reviews have asked about outcomes assessment for a few years, but nothing has been done with that information.
- Today – in all departments and programs. Some interdepartmental. Reporting is ongoing with transparent easily accessible results online.
- Monthly highlights showcase 3-4 programs or departments on website.
- Weekly email updates from SLO Coordinator to entire college.
- Weekly professional development workshops.
- Semester summary reports on assessment progress, results, and improvements.
- Future – Engage in more interdepartmental and interprogram conversations and sharing.
- PROGRAM REVIEWS link resource allocation with improved student learning. Process still pending.
- Administrative Unit (Service) Outcomes need development for all college programs. Bottom line: anyone not currently involved must get involved. Otherwise, there will be no cultural change.
- Time will tell. Leadership can make a big difference.
5. Comprehensive assessment reports exist and are completed and updated on a regular basis.
- Prior – intradepartmental only – and only in some departments. No systematic reporting across college.
- Today – painful as it is, we've now engaged in two semesters of online reporting, which will continue for all departments and programs into the forseeable future. Combined with websites, we now have a robust, standardized, transparent process for providing information on our ongoing assessment.
- Evaluations for faculty and chairs include requirement to be involved with SLO assessment.
6. Course student learning outcomes are aligned with degree student learning outcomes.
- Prior – no required connection between them.
- Today – Fall 2012, we conducted alignment mapping for all course SLOs (to General Education Outcomes and to Program SLOs). Curriculum Committee forms and processes will ensure continued alignment as programs and courses are refined or developed through the Curriculum Committee.
- Institutional Learning Outcomes (ILOs) defined.
- Future – ILOs will be mapped to programs. Coordinated assessment starts in Fall 2013.
7. Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.
- Prior – probably some students in some classes. No confirmation.
- Today – required for all faculty to have SLOs on their course syllabi.
- Course, Program, Counseling SLOs and service outcomes are listed on all program websites.
- In the classroom faculty have rallied to find ways to increase student awareness, including conversations about SLOs, embedding SLOs in lecture slides and activities, and posting SLOs on the walls (ESL).
- A survey completed by over 2000 students demonstrated that 98% of respondents were aware of course SLOs in at least one of their courses, and 81% had discussed them in ALL courses.
Every department and program at CCSF has an outcomes-assessment webpage. Where? Find your department/program in the CCSF website, and look to the left-hand menu. You should find the assessment page there -- usually at the bottom.
If you haven't found yours before, find it now.
View it through the eyes of the accreditation visiting team. Ask these questions:
- Is everything current?
- Is there enough information to tell a visiting team what outcomes-assessment activities your department/program is engaged in?
Your website is your first (and sometimes only) way to communicate your department/programs outcomes-assessment work with the accreditation visiting team.
It's also where you can go to learn about the breadth of work happening across your department in terms of SLOs or AUOs (Administrative Unit Outcomes).
Don't miss the opportunity to make your department/program shine.
This year's visit, we want the team to say they had no trouble finding out about all the good things we're doing on the outcomes assessment front. :)
Today's workshop/presentation:
Preparing for the Accreditation Visiting Team -- Thurs. March 21 -- 3:30-5 pm in Science Hall 5 (Ocean Campus) -- FLEX CREDIT CRN: I.S13-850
Hoping your upcoming Spring Break allows you some rest and recharge,
Katryn Wiese
SLO Coordinator
The accreditation visiting team (coming sometime in April) will be asking us, among other things, how well we know what's happening around the college. How can you be prepared to answer that question? How can you learn more about what's happening in other departments across the college? Here are some suggestions:
QUICK & EASY: Read the HIGHLIGHTS section of the SLO website where 3 or more programs are highlighted each month. This month:
- Health Education: "Faculty have posted over 60 curricula resources including syllabi, course assignments and grading rubrics to a shared directory."
- Child Development: "We were determined to turn the SLO 'crisis' into an opportunity to up our game."
- Transfer Center: "Life in the SLO Lane"
- (Jan. and Feb. issues highlight Architecture, Radiologic Sciences, ESL, Speech Communication, Guardian Scholars, Purchasing, and Student Health Services.)
Attend one of two recently added upcoming workshops on Preparing for the Accreditation Visiting Team (Website) -- where you can learn more details of the visit AND get a chance to exchange program information about departments and programs across the College.
- Thursday March 21 -- 3:30-5 pm -- S5
- Wednesday April 3 -- 5-6:30 pm -- S45
Katryn Wiese
SLO Coordinator
To help us prepare for the accreditation visiting team in April, there are a number of things you can do. Here's one that's easy and has a big impact:
Post the CCSF MISSION STATEMENT in your office.
Make your own wall art with the Mission Statement. (Encourage
students to design something spectacular, then send samples to me to
add to the website!) If you don't have time or you're waiting for
inspiration, you're welcome to use the CCSF
Mission Statement Wall Poster we made for our department, but be
sure to replace the image with one of your own students or programs
(or not... your choice!).
One small step forward...
Katryn Wiese
SLO Coordinator
110 program reviews were completed and submitted in early December 2012. Review included this item:
"Summarize overall departmental directions taken as a result of the assessment of learning outcomes. If your unit does not offer courses or direct service to students, summarize improvements made based on the assessment of your administrative unit outcomes."
To help us get a better sense of where all the departments are in terms of SLO assessments and data-supported program improvements, we reviewed the answers to this question in ALL 110 Program Reviews and put together a Program Review Summary Report.
This report will be part of the SLO Proficiency Report due March
15th. And we encourage all of you to read it. It highlights some
stellar examples of SLO work across a number of departments and
provides a short snapshot glimpse to what's happening in every program
and department that submitted a review (with some editing license
One thing the visiting team (coming, likely, in the first half of April) will ask us is how well are we sharing information (especially assessment results and program improvements) across departments and programs. The answer, in my opinion, is we're doing an AMAZING job of getting our information out there -- so that students, faculty, staff from multiple departments can see what we're doing. That puts us well ahead of the "proficiency" mark for SLO assessment and very near the final stage: "Sustainable Continuous Quality Improvement."
How to help? Do some homework, and read about what's happening in other departments and across the departments, both through the above Program Review Summary Report and these reports sent out last week:
- Individual and summary Fall 2012 Assessment Review and Spring 2013 Plans reports submitted through the Jan. 31st forms.
- Monthly HIGHLIGHTS, showcasing, this month: Paralegal Studies, Health Education, Child Development, and Transfer Center.
Katryn Wiese
SLO Coordinator
- 90% of Program and Course SLO Assessment Reports are completed.
- 100% of Student Service & Counseling Assessment Reports are completed.
The data are in! And there are so many wonderful things happening across the college -- it's been a pleasure to read about them and now to share them with others.
I encourage you to learn more by reviewing the summaries provided
below. They are simply a sampling of some highlights from the over
2100 reports submitted. But they tell an inspiring story.
- Summary Course Assessment Reports
- Summary Instructional Program Assessment Reports
Counseling Program Assessment Reports
Service Program Assessment Reports
- Evaluation of the Reporting Process
- Summary Student SLO awareness Survey Feedback
Upcoming professional development opportunities:
Next two weeks:
- Handling Disruptive Students (Jan. 11 FLEX day repeat performance) -- Wednesday, February 27 -- 3:30-5 pm -- S5 -- Ted Alfaro (Student Advocacy), Sunny Clark (Student Health Services), and Andre Barnes (Campus Police) -- I.S13-831
- Closing the Loop series: High-Impact Practices -- Tue. Mar. 5 -- 2:30-5:30 pm -- MUB 255 -- I.S13-824
Upcoming SLO meetings:
Academic Senate SLO Committee meeting Wednesday, February 27 from 12:30-2 pm in Art 212. Details online.
Katryn Wiese
SLO Coordinator
PLEASE REVIEW: March
15th SLO Proficiency report -- draft now available online.
Note: this report will be discussed in today's Participatory
Governance meeting as well as next week's Academic Senate SLO
Committee meeting.
This report must be submitted by all California Community Colleges
to the ACCJC. 1/2 of the colleges were slated to submit on Oct. 15th.
The other 1/2, including CCSF, on March 15th, which conveniently lands
it alongside our Show Cause report. SLOs are found within each of the
four main ACCJC standards and thus permeate the Show Cause Report from
cover to cover. The SLO Proficiency Report, on the other hand, pulls
all those SLO-related standards together into one place. AND... best
thing? There's a 250-word limit for each narrative. To learn about our
progress on the SLO standards in a succinct easy-to-read manner,
please review this new report. If you have edits, send them my way.
(No guarantees they will all be incorporated, but I'll do my
UPCOMING REPORTS: Cited as evidence in the above report are a few more reports which are currently in progress and will be published sometime next week:
- Summary all Counseling Program Assessment Reports submitted online through Jan. 31st forms
- Summary all Service Program Assessment Reports submitted online through Jan. 31st forms
- Summary all Instructional Program Assessment Reports submitted online through Jan. 31st forms
- Summary all Course Assessment Reports submitted online through Jan. 31st forms
- Summary all Department SLO Program Review highlights submitted at end of Fall 2012
- Summary Student Survey feedback submitted over the last week on SLO awareness
Upcoming professional development opportunities:
FRIDAY, February 22:
Sustainability Across the Curriculum : Sustainable Agriculture
-- Friday, February 22 -- 12-1 pm -- Science 45 -- I.S13-823
Next two weeks:
Handling Disruptive Students (Jan. 11 FLEX day repeat performance) -- Wednesday, February 27 -- 3:30-5 pm -- S5 -- Ted Alfaro (Student Advocacy), Sunny Clark (Student Health Services), and Andre Barnes (Campus Police) -- I.S13-831
Closing the Loop series: Tue. Mar. 5 -- 2:30-5:30 pm -- MUB 255 -- I.S13-824
Upcoming SLO meetings:
Academic Senate SLO Committee meeting Wednesday, February 27 from 12:30-2 pm in Art 212. Details online.
Yes, we're all swimming in reports these days: documenting our progress, strengths, and action plans for improvement to our evaluators -- both internal and external.
The one positive in my world of nonstop research and writing? I'm learning about so many incredibly excellent and inspiring things being done across the college in a variety of academic and service departments. And I am pleased to be able to shine the light on those where I can! For a small dose, return again to our monthly Highlights page.
Katryn Wiese
SLO Coordinator
February 12 update:
Today we sent out, via email, a short survey to students across the
college asking them to indicate their awareness of SLOs of the courses
in which they are enrolled. The results of that survey will be
available online by the end of the month and will be part of our March
15th SLO report. Thank you to everyone who has put time and energy
into communicating expected SLOs with your students. The survey is
also available on the main page of the SLO website.
The big effort that's happening behind the scenes right now is the
summarizing of information you all submitted for the Jan. 31 reports
and the gathering of evidence for our March 15th SLO Proficiency
report. Please see our evidence
page (in development) for more information.
What can you do? Move forward with your recorded plans and ensure you have easy access to the evidence to back up your reports (assessment tools, data, meeting minutes, plans). If you don't have these items readily accessible now, pull them together now -- a binder, a folder, a website wiki, a documents folder on a hard drive -- whatever works best for you. If the ACCJC wants to learn more, and approaches you, make sure you can show them the evidence.
And perhaps, you can also use that lucky moment to discuss the positive changes to you, your department/program, and your students from the SLO assessment process. Here are some of the great things I've heard from across the college:
Faculty and staff are having more collaborative conversations with
colleagues about classroom, counseling, and service challenges. These
conversations include sharing classroom strengths and weaknesses and
planning future changes.
Classes and services that have clear and oft-reviewed underlying outcomes focus energy, priorities, and resources on day-to-day work and development of long-term plans.
Students are more aware of the underlying outcomes of the courses, programs, and services in which they are enrolled and thus better able to navigate and manage their own success.
Yes, there are plenty of challenges to the SLO/outcomes-assessment process we've developed. Don't hide those. The current process is imperfect. Creating a consistent reporting structure across the college has taken a lot of our time and energy. At times it seems we get lost in the reporting and documentation process and are left with little time for improving student learning. However, those challenges should and will be overcome. Hope for the future:
The process will get easier.
There is a clear direction we're heading.
Excellence in student learning is the underlying goal of this entire
Our cooperative challenge: find creative and authentic ways to
move forward ensuring that our SLO-and-outcomes-assessment processes,
wherever they are taking place, work towards the goal of improved
student learning and aren't just exercises in dotting our
"i"s and crossing our "t"s. We can do it.
Katryn Wiese
SLO Coordinator
Reminder: Next Tuesday (Feb 12), we will be sending out a short
survey to students across the college asking them to indicate their
familiarity with/awareness of SLOs of the courses and services in
which they are enrolled. The results of that survey will be part of
our March 15th SLO report. If you have been struggling with this
challenge and need some ideas, please review the information we shared
at the FLEX event on Demonstrating Student Awareness of SLOs. Thank
you for your efforts.
Time change for today's SLO help lab in S37: Revised time: 5-6 pm (apologies for any inconvenience).
Want some good news?
Read about some of the positive SLO highlights coming out of these departments/programs showcased in the February web HIGHLIGHTS.
Radiologic Sciences -- "Déjà vu! What CCSF is facing now, in terms of accreditation, we faced in 2002 as a program."
Student Health Services" -- "We thought we knew what direction we were going, but the data took us somewhere totally different!"
Architecture -- "Sharing the load: Pairing full-timers with part-timers to assist SLO assessment."
Katryn Wiese
SLO Coordinator
As of this morning, here's the tally of accumulated data for evidence of our college-wide SLO and outcomes assessments:
- 1324 courses (out of ~1900: 70%)
- 253 instructional programs
- 21 counseling programs
- 29
service programs
That's about 1600 individual entries and represents a HUGE AMOUNT OF WORK contributed by faculty and staff across the college.
Thanks to EVERYONE who has helped, especially all of you who have
reached out a hand towards others in your department or program and
helped them submit their reports as well.
What's next?
In our ACCJC SLO Progress report (also due March15th), we need to show the exact number of our courses, programs, and services that are in ongoing assessment (stage 2 or higher). *IF we have no reports on your program/service/course, we have to assume it's at stage 1 or lower, and we won't be able to get full credit with the ACCJC for all your work.*
Over the next week, we need everyone in the college to review
the entries submitted for your program or department, so
we can clean up any errors, fill any holes, and pull out some
excellent examples from all corners of the college -- every program
and department -- to use to support our contention that we meet the
ACCJC standards. If something is missing, find the responsible parties
and help them enter it. Pass along good examples to your chairs,
coordinators, managers, or deans. (Please read more details at the end
of this message about what to look for as you review.)
The group effort that has already brought us this far and that will move us over the next week to the next step demonstrates our progress in meeting the ACCJC standard to produce a culture of outcomes assessment across the college and shows the unity and commitment of our hard-working community.
Thanks, again, to everyone who is jumping in and contributing to
making our SLO and outcomes assessment efforts at CCSF a
Katryn Wiese
SLO Coordinator
We need YOUR help! As you review the entries for your program or department, please:
- Double-check that all your courses and programs are accounted
- Ensure the information that's provided is
authentic, can be backed by evidence, and tells the full
- If entries need to be rewritten, please pass that information along to your department chair or program manager, who can ensure that a new entry gets entered (to replace the old one) or that a request for a minor edit is sent to the SLO Coordinator.
The ACCJC will look through these reports and expect them to make sense and be supported if needed.
Note: although we have a lot of data now, quality is spotty, and it's clear that many of us are still developing our understanding of SLOs, assessment, and all the language and process that goes along with it. We will continue to hold weekly open lab help sessions and workshops to focus on the process, good outcomes, authentic assessments, and shared discussion on the issues you're facing in your classes, programs, and services. Please join us and encourage your colleagues to do the same! (SLO-Help Lab hours every week all semester.)
What else?
If you haven't already, please get together an SLO/outcomes assessment binder/folder/file for each course/program/service.
- Keep your assessment data there, plus notes from your
meetings, and any other evidence that supports your work.
- If a member of the visiting team stops you and asks you
about SLOs, make sure now that you will have something to
- As the semester progresses, add to your
records (while grading tests or assignments or reviewing surveys or
forms, after difficult classes/meetings/interactions or good ones!,
and anytime you notice when your service, program, or course can
- Such records will help with the visiting team and simplify and improve the completion of forms each semester. These notes in one place will also make sharing ideas with other faculty and staff easier -- and THAT's the ultimate goal.
Online Assessment Reports due on Jan. 31 (Thursday!)
Progress to date: 614 classes | 77 programs ... and rising!
Enter data and view completed reports here: http://www.ccsf.edu/NEW/en/about-city-college/slo/results_2013_spring.html
Help sessions available before Jan. 31:
- Tuesday, Jan 29, 3-6 pm -- S37 (Wiese)
- Wednesday, Jan 30, 5-6 pm -- Room 364 Mission Campus (Miraglia)
- Thursday Jan 31 10-11 am -- Statler Library -- Statler Wing Room 10 (Niosi)
- Thursday Jan 31: 2-4:30 pm -- S37 (Wiese)
After Jan. 31, we will not ask you to submit a college-wide online form again this semester. You'll just be keeping your own records.
So relax. Move forward in an intelligent and measured fashion. One step at a time. Forward progress and improvement is the goal.
Want more? Have questions? In lieu of a full FLEX day of training, read today's HELPFUL TIPS FOR ALL (below).
Katryn Wiese
SLO Coordinator
- SLOs or Service/Admin Unit Outcomes will continually be refined. Be sure to add that to your plans if part of what you discovered in Fall is that you need to work on your outcomes!
- Assessment methods will continually be refined. Ditto above.
- Long-term assessment plans for your
course/program/service should be ongoing and sustainable. No need to
rush it. Make your work valuable. Just keep moving forward.
- Every SLO/outcome does NOT need to be evaluated every
semester OR every year. There are many models -- and one size
doesn't not fit all. Ideally you will conduct yearly
evaluations on all your services/programs/courses, but you won't
necessarily evaluate everything all the time.
- For example, with courses, you could pick one SLO to assess one semester and then spend the next semester reviewing the data and planning changes.
- Or you can pick an assessment method that analyzes ALL your SLOs (by asking questions that affect all SLOs).
- For some consecutive courses, you might choose to assess level 1 and 2 during one year and levels 3 and 4 during the second year. As long as the alternation is continuous, and there's a plan for continuous ongoing assessment for all of them, that's fine.
- If you're feeling newly introduced to this process, then start slow. My recommendation: pick one SLO and one assessment tool. Gather the data. Review it. Refine the SLO or teaching method if necessary and reassess the next time it's offered. If no changes are necessary, move onto the next SLO. Over time your assessment methods will get better (and more diverse -- in the end it's good to have a combination of assessment methods and not just one -- but for beginners, start slow).
- The goal of all courses,
programs, and services is to get to Assessment Stage 5 --
continuous closed-loop assessment of SLOs/outcomes. Once we
reach stage 5, we don't have to modify that number -- we just
know that the assessment is a regular embedded part of the
- Any courses/programs NOT at stage 5 should gradually move upward -- progressing forward -- with reaching stage 5 as a goal. (You do not need to be at stage 5 by any particular deadline!). Also, if you have assessed one SLO, reviewed the data, determined if changes should happen, and then reassessed either that SLO or another, you are at stage 5. You should have a plan for eventually assessing all SLOs, but that can happen gradually over years.
- Every SLO/outcome does NOT need to be evaluated every semester OR every year. There are many models -- and one size doesn't not fit all. Ideally you will conduct yearly evaluations on all your services/programs/courses, but you won't necessarily evaluate everything all the time.
- The forms that are due Jan. 31 will be due at the beginning of each Fall and Spring semester. Make sure each of you (faculty and staff) have your own personal SLO folder, in which you keep notes and data you collect on your course or program for sharing periodically at meetings and with colleagues and indicate plans for changes and upgrades.
- Taking notes on how well we're doing our jobs and recording our thoughts on how to do better (based on data we gather -- through direct observation, surveys, and other tools) is something that almost all of us have always been doing. However for a lot of us, those notes have been mental and not actually captured on paper or in documents. The new and future ongoing assessment process requires that we EACH OF US keep track of those ideas and data and future plans for our own benefit -- and that we find and create opportunities to engage in conversations about the course/service/program with others at periodic intervals -- sharing our ideas and data and hearing from others. The Jan. 31 form (and the Aug. 31 form) that will be completed each future semester is just a chance to take your notes and summarize them, so they can be shared more widely across the college, and so we all of us can keep moving forward.
- Training is essential. If you are having
difficulty understanding any part of this process, please ask your
colleagues for assistance. Come by the open lab hours we'll have
every week this semester. Ask your department chairs and/or program
managers to schedule a department/program meeting at which I'd be
happy to come answer questions and review the process.
- Program Managers and Department Chairs: Please review the data your group is submitting. Where you see folks need help, please do what you can to provide that. Everyone -- please reach out to those around you and provide help. That's the ONLY way to make this process work for the thousands of us doing it.
- The only way to train thousands of us is to just keep at it, helping everyone around you for a long time -- and eventually we'll converge on similar understandings.
- One of the plans everyone should have for this semester for
their courses and program is to further refine their process and
turn it into something they can continue into the future in a
valuable, beneficial way.
- For those of you who have been churning butter because someone told you you had to, put together a plan that avoids having the work you're doing seem like a chore, and instead produces a product you feel really good about.
- We CAN make this process ongoing and of benefit to each one of us without making it arduous
The Jan. 31 due date is in one week and we are making great progress
on the goal for Fall 2012 Review & Spring 2013 Plans for all
active programs and courses.
328 submissions and rising! (40 instructional and/or counseling
programs | 11 service programs | 277 courses) View
details by department. (You can also go to your department
assessment web page for newly linked department-specific
THANK YOU to everyone who has completed a submission so far! Each one added to the list makes the next one easier. And now the ball is successfully rolling forward and gaining speed.
To those who are still waiting to complete the forms, we're here to help. And remember these forms are places where you describe what you've already done and indicate the plans you have for Spring. Please note that plans are not expected to be followed completely. They are "plans" after all, and all good plans are modified en route. So don't be intimidated. Don't try to race to do new work. Just tell us what you did in Fall and what you hope/plan to do in Spring.
If you can't get all your instructors or co-workers together to coordinate one submission, identify a coordinator to make the submission and make one of the documented Spring plans a coordinated gathering. Bottom line: Just tell us where you are.
We need to hear from every course, instructional program, student counseling program, and student service program, so if you're not the one coordinating the form submission, make sure someone has taken on that task.
The collective CCSF spirit of sharing the load (even in the face of
all our current challenges) is apparent in every help session I run
and every email I receive. Please continue to reach out and offer help
to those around you. A shared load is a lighter load. Thank you
Katryn Wiese
SLO Coordinator
Quick tips on using the online reporting forms due Jan. 31 (Find those reports and already submitted data here: Spring 2013 Plans & Fall 2012 Results)
1. How do we handle backing-up errors?
If you back up to review a page while entering data, you might end up with an error message saying you can't proceed without completing the answers to all questions (which, of course, you've completed). If you encounter this error message, just back up all the way to the first page, and then move forward again, page by page, until you get to where you left off. This should solve the problem.
2. What are our editing options?
After you submit, you can go back and change your answers, but only if you leave your browser window open with the "edit submission" link. You can open a new browser window to review your submission online (through the online web pages devoted to showing the data) and then return to your original browser window if you want to fix something. However, after you close that browser window, all other major edits must be completed by resubmitting a new version of the form. The most recent submission of a given course or service area is the one that will appear in the online data review. If you have minor edits to a submission, you can email me to make the change behind the scenes. Use this option sparingly please! (*Detailed WORD document with full instructions and questions for course SLO assesessment.*)
3. Why aren't these forms more sophisticated? Why can't they
be edited?
First, please recognize that our current method of online data gathering has been accomplished with freely available Google Forms and some behind-the-scenes report coding/programming. No monetary resources have been used. It's all done in house and mostly outside normal work hours and duties. Under any circumstance, what we're doing, considering our size and the scope of the task at hand, is amazing, but considering we're doing it all ourselves and with no expensive software makes it stupendous!
Note: Google Forms ARE capable of editing, but to do so, we first
would need to get everyone at CCSF to open a Google Mail email account
on the same domain (mail.ccsf.edu). Then when you went to enter data
into these forms, we would ask you first to sign on to your Google
Mail account. Then you would be able to edit your data anytime you
wanted. Not possible as of this time.
We will review over the next year (as we have already in a limited fashion) other software and data-gathering programs that are in use by other colleges. But in the meantime, we are working hard to make the most of what's currently available, so we can meet our accreditation requirements -- help everyone see what's going on across the college -- and do it without using resources we don't have. So THANK YOU for your understanding, patience, and perserverence with what can be at times an awkward process. Be proud of what we're accomplishing. It's monumental!
4. What do we do when we are having trouble accessing the CCSF
As the main CCSF server occasionally appears inaccessible, please follow this trick (provided by ITS): If you can't get to a www.ccsf.edu website, replace www.ccsf.edu in the URL with 188.8.131.52. Example: http://www.ccsf.edu/slo becomes http://18.104.22.168/slo.
Meanwhile, please remember, we are here to help!
- Tuesday, Jan 22, 4-5 pm -- S37 Computer Lab (CNIT Department lab) -- Science Hall basement (Wiese)
- Wednesday, Jan 23, 5-6 pm -- Room 364 Mission Campus (Miraglia)
- Thursday Jan 24, 10:00-11:00 am -- Statler Library -- Statler Wing Room 10 (Niosi) + 2-4:30 pm -- S37 (Wiese)
- Friday, Jan. 25, 1-3 pm -- S37 (Wiese)
- Monday, Jan 28, 1-3:30 pm -- S37 (Wiese)
- Tuesday, Jan 29, 3-6 pm -- S37 (Wiese)
- Wednesdsay, Jan 30, 5-6 pm -- Room 364 Mission Campus (Miraglia)
- Thursday Jan 31: 10:00-11:00 am -- Statler Library -- Statler Wing Room 10 (Niosi) + 2-4:30 pm -- S37 (Wiese)
Course assessment review and plans already submitted: 139!
Program assessment review and plans already submitted: 28!
Katryn Wiese
SLO Coordinator
Good news!
1. Despite the chaos of the first week of the semester, SLO Assessment reports are coming in from across the college. (As of today, 85 courses and 20 programs) -- and there's till two weeks left to complete them!
2. Results are viewable online.
The data you are submitting in the online Fall 2012 Review &
Spring 2013 Plans reports are now viewable online through a web page
that automatically updates as new submissions occur. That means you
can see all submissions, by course and department. These pages are an
excellent way to keep track and share information. Find those reports
here: Spring
2013 Plans & Fall 2012 Results
Note: Department-specific links to these results (department data only) will be available on each department's assessment websites over the next week.
3. More drop-in help is available
To help with the Jan. 31 deadline for online submissions, I'm holding extra drop-in help sessions over the next two weeks. Full drop-in schedule:
- Tuesday, Jan 22, 4-5 pm -- S37 Computer Lab (CNIT Department lab) -- Science Hall basement (Wiese)
- Wednesday, Jan 23, 5-6 pm -- Room 364 Mission Campus (Miraglia)
- Thursday Jan 24, 10:00-11:00 am -- Statler Library -- Statler Wing Room 10 (Niosi) + 2-4:30 pm -- S37 (Wiese)
- Friday, Jan. 25, 1-3 pm -- S37 (Wiese)
- Monday, Jan 28, 1-3:30 pm -- S37 (Wiese)
- Tuesday, Jan 29, 3-6 pm -- S37 (Wiese)
- Wednesdsay, Jan 30, 5-6 pm -- Room 364 Mission Campus (Miraglia)
- Thursday Jan 31: 10:00-11:00 am -- Statler Library -- Statler Wing Room 10 (Niosi) + 2-4:30 pm -- S37 (Wiese)
Remember: these reports are snapshots of activities you completed and plans you have for this semester. Part of the Spring plans might very well be to gather data from all instructors and courses, synthesize them, and discuss next steps. We are not asking you to do new assessment work between now and Jan. 31, only to document what you already have done and what new activities you have planned for Spring.
Help is available! If this task feels overwhelming, come on by, and we'll show you ways to simplify.
We will succeed here, because of each of your efforts -- it is, most definitely, a shared load. And the number of people offering to help each other is truly inspiring. Thank you for pushing forward and staying positive on this front. I keep hearing lots of good things happening in departments across the college -- good conversations, shared ideas, and fabulous program and course resources, materials, and assignments. You are awesome, and I'm grateful to be a part of such a great community.
Enjoy the 3-day weekend. :)
Katryn Wiese
SLO Coordinator
JANUARY 31st DEADLINE
remember the January 31st deadline for submitting status updates on
Fall 2012 activities and Spring 2013 plans for all courses and
programs. (See main
SLO website
for details.)
semester we are conducting a pilot assessment and review for GE Area
C: Natural Sciences.
All instructors of Area C
courses should ensure that at least one of the SLOs they assess this
semester maps to Area
C outcome 3: "apply models to explain the behavior of commonly
occurring phenomena." You can find your mapping information on
your department's SLO web page. We are gathering your Spring 2013 Area
C assessment plans in the same course assessment form you will
complete by January 31st.
NEED HELP? HAVE QUESTIONS? Come to our drop-in lab sessions or send me an email:
Mondays 1-2 pm -- Science Hall 37 (Wiese)
Tuesdays 4:00-5:00 pm -- Science Hall 37 (Wiese)
Wednesdays 5-6 pm -- Room 364 Mission Campus (Miraglia)
Thursdays 10:00-11:00 am -- Statler Library -- Statler Wing Room 10 (Niosi)
Fridays -- by appointment
- Thurs.
Jan 17, 2-3 pm, Science 5 --
program-level outcomes
-- Panel conversation,
Q&A, and brainstorm.
- Tues. Jan. 22, 2-4 p.m. Batmale 313 -- Educational Technology Tools Series:Overview of Insight -- Carole Reitan
- Wed.
Jan 23, 4-5 pm, Science 5
-- Using Rubrics
-- Andrea Niosi
DEMONSTRATING STUDENT AWARENESS OF SLOs
Just a friendly reminder that we need to ensure our students are aware of the SLOs for their courses, programs, and services. We also need to provide our accreditation team with evidence of this awareness. To help, the second week of February, I will send out a survey to currently enrolled CCSF students asking them if they are aware of the SLOs associated with the courses, programs, and services in which they've enrolled. Thank you now for your efforts ensuring we get positive results. Need some ideas? Review the ideas we shared at the FLEX event on Demonstrating Student Awareness of SLOs.
Review highlights of how SLO assessment has benefitted four departments from across the college: Guardian Scholars, ESL, Purchasing, and Speech Communication.
THANK YOU for your hard
work and commitment to the SLO effort. This whole process WILL get
easier with time.
CCSF SLO Coordinator
January 11, 2013 College-Wide SLO
Friday, January 11 was our start-of-semester FLEX day. A number of workshops were held related to SLOs. Notes and presentations are now uploaded and available online on our professional development page:
- 2-3 pm Benefits of Outcomes Assessment: How it makes our jobs easier
- 3-4 pm Analyzing Assessment Data Panel Discussion
- 4-5 pm Increasing Student Awareness of SLOs
You can also review video of a portion of the morning's updates that was devoted to SLOs FROM 50:23 to 63:32: http://ccsf.granicus.com/MediaPlayer.php?view_id=5&clip_id=200
Review highlights of how SLO assessment has benefitted four departments from across the college: Guardian Scholars, ESL, Purchasing, and Speech Communication.
JANUARY 31st DEADLINE
Please remember the January 31st deadline for submitting status updates on Fall 2012 activities and Spring 2013 plans for all courses and programs. Details online: www.ccsf.edu/slo.
NEED HELP? Come to our drop-in lab sessions, which start this coming Monday:
Mondays 1-2 pm -- Science Hall 37 (Wiese)
Tuesdays 4:00-5:00 pm -- Science Hall 37 (Wiese)
Wednesdays 5-6 pm -- Room 364 Mission Campus (Miraglia)
Thursdays 10:00-11:00 am -- Statler Library -- Statler Wing Room 10 (Niosi)
Fridays -- by appointment
Professional develoment workshops don't end with FLEX day. View our Spring 2013 schedule for more details of weekly events:
- Thurs. Jan 17, 2-3 pm, Science 5 --
program-level outcomes -- Panel conversation, Q&A,
and brainstorm.
- Tues. Jan. 22, 2-4 p.m. Batmale 313 -- Educational Technology Tools Series:Overview of Insight -- Carole Reitan
- Wed. Jan 23, 4-5 pm, Science 5
-- Using Rubrics -- Andrea Niosi
- Fri. Jan 25, 12-1 pm, Science 45 -- Teaching Sustainability Across the Curriculum series -- Pollution in San Francisco Bay -- Brown Bag
Katryn Wiese
CCSF SLO Coordinator
January 9, 2013 College-Wide SLO
Friday, January 11 is our start-of-semester FLEX day. Please join us
for SLO-themed conversations addressing a number of topics (intended
for ALL audiences across the college):
All events in S136:
2-3 pm Benefits of Outcomes Assessment: How it makes our jobs easier
Join us as we review the entire assessment cycle and explore the ways it can save you time as well as produce a better course or service. Presenters: Andrea Niosi -- Library, Fabio Saniee -- Dean of Scheduling, Kathleen Mitchell -- Student Counseling, Katryn Wiese -- CCSF SLO Coordinator
3-4 pm Analyzing Assessment Data Panel Discussion
Outcomes Assessment Permeates all of CCSF. Come listen to strategies used in departments across the college to analyze outcomes assessment data. Panel presentations. Q&A to follow. Moderator: Katryn Wiese.Panel Members: Kathy Hennig -- Purchasing, Michael McPartlin -- Guardian Scholars Program, Roger King -- Physics, Kathleen Mitchell -- Student Counseling
4-5 pm Increasing Student Awareness of SLOs
How do we ensure ours tudents are aware of course and service outcomes? Join a group brainstorm and sharing of ideas. If you have developed good strategies, please join us and share.
Group Facilitators: Katryn Wiese, Andrea Niosi, and Kathleen
1-2 pm Flipping, but not flopping
Have you thought about "flipping your classroom"? We will examine a few example approaches to flipping lessons. Then most of the workshop will be spent brainstorming and developing techniques to achieve SLOs by developing active, student-centered classroom activities. You may want to bring a colleague that teaches a similar topic with you. Presenters: Chantilly Apollon, Shannon Nixon, Sheri Miraglia
Professional develoment workshops don't end with FLEX day. View our Spring 2013 schedule for more details of weekly event):
Thurs. Jan 17, 2-3 pm, Science 5 -- Assessing program-level
outcomes -- Panel conversation, Q&A, and brainstorm.
Facilitator: Katryn Wiese
Tues. Jan. 22, 2-4 p.m. Batmale 313 -- Educational Technology Tools Series: Overview of Insight -- Carole Reitan
Wed. Jan 23, 4-5 pm, Science 5
-- Using Rubrics -- Andrea Niosi
Fri. Jan 25, 12-1 pm, Science 45 -- Teaching Sustainability Across the Curriculum series -- Pollution in San Francisco Bay -- Brown Bag
Welcome to 2013. Hope you are well rested. :)
Katryn Wiese
CCSF SLO Coordinator