Paddling Our Own Canoe

1
Paddling Our Own Canoe
2
Mission

• The colleges mission is to provide the
  community with a responsive educational
  environment that empowers learners to develop
  skills and knowledge to be responsible and
  productive in a complex world.

3
What is different this time?

• Themes
• Dialogue
• Student Learning Outcomes
• Institutional Commitments
• Evaluation, Planning and Improvement
• Organization
• Institutional Integrity

4
Standard IInstitutional Mission Effectiveness

• The institution demonstrates strong commitment to
  a mission that emphasizes achievement of student
  learning and to communicating the mission
  internally and externally. The institution uses
  analysis of quantitative and qualitative data and
  analysis in an ongoing and systematic cycle of
  evaluation, integrated planning, implementation,
  and re-evaluation to verify and improve the
  effectiveness by which the mission is
  accomplished.

5

• CHAIR  Mike Saito/Jim Yoshida
• Rebecca Gabriel STUD.
• Dorinna Manuel-Cortez APT
• Karen Leialoha STUD. SERV
• Laurel Gregory W.HI.
• Tammy Tanaka CLER.
• Elizabeth Ojala- NURS

6
Standard IIStudent Learning Programs and
Services

• The institution offers high-quality instructional
  programs, student support services, and library
  and learning support services that facilitate and
  demonstrate the achievement of stated student
  learning outcomes. The institution provides an
  environment that supports learning, enhances
  student understanding and appreciation of
  diversity, and encourages personal and civic
  responsibility as well as intellectual,
  aesthetic, and personal development for all of
  its students.

7

• CO-CHAIRS  Mai Wong/Joni Onishi
• Shellie Mizuno STUD.
• Gordon Nekoba ATE                               
     
• Pua Kanahele - LBART/HUM.
• Francis-Dean Uchima LBART/MNS
• Lea Nordloh NURS
• Debby Shigehara OCET
• Milton Leslie W.HI. (Distance Ed.)
• Lynn Wolforth LEC
• Barbara Arthurs STUD. SERV
• Sheryl Lundberg-Sprague STUD. SERV.
• Guy Kimura - TLC
• Mike Hopson W.HI.
• (Ellen Okuma F 05)

8
Standard IIIResources

• The institution effectively uses its human,
  physical, technology, and financial resources to
  achieve its broad educational purposes, including
  stated student learning outcomes, and to improve
  institutional effectiveness.

9

• STND. III  Resources  CHAIR  Sara Narimatsu  
       
• Antoinette Wilson STUD
• Claire Shigeoka APT
• Marsha Okajima OCET
• Bob Duley STUD. SERV
• Mike Leialoha ADMIN
• Gayle Cho ATE        
• Wilt Watanabe OCET
• Steve Schulte TECH
• Violet Murakami - LBART/HUM
• Jackie Stradtman-Carvalho LBART/MNS             
    
• Kent Killam BEAT
• Kelley Ishii CLER.

10
Standard IV Leadership Governance

• The institution recognizes and utilizes the
  contributions of leadership throughout the
  organization for continuous improvement of the
  institution. Governance roles are designed to
  facilitate decisions that support student
  learning programs and services and improve
  institutional effectiveness, while acknowledging
  the designated responsibilities of the governing
  board and the chief administrator.

11

• STND. IV  Leadership Governance   CHAIR  Lou
  Zitnik  
• Kathy Rodriguez STUD.
• Joel Peralto BEAT (F05)
• Doris Chang CLER.
• Lei Kapono OCET
• Raynette Haleamau Kam W.HI.
• James Shumaker- LBART/MATH

12
IMMEDIATE DESTINATION
13

• Dear Hawaii Community College,
• This letter is too inform you that your
  institution has been placed on
• WARNING STATUS
• Sincerely,
• ACCJC

14
Intermediate Long Term Directions
15
Program Unit Review

• Schedule Three Year Cycle
• Total Programs 27
• Total Units 18
• Grand Total 45 Program Reviews
• 1st Year Spring 2005-Fall 2005
• 19 Programs/Units
• Program Review Template

16
Learning Day Concepts

• College wide implementation of
• Systemic Thinking
• An institutionalized Program Review Cycle which
  drives Budget and Strategic Planning
• Curricular/Program Development -Learning Centered
  versus Teacher Focused

17

• Dean of Instruction Presentation

18
Learning Day Outcomes

• 1 Identify the difference between Content,
  Competency and Learning Centered Syllabi
• 2 Identify the primary role of the community
  as THE determining factor in shaping the SLOs
  Outside-In Process
• 3 Participate in creating Student Learning
  Outcomes (SLOs) at course and program levels

19
Learning Outcome 1 Syllabi

• Identify the difference between Content,
  Competency and Learning Centered Syllabi

20
uct
Competency Framework 1980s
Outcomes Framework 21st Century
Content Framework 1960s

• Competencies
• What competencies should be demonstrated in this
  course
• 2. Records How should these be recorded?
• 3. Minimal Performance
• What is the minimal performance on each
  competency?
• 4. Minimal Number of Performances
• What is the minimal number of competencies
• 5. Grade How can the competencies be converted
  to a grade?

• Outcome Statements
• What do the students need to be able to DO in the
  rest of life situations that we are responsible
  for in this course?
• 2. Content What themes, concepts and issues and
  skills must students understand to do these
  things?
• 4. Projects What can students do in this course
  to demonstrate a level of proficiency in the
  outcomes?
• 5. Assessment What are the qualitative criteria
  that will be applied to the demonstration?

1. Topics What should be covered in this
course? 2. Textbooks What textbook should be
used 3. Tests What should be included on the
tests? How many tests should there be? 4. Papers
What kinds of assignments should also be
completed and contribute to the grade?
21
High Cognitive
--------------------------------------------------
--------------------------------------------------
-----
Evaluation
Synthesis
Analysis
Issues
--------------------------------------------------
--------------------------------------------------
-
Application
Concepts
Comprehension
--------------------------------------------------
--------------------------------------------------
----
Low Cognitive
knowledge
22
Curriculum Development

• Assumption- development is dynamic changes
  constantly to reflect content
• Contextual focus, relevant, addresses performance
• Systems based experimental focused
• Cooperative, collaborative
• Multidisciplinary, interdisciplinary

23

• Culinary Arts Presentation

24
Systemic Thinking
Alignment
25

• OAT Detailed Program Outcome
• What do they need to be able to do out there
  that were responsible for in here?
• Roles Office Administration, Receptionist,
  Clerk, Upper division (business administration)
• Display a professional attitude in the office
  including accepting constructive criticism,
  respecting others, taking pride in personal and
  teamwork, and honoring confidentiality.
• Positive attitude
• Take pride in work
• Respect others space
• Accept constructive criticism
• Practice work ethics of timeliness, honesty, etc.
• Be an office professional
• Demonstrate professionalism in appearance,
  attitude, and work habits
• Leave personal problems at home
• Practice confidentiality
• Survive on the job
• Work independently

26

• Accounting Detailed Program Outcome
• What do they need to be able to do out there
  that were responsible for in here?
• Roles Accounting clerk, bookkeeper, one person
  office, entrepreneur, upper division (business
  administration)
• In a work environment, demonstrate effectively
  self-management through efficient use of time and
  personal responsibility.
• Persist at problem analysis until answer is found
• Initiative to research accounting and career
  alternatives
• Take responsibility for planning their career and
  work goals
• Be able to follow policies and procedures
• Have realistic job expectations
• Setting home, academic, and professional goals
• Take personal responsibility for own decisions
  and actions
• Mange time wisely
• Self-manage study time

27

• Information Technology Detailed Program Outcomes
• What do they need to be able to do out there
  that were responsible for in here?
• Roles Help desk, computer support, network
  administrator, system developer, transfer to
  4-year program
• Display a professional attitude and work by the
  legal and ethical guidelines of the technology
  field.
• Display positive attitude
• Work ethically
• Use problem-solving skills
• Be friendly
• Exercise patience
• Take advantage of opportunity for continuous
  learning and development in the information
  technology profession.
• Receive instruction and criticism
• Be willing to learn new tasks
• Take opportunities for continuous learning

28

• Accounting Program Outcomes
• What should our students be able to do out
  there that we are responsible for in the
  Accounting AAS Program?
• Apply basic math and computational skills to
  achieve accuracy in accounting systems.
• Perform basic accounting tasks and maintain
  accurate accounting systems in profit and
  non-profit organizations.
• Demonstrate work attitude and appearance
  consistent with professional practices in
  accounting.
• Communicate with stakeholders in a manner that
  reflects organizational culture and sensitivity
  to diverse customer and community needs.
• Perform basic office functions using standard and
  emerging technologies.
• In a work environment demonstrate effective
  self-management through efficient use of time and
  personal commitments.
• Participate effectively in individual and group
  decision making.
• Use critical thinking skills to make decisions
  that reflect legal and ethical standards of the
  accounting profession.
• Take advantage of opportunities for continuous
  professional development.

29

• IT Program Outcomes
• What should our students be able to do out
  there that we are responsible for in the
  Information Technology AS Program?
• Select and create software and hardware systems
  that meet unique information needs of an
  organization.
• Implement the hardware, software, and procedural
  components of a data communication system in a
  business environment.
• Display a professional attitude and abide by the
  legal and ethical guidelines of the information
  technology field.
• Work both independently and cooperatively to meet
  an organizations information technology goals.
• Teach technical skills to others.
• Organize and manage multiple tasks and co-workers
  making efficient use of time and resources.
• Take advantage of opportunities for continuous
  learning and development in the information
  technology profession.

30

• OAT Program Outcomes
• What should our students be able to do out
  there that we are responsible for in the Office
  Administration AAS Program?
• Work as a member of an office team to meet the
  needs of customers from diverse populations
  (disabled, cultural, race, religion, sexual
  orientation, gender, age, etc.).
• Display a professional attitude in the office
  including accepting constructive feedback,
  respecting all persons, taking pride in work, and
  honoring diversity.
• Organize and manage multiple administrative tasks
  and co-workers in an office making efficient use
  of time and resources.
• Use current and emerging technologies to create
  and produce quality, mailable office work
  documents.
• Use decision-making and research skills to make
  informed choices and confirm information in the
  office.
• Create and manage company files according to
  company policies and standard procedures
  following general business ethics.
• Communicate clearly through oral and written
  interactions complying with standard office
  etiquette.
• Take advantage of opportunities for continuous
  professional development.

31

BEaT Division OutcomesWhat should our students
be able to do out there that we are responsible
for in the BEaT Division?

• Work both independently and cooperatively to
  achieve organization goals.
• Adhere to the ethical standards of the profession
  and organization.
• Prioritize and efficiently carry out personal and
  work tasks.
• Engage in opportunities that will increase
  personal and professional capacity.

32
Learning Outcome 2

• Identify the primary role of the community as THE
  determining factor in shaping the SLOs
  Outside-In Process

33
Outside-In Process
CREATES SYSTEMIC THINKING
34
Characteristics of Learning Outcomes Statements
35
Concepts/Issues
Assessment Tasks
Skills
Intended Outcomes
Concepts
PREREQ
Issues
What do students need to be able to do out
there that we are responsible for in here?
What will the Student do in here to demonstrate
evidence of the outcome?
What must the student understand to
demonstrate the intended outcome?
What skills must the student master to
demonstrate the intended outcome?
36
(No Transcript)
37
Ecological View of Learning

• Assumption- learning derives from patterns,
  structures, environment
• Knowledge based on approximations
• Creation of maps and patterns
• Meaning constructed by the learner
• Learning and change are the same
• Knowledge not neutral-many assumptions

38
Learning Strategies

• Assumption- Strategy always follows purpose
• Multiple Resources visual learning tools,
  context centered activities, simulations, field
  dependent activities
• Learner driven needs, goals, interests diverse
  learning styles, problem solving, multiple
  intelligences
• Process as content Performance orientation,
  practice for skill development, critical
  thinking, formation of ideas and approaches

39
Instructor as Facilitator

• Assumption- instructor shares responsibility
  for learning
• Goal setting, encouragement
• Team work, partner, co-learner
• Affirmation, celebration of success of learning,
  achievement oriented
• Consult, coach, guide, assist, facilitate
• Modeling, critical thinking, providing
  environment, progress achievement

40
Authentic Assessment

• Assumption- determination of learning based on
  real context and situations
• Progress until standard achieved
• Specific, holisitc performance based
• Choices to demonstrate learning
• Assessment by self, peers, facilitator and
  others process assessment, product assessment,
  procedural and performance emphasis

41
Interpersonal Interactions

• Assumption-learning results from interaction
  with many others
• Interaction with integration of ideas
• Collaboration, cooperation, integration
• Respect positive attitude toward others
• Conflicting ideas-stimulus for problem solving,
  disturbance as positive

42
Learning Outcome 3

• 3 Participate in creating Student Learning
  Outcomes (SLOs) at course and program levels
• Diagramming the SLO
• What should the students be able to do outside
  (Rest of Life) with the information and skills
  they learn in here?
• Report to your groups after a short break

43
The Circle has healing power. In the Circle we
are all equal. When in the Circle no one is in
front of you. No one is above you. The Sacred
Circle is designed to create unity. The Hoop of
Life is also a circle. In this hoop there is a
place for every species, every race, every tree,
and every plant. It is this completeness of
Life which must be respected in order to bring
about health on this planet. To understand each
other, as the ripples when a stone is tossed into
the waters, the Circle starts small and grows. .
. until it fills the whole lake.
Dave Chief, Oglala Lakota, Grandson of Red
Dog/Crazy Horses Band