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ICC Assessment and the Mission Statement

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Antonio Ramirez

on 15 May 2014

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Transcript of ICC Assessment and the Mission Statement

ICC Assessment and the Mission Statement
A few points to consider
Why Change the Original Mission Statement Language?

(1) The original language is so broad in scope that it is difficult to identify any central unifying concept behind it
In 2013 we
collectively decided
that we would next assess the following ICC:

"Global, Cultural, Social and Environmental Awareness"

(2) 'Awareness' seems to be an inappropriately low-order target of evaluation
In 2012 we began an extensive campuswide assessment of our 'Critical Thinking' ICC.
In our efforts to develop an assessment strategy, however, the SLO team quickly encountered two difficulties.
To address this, we noticed a few potentially unifying concepts in the original ICC's description:
Students will recognize their role as local, national, and global
. They will participate in a democratic process, respect social and cultural diversity, appreciate the complexity of the physical world, and understand the significance of both environmental sustainability and
social justice
Where 'awareness' applies near the bottom -->
<--'Capacity' seems to better capture the higher-order learning that we actually strive for.
Example #1:

Environmental Stewardship PLO_5
the corridor ecology and connectivity concepts and techniques (including the rapid assessment methodology) to local and statewide corridor case studies to
develop strategies in creating and implementing community based, collaborative efforts to preserve, protect, and restore native species, ecosystems, and the landscape
Example #2:

: Articulate and
defend your own position
on at least one issue in social and political philosophy.
Example #3:

Develop leadership skills
while assigning and working with peers (reporters and photographers and/or fellow editors) as they
create content for student media
The SLO committee has no interest in determining the language of the ICCs. Our concern lies solely with the
of the outcome statements (including the ICCs) as they are found in the mission.
We believe that any attempt to construct a systematic assessment of the current language will inevitably encounter problems of
In considering the alternatives presented by the mission statement taskforce, we encourage the Academic Senate to focus on language that avoids these problems.
Finally, we suggest that several assessment projects that are already underway lend themselves well to the new language under consideration.
Example 1

From the Office of Staff and Organizational Development's 2013 APRU:

"In relation to closing the equity gap, our biggest efforts this year have been in our Teaching & Learning Workshop Series vis-à-vis Emotional Intelligence workshops and show-casing the LEAD application of critical pedagogy workshops, and learning about, developing a plan and implementing a FELI Summer Institute for faculty, staff and administrators, and
a pilot ACE college orientation class for students with De Anza FELI Master Mentor trainees

Example 2:

This past November, the campus engaged in several activities aimed at elevating
students' abilities to respond to
(and not merely be aware of) sexual violence.
What do we want to
about student learning on our campus?
Full transcript