General Intellectual Abilities: I

General Intellectual Abilities: I

Astonomy 101 – Art West

1. 
   Soon after dark on evenings early in the quarter, Jupiter and Venus were well separated in the western sky (Jupiter was much higher above the horizon than Venus). Now, the two planets appear much closer, and Jupiter is much lower in the sky than it was then. Explain why this has happened. More than one factor is involved.)
   
2. 
   Describe the relationship of a star’s mass to its luminosity, diameter, core temperature, and lifetime (all white it is on the main sequence), and to its chemical composition at the time it forms.
   
3. 
   Draw a basic H-R diagram. Be sure to show what quantity is represented by each axis (and draw an arrow next to each axis to indicate the direction in which the quantity increases.) You do not need to show specific numerical values for the axes. Sketch and label the locations of the main sequence, red giants, and white dwarfs. Place an X at the location of the sun.
   
4. 
   Explain how we can use information from a star’s absorption line spectrum to determine the temperature of the star’s lower atmosphere.
   
5. 
   Explain what happens that causes and average star such as the sun to become a red giant as it nears the end of its evolution. (More than one step is involved.)
   
6. 
   What is the most interesting or amazing concept you have learned about during this course? (If you choose a concept which has already been addressed on this test, you will have to provide significant additional information.) Explain the concept clearly, and tell why you find it interesting or amazing.
   

Scoring Rubric

I. Listen to, understand, evaluate and respond to verbal and non-verbal messages.

II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.).

IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments.

V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material.

VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.

Other Outcomes Addressed

33. General Intellectual Abilities: I

• 
  Continuation of Prepress Sequence (VCT 122 and VCT 123)
  
• 
  Print Sequence (VCT 111 and VCT 112)
  
• 
  Computer Foundation Sequence (VCT 124 and VCT 125)
  
• 
  Multimedia Sequence (ART 115, VCT 135 ,VCT 207 and VCT 208)
  

The following instructors were established as leads and participants:

VCT 111 and VCT 112 – Chuck Schultz, lead, Participants: Jim Reddin and Dick Davis

VCT 122 and VCT 123 – Jim Reddin, lead, Participants: Christine Shafner, Chuck Schultz

VCT 124 and VCT 125 – Peter Pickering: Lead, Participants: Christine Shafner , Chuck Erickson

Art 115 – Christine Shafner: Lead, Participants: Bob Hutchinson, Dick Davis

VCT 139, VCT 207 and VCT 208, Dick Davis, Lead: Participants: Chuck Erickson, Peter Pickering
The courses and sequences identified ended up being a large list to accomplish all activities. The initial process allowed for “writing” a Master Course Outline in reverse order, the final step being the final document of the MCO. While a great deal of work was accomplished in identifying technical and conceptual outcomes for eleven classes, finalizing an exit questionnaire for all classes is not complete. This process, however, proved to be an excellent system capable of adapting to the rapid changing demands of technology. With the template created, the process which was followed allows faculty and industry to facilitate curriculum revision and expedite the process for a “just in time” response.

Of concern in the process of outcomes assessment is the time involved in developing the outcomes collaboratively in a team process. Associate and full-time faculty routinely have a difficult time scheduling meetings. Many of our associate faculty have full-time obligations in the industry, while full-time faculty are required to serve on various committees, meet with and advise students etc. A unique response to these issues was developed using available technologies customized for the process. A user list serve was initiated allowing communication between all participants simultaneously and without user training beyond knowing email services. A "Master Outcomes" document was developed and processed for each course. The master set was mass mailed through the list-serve to each participant (no paper or printing costs) This document included encrypted signature provisions allowing each participant to receive an attached course outcome, review previous additions and edits by other faculty, provide their own editing/additions and then submit the document with signature. The documents were merged into one piece with edits and revisions identified for each participant. The project required three face- to-face meetings with the participants with the rest done on-line, digitally.

Exit questionnaires for each course was developed. Designed to be given at least once a year for each course. The questionnaire will be a brief "did you learn this........." rate your learning from 1=5. The exit questions are based on the learning outcomes developed in the assessment grant to ascertain where areas of deficiency might exist in the curriculum. In addition, the results would identify areas of commonality between courses where key elements of the curriculum are repeated to ensure comprehension throughout the visual communications program. The questionnaire would be anonymous and given randomly. The questionnaire would be automated to save employee work time. We anticipate developing an on-line response system that will compute, tabulate and store information for retrieval and use in curriculum planning for the future.

The current MCOs for the specified VCT courses are outdated and these discussions and resources, as well as the template itself will serve as the basis for their revision and updating. They will also complement the MCOs, which are effective in indicating general education outcomes, but merely list course specific outcomes. New instructors need to have clear and detailed outcomes for each course as they are brought in to instruct. This project will yield, upon completion, of the second phase, a reference library of both printed and digital resources with the ability to update ongoing. These resources will include syllabi, outcomes for skill and concept assessment and typical assignments done in previous offerings.

One issue required a great deal of discussion and was focused on the use of specific software names to be listed in identifying outcomes. With the exception of one sequence, it was felt it was more appropriate to leave out software names and list skills as they relate to the software and job application. This has been the philosophy in the development of the VCT program and one that is clearly distinct from similar programs in the area.

While the technical skills can be clearly defined and annotated by job skills, conceptual or problem solving skills are complements that can be illustrated in class critiques, portfolio assessment and project development, and finally by an exit questionnaire specific to the course.

The following is a list of basic core outcomes for most VCT courses:

• 
  Computer proficiency /literacy
  

• 
  Appropriate software usage
  

• 
  Vocabulary specific to course sequence
  

• 
  Class critiques
  

• 
  Project development
  

• 
  Portfolio presentation
  

• 
  Exit questionnaire
  

The next and final step identified for the project is to identify common SCC General Education outcomes as they relate to the VCT program and its courses. Through this process we may find that some sequences may embrace different outcomes applicable to the job application they were initially designed.

1. 
   The coordination of the existing IDS committee, which will participate in the assessment, growth and decision-making of the Interdisciplinary Program.
   
2. 
   The assessment of the Interdisciplinary Studies Program in relation to Shoreline’s Strategic plan.
   
3. 
   The assessment of Shoreline’s IDS program in relation to the successful interdisciplinary programs of other schools.
   
4. 
   The assessment of student learning in relation to Shoreline’s General Education Outcomes.
   
5. 
   In regard to student learning, the development of outcomes and methods of assessment that reflect the uniqueness of an interdisciplinary course.
   
6. 
   Based off the assessment findings mentioned above, facilitating of the creation of new IDS courses.
   
7. 
   Based off the assessment findings mentioned above, the development of promotional strategies for increasing enrollment in IDS courses.
   
8. 
   The development of strategies for effective collaboration and instruction in regard to team-teaching amongst faculty.
   
9. 
   The development of strategies for effective collaboration in regard to team-teaching amongst faculty.
   

Number and Nature of Participants:

I facilitated the IDS program and chaired the committee which was made up of eight members, representing both faculty and administrators. The committee members all worked voluntarily.

Specific Activities and Processes:
At the end of this year, the committee drew up document that listed the duties of the Interdisciplinary Coordinator. This list to best conveys the ongoing activities and processes of this project:

1. 
   Facilitate IDS meetings.
   
2. 
   Maintain ongoing electronic discussion/democratic decision making with IDS committee.
   
3. 
   Facilitate evaluation of course proposals.
   

The committee members are some of the most dedicated faculty and administrators on campus. They are involved in numerous projects and committees. Nevertheless, they serve on this committee voluntarily(without receiving any stipend money for their efforts) . We met approximately twice per quarter. As the Coordinator who receives 1/9 release time, I try to respect their time and do most of the administrative work and labor myself. The meetings are primarily used for discussion and decision-making. Evaluating course proposals has been the primary work of the committee. Since the amount of proposals are increasing, we are currently in the process of creating more specified criteria for evaluating them, criteria that would be in congruence with Shoreline’s Strategic Plan and General Education Outcomes.

Committee members: Tim Payne, Cathy Chun, Andrea Rye, Diana Knauf, Pam Dusenberry, Kathleen Lynch, Kathie Hunt, Venus Deming.

4. 
   Facilitate on going creation of new teams and new IDS courses; develop workshops to help new or continuing faculty with the process of designing and teaching truly integrated courses.
   
5. 
   Generate new faculty/program involvement.
   
6. 
   Continue personal professional development in regard to learning communities by attending state and national level conferences.
   
7. 
   Provide professional development for IDS faculty.
   

This year, we brought in faculty from Edmonds CC and North Seattle CC who have experience teaching IDS courses and have developed teaching methods and assessment tools for interdisciplinary instruction. They came and shared their experiences and assignments with our faculty. Approximately 20-25 Shoreline faculty attended this workshop. We specifically asked Math and Science instructors from those colleges to speak because we are trying to get more disciplines involved. Next year, there will be one IDS course that integrates a Math class. This is a step forward, but we want more progress in this area. I also spoke at the Humanities Planning Council about getting more Humanities faculty involved. This year, there were many English instructors teaching IDS courses, but that was the entire Humanities representation. Next year one IDS course will include a Speech Communications course. Once again, this is a step forward, but we are looking for more progress.

8. 
   Market/promote IDS courses to students.
   

We developed student surveys asking IDS students why they decided to take IDS courses as opposed to more traditional courses. These findings have helped us with course development and marketing. I have also been working with Andy Conrad in the VCT program in developing more effective flyers. In this purpose, I have received training on how to use Microsoft Publisher.

Enrollment Data

• 
  405 students during 2002/2003 academic year.
  

• 
  Avg. enrollment 40.5 (in 50 cap courses).
  

• 
  10/10 courses reach minimum enrollment(in 50 cap courses).
  

9. 
   Serve as liason to services/staff/advising on campus.
   
10. 
    IDS course scheduling –construct draft of quarterly IDS page and annual schedule. Oversee IDS offerings in quarterly time schedule.
    

For the second year in a row, we have created an annual IDS schedule for the next academic year. This program must keep ongoing communication between many key players: Staff, Administration and Faculty. The methods for communicating have been improved over the year.

11. 
    Program assessment: evaluate particular learning benefits of IDS courses including the creation of an evaluation tool expressly for IDS courses.
    
12. 
    Serve as "point person" for state-wide and nation-wide communication about learning communities. This includes being a resource person for those currently working on or contemplating IDS offerings
    

Rachel David and Pam Dusenberry created a course evaluation sheet which was designed specifically for their IDS course. It asks students questions that pertain to the integration of disciplines and the dynamics of team-teaching. The committee will be revising this in order for the document to apply to all IDS courses.

I have maintained a strong connection with the Washington Center. This is very important; they are vital factor in the success of interdisciplinary instruction in Washington State. At the beginning of the year, I attended one of their workshops where faculty from Portland State spoke about their success in creating Learning communities designed specifically for the various phases of education. There were IDS courses designed for new Freshmen as well as for Seniors. I also attended a two-day Washington Center conference where I visited workshops that were primarily geared towards integrating social service with college education. Once again, a team of Shoreline faculty attended Washington Center’s annual retreat for IDS instructors. This retreat is primarily used for curriculum development. With funding from Holly Moore, the committee has been making this an annual opportunity for new IDS teams.

3. 
   A collection of all materials (in electronic form) produced by the project. Materials should be annotated, where necessary, to inform readers of their nature and purpose and how they support program improvement efforts. For any products available on the web, you may provide a URL in lieu of a copy of the material.
   

This portion will contain the following material:

a. IDS Enrollment History(updated)

b. Student Survey

c. Student Survey: Results

d. Description and Survey of IDS Workshop

e. Workshop Agenda

f. Course Evaluation Sheet

g. IDS Coordinator Duties

h. IDS Time Schedule pages for 2002/2003 academic school year.

a. ISP/IDS Enrollment History(updated)

1999/2000 Academic Year

Quarter/Year

ISP

Combined Classes

Enrollment

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