issue 2 | 2015 - Aims Community College

T O TE A C H, T O L EA R N, T O I NS P I R E ... AT AI MS CO MMUNI TY CO LLE GE
ISSUE 2 | 2015
SIGN ATURE
EDITOR’S LETTER
Dear Colleagues,
EDITOR
Deborah Johansen
PRESIDENT
Dr. Marsi Liddell
CHIEF OF COLLEGE &
COMMUNITY RELATIONS
Jennifer Oliver
ART DIRECTOR
Allyson Byerly
GRAPHIC DESIGN
Bethany DuBois
PHOTOGRAPHY
Allyson Byerly
AIMS COMMUNITY COLLEGE
5401 W. 20th Street
Greeley CO 80634
Aims Community College is committed to providing
a quality education for our students. Our institution
continues to make substantial investments in
teaching, and learning. This magazine is one of those
efforts. Our annual teaching and learning magazine,
Signature, is aimed at providing information about
teaching and learning strategies and highlights our
important work in this area.
CONTENTS
2015 ISSUE
4 An Open Letter to all Aims Faculty
5 Thoughts From the Provost
6 Learning First: A Learning College Journey
10 This Isn’t Your Grandpa’s Shop Class
In our inaugural issue, we held a contest for naming
the magazine. Many suggestions were made, but
overwhelming input was received to retain the name
Signature. We are pleased to announce the official
name of the magazine is Signature. As such, we invite
you to join your education community by putting
your signature on quality education here at Aims.
12 Editor’s Interview: John Fults
In this issue, you will find articles about Aims’
learning college philosophy and efforts, assessment,
and using rubrics, teaching strategies, first year
experiences, student service and academic affairs
collaborations, continuous improvement, strategic
planning, and our new mentorship program. We
hope you enjoy learning more about the important
work being done at Aims by our faculty and staff.
18 Using Rubrics: More Than a Tool
Please send any comments or suggestions to me
at (970) 339-6459 or deb.johansen@aims.edu. I look
forward to hearing from you!
23 Teaching Sociology at Aims
13 Faculty & Staff Awards
14 Teaching by Example
16 Strategic Planning
for Grading
20 Faculty Mentoring Program
21 A Mentee’s Perspective
22 Overcoming Mythology-Induced Anxiety
Community College
24 Enhancing Online Education at Aims from
the Office of Online Learning
With continued excitement,
25 Continuous Improvement ...
Harnessing the Power of Campus Labs
970.330.8008
26 The FTLC Goes Big
27 Evaluating Student Learning
www.aims.edu
Deb Johansen
28 Effective Peer Review
30 Notable Collaborations: Student Services
and Academic Affairs
ON N A MI N G T H I S MA G A Z I N E : The votes are in!
“Signature” received the most votes for the name of our
teaching and learning magazine.
G R E E LE Y | LOV E LAND | FO RT LU PT ON | WINDSO R | O NLIN E
“The role of the Learning College at Aims Community
College is to contribute and shape scenarios that
empower learning through discovery, shared learning
31 Learning Commons Update / An Interview
with Distinguished Faculty Phyllis Gosch
32 The Evolving Owl
33 Worklife Wellness Programs
34 Thank You to Our Contributors
environments, and construction of knowledge.”
2 SI G N AT U R E 2 0 1 5
LEARNING COLLEGE VISION STATEMENT
S I G N AT UR E 2 0 1 5 3
an
OPEN LETTER
B Y DO N N A N O R WO O D
to A L L A I M S F A C U L T Y
As
2015 commences, I am acutely aware that my time at
Aims Community College will come to an end shortly.
Before that happens, please allow me to thank you for
all the incredible work, dedication, and commitment
you have exhibited throughout my tenure.
As I reminisce about the past 12 years, there is an amazing
string of accomplishments that clearly reflect the faculty’s strong
commitment to learning and to our students. These include
the initiation of the Curriculum Committee, the adoption of the
AQIP accreditation model and an action project for the Writers’
Community, a strong commitment to the learning-centered
philosophy and classrooms, the implementation of statewide
gtPathways program, the transition from quarters to semesters,
the Faculty Teaching Learning Center, the launch of the new
developmental education programs, and continued progress on
assessment of student learning.
I have so appreciated the dedication and insight of faculty on
Strategy Council, on the Think Tank, and faculty representation at
Board of Trustee meetings.
We have been through many challenging times together,
including several recessions, and I want to acknowledge and
commend faculty leadership who stepped forward to collaborate
with administration on meeting these challenging times. I
especially want to recognize the department chairs for all of their
hard work and efforts to ensure the best learning experiences for
Aims’ students.
Without a doubt, if there was a Rose Bowl for faculty you would
be the champions.
I am immensely honored to be counted among you all as a
colleague. My tenure at Aims Community College has been a
wonderful journey, in good part because of you. The challenging
and inspiring times with you created memories I will cherish. I am
honored and privileged to have served as your CEO and wish you
the very best for your continued success.
As you know, Aims is searching for our next President.
This time creates great opportunity in effecting a smooth transition
to new leadership. In addition, this time of transition is exciting
(and a bit scary) for our college and community. In retrospect, we
have come a long way over the last decade under the leadership
of Dr. Marsi Liddell. Aims is in a good position moving forward in
a search for a new president. Our academic programs are healthy.
We have quality programs and strong leadership within academics.
It is my hope that the next leader understands the health and
strength of the institution as a whole. Our hope is that he or she
will take us to the next level.
We have a unique opportunity to enhance the strong foundation
that we have built over the last decade. I feel assured we will
continue to produce quality programs and continue to be
collaborative. It is my hope that over the next year, we can
strengthen our work in academic and operational assessment
through a greater understanding of assessment and the uses
of it. Likewise, I feel confident we will continue in our quest for
continuous improvement and in our commitment to see initiatives
through to completion.
Last year, I spoke of the work we needed to do to bring on
qualified faculty. We are engaging in that process and hiring
new faculty. Over the next decade Aims will need to continue to
consider the addition of quality faculty, in particular, to support new
and exciting partnerships with the community.
OUR ABILITY TO
COLLABORATE IS THE
STRENGTH OF AIMS.
Aims will continue our efforts in developing K-12 and four-year
college partnerships along with strengthening our partnerships
with business and industry. One of the new K-12 initiatives is the
Early College. This will be a great challenge and opportunity
for Aims.
I look forward to our work in creating sustainable programs and in
fostering opportunities for programming created in collaboration
with our community. Our ability to collaborate is the strength of
Aims. I rest assured knowing we have great people with great
talent as we look to the future.
Sincerely,
Dr. Marsi Liddell, President
4 SI G N AT U R E 2 0 1 5
S I G N AT UR E 2 0 1 5 5
}}
Organizational Culture: Aims cultivates an
organizational culture where policies, programs,
practices and personnel support learning as a major
priority. The Strategy Council, Student Learning
Assessment Team, the Faculty Teaching and
Learning Center, and the Curriculum Committee are
all focused on improving student learning and the
quality of education at Aims through a continuous
improvement process. Also, CampusLabs has been
adopted to track our learning activities and manage
our institutional knowledge. Employees across the
college have been working in teams dedicated
to creating an implementation plan for the newly
aligned strategic directions.
}}
Staff Recruitment & Development: Aims creates
or expands (a) recruitment and hiring programs
to ensure that new staff and faculty are learningcentered and (b) professional development
programs that prepare all staff and faculty to
become more effective facilitators of learning.
For example, the New Faculty Orientation and
Mentorship programs are focused on preparing our
faculty so that they may enhance learning.
}}
The role of the Learning College at Aims Community
College is to contribute and shape scenarios that empower
learning through discovery, shared learning environments,
and construction of knowledge.
A I M S L E A R N I N G C O L L E G E V I S I O N S TAT E M E N T
T
he Learning College movement began in the early
1990s, when Aims Community College, as well as
other community colleges across the country decided
to enrich their student and teaching-centered values with
learning-centered values. According to Terry O’Banion, many
consider the father of the Learning College Movement, the
Learning College concept places learning first and provides
educational experiences for learners any way, any place, any
time with an emphasis on active learning.
Aims Community College Embarks on the Journey
Aims Community College is in the 15th year of its continuing
journey to become a world-class Learning College. During
the spring of 2007, Aims Community College began a
transition from a culture driven by full-time equivalent
growth to one based more on learning as the core driver in
decision-making processes. At the beginning of the Learning
6 SI G N AT U R E 2 0 1 5
College Journey, emphasis was placed on changing the
campus culture to place learning at the core of all programs,
procedures, and processes. Goals included the strengthening
of college planning efforts, increasing collaboration among
divisions, increasing collaboration and participation in college
initiatives, and increasing employee awareness about their
role in student learning.
Aims Community College Continues the Journey
Today, the institution works to shape scenarios that empower
learning through discovery, shared learning environments,
assessment of learning, and construction of knowledge. The
overall Learning College objective is designed to enhance
opportunities for students and employees to engage in
learning collectively. Over the last year, academic leaders and
faculty collaborated to design specific strategies focused on
the Aims’ Learning College framework:
Technology: Aims uses information technology
to improve and expand student learning. Our
investments in our learning management system
and the redesign of our website are examples of
how Aims is remaining relevant. Technology is
changing at a rapid pace and it is essential that
we provide students with the most up-to-date
technology so that they will be competitive in the
workplace and we will be able to meet students
where they are.
}}
Learning Outcomes: Aims is creating strategies
to assess and improve learning outcomes,
improve assessment processes that measure the
achievement of the learning outcomes, and improve
our means for documenting the achievement of
those outcomes. Our Student Learning Assessment
Team, Faculty Assessment Coaches, and Director
of Academic Assessment are diligently working
to create rubrics for three of our five institutional
level student learning outcomes. Likewise, our
faculty have been hard at work learning about and
creating assessment projects at our Assessment
Academy. Our Assessment Academy was held at
the beginning of the Fall 2014 and Spring 2015
semesters. It will be held again during the next
academic year.
}}
Underprepared Students: Aims creates and
expands learning centered programs and
strategies to ensure the success of underprepared
students. Last year, Aims went through a complete
developmental education redesign focused on
eliminating the multiple exit points for students.
The new model created learning communities and
limited the developmental education series to one
course. Aims’ tutoring services, AAA courses, and
TRIO programs are also focused on helping students
stay on their educational journey and complete their
program or degree.
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S I G N AT UR E 2 0 1 5 7
What are the key principles of a
learning centered college?
How does Aims Community College promote learning?
Aims Community College promotes the Seven Principles for
Good Practices in Undergraduate Education:
}}
Encouragement of contact between students and
faculty.
}}
Development of reciprocity and cooperation
among students.
}}
}}
}}
}}
}}
Encouragement of active learning.
Receipt of prompt feedback.
Emphasis of time on task.
Communication of high expectations.
Respect of diverse talents and ways of learning.
Adopted from Arthur W. Chickering and Zelda F. Gamson
(1987)
8 SI G N AT U R E 2 0 1 5
Based on the work of Terry O’Banion, a Learning College:
}}
}}
Creates substantive change in individual learners.
}}
Creates and offers as many options for learning
as possible.
}}
Assists learners to form and participate in
collaborative learning activities.
}}
Defines the roles of learning facilitators by the
needs of the learners.
}}
Succeeds only when improved and expanded
learning can be documented for its learners.
}}
Encourages all employees to identify their role in
supporting learning at all levels.
Engages learners as full partners in the learning
process, assuming primary responsibility for their
own choices.
What beliefs does the Aims Learning College embrace?
}}
}}
}}
}}
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}}
Everyone is capable
Students need clear goals
Empowerment = Responsibility
Increased engagement improves learning
Learning is multidimensional
Students have multiple learning styles
People learn from each other
Success is achieved incrementally
Diversity improves learning
Change is good
Pioneering innovation
Student involvement
Open System vs. Closed Process
Get out of the box
S I G N AT UR E 2 0 1 5 9
Kyle quickly realized that he could use this
existing technology, tweak it a bit, and
transform the traditional shop class into a
21st century flipped classroom.
BY PATRICIA RAN D
O
nce upon a time, before the enlightenment, it was
common practice to place struggling students into
shop class. The idea being that the trade professions
were simple, hammer hits nail, nail enters board. Well,
that stereotype has just been blasted out of the water.
Enter any of Kyle Cadarette’s automotive and collision
technology classes where you will not only see high-tech
gadgetry but sophisticated computer technology such as
QR codes placed strategically around the shop.
So what is a QR code? If you are from the Facebook or
Instagram generation, you will likely know all about them.
If not, a QR code is similar to regular barcode (like you
find on the back of the mac-n-cheese box). However, while
a barcode is intended to be read by a scanner horizontally,
a QR code is read both horizontally and vertically, which
means that it can store more information in less space.
10 SI G NAT U R E 2 0 1 5
A barcode can hold about 20 alphanumeric characters, a
QR code (which stands for quick response) can hold more
than 7,000 characters and can be read faster. Invented
by industrial robot manufacturer, Denso Wave company,
in 1994, QR codes are now prevalent in the automotive,
shipping, pharmaceutical, and medical industries.
QR codes are commonly found on products that are
used by the Aims Automotive and Collision Technology
programs, such as automotive parts provided by NAPA
to containers of Martin Senour Paint. Kyle quickly realized
that he could use this existing technology, tweak it a bit,
and transform the traditional shop class into a 21st century
flipped classroom. Kyle found helpful tutorials and safety
demonstration videos on YouTube and from product or
tool companies, then created QR codes for the video
URLs. Companies like Lincoln Welders have their own
videos for Lincoln Welding Equipment that Kyle was able to
create links to using the QR codes. Next, he has his students
download a free application on their smartphones that reads
the QR code. When a student points their phone at the QR
code, the app captures the link and a related video opens
on the phone so the student can get a quick tutorial about
the piece of equipment they are about to use.
A tour through the classrooms and labs reveals QR codes
strategically placed all around. For example, a QR code
next to the oxyacetylene torch in the welding room leads
the student to a video that shows them how to safely set up
and adjust the torch. Students even have QR codes in their
course handouts. This enables them to watch the videos at
home so that they come to lab prepared.
Kyle loves that the QR codes have enabled him to help
multiple students at one time in a way that the students are
comfortable with, and the students love using technology
they are familiar with. Many students today are accustomed
to using the Internet for immediate information and this
system does just that. Kyle plans gradually to replace
the videos he is using with videos produced by the Aims
Automotive faculty.
Kyle’s QR system could be used in just about any classroom,
but particularly in classrooms that resemble lab settings.
Imagine a nursing student watching a video about starting
an IV before practicing the skill. Or imagine a chemistry
student clicking on a QR code next to their butane torch
so they can see the safety procedures to use before lighting
it. Kudos to Kyle Cadarette for using learner-centered
teaching and current technology to make his classroom
fun and effective!
S I G N AT UR E 2 0 1 5 11
DEB JOHA N SEN : We are excited
that you have joined the Aims’ family.
Can you tell us a little about yourself?
What brought you to Aims?
JOHN F U LTS: I was born in
Denver, Colorado, but was raised in
the military, so I moved around quite
often. I lived in England for three
years. I graduated high school from
Minot, North Dakota and received
a football and track scholarship
to North Dakota State College of
Science. After receiving my AA
degree, I transferred to Northwest
Missouri State University on a
football scholarship and finished my
Bachelors of Science in Elementary
and Secondary Education. My last
semester of college, I worked at Tarkio
Academy, an intensive treatment
facility for violent, drug, and sexual
juvenile offenders. I moved back to
Denver after college and continued
to work with juvenile offenders. In
1998, I was hired by the State of
Colorado as a Security Correctional
Officer. I worked 16 years for the state,
promoting up the ranks to the highest
security management level. In July
2014, I was hired and joined the Aims
Community College team after seeing
a post for a position of great interest
and the ability to continue my work
helping others achieve their dreams.
My wife, Trina, is an Aims’ graduate
and finished her Bachelors at UNC.
She is now a pre-school teacher. I
have two daughters and a son who
are my pride and joy. I highly value
my faith, family, friends, and football,
and cherish the moments in my life
they provide.
DJ: What is your role at Aims?
JF: I am the Student Conduct Officer
and Title IX administrator for Aims
Community College.
DJ: How can you help faculty and
students in the classroom? Can
you give us a generic example of a
situation that you might be able to
assist a faculty member with?
JF: In my role, I provide help by being
a support resource for students and
faculty that may be having issues in
12 SI G NAT U R E 2 0 1 5
the classroom. I consider my role to
be similar to that of a liaison between
students and faculty. I assist in
sensitive matters to help resolve them
in a fair and equitable manner that
is consistent with Aims Community
College policies and procedures.
For example, an instructor might
have a student in his or her class
who is being disruptive (i.e. texting)
and challenging (i.e. continuously
questioning subject matter in a way
that is disruptive to other students’
learning). The faculty has met and
discussed their concerns with the
student, but the behavior continues
and is beginning to affect the learning
environment negatively. The faculty
could notify me of the concerns and
the steps he or she has taken to
address the student issue. I would
contact the student to set-up a
meeting to help facilitate a solution.
I would discuss the faculty’s concerns
and review the Aims Community
College Code of Conduct with the
student. In the meeting, I would
also discuss the possible discipline
the student could face if he or she
continued to act in a disruptive
manner. In these meetings, I also
make attempts to relate whatever
is being discussed to the student’s
future and how the decisions he or
she makes can affect or follow them
throughout their college experience
and professional career.
DJ: If a faculty member has a question
about Title IX, what should they do?
Who should they contact?
JF: If a faculty member ever has
a question regarding Title IX, I
encourage them to reach out to
me directly by phone or email. The
subject of Title IX is so broad that
it requires more than one annual
training to understand the full
spectrum. If I don’t know the answer,
I have ample resources to find it.
DJ: How can we contact you?
JF: Faculty and staff can contact
me at (970) 339-6650. I am located at
the Greeley campus in Westview 221,
and my email is john.fults@aims.edu.
LOR I H ATCH E L L
Professor, Accounting
2014 Dean-Selected
Faculty of the Year
A N N E M ACH I N
Professor, Humanities
2014 Faculty-Selected
Faculty of the Year (FT)
S H A N N ON M C CA S L A N D
Associate Dean, Student Services
Outstanding First-Year Student
Advocate Award from the
National Resource Center for the
First-Year Experience and
Students in Transition
L E A H S CH A E R
P H YLLIS GO SC H
Instructor, AAA
2014 Student-Selected
Faculty of the Year (PT)
Professor, College Prep
Reading & English
2014 Student-Selected
Faculty of the Year (FT)
Congratulations to former Instructor
of Developmental Education/Reading
J E N N I F ER BO LA N D,
the 2014
Faculty-Selected Faculty of the Year (PT).
All the best in your new adventures!
A A A TO CATA LYST P R O GR A M
A I M S E N G L I S H H ON OR S OCI E TY
Recognized as an Ivy Chapter of Sigma Kappa Delta
Selected by the Colorado Commission
of Higher Education for the Colorado
Completes Campaign as an outstanding
student success initiative
c on g ra t u l a t i on s !
S I G N AT UR E 2 0 1 5 13
BY PAT RI CI A RA N D
lawsuit. Since Professor Garcia is a practicing lawyer, he
knows all about writing a convincing lawsuit with some
legal mumbo jumbo thrown in for added fun. Soon, the
Legislators and Supreme Court find themselves sifting
through the facts of the lawsuit to determine if the
Constitution was, in fact, violated.
Three years of law school taught Professor Garcia that
the Socratic Method is not a bad idea in education.
He has a modified version that he calls “learning
friends.” As he says, “it’s like law school without the
mean.” Students are asked to fill out a 3 x 5 card on
the first day of class with their contact information and
answers to questions like, “Where do you want to be
in five years?” and “What do you expect to learn in
this class?”. Cards are randomly drawn, and the owner
of the card is asked, “Do you want to be a learning
friend?” Learning friends are then asked tough, on the
spot, questions. In eight years of teaching part-time at
Aims, only a few students have said “no” because they
know it is alright to fail, and Professor Garcia will ensure
a soft landing.
W
alk into Professor Bill Garcia’s American
Government class and the first things you will
hear are the class rules. Rule number 1: You
must have fun. Rule number 2: You are the consumer, and
I will meet or exceed your expectations. Rule number 3:
We always clap. From there, things get a little strange. After
getting a lesson in how to take notes and how to study for
exams, students are asked to raise their right hand and place
their left hand on their textbook while they take the oath
of office as Legislators. Next, the class, umm…Legislators,
make nominations for the President of the United States.
After tough questions about the candidate’s stance on
issues like the environment, abortion, and immigration, the
Presidential election takes place. Of course, the President
must give a State of the Union Address. Regardless of
whether the Legislators like the speech or not, they all must
clap, that’s just common courtesy in politics. However, a BIG
clap indicates approval while a little “golf clap” indicates
good manners.
Have you ever attended a class where each session starts
with the booming voice of the instructor, “All rise for the
President of the United States”? Me either, but apparently
14 SI G NAT U R E 2 0 1 5
this one does. I surmise that one particular student in Bill’s
class has a very big head by the end of the semester.
Of course, any self-respecting government needs a
Supreme Court Justice, so that appointment is next. The
following week, the Legislators get to grill the nominee
on difficult questions during the Confirmation Hearing. It
is a good thing Professor Garcia spends time teaching the
class how to dodge those difficult questions artfully. He
masters the political art of giving a discourse without giving
an opinion. It also doesn’t hurt that there is a copy of The
Constitution nearby.
By now the Legislators have all learned how to write a bill
(thanks to a series of online games at iCivics.com). Each bill
sponsor gets to meet with the President one on one to learn
if his or her bill will be vetoed or signed. The lucky ones get
to stand next to the President while he/she does the signing
and may even get a souvenir pen. The President then gives a
statement to the people, explaining his/her decision.
Inevitably, sometime later in the semester, one of those
bills that were signed into law will become the subject of a
Just because this class is a ton of fun does not mean
that it is without rigor. Every Legislator must present
his or her bill to the legislature in the form of an
argumentative essay or persuasive speech. Questions
that must be answered include, “What
federal problem does the bill solve?”,
“Where will the funding from the bill come
from?”, “Will other programs need to be
cut for this bill?”, and “If so, how can those
cuts be justified?”
In addition to giving a State of the Union speech, the
President must also defend his/her decision to pass
or veto a bill in the form of an argumentative essay or
persuasive speech. The Speaker of the House must
become well versed in Parliamentary procedure to keep
order over all proceedings.
If you assume that Professor Garcia has some sort
of double Ph.D. in Education from a hoity-toity East
Coast school, you would be wrong. He has no formal
training in education but does have a love for political
science and learning. He is a graduate of the University
of Denver School of Law and has served the last eight
years as a Weld County Commissioner.
So where are the PowerPoint lectures? Where are the
lecture notes? You will not find them here. This is
pure immersion where students either swim or swim.
That’s correct, they don’t sink because they know
they are safe to fail and are having way too
much fun.
S I G N AT UR E 2 0 1 5 15
VISION
... something positive in the air
D
In my new role, it feels like I
am living in a dream because
I get to come to work each
day at a place I love, I get to
work on projects that have
and will make a difference at
Aims and in the community
and I get to work with a
wonderful group of people
each and every day who all
want what is best for the
community, the students,
and the employees of Aims.
DAMION CORDOVA
16 SI G NAT U R E 2 0 1 5
amion Cordova is not a new face to
Aims Community College. However,
as of Fall 2014 he has taken on a
new role as the Chief of Strategic Planning
& Organizational Development. In this role,
he is tasked with facilitating the College’s
strategic planning process. He is working
diligently to capture information, updates,
and input to assist departments, divisions,
Strategy Council and Senior Leadership with
their portion of the plan. These changes
afford him the opportunity to provide the
organization a road map of how to get from
“here to there” with our ambitious new
strategic direction.
When asked to describe what his new job
entails and why it matters to faculty and
employees, Damion got very enthusiastic
about the positive transformation in store for
Aims that is beginning to take place since he
introduced the strategic planning process at
Conversation Day last year. He explains that
the strategic plan is a “how to” document
that lays out how an organization will reach its
vision. We, as an organization, have changed
so much in the very recent past, and more
positive change is in the air. He stated in
an interview with the Daily last October, “I
don’t know how to describe it, you can’t
put your finger on it but you can feel it…
something positive, something wonderful
is in the air, and we get to be part of it.”
He looks forward to students having the
opportunity to “attend an institution that
does not stay stagnant, an opportunity to
help shape the strategic plan either directly
or indirectly, and the opportunity to see those
changes take place.”
Damion encourages all employees to
continue to visit the Strategic Planning link
in MyAims to stay current with the strategic
plan and any and all updates to the plan.
Recent updates to the strategic plan include
publication of all of the activities that support
the mid-term and long-term goals. These
updates are located under the Strategic
Plan Updates link under the Reports &
Surveys section of the Virtual Reference
manual in MyAims.
As he states, “The Strategy Council, Senior
Leadership and I are like 7-Eleven, always
open for feedback. Please send feedback
to members of the Strategy Council, Senior
Leadership, or me directly via phone, email,
or face-to-face. Folks can always stop me on
campus and talk to me, which I enjoy.” The
Strategy Council and Senior Management
have had several sessions in which they
have identified and refined action items to
improve the college and to meet the Board
goals. For example, Senior Management, the
Strategy Council and others met on January
26th for a retreat to review the strategic
plan and determine what is working, what
is not working, and where we are with those
activities we planned to roll out in 2014-2015.
During the retreat, divisions and departments
worked on aligning budget planning with the
strategic plan. This annual review of our goals
will continue each year as we strive to meet
our vision. There is indeed something positive
in the air ...
If you have ideas or input, please don’t
hesitate to contact Damion at damion.
cordova@aims.edu or 339-6656.
AIMS COMMUNITY COLLEGE IS A DESTINATION INSTITUTION … THE INSTITUTION OF CHOICE FOR A BETTER YOU.
GOAL 1
GOAL 2
GOAL 3
Prepare Aims for the learning
needs of current and
future students.
Continue to improve and
enhance Aims’ image and
reputation.
Attain long-term financial and
operational sustainability.
MID-TERM GOALS
MID-TERM GOALS
MID-TERM GOALS
1
Close the gap in graduation
rates between resident
underserved and resident nonunderserved students by 25%.
1
2
Close the gap in the successful
completion rates of entry-level
gtPathways courses (English and
entry level mathematics) between
resident, underserved students
and resident, non-underserved
students by 25%.
2
3
4
Increase success rates in initial
college level courses (Math
and English) for developmental
education students by 1% per
year for 5 years.
Implement a reliable digital
infrastructure (100%) within 3
years.
3
Make emerging technologies
training accessible to all college
employees.
6
Make emerging demographic
training accessible to all college
employees.
7
Provide full-time faculty
instruction in 60% of offered
courses (+/- 5%).
8
Maintain Student Services staff
at the 25th percentile of the
NCCBP survey.
9
80% of Academic departments
participate in assessment at the
course, programmatic, and/or
institutional level.
“Maintain excellence” by
maintaining graduation rates
at or among the top 25% of
peer institutions.
Increase the completion rate
of students in all degrees and
certificates including those
certificates less than 30 hours.
4
Increase programming at Aims
that meets workforce needs.
5
Increase percent of graduates
hired by businesses by 1%.
6
5
Increase percentage of high
school graduates in Aims’
service area choosing Aims by
0.5% over 5 years.
7
1
Increase expenditures for
instruction (per FTE) at a
rate that is equivalent to or
greater than tuition increases
for resident undergraduate
students.
2
100% of institutional key
processes documented for
operational efficiencies and
effectiveness and institutional
continuity.
3
Continue to evaluate and
implement facilities master
plan on schedule.
4
Ensure fund balance is
equivalent to 3x state
appropriations in a quasi
endowment.
Implement a Public Relations
and Marketing master plan
to increase satisfaction of
stakeholders.
Increase the proportion of
students who accumulate at
least 24 credit hours in degree
seeking programs.
S I G N AT UR E 2 0 1 5 17
BY S H EL LY RAY PARS ONS
As
the college moves forward with its assessment
efforts, many employees are learning and
reviewing the language around Assessment
of Student Learning. One term, that is always part of the
conversation, is rubrics. So what is a rubric? How is one
used to score or grade student work? How can it become a
powerful assessment tool to improve student learning?
is often too few and using five creates situations where it is
very challenging to articulate the difference between levels.
Descriptors are the specific performance characteristics
associated with each criterion and level. They indicate the
degree to which a performance standard is met. These will be
the phrases that fill in each box associated with the correct
Criteria and Level.
What is a rubric? The term rubric refers to an assessment
tool that is used as a scoring guide to determine the quality
of student work.
How is a rubric used to score/grade student work? To
address this question, we must also examine the difference
between assessment and grading.
A rubric is a scoring guide: a list or chart that describes
the criteria that you (and perhaps your colleagues) will
use to evaluate (gauge) or grade completed student
assignments (Suskie, 2009).
There are multiple types of rubrics and scoring guides (see
below). To explore all of these and their differences, please
join us this term for a workshop. For now, let’s discuss
descriptive rubrics.
A descriptive rubric is a grid or a matrix whose features
include criteria, levels, and descriptors. Criteria are the
stated objective, performance, behavior, or quality (what
counts). These items reside on the first or leftmost column of
the rubric. Levels are the range to rate performance. Levels
are the column labels across the top of the matrix. When
creating a rubric, it is recommended that you start with a
minimum of three levels. The recommendation from many
assessment gurus is to use four levels. Using only three levels
Assessment vs. Grading … What’s the difference?
Frequently, questions are asked about the difference
between grading and assessment. While assessment
and grading are different, it is important to note they are
interdependent. In general, the goal of grading is to examine
an individual student’s learning and overall performance.
Grading can use effective assessment practices to provide
students with a quantifiable representation of their learning
through a numerical or letter grade to indicate the extent
to which a student has met the instructor’s expectations for
a stated set of course requirements. Grades though, not
always a reliable measure, are treated often as a substitute for
student learning. One issue with grades is they fail to indicate
exactly what students have learned and where they still lack
certain skills and dispositions. In addition, grading elements
like participation and attendance are not direct measures of
student learning. Therefore, they should not be included as
measures of student learning.
RUBRICS
AND
SCORING GUIDES
SCORING
GUIDES
RUBRICS
CHECKLIST
R AT I N G
SCALE
DESCRIPTIVE
HOLISTIC
STRUCTURED
O B S E R V AT I O N
The goal of assessment differs from grading, and its primary
focus is to improve student learning. However, grades play
a key role in this process as a way to assign measurements
to certain tasks. But … assessment of student learning,
holistically, also involves ungraded measures of student
learning. Formative assessment techniques, often called
classroom assessment techniques (CATs), inform and guide
what we do in the classroom day to day. CATs help us to
navigate students’ misconceptions, revise lessons on the
fly based on students’ understanding, and drive where the
lesson should begin the next class meeting. CATs are a
fundamental element of assessment that help us to gauge
students’ conceptual development and ability to apply what
they have learned.
objectively, and consistently assign grades to student work
products. But rubrics also provide faculty with a frequently
untapped opportunity. They can help to drive student
learning and achievement not just by clarifying learning goals
and expectations, but also by empowering learners. When
students are trained on how to use a rubric, they can help
students self-regulate and self-improve as well as inspire
higher student performance. If students are able to make
judgments about the quality of their own work, they can use
this information to inform their revisions and corrections prior
to submitting work for grading.
“Feedback that focuses on self-assessment and self
improvement is a form of intrinsic motivation.“
(Huba and Freed, 2000)
Assessment measures a level of competency the student
achieves with respect to meeting learning goals for the class,
Once students see where to focus their efforts, they will
course, or program. Assessment also focuses on not just the
know how to improve. Using rubrics on multiple assignments
individual student but rather reflects the degree to which all
provides students with the information needed to reflect
students meet the intended learning goals for the course,
on their learning patterns allowing them to be more selfprogram, or major. Assessments are intended to provide
aware students. For rubrics to become an integral part of the
descriptive information, so we know more about the student’s learning process, students must learn to use rubrics as tool
ability in relation to the learning goals of the course as a
for self-assessment.
result of the assessment. Moreover,
assessment delves much deeper than
Note: Creating a well-designed
The goal of assessment
grading by examining patterns of
functional rubric takes time and
student learning within a class, across
differs from grading, and
practice. For assistance in creating or
courses, and across programs. This
revising rubrics, look for professional
its primary focus is to
information is then used to improve
development offerings in the
improve student learning.
courses and practices in
Aims Daily. If you would like
the classroom.
immediate assistance with developing
Some questions to consider in relation to assessing
student learning …
Are your students learning?
How do you know?
The ability to address these two questions with evidence
of student learning gets to the heart of assessment. When
designed and used appropriately, rubrics are a dynamic
way to provide evidence of student learning. This tool
can capture learning as it helps to indicate exactly what
students have learned and where they still lack certain skills
and dispositions. To effectively do so, the rubric must be
reasonable, relevant and aligned with intended learning
outcomes. Rubrics help to show progressions in learning as
well as documenting what outcomes students have achieved.
How can rubrics become a powerful assessment tool to
improve student learning?
Rubrics can become a powerful assessment tool to improve
student learning, but it requires engaging students and
having them examine their learning. In higher education,
the most common use for rubrics is grading student
work. Rubrics can provide faculty with a format to quickly,
or revising a rubric, please contact Shelly Ray Parsons,
Director of Academic Assessment, at
shelly.parsons@aims.edu.
REFERENCES:
Andrade, H. (2000). Using rubrics to promote thinking and learning.
Educational Leadership, 57(5), 13-18.
Andrade, H. (2005). Teaching with rubrics: The good, the bad, and
the ugly. College Teaching, 53(1), 27-30.
Goggins Selke, M. J. (2013). Rubric Assessment Goes to College.
Plymouth, UK: Rowman and Littlefield Education
Huba, M. E., & Freed, J.E. (2000) Learner-centered assessment on
college campuses: shifting the focus form teaching to learning.
Boston: Allyn & Bacon
Popham, W. J. (1997). What’s wrong and what’s right with rubrics.
Educational Leadership, 55(2), 72-75.
Stevens, D., & Levi, A. (2005). Introduction to Rubrics. Sterling, VA:
Stylus Publishing.
Reddy Y., & Andrade H. (2010). A review of rubric use in higher
education. Assessment and Evaluation in Higher Education, 35(4),
435-448.
Suskie, L. (2009). Assessing student learning: A common sense guide
(2nd ed.). San Francisco, CA: Jossey-Bass.
Adapted from Stevens and Levi, 2005.
18 SI G NAT U R E 2 0 1 5
S I G N AT UR E 2 0 1 5 19
FACU LT Y
a mentee’s
MENTORING PROGRAM
A QI P
B Y PATR ICIA R A N D
In
our current climate of economic growth, it is
not uncommon to hear talk of investments. We
talk about investing in our 401Ks, new campus
programs, buildings, and especially students. As the
Director of our Faculty Teaching and Learning Center, I am
particularly interested in investment in faculty. One major
investment we made this year was the creation of the New
Faculty Mentor program.
While it is common for faculty at Aims to have advanced
degrees in their subject area, few have direct experience
with teaching or knowledge of the andragogy required
for active student learning. Although Aims requires all
new full-time faculty to complete a series of courses on
education theory and practical application in the classroom,
the primary objective of the mentor relationship is the
reinforcement of these new skills and development of
teaching methodology that utilizes the learner-centered
philosophy. Additionally, the mentor program is designed
to provide new faculty with a confidant and trusted coach.
Mentors were selected following
an application process and
trained in learner-centered
methodology. While it may seem
contrary to common sense, new
full-time faculty were paired up
with a mentor from a different
academic department. This arrangement helped to create
a safe atmosphere for new faculty. Mentors observed their
mentees on at least three occasions during the semester
and provided them with real-time constructive feedback
and suggestions for effective teaching. Mentors and
mentees met weekly as well. New faculty learned quite a
bit about classroom management, teaching methodology,
and assessment, but also about the unique culture here
at Aims. We are hopeful the pilot mentor program will
continue to grow.
This massive project would not have been possible without
buy-in from Senior Management and the financial backing
from the institution. I am so proud of the investment our
mentors and our administration have made in our faculty
and student learning.
20 SI G NAT U R E 2 0 1 5
I LOVED regularly meeting with my mentee and
learned more deeply about teaching and learning
as a result of our collaborations. We explored
everything from online methods and in-seat group
dynamics in curriculum to balancing work life with
home life. I feel that I have made a new friend as
well as found deep respect for a new colleague.
PERSPECTIVE
Shaw n aL e e Was ham (Me n t or)
The program acted as a
buffer from the overwhelming
demands of a professor’s first
semester. It was great to be able
to analyze and process what was
going on with another person
before moving back into action.
Chelle Costello (Mentee)
B Y PAU L LAF LEU R
I
was hired Fall Semester 2014 to teach full-time
for the Emergency Medical Services (EMS)
program after spending the previous eight
years as a part-time faculty member teaching
one Cardiology class for the Paramedic program.
I was assigned a faculty mentor to help me with
the transition. My experience with the mentoring
program has been nothing but positive. At the
New Faculty Welcome Dinner the entire new
faculty participated in a clever “speed dating”
type exercise where we met all of the faculty
mentors for about two to three minutes each.
At the end of that exercise we were asked to write
down two to three faculty members that we would
like to have as our mentor. Although I believe
any of the faculty members would have been an
excellent choice, this was a terrific way to choose
a mentor. I feel very fortunate to have been paired
with one of our mathematics professors, Shelly
Ray Parsons.
To say that I came into this teaching position
maybe feeling a little “over-confident” would
probably be an accurate statement given that for
the past eight years I had taught what I believed to
have been a relatively successful cardiology class,
albeit it was just one class. However, it was fairly
evident early on into the semester that teaching a
full (15 credit) teaching load was going to be very
different than simply teaching my one cardiology
class, as I now had an additional five courses that I
had to prepare for. This has been one of the most
challenging experiences I have ever been a part
of, and after spending the past 24 years in EMS, I
have been in some very challenging situations.
This is where having a mentor proved to be
very helpful for me. Professor Parsons met with
me regularly outside of class and helped ease
my concerns of feeling overwhelmed at times.
Additionally, we discussed my progress throughout
the semester, and she also attended my class
on three different occasions. After observing my
class, she helped me refine my teaching style and
provided me with several suggestions on how
to incorporate more student-centered learning
activities into my classes. I have to say that while
they initially were a little outside of my comfort
zone and the first one didn’t necessarily go exactly
as I had planned, I stuck with them and by the end
of the semester, they were very successful. So for
that, I very much appreciated Shelly’s guidance.
Additionally, I was invited into Shelly’s class and
observed how she incorporates learning centered
activities into her classroom.
In closing, the New Faculty Mentoring Program
is an investment by Aims Community College in
their new faculty members that will not only lead
to their professional success, but to successful
student learning. It is my hope that someday, I can
be a mentor to a new faculty member as well.
S I G N AT UR E 2 0 1 5 21
OV E RCOM I NG
t e a c h i n g Sociol og y a t
AIMS COMMUNITY COLLEGE
MYTHOLOGY-INDUCED ANXIETY
BY MAR GE LAMBE TH
B Y ALLISON EAS L E Y
I
spent the first month after accepting a full-time English/
Humanities position at Aims in a state of elated, albeit
nervous, anticipation. I wondered: What classes would I
teach? How would it feel to be full-time compared to parttime? What expectations would I have to meet? And, how
would I adapt to a new college and its culture? Yet, I
also reveled in the sense of accomplishment, of having
“made it.” I had earned a coveted job in a part of Colorado
where I already lived. And, after several years in the
unpredictable world of adjunct teaching, I would soon enjoy
a newfound sense of professional security and institutional
commitment—all from the vantage point of my very own
office to boot!
And, then, in late May, one of my chairs, Tony Park, cheerfully
telephoned to let me know he had assigned my Humanities
course for the fall: World Mythology.
“Oh, #$&%!” I thought while murmuring
a sort of newbie, professional acceptance
on the phone. World Mythology?! I knew
next to nothing about the subject, and
I had never taken a class on it, even as
an undergraduate. I had a degree in
English Literature; I knew about William
Shakespeare and Emily Dickinson and
Toni Morrison, not Homer and whoever
else might fall under this murky realm
of mythology.
My next move involved ordering
Mythology for Dummies on Amazon. I
needed to catch up as soon as possible, and my husband
mentioned that when he took World Mythology at a nearby
community college that was actually the textbook for his
course. But I already felt like a fake. What kind of college
teacher, what kind of “expert,” could I possibly be if I was
cramming information from a Dummies book and Wikipedia
articles? What a joke!
Thus, I spent the summer in a state of mythology-induced
anxiety, trying to fill the seemingly endless gaps in my
knowledge of this subject, which while related to literature,
was simply not the same, nor approached academically in the
same manner. So, I studied, read, planned, and waited to be
revealed as a possible fraud come the end of August.
22 SI G NAT U R E 2 0 1 5
Yet, I should pause to emphasize that I did not lack support.
Veteran Aims teacher Rebecca Sailor graciously shared her
materials with me, and my chair Tony Park assured me of his
confidence in my abilities. Also, my husband—more excited
than I was about the prospect of this class—showered me
with ideas and suggestions. Still, I was nagged by my own
self-doubt, a feeling often experienced by new teachers,
and I had not been a “new” teacher in several years.
Once the semester began, I took the one-day-at-a-time
approach and committed to staying a textbook chapter
ahead of my students. And since I am writing this essay with
relative calm in January, it may not come as a surprise to hear
that my first semester of World Mythology went well, without
any embarrassing situations in which students exposed my
lack of expertise, or in which my class descended into chaos.
The cherry on the top? Two comments on
my course evaluations under the category
of what students “liked best”: “she was
knowledgeable and enjoyed talking
about the subject” and “her knowledge
of the course.”
But the greater lesson here is not
one about letting go of worry or
bolstering self-confidence in the face
of new teaching challenges. Rather, this
experience reminded me of something
I already knew, but do not always
internalize: teaching is not about, or at
least not all about, content and subject
matter knowledge. Good teaching
involves modeling for students how to be learners and critical
thinkers, how to approach texts, pose questions, make
claims, and evaluate ideas. None of these skills required
me to have advanced knowledge of the Hindu pantheon
or Mayan cosmology. Such knowledge might advance my
teaching and remains something to strive for, but ultimately,
my role is to guide students through the academic process
of encountering these ideas and texts. For this, I can draw on
my prior experiences teaching literature and writing, but also
in the fact that my reading, writing, and analytical abilities
surpass that of most students, and, as I discovered this fall, I
also possess a greater sense of historical and cultural literacy
than them as well. In being educated myself, I rediscovered
that I am equipped to educate.
O
ne of the issues of teaching a content course such as Sociology
is how to capture students’ attention and keep students from
nodding off during lecture. Much of the information simply needs
to be included in the lecture, but, as teachers know, lectures often
lead to in-class napping. There are expert guides and tips including ways to
break the lecture into five to seven minute chunks, followed by some form
of reflection, question/answer time and then more lecture. One of my more
successful methods of lecturing involves storytelling, using the concepts of the
sociological imagination and the sociological perspective.
The sociological imagination asks us to look at our stories within the
context of society as a way of understanding that although we are
each unique, we are not alone in how our lives play out within the
framework of the institutions we live in. By starting a lecture with the
words “Imagine if you will” and continuing to paint a picture of what
Students begin to see a
lives were like for workers in the early days of the industrial revolution
larger picture of the world in
or family units working together to survive by hunting and gathering,
which they play a vital role.
students begin to see themselves as a continuation of the history of
society. When I use sociological terms to explore this story, it places
the story within the context of the sociological perspective. Students begin
to see a larger picture of the world in which they play a vital role. When this
type of storytelling is backed up with chapter outlines, on-screen images of
prominent theorists and/or events, as well as videos, students seem to process
the information in a more meaningful, deeper level. The result is often higher
quiz scores and more thoughtful essays.
Teaching Sociology, as with other disciplines, gives rise to the ability to
include experiential learning, as well. Of the participatory activities I offer in
my Sociology class, two are in the manner of role-playing games. The most
successful activity is when students act out economic inequality, in which
groups of students take on roles such as the “government,” the “county social
services,” a “family” experiencing a sudden economic downturn and one
“homeless veteran.” As the students read through the scenarios and start to
act out their roles, they begin to see the larger reality of what it might be like
to stand in line and apply for food stamps, or to sit and listen to why someone
is applying for assistance. They deal with budget cuts and reallocating funds.
They learn that the government task to “end homelessness” is not an easy fix.
During the debriefing after this exercise, many of the comments I hear in class
are on the theme of “I didn’t realize that’s what it’s like for people” or “Wow,
that was a lot harder than I expected.” Many students begin to see the impact
of the rules of society on individuals, including themselves and people they
may know. They’ve not only incorporated the lesson, they’ve experienced the
sociological imagination.
S I G N AT UR E 2 0 1 5 23
Aims O N L I N E
at Aims Community College from the Office of Online Learning
BY CHERYL CO M STO CK
I’m delighted to be the new Director of Online Learning at
Aims Community College. Along with me, the new Aims
Instructional Design (ID) team includes Melissa Dickman
and Vicente (Vinnie) Augden. Our new team was selected to
support the teaching and learning of online fundamentals for
faculty, and to facilitate the training of both faculty and students
using Aims Online, our learning management system (LMS),
along with other educational technology software. Collectively,
the ID team offers over 30 years of instructional design and
online experience at Aims. Each of us brings a unique focus
to the team. Melissa brings teaching and training; Vinnie’s
experience offers training, multimedia and LMS administration;
and my expertise is comprised of technology management
and course development of online training and programs. One
common thread for us all is being extremely passionate about
online learning. With the right focus and intent, we believe the
opportunities for online learning can benefit both students and
faculty in an impactful way.
One of the greatest benefits that online
environments bring to education, much like
community colleges, is being a gateway
to real-world experiences for students, i.e.
access to the right skills and technology
can place the student from one geographic
location into another within minutes.
Other benefits include flexibility with
busy schedules, increased affordability by allowing students
to study in remote areas or from home (not having to pay for
a babysitter or parking saves money), and access to digital
materials is more cost effective than ever before. The right
combination of digital and traditional content can amplify
student learning experiences and engagement processes.
Moreover, when thoughtfully applied, universally designed
online content can support students of all abilities and
backgrounds. In my opinion, everyone deserves a chance for
a quality education. While technology is not a panacea, it is
sure to be one of today’s most important educational conduits,
bridging the digital divide in learning spaces like never before.
Finally, community colleges have the amazing ability to give
back to their students, their communities, and the businesses
that they serve. Community colleges are like diamonds in the
rough. We help students learn to find the best in themselves
and teach them to polish and shine for the rest of the world
to experience. All of us at the Office of Online Learning feel
extremely fortunate and motivated to work with and support
both students and faculty at Aims Community College. Our
doors are always open to suggestions and ideas on what we
need to pursue in online education at Aims.
24 SI G NAT U R E 2 0 1 5
In order to meet the diversity and necessities
of our current and future students, it would be
beneficial for our online campus to explore in the
following areas:
1.
2.
Universal Design: Advocating for course
consistency across departments and
disciplines, while promoting continuity
throughout the navigation and educational
materials, and supporting the needs of
students learning and sensory modes.
Use Live Classrooms: Train faculty and
students to connect using our new “live”
classroom opportunities. We have a new
version of web-based course meeting
software that is much more accessible and
intuitive to use.
3.
Add on-demand training: This includes
an updated website to assist with needs of
faculty and students with new web-based
tutorials and movies, these provide direct
support during busy schedules and times
outside of regular work hours.
4.
Quality Control Measures: Increase Best
Practices in Teaching and Learning for
online and hybrid courses. Adding a new
certificate in Online Teaching for faculty is
being discussed. This model concentrates
on quality, not quantity, of instruction for
the chosen delivery model to ensure it’s
meeting the learning goals for students.
5.
Implement Mobile Technology:
Mobile Technology (MT) is sweeping the
educational landscape. We are currently
working with Academic Pathways to assist
on their MT initiative in 2015.
6.
Digital Literacy: Pursue and engage in
teaching digital literacy for students and
faculty. It’s a must-do with all the technology
we are afforded today.
B Y K AR O LIN E WO O DR UFF & LE E AN N S AP P IN GT O N
IN FALL 2013, Aims invested in a new suite of data tools
called Campus Labs. The tools selected as part of the Aims
Campus Labs package allow us to address multiple needs at
the college, with members of the Institutional Effectiveness
& Assessment (IE&A) and Accreditation departments helping
to facilitate product use.
Baseline
This tool allows us to collect, analyze, and archive survey
information. Beau Bienvenu helps college faculty and staff
design and distribute surveys and needs assessments.
Survey data can be then analyzed through a range of data
analysis tools and even compared to national studies, such
as CCSSE or SENSE, which can be uploaded into Baseline.
Course Evaluation
The course evaluation tool was launched in Spring 2011
and use of this tool has grown to encompass evaluations
for all Aims credit courses. Angela Rockwell is working to
grow student response rates and help department chairs
and other faculty members access and analyze feedback for
use in course planning and improvement. Please note: You
can request that Angela come to your class to collect survey
data using iPads.
Compliance Assist “Planning” allows Aims to collect
and archive information about key college processes.
Using Program Evaluation templates, Lee Ann Sappington
is helping departments across the college to define,
describe and document their processes, plus track process
improvement efforts. In addition, Compliance Assist
allows us to collect data related to strategic planning and
document improvement initiatives aligned with unit or
institutional goals.
In preparation for our next Higher Learning Commission
AQIP (Academic Quality Improvement Program) Systems
Portfolio, employee teams working on each of the six
revised AQIP Categories are using the AQIP/ADLI
templates in Compliance Assist “Planning.” ADLI stands
for the Baldrige process of Approach, Deployment,
Learning, and Integration. Please see www.aims.edu/adli
for more information.
This planning tool helps them to identify key processes
that should be included in the portfolio to address
accreditation requirements. These key processes are then
analyzed for effectiveness and will be fully documented by
process “owners” using the Program Evaluation templates.
Finally, Compliance Assist “Accreditation” will allow us
to compile documentation required for the next Systems
Portfolio and our upcoming Comprehensive Quality
Review, which will lead to reaffirmation of accreditation in
2018. Using this tool, Karoline Woodruff will work with the
AQIP teams to document our fulfillment of the Criteria for
Accreditation and Assumed Practices, as well as for our
compliance with specific federal regulations monitored by
the Higher Learning Commission.
While the college is just beginning to explore the full power
of Campus Labs, we know that by using this comprehensive
system Aims will realize the following benefits:
one repository for all documentation so that
++ Having
information is easily accessible by multiple users
across multiple departments.
data to be merged for multiple uses. (For
++ Allowing
example, survey data can be collected through
Baseline to support a new initiative.)
easy access to external accreditors when
++ Providing
they come to campus to evaluate programs and/or
the institution.
a historical account of improvement
++ Maintaining
efforts, the rationale for the improvement and
relative success of the initiative.
You’ll be seeing more about Campus Labs as its use expands
beyond the initial teams. If you are interested in how
Campus Labs can help you develop a survey, use course
evaluation data as you update your syllabus, or document
an improvement initiative, please contact an Institutional
Effectiveness & Assessment representative.
S I G N AT UR E 2 0 1 5 25
THE
What did you like best about the
Assessment Academy?
I liked the opportunity to interact with members of my
department as well as other departments from around
Aims. I was able to meet and work with some great
people within the college and generate ideas that I
believe can help my students learn.
ALE X WE R N S MAN | AV IAT ION
F or years, the Faculty Teaching and Learning Center has provided
opportunities for faculty professional development on campus (mostly the
Greeley campus and mostly during the hours of 8 to 5). When I first assumed
the role of FTLC Director, I wondered … What about all of those dedicated
faculty who teach on other campuses or in the evening?
How can they get access to some fantastic professional development and
network with their colleagues?
The answer was simple, let’s have a big conference and let’s have it during a
time when everyone can attend.
On a beautiful Saturday in September, the FTLC sponsored the first ever (to
my knowledge) faculty conference. With over 80 attendees at 20 different
sessions, the conference was a tremendous success!
GOES BIG
BY PATR ICIA R A N D
Our second conference of the academic year, “Create, Collaborate,
Evaluate” will take place on Saturday, February 21, 2015. We already
have an impressive line up of speakers from our institution, as well as from
institutions such as CSU Global and CU Online. There will be food, fun (a few
surprises), and fabulous learning opportunities. Visit the conference website at
http://www.aims.edu/internal/faculty/development/conference/spring_2015/
index.php for more information.
What the faculty are saying about
our Assessment Academy ...
What is the most important thing you learned at the
Assessment Academy?
My most important take away is how valuable this can
be for students. Assessment is a tool that can help us
show our students how and why they are learning what
they are learning. It’s a way for students to understand
the investment they can make in themselves for their
own success and we’re there to facilitate that success.
MAR GE LAMB E T H | S O CIO LOGY
What helped me the most from the Assessment
Academy was the process of collaborating with my
colleagues to identify the most important groups of
skills for students in our Assessment Prep Program
and then writing specific learning goals. We had
fun sharing insights with each other while striving to
improve the services we offer.
JO N AT HAN HUIE | AS S E S S M ENT PREP
L
ast year we created a place on the Aims website where faculty can
find helpful information specifically related to teaching. The Faculty
Toolbox is located under the Faculty tab and contains a plethora
of resources. New information is added on a regular basis to meet the
ever evolving needs of faculty, and the FTLC is happy to add any specific
information that you may need to make your job a little more efficient.
Recent additions include information about the upcoming faculty conferences
and assessment. You may notice that there are still some vacant categories
under the FTLC tab. However, information will gradually be added as we begin
to implement many of the new initiatives in the FTLC such as faculty teaching
awards and materials for new faculty.
26 SI G NAT U R E 2 0 1 5
S I G N AT UR E 2 0 1 5 27
Assign a point value: Making participation a part of
the assignment grade ensures better attendance and
participation. For example, the instructor can require
students to bring a full draft of the assignment being
assessed along with detailed and well thought out
feedback from the peer review.
BY JARED MERK
P
eer review is a divisive and dichotomous phrase. Some students and instructors
love it; others hate it. When done well, peer review can be advantageous for both
the instructor and the students. For the instructor, these workshops can make
grading quicker and easier; minor errors can be found and corrected before the
final assignment is due, creating one less aspect to address during grading. Furthermore,
peer review is one of the only practical methods for an entire class of students to receive
feedback in a single class period.
Students obtain many potential benefits as well: positive feedback about what they are
doing well; critical, constructive criticism about what is not working; and valid suggestions
for revision. Moreover, students are forced to fine-tune revision skills. And even when a
student doesn’t receive valid and constructive comments (and it is hard to believe that
no useful comments are made during a peer review session), the student will benefit
from seeing the models composed by classmates. In this sense, peer review becomes an
effective and contextualized form of modeling, both for what works (the good) and for
what doesn’t (the bad). The late Wendy Bishop, Kellog W. Hunt distinguished professor of
English at Florida State University, notes that the workshop atmosphere forces students to
“examine the content, structure, linguistic, and cognitive choices that form the congeries
of style(s), usage(s), and grammar(s)” made in writing, fostering “an examined matrix of
ongoing writing activity as writers use classrooms…to read and write their own and others’
writing more fluently and accurately” (Bishop, 1995, p. 176). Sounds like an obvious winwin, right?
... peer review is one
of the only practical
methods for an entire
class of students to
receive feedback in a
single class period.
Not always because, unfortunately, peer review can also be ineffective. One problem is that
the workshop is dependent on the quality of a student’s peers. If classmates are incapable
of both understanding and articulating the necessary criteria for the assignment, they will
not provide helpful feedback. And when this occurs, students often stray from the purpose,
instead noting other elements of the essay such as grammar and punctuation, morphing
the session into ineffective “editing” where students, who don’t understand grammar
themselves, try to locate the grammatical errors they believe to be present. Another
problem is created when the feedback is undirected by the instructor, which leads to
ambiguous suggestions that are rarely useful.
Fortunately, there are ways to make peer revision workshops more effective:
Direct the feedback: Remind students what is most important for the particular
assignment and what they, as reviewers, should focus on. Provide handouts to direct the
comments instead of leaving feedback to student interpretation. Encourage students to
avoid marking grammar and punctuation mistakes unless they are obvious.
28 SI G NAT U R E 2 0 1 5
Give students something tangible to take: Instead
of just requiring verbal comments or short marks on
the actual paper, have students fill out an evaluation
form that the writer can keep. This method allows
the writer to access the feedback later when the
revision is occurring.
Keep it student-led: Your students likely receive
lots of feedback from you during the writing process.
Allow the workshop to be a time where they receive
feedback from other students instead of from you,
only get involved when necessary.
There are also different ways to
organize the workshop:
Round Robin: This involves
rotating essays frequently in
larger groups, perhaps even with
the entire class. The goal is to
address one aspect of the essay
quickly before passing the essay
to another student and moving
on to another part of the review.
For example, you can begin with
a check of the format, then pass
the essay and review the title
and spacing, then again for the
thesis, etc… One benefit of this
format is that it puts more emphasis on finding and
marking particular criteria instead of commenting
on the quality of the criteria. Because of this, round
robin works well for classes where students are
beginning writers or where students have a wide
range of writing abilities.
Small Group: This allows for more focus on specific
essays and overall content. Keeping groups small
allows for students to review several different essays
and receive review from several people while still
providing detailed feedback.
Partner: Putting students into groups of two
allows for significant discussion and feedback. The
downside, however, is that because students are
only given one partner, the quality of the feedback
they receive is entirely dependent on their particular
partner. Therefore, the partner workshop works
better for more advanced classes and assignments.
10-20 minute workshops: Instead of devoting a
significant portion of a class, or even an entire class,
to a peer workshop, several quick sessions can
be held at the beginning or end of multiple class
periods. The goal of these workshops is to focus
on something quick and concrete each time (i.e.
proper format, citations, thesis statements, one
paragraph, etc…).
A further suggestion for review and modeling:
Many instructors model effective essays (or parts of
essays – paragraphs, for example) to their students,
and this modeling generally occurs early in the
writing process, often when the essay is assigned
and the requirements are detailed. This use of ideal
modeling is particularly beneficial to newer students
who have had limited exposure to a particular essay
or structure. However, research suggests that it may
be advantageous to provide such models during
the revision stage rather than the invention stage
(Bishop, 1995). The theory behind this suggestion
is that it is in the revision stage where students can
directly apply the analysis of such models to the
writing they have created whereas in the invention
stage, it is less feasible for the analysis to impact the
student’s writing. Said another way, modeling during
the revision stage provides greater contextualization
for the student and his/her particular assignment.
FERPA note: Assignments become part of a student’s
educational records once the instructor takes
possession; therefore, instructors should not collect
an assignment before peer review takes place.
REFERENCES:
Bishop, W. (1995). Teaching Grammar for Writers in
a Process Workshop Classroom. In S. M. Hunter &
R. Wallace (Eds.), The Place of Grammar in Writing
Instruction: Past, Present, Future (pp. 178-188).
Portsmouth, NH: Boynton/Cook Publishers.
S I G N AT UR E 2 0 1 5 29
N O TA B L E C O L L A B O R AT I O N S
Student Services and Academic Affairs
update from Mary Gabriel
• Science tutoring is now offered on the Fort Lupton
campus and for the first time this spring, the
embedded tutoring program will be available in CCR
092 and 094 at both Fort Lupton and Loveland.
A QIP
• Our Supplemental Instruction in the Kiefer Library has
grown. Our librarians have worked tirelessly to deliver
custom-designed information literacy sessions to all
AAA classes on all campuses.
T
he AQIP Career Exploration Project is at its midway
point. The first phase of this initiative was implemented
in Fall 2014 via AAA 090 classes. Through a partnership
between the Student Success Center, Division III and FirstYear Experience, a comprehensive career planning process
was infused into the course curriculum to increase student
career self-actualization. Pre and post-test data from the fall
show promising results:
• An 18% increase in students who are able to articulate
career interests,
• a 23% increase in students reporting they have
researched their chosen career, and
• a 24% increase of students who understand the
qualifications and experience needed in order to be
competitive in their intended career.
Phase two is currently underway and includes second
semester career activities for the Emerging Scholars program
students who will develop two-year academic plans based on
career exploration.
(Key innovators: Denise Pearson, Paula Yanish, Allan
Obert, Ryan Barone)
AAA/Disciplinary Infusion Project
Since its inception in Spring 2014, this academic and student
affairs collaboration has demonstrated significant learning
outcomes. The project contextualized AAA 090 curriculum
for career and technical education programs in Allied
Health, Business, and Protective Services. Course content
includes discipline-specific study strategies and readings,
related career focused research, guest speakers from the
occupational field and other andragogical adjustments based
on best practice. Students completing the infused AAA
courses have an average 3.33 GPA compared to an average
2.54 GPA for students in non-infused AAA courses. Pre and
post-test data demonstrate greater than 10% increases on 17
of the course learning outcomes for students in the infused
classes, a sampling of which follows:
• The Computer Learning Lab staff has grown our
partnerships with iFocus, faculty and IT by bringing
innovative workshops, new software and the most upto-date hardware into our areas. • On a pre-test, 15% of students in an infused class
agreed that they set goals for performance in classes
and develop steps to achieve them whereas 55%
agreed to the same item on the post-test (24% higher
post-test score over non-infused AAA).
success. Along with that belief goes a substantial amount of
academic and life coaching.
• On a pre-test, 24% of students in an infused class
Q: What do you believe separates Aims Community
College from other institutions?
A: Aims Community College stands head and shoulders
above most other community colleges because of its ability
to serve students as individuals from advising to financial
aid services to faculty who work with them to help them
achieve and realize their hopes and dreams. The Aims
community teams together to put students first.
agreed that they regularly review their notes whereas
54% agreed to the same item on the post-test (26%
higher post-test score over non-infused AAA).
• On a pre-test, 40% of students in an infused class
agreed that they review every test and check for errors
before submitting whereas 67% agreed to the same
item on the post-test (20% higher post-test score over
non-infused AAA).
Q: Is there a word or a phrase that captures your
andragogy? How or why?
A: My andragogy is driven by high expectations. First
semester students sometimes think a college degree is
beyond them, but by believing in them and leading them
through many of the unknowns, they are able to persevere
and expect more of themselves.
Instructors, who taught the contextualized AAA class,
reported higher levels of student engagement, increased
career self-actualization and cited the benefits of the cohort
model over the non-infused AAA courses they taught.
(Key innovators: Ryan Barone, Denise Pearson)
Starfish
The early alert program was significantly updated in Fall 2013
with the implementation of the Starfish Early Alert software.
Faculty across all Aims campuses partner with the Student
Success Center retention team via Starfish to report noshows, report under-performing students and offer kudos
for academic achievements. Early alert usage has increased
dramatically since the implementation of Starfish with a 452%
– 490% increase over fall and spring semesters respectively.
Spring 2014 data indicate that 70% of students identified for
early intervention were motivated to take action and improve
their academic performance through the alert. Fifty percent
of students felt the action they took as a result of the alert
helped improve their final grade. More than 80% of students
receiving kudos through Starfish were motivated to increase
their effort and engagement in class. The early alert program
is yet another student and academic affairs collaboration
designed to increase retention, success and completion.
(Key innovators: Michael Gulliksen, Paula Yanish, Ron
Lewis, Lori Ford, and Cathy Beighey)
30 SI G NAT U R E 2 0 1 5
• Our Library Advisory Committee has new members
who will provide additional guidance and focus for
future decision-making.
Q: Tell us about your background. What did you study and
how did it prepare you to become a faculty member?
A: Originally, my career focus was to teach elementary
children. However, I soon found that it was important to be
a master teacher with a single focus so I got a degree as a
reading specialist. During my many years as a middle school
reading teacher, I learned how to excite reluctant students to
something they weren’t particularly interested in. These
were powerful learning years for me and my students. I paid
my dues by teaching middle school during the day and
teaching nights at various community colleges. I found my
niche during those years. Ultimately, I was fulfilled with a long
career at Aims.
Q: Do you have a mantra or general belief that you follow in
your faculty role?
A: My general belief is that students are doing their best
at any given moment. They get up in the morning thinking
they will be successful. My job as a teacher is to facilitate that
success and instill confidence in students that they deserve
Q: What do you believe has been your most effective
tool in reaching students? What is your greatest
accomplishment?
A: My most effective tool in reaching students has been
to intentionally engage each one of them as often as
possible inside and outside of class. My goal was to have
at least two personal contacts with each student each
week. Within the first couple of weeks I knew each student’s
name. Shy or quiet students got a bit of TLC first. From
there on, all students are expected to be called on in class
and to participate in activities because I’d explained the
importance of active learning.
In my book, the highest honor I’ve received as a teacher
is students referring their family members and friends to
my classes.
Q: What, if any, advice do you give all your students and/or
faculty just beginning their teaching careers?
A: I encourage new faculty to observe master faculty
teaching, then discuss the lesson afterwards. The art of
teaching is more readily observed than discussed.
S I G N AT UR E 2 0 1 5 31
COM I N G
FA L L 2 0 1 5 !
BY J AR E D M ERK
A
few years ago, when
the Aims’ Writing Center
was located in Horizon
Hall, the back wall was lined
with several old, dusty file cabinets full of
writing handouts for students. These cabinets were
hard to navigate, and many of the resources were so old we
didn’t even know who had created them or when they were
created (when was the last time carbon copy paper was used,
anyway?) When a student was in need of a resource to help
understand a term or concept, the tutor would scramble
to find something applicable and somewhat current,
something that could actually help the student. It was easier
said than done.
In 2010, the Aims Writing Center moved to its current
location in the Learning Commons. Space was at a premium,
so bringing the file cabinets and all of the dated writing
resources was impractical. Furthermore, the hours that
writing tutoring were available to students in the new space
changed as well. And, of course, Aims’ student population
was also changing; in particular, more students were taking
online classes, creating an impetus for resources that could
be accessed at a distance, while other students on campus
were in need of writing help outside of available tutoring
hours. It soon became clear that new writing resources were
needed, and they were needed in a different format.
An idea emerged: create a dynamic resource for writing
materials that could be accessed by anyone, at any time,
and from any location. Over the following year, the Aims
Online Writing Lab (or OWL, for short) was created, and in
the Fall 2012 the website went live. During that first semester,
the site received approximately 8,000 page views, a number
that, at the time, seemed substantial. Of course, 1,000
of those page views probably came from me, the editor,
frequently checking each page to make sure it was still active
and that typos hadn’t been missed, but others were using
the resources, too! Clearly we had created something that
students, faculty, staff, and others outside of the Aims
community found helpful.
But Rob Umbaugh, Mary Gabriel, and I weren’t content with
good enough. We wanted to make the OWL better and
more dynamic. So videos were made; interactive grammar
exercises were added; resources for
instructors were created; and, more
recently, materials for writing across the
curriculum and for composing resumes
and cover letters were added. As the OWL
expanded and evolved, and as word of its existence
spread, the website continued to grow in popularity, both by
members of the Aims community and by others. One year
after its inception, the OWL had approximately 150,000 page
views, many of which were coming from outside of Aims. In
fact, in Spring 2013, representatives from Colorado Christian
University, who were hoping to create their own online writing
lab and looking for an exemplary model to follow, found
the Aims OWL. They were so impressed with its quality they
contacted Aims for guidance.
This past fall, the Aims OWL received approximately 260,000
page views, a 32.4% increase in just two short years. The
OWL has become so widely used that a Google search using
the basic search term “online writing lab” results in the Aims
OWL appearing on the first page, and many of our individual
pages become the number one link when searched for. For
example, a search for “how to write an evaluation essay” or
“independent vs. dependent clause” (along with many other
writing concepts/terms) leads directly to the Aims OWL. This
means that not only is the OWL being used at a high rate, it
is also being linked to by other websites, and many of these
views and links are coming from people unfamiliar with Aims.
By any measure, the OWL is a
comprehensive and frequently used
site, one that is accessed and linked
to by users all over the world.
But we aren’t satisfied yet. The resource can continue to
grow and get better, and it will. In the coming months, more
videos, interactive exercises, information for faculty, and
job/technical writing resources will be created. So continue
to use the OWL frequently and help spread the word. The
resources are available for anyone. In the meantime, if you
have any ideas for additional resources, don’t hesitate to
contact me at jared.merk@aims.edu.
GET EXCITED!
Here’s some of what you’ll
find in the new building:
B Y JAY H INRIC H S
You have probably heard about or seen the expansion and remodeling
of our Physical Education building at the Greeley Campus. Work is
underway and we expect to hold our grand opening in Fall 2015.
This is a tremendous opportunity for Aims’ students, faculty and staff
to come together and grow the Physical Education curriculum, our
campus wellness programming and offerings and enhance the campus
community with this renovated and expanded Physical Education and
Recreation facility in the heart of the Greeley campus. One of the
strategic goals of this project is to expand our fitness, educational
and wellness offerings. Our goal is for everyone on campus to feel
welcome in the facility and want to participate in some program, class
or intramural sport. We look forward to collaborating with everyone on
campus and in the Aims community to make this a landmark facility
and program.
To keep up-to-date with our construction visit:
http://www.aims.edu/student/gym/
2
MA RK Y O U R C A LENDA RS !
Our first event is the 1st annual Aims
Aardvark 5K and Family Fun Run on
Saturday May 2, 2015, Greeley Campus.
}}
Two renovated racquetball +
wallyball courts
}}
Renovated wood floor gymnasium
featuring 3 basketball + 3 volleyball
courts
}}
Men’s, Women’s and unisex locker
rooms
}}
1,113 square foot multi-purpose
weight training + conditioning
studio
}}
Indoor and outdoor lounge
}}
Nutrition vending center
}}
Two smart classrooms + office suite
}}
1,733 square foot dance + aerobics
studio
}}
Expansive strength center with a
full complement of multi stations,
plate loaded equipment, free
weight benches and racks
}}
1,283 square foot Mind & Body
Studio for Pilates + Yoga programs
}}
All conditioning machines feature
user focused entertainment and
personal coaching technology
offering a different training
experience each use
I wonder what happened to those old file cabinets?
The OWL can be found at www.aims.edu\onlinewritinglab
32 SI G NAT U R E 2 0 1 5
S I G N AT UR E 2 0 1 5 33
THANK YOU TO OUR
CONTRIBUTORS
Geri Anderson
Special Assistant to the President,
External Affairs
Cheryl Comstock
Director of Online Learning
Allison Easley
Instructor, English
Mary Gabriel
Program Director, Academic Resource Center
WE
know continuous improvement is necessary and
possible. This is the reason we teach, because
we believe that we can be more, do more and
accomplish more through education and so, we seek
to improve on everything we do and then teach others
to improve upon what we have all learned together.
JE NNA OLIVE R
Jay Hinrichs
Director of Physical Education
Paul LaFleur
Instructor, EMS/Paramedic
Marge Lambeth
Instructor, Sociology
Marsi Liddell
Aims President
Jared Merk
Instructor, English
Donna Norwood
Provost
Jennifer Oliver
Chief of College & Community Relations
Shelly Ray Parsons
Director of Academic Assessment
and Professor, Mathematics
Patricia Rand
Director of the Faculty Teaching & Learning Center
Lee Ann Sappington
Director, Institutional Effectiveness
& Assessment
Karoline Woodruff
AQIP/HLC Compliance Officer
34 SI G NAT U R E 2 0 1 5
S I G N AT UR E 2 0 1 5 35
Everyone here has the sense that
R I G H T N OW
is one of those moments when
we are influencing the future.
STEVE JOBS
Thank you to all of our Aims faculty, staff
and administrators for all you do!
GREELEY LOV E L A N D FO RT L U P TO N WINDSOR ONLINE