Today’s educators must develop student learning outcomes (SLOs), assignments and assessments that reflect an increasingly diverse student body. Integrating cultural competence into our student learning outcome work improves student learning for all students.. 

Join the Institute for Evidence-Based Change (IEBC) and Educational Testing Service (ETS) for a series of workshops designed to increase instructional effectiveness and student success while addressing student learning outcomes, assessment and how this information can be used to improve our work. Faculty and assessment staff working to develop, integrate and assess student learning outcomes at the class, course, program and institutional level will benefit from these workshops.

What you get  Faculty and assessment staff can expect to develop important skills as well as generate culturally competent SLOs and assignments that can be immediately used in the application of SLOs and assessment in their courses and programs. Over two days, a series of four workshops will address issues integral to the development, implementation and assessment of SLOs in community colleges with emphasis on cultural competence. Participants will learn how to integrate cultural competence into the development, application and assessment of SLOs; practice activities in groups and individually; and develop practical applications that apply to their courses and programs..

$995 includes two days of intensive hands-on workshops, meals, free campus parking,
comprehensive materials, and expertise from leaders in the field. Get a 10% discount for a team of 6 or more.

         FRIDAY AND SATURDAY, APRIL 15 and 16, 2015

Workshop Sessions Day 1

STUDENT LEARNING OUTCOMES FUNDAMENTALS AND NEW TECHNIQUES  

Student learning is at the core of our work, but most faculty find the activity of creating SLOs burdensome and not very useful. This workshop takes faculty beyond Bloom’s taxonomy by using the latest methodology.  Moving from levels of cognition (Bloom) to operational verbs help faculty describe what they already expect from students through their assignments and assessments.

Learning outcomes for workshop:

• Learn practical approaches to develop effective SLOs in your courses
• Practice writing SLOs for your courses

After this you will have the skills and tools to clearly state what you expect all students
to learn.

 

INTEGRATING CULTURAL COMPETENCE

Educators –  especially faculty and assessment staff -  need to draft SLOs and develop assignments and assessments that reflect an increasingly diverse student body and help underserved students stay on track to earning degrees and certificates. Participants in this session will learn how to integrate cultural competence into their curriculum, assignments and assessments and will gain insight into cultural competence not being just about race and ethnicity, but about gender, military service, foster youth, poverty, technology access, native language, family status and more.

Learning outcomes for workshop:

• Discover ways to integrate cultural competence into SLO and practice
• Develop a plan to integrate cultural competence in at least one of your courses

After this you will have the skills and tools to identify and remove barriers that students bring to the learning process.

 Workshop Sessions Day 2

CULTURAL COMPETENCE AND MEASURING STUDENT LEARNING

Cultural Competence goes beyond race, gender, age and poverty.  Colleges are enrolling the most diverse groups of students ever.  With such a diverse group of students, how do we develop and employ assessments of SLOs that do not cloud our judgments of what students know.  This workshop will help increase awareness of how cultural competence can help improve our understanding of student learning.

Learning outcomes for workshop:

• Discover critical information about how cultural competence impacts how we interpret student learning.
• Practical support for developing and implementing assessments that take into account the cultural differences of students in California’s community college system.

After this you will have the skills and tools to provide fair opportunities for students to demonstrate what they’ve learned.

BUILDING YOUR ASSESSMENT PROCESS WITH IMPROVEMENT IN MIND 

Building assessment plans and processes are important across our institutions because they help us understand what, how, and to what extent students are learning. As we start viewing student learning through a culturally competent lens, assessment becomes a tool that we must understand to ensure that all students have an equal opportunity to learn and that we level the playing field. This session focuses on assessment as a process, not merely episodic. Participants will come away with an effective process of assessment, including critical features, and keys to an effective implementation in practical settings.

Learning outcomes for workshop:

• Build a process for using assessment data.
• Determine the quality of an assessment program.
• Identify different types of assessment information that can measure instructional efficacy.

After this you will have the skills and tools to use data to reflect on your instructional efficacy.

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SPEAKERS

 

Javarro Russell, Ph.D., Senior Research and Assessment Advisor, Educational Testing Service (ETS), Global Education division. Russell has guided operational psychometrics for high-stakes and low-stakes testing programs. His focus has been on assisting institutions and organizations with interpreting and using assessment results to address institution effectiveness, regional accreditation standards and state mandates. Russell now works with higher education institutions to help them understand and implement assessment solutions in practice.

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Ross Markle, Ph.D., Senior Research and Assessment Advisor Educational Testing Service (ETS), Global Education division. Over the past several years, Markle has researched the role of noncognitive skills in student success and student learning with a particular emphasis on traditionally underserved populations. He now works with colleges and universities to help them understand and use assessments and data, particularly in the area of student success.

 

Brad C. Phillips, Ph.D., President and Chief Executive Officer, the Institute for Evidence-Based Change (IEBC). Phillips leads the organization’s focus on improving educational practice and outcomes by helping education stakeholders use data and collaboration to make informed decisions, improve practice and increase student success. Phillips has pioneered the collaborative collection and sharing of data across educational segments; the effective use of meaningful data; and its connection to faculty use and institutional change.

 

Shelly Valdez, Ed.D., Director, Educational Collaboration, the Institute for Evidence-Based Change. Valdez is responsible for planning, organizing and directing initiatives that emphasize cross-discipline, cross-segment and cross-sector collaboration. Her work in multiple states across the U.S. includes collaborative efforts that focus on aligning curricula and developing cooperative approaches to improving instruction and SLO development. 

 

Want to read more?  Check out Brad Phillips' article on Medium, Playing "Cultural Competence" Catch-Up in Higher Education.

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