We have plans for how to certify courses to teach one of our new ILOs. The process involves collaborating with the ILO subcommittees to adopt the ILO, and this may include some professional development or curriculum. Some courses may already be well prepared to adopt some ILOs. In other cases making ILOs meaningful and beneficial for students may call for faculty do some preparation for integrating the ILO in meaningful ways into their courses. A good part of the point of certifying courses through the ILO subcommittees is to facilitate collaboration and support in adopting an ILO. <\/p>\n\n\n\n
Over the course of developing our new program of Institution Learning, we have recommended varying approaches to criteria for adopting an ILO. In the basic version of the Tilted Model, we adopted our traditional expectation that courses teaching a campus wide outcome devote 30% of the course to teaching (not just applying) the outcome. Unlike past practice, however, we also proposed to introduce meaningful accountability for doing so.<\/p>\n\n\n\n
On what we called the “Deluxe” version of the Tilted Model, we certified courses on two tiers, teaching the ILO (with 30% of the course focused on teaching the ILO), and applying the ILO. The expectation here is lower, but would, for example, provide a way for Prof Tech courses to support the ILO without displacing any of their skills curriculum. In practice it would make sense to disaggregate assessment data for these two tiers since data at the applied level would be measuring student learning in less well-defined ways (different Prof Tech programs might be applying different aspects of Critical Thinking for example, and data would not reflect broader learning of Critical Thinking). The deluxe model has a few benefits. It would include a much broader range to courses in teaching the ILO, including many that don’t have space on the syllabus to provide a comprehensive treatment of the ILO. Students would still benefit from more exposure to the ILO across more classes and programs. The deluxe model could also afford something like a developmental picture of learning since ILOs would often be taught in Gen Ed courses, then reinforced with applications in Prof Tech courses. The deluxe model also invites participation at the college prep level. Several BATs instructors, for instance, have expressed enthusiasm for introducing Critical Thinking skills to students who aren’t fully prepared for more robust college level instruction.<\/p>\n\n\n\n
Finally, we have also discussed a “Premium” version of the Tilted Model, which builds on the deluxe model by adding assessment of ILOs in capstone assignments for graduating students.<\/p>\n\n\n\n
We have never conclusively settled on which of these three approaches (or some other) we should adopt. A natural way to go with something like the deluxe approach would be to make it easy to adopt an ILO at some level, where ILO subcommittees use an adoption rubric to determine that level. We might then subsequently encourage programs to adopt claimed ILOs at higher levels through appropriate professional and curriculum development coordinated and facilitated by ILO subcommittees and the Faculty Commons.<\/p>\n\n\n\n
We are currently piloting Critical Thinking and Communications. I invite Communications ILO leads to comment on their own approach at this stage. With Critical Thinking, I have simply sought volunteers from the CT ILO working group which includes around 60 faculty that have contributed to developing the CT ILO at some stage over the past two years. Critical Thinking is being piloted across 5 programs including 2 Prof Tech programs. We will work with participating faculty during Winter Quarter to reflect on the results of assessment, the process, and the rubric. We will also be in a good position at that point to discuss where piloted courses should be placed on an adoption rubric. The only qualification we have asked of piloting faculty so far is that they have participated in development of the ILO and through this have some shared understanding of the ILO.<\/p>\n\n\n\n
There is a broader conversation to have, first among ILO leads and then perhaps with faculty more broadly, about how to rate courses for adopting an ILO and how to support them in adopting an ILO more robustly.<\/p>\n","protected":false},"excerpt":{"rendered":"
We have plans for how to certify courses to teach one of our new ILOs. The process involves collaborating with the ILO subcommittees to adopt the ILO, and this may include some professional development or curriculum. Some courses may already be well prepared to adopt some ILOs. In other cases making ILOs meaningful and beneficial […]<\/p>\n","protected":false},"author":73,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-144","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/posts\/144","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/users\/73"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/comments?post=144"}],"version-history":[{"count":1,"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/posts\/144\/revisions"}],"predecessor-version":[{"id":145,"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/posts\/144\/revisions\/145"}],"wp:attachment":[{"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/media?parent=144"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/categories?post=144"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/commons.bellevuecollege.edu\/gened\/wp-json\/wp\/v2\/tags?post=144"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}