[Factc] {Disarmed} How to Work Your GP WorkPlan ... with Equitable Faculty and Student Learning in Mind
Jennifer Whetham
jwhetham at sbctc.edu
Tue Mar 3 11:06:03 PST 2020
Dear friends and colleagues:
First off, CONGRATULATIONS on finishing your guided pathways workplan<http://bit.ly/3aRjiRZ>s! Now that you’ve checked that milestone off, I hope you’ll take a quiet moment to honor and acknowledge your Herculean (not sisyphean) lift.
And … while the 15 essential practices of a GP redesign are still fresh in your collective mind … I urge you to consider sending a cross-functional team to the National Summer Institute<http://bit.ly/2OQTI6D> offered by the Washington Center for Improving Undergraduate Education.
At the Institute, faculty work in cross-functional teams to develop a two year plan to "work your GP workplan" and operationalize a specific essential practice of your guided pathways redesign ... with increasing completions and closing equity gaps in mind.
Here are some things a team composed of faculty, student services, union leadership, administration, IR, and equity experts might tackle collectively:
* Faculty Pro D Plan & Adjunct Faculty Engagement: Faculty professional development is essential to the essential practice of faculty engagement. How will your organization support meaningful and sustained faculty learning to equitably support full-time and adjunct instructors in changing classroom practice using the 4 instructional approaches of a GP redesign<http://bit.ly/2snQxL5>? How can you scale what’s already scaled (such as contract Pro D days or a teaching and learning center)? What might need to be added? Will the faculty contract need to change? Job descriptions?
* Metamajors and Program Maps: What's the difference between a metamajor and a program map, and how does your institution go from 0 to 60 in terms of creating artifacts, policies, and processes that result in educational coherence and equitable program completion for students?
* Students completing degree Math in 1 year: This essential practice will need equitable participation from BEdA, dev Ed, academic-transfer, and prof-tech faculty to really make dramatic gains. How will your institution make sure everyone has a seat and a voice at this aspect of the reform table?
* Students completing college-level English in 1 year: Like math, this essential practice will need equitable participation from BEdA, dev Ed, academic-transfer, and prof-tech faculty to really make dramatic gains. How will your institution make sure everyone has a seat and a voice at this aspect of the reform table?
Please see below for more details about this amazing and unique professional development opportunity!
Peace,
Jen
PS-- Also, while not an essential practice, technically, I’ll just mention a good use of a team’s time is to create or revise Institutional Assessment Plans. GP gives us, arguably, a coherent, practical, and useful definition of the term “Program.” In addition, the equity focus means we have to look at our assessment ecologies with new eyes, and there is robust scholarship emerging around equitable assessment as a primary method of dismantling systemic racism in our institutions. But assessment plans that do that kind of serious work are not built in a day by one person working alone in an office. Assessment plans that matter to student and to faculty learning are developed over time and in community.
[Title: SBCTC logo - Description: Compass]Jennifer Whetham (pronouns: she/her/hers)
Assessment, Teaching, and Learning (ATL), Education Division
Washington State Board for Community and Technical Colleges (SBCTC)
jwhetham at sbctc.edu<mailto:jwhetham at sbctc.edu> • o: 360-704-4354 • c: 206-310-1291
"What's the Most Common Assignment Taught in ENGL&101?: Take the Survey<http://bit.ly/2SHpQdx>
Register for the Winter 2020 ATL Retreat<http://bit.ly/39E0xRm>
“The problems of racism in writing classrooms are not primarily pedagogical problems to solve alone. Racism is an assessment problem, which can only be fully solved by changing the system of assessment, by changing the classroom writing assessment ecology. Thus assessment must be reconceived as an antiracist ecology.”
[*] Asao B. Inoue, Antiracist Writing Assessment Ecologies<http://bit.ly/2xvacY4>
________________________________
From: The Washington Center for Improving Undergraduate Education <washcenter at evergreen.edu>
Sent: Tuesday, March 3, 2020 9:35 AM
To: Jennifer Whetham <jwhetham at sbctc.edu>
Subject: Priority Deadline Approaching - Washington Center National Summer Institute
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Washington Center Summer Institute for
Improving Undergraduate Education
Thinking about bringing a team to the summer institute?
The priority deadline is March 25. EMAIL<mailto:washcenter at evergreen.edu?subject=Washington%20Center%20Summer%20Institute%20-%20Hold%20my%20spot%21> the Washington Center NOW to secure your spot. We want to know what you are working on so we can select the right mix of experts and practitioners to consult with you on your project.
This summer institute<https://t.e2ma.net/click/wipzac/4kcxkx/cfpphg> will offer your campus team tailored resources, time to think and plan collaboratively, and a supportive network of talented coaches and presenters who will guide your team through the process of developing an two-year action plan.
Areas of focus include:
* Learning communities
* Guided pathways
* Assessment of student learning
* Accreditation planning
* Faculty/staff development
* Equitable student outcomes
* Supporting adult learners
Apply Now!<https://t.e2ma.net/click/wipzac/4kcxkx/s7pphg>
July 13-16, 2020
The Evergreen State College
Olympia, WA
Schedule-at-a-glance<https://t.e2ma.net/click/wipzac/4kcxkx/8zqphg>
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Washington Center for Improving Undergraduate Education
The Evergreen State College
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Phone: 360.867.6606
Fax: 360.867.6662
Email: washcenter at evergreen.edu <mailto:washcenter at evergreen.edu?subject=2020%20Summer%20Institute>
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