Download Emphasizing the Dialog at MPC

Emphasizing the Dialog at
Monterey Peninsula College
What we do,
What we emphasize,
And why
• Fred Hochstaedter
• Academic Senate President
• SLO Coordinator
• Monterey Peninsula College
Our Philosophy
 We hope that SLOs can provide a formal
framework for faculty to converse, as professionals,
about teaching, learning, pedagogy, and curricula.
 Professional teachers talking to each other about
teaching and student learning is a primary
characteristic of a vibrant academic institution.
 We hope that the result of these conversations is
more insightful pedagogy that improves student
learning in MPC courses.
-MPC SLO Committee, 2007
What We Wanted
 A process that is simple (Keep it Simple
Sweetheart)
 A process that is sustainable in a variety of budget
environments
 A process that fit with our existing processes such
as resource allocation
Led to Three Principles…
Three Principles
1. All SLOs (program, institutional, general education)
must be evaluable at the course level.
More info:
http://www.mpcfaculty.net/senate/FacultyHandbook/FacultyHandbookSLOs.pdf
Three Principles
2. Instructors regularly
evaluate student learning.
The result of this effort is
valuable information for
quality improvement for
the program.
SLOs:
Information for
the Program
Grades:
Information for
the Student
Leads to…
Evaluation of
student work
More info:
http://www.mpcfaculty.net/senate/FacultyHandbook/FacultyHandbookSLOs.pdf
Three Principles
3. We need to give faculty members time to engage
in the dialog.
More info:
http://www.mpcfaculty.net/senate/FacultyHandbook/FacultyHandbookSLOs.pdf
Monterey Peninsula College
Planning and Resource Allocation Process
(simplified version)
1. Planning
 3-year Institutional
 Educational
Master Plan
2. Program Review
 6-year Cycle
 Annual Report
with Action Plans
5. Evaluation
 Institutional
 Area
4. Resource Allocation
 Infrastructure
 Equipment
 Personnel
3. Institutional Review
 Administration
 Faculty-led advisory
groups
Monterey Peninsula College
Planning and Resource Allocation Process
1. Planning
 3-year Institutional
 Educational
Master Plan
5. Evaluation
 Institutional
 Area
2. Program Review
 6-year Cycle
 Annual Report
with Action Plans
Data driven
Dialog
4. Resource Allocation
 Infrastructure
 Equipment
 Personnel
3. Institutional Review
 Administration
 Faculty-led advisory
groups
2. Program Review
 6-year Cycle
 Annual Report with
Action Plans
Instructor Reflections on
Student Learning
Program Reflections on
Student Learning
These Forms/Processes are the Heart of
MPC’s SLO Efforts.
They are designed to prompt
 Dialog
 Collaboration
 Improvement Efforts
 Action Plan Rationale
1. Instructor
Reflections on
Student Learning
2. Program
Reflections on
Student Learning
3. Action Plans
Instructor Reflections …
…leads to…
Program Reflections …
…Two hours during each flex day…
…leads to…
…Annual Report / Action Plans
2. Program Review
 6-year Cycle
 Annual Report with
Action Plans
From the Student Learning Section…
And then…
And then…
And finally…
SLOs are fully integrated into the
6-year program review guidelines
Integration of Student Learning and
Program Reflections into *all*
resource allocation processes.
1. Faculty
Position
Requests
2. Classified
Position
Requests
3. Foundation
Grant
Proposals
Excerpts from Anthropology Program Reflections
Excerpts from Anthropology Program Reflections
Excerpts from Anthropology Program Reflections
Excerpts from Anthropology Program Reflections
Excerpts from Anthropology Program Reflections
Excerpts from Anthropology Program Reflections
Excerpts from Anthropology Program Reflections
At MPC, the Program Reflections are
 The heart of dialog during flex activities
 Cited as rational for action plans
 Well integrated into the Program Review Process
 Well integrated into all resource allocation processes
 Viewed as the basis for dialog
 Visited at least once per semester
 and most importantly…
At MPC, the Program Reflections are
A grass-roots, bottom-up, approach
to evaluating student learning
and using the results to inform plans to improve.
Our Philosophy
 We hope that SLOs can provide a formal
framework for faculty to converse, as professionals,
about teaching, learning, pedagogy, and curricula.
 Professional teachers talking to each other about
teaching and student learning is a primary
characteristic of a vibrant academic institution.
 We hope that the result of these conversations is
more insightful pedagogy that improves student
learning in MPC courses.
-MPC SLO Committee, 2007
From the ACCJC
The primary purpose of an ACCJC-accredited
institution is to foster learning in its students.
An effective institution ensures that its resources
and processes support student learning,
continuously assesses that learning, and pursues
institutional excellence and improvement.
An effective institution maintains an ongoing, selfreflective dialogue about its quality and
improvement.”
-ACCJC,
“Introduction to the Accreditation Standards”