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Professional Development Opportunities

Based on feedback and requests faculty and staff, we are holding several assessment workshops this semester. Workshops are scheduled based on faculty/staff interest and availability. Please use this Doodle link (http://www.doodle.com/psidphgtcuudvgzf) to indicate if you are interested in attending any Fall 2012 assessment workshops. You will be contacted to identify meeting time(s) that are convenient for you.

Short descriptions of each workshop, along with workshop materials (where available) are provided below.

Developing Student Learning Outcomes

Faculty and staff need to develop clear statements of what students are expected to know or be able to do as a result of a learning process. At the end of this interactive workshop, participants should be able to: 1) define what learning outcomes are (and are not); 2) explain why ‘understand' is not a verb for a learning outcome; 3) apply levels of thinking frameworks to the design of student learning outcomes; 4) evaluate existing student learning outcomes for quality and clarity; and 5) write acceptable student learning outcomes.

Curriculum Mapping

This interactive faculty workshop will focus on curriculum mapping, a process for examining the alignment of instruction with desired student learning outcomes. By the end of the workshop, participants should be able to: 1) define curriculum mapping, its uses, and the curriculum mapping process; 2) identify different types of curriculum mapping models; 3) evaluate curriculum maps for coherence, gaps, redundancies, and areas for improvement; 4) construct their own curriculum maps; and 5) anticipate issues and next steps re: curriculum mapping in their program. Participants should bring a copy of the student learning goals for their department/major and at least one course syllabus.

Program Mapping In Co-Curricular Areas

Designed for staff working in co-curricular units, this hands-on workshop will introduce participants to program mapping, a process for documenting the relationship of program/unit activities to intended learning outcomes. By the end of the workshop, participants should be able to: 1) define program mapping, its uses, and the program mapping process; 2) evaluate program maps for coherence, gaps, redundancies, and areas for improvement; 3) construct a program map; and 4) anticipate issues and next steps re: program mapping in their areas. Participants should bring a copy of their unit or department student learning goals to the workshop.

Curriculum And Program Mapping -- Part 2

Bring your program/department's curriculum or program map (even if it's in draft form), plus any questions you have about mapping, for feedback. Take your curriculum or program map to the next step: refine your map, identify course embedded program assessments, develop an assessment plan.

Developing An Assessment Plan

An assessment plan contains the details of how you will work through the steps of the assessment cycle for one or more student learning outcomes per academic year. Approached this way, your program or department will have completed all of the assessment steps for your student learning outcomes, by the end of a specified period of time. This workshop will help you put this plan together.

Backward Design

This 2-3 session workshop is an introduction to the "backward design" model of curriculum development. The backward design model centers on the idea that the curriculum designers should "work backwards" by first identifying desired student learning outcomes, next determining acceptable evidence of student learning outcomes (i.e., assessments), and then planning learning experiences & instruction. This contrasts with the more "traditional" curriculum design approach which is to define what topics need to be covered, plan instruction, and then think about assessment.

Rubric Development

Come to this workshop to develop and/or refine your rubric development skills! By the end of the workshop, participants should be able to: 1) define what a rubric is; 2) Distinguish among the multiple uses of rubrics; 3) apply step-by-step procedures for developing a rubric; and 4) evaluate existing rubrics.

If you have any questions or would like to tailor a workshop just for your program or department, please contact Susan Gracia at ext. 2076 or via email.

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