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April 2022 DE Coordinators Org. Meeting
Jim Julius
37:57
https://cccconfer.zoom.us/meeting/tJcodeyrrzspHdE9Z5kx5ZxB5l-9MRrwMi6p/ics?icsToken=98tyKuCrqzkvGdWVsx6CRowqGYjoZ-nzmGJegqd4xSWwCDgGWBvUY-4Pa59NAs_9
Katie
38:56
Love the photo and the puppy!
Tiffiny Hickey
38:58
Love the dog!
Katie
39:49
https://www.chronicle.com/article/a-stunning-level-of-student-disconnection?cid2=gen_login_refresh&cid=gen_sign_in
Dr. Kristi Blackburn
41:31
This article was also released this morning
Jim Julius
41:38
Thanks, Kristi!
Katie
42:55
https://onlineteachingconference.org/
Tiffiny Hickey
43:28
Thanks for posting Katie!
Tejal Desai-Naik (she/her)
43:44
how do I register for the DECO Retreat?
Jim Julius
44:30
Haha for some reason I can'
Piper Rooney
44:30
Will the sessions be recorded, including the retreat?
Katie
44:34
@Tejal -- it is in the pre-conference workshop section -- make certain to add it to your cart!
Jim Julius
44:36
I can’t see it .. lol
Lisa Beach (she/her)
44:48
It doesn't ask, but I prefer the longer timeframe since those meetings are usually packed with great info =)
Jim Julius
45:15
Piper, Tiffiny can respond about the rest of the conference. DECO will likely record the retreat since we will be doing it in a HyFlex format.
Lisa Beach (she/her)
45:16
👍🏻
Wendy Bass (she/her)
45:25
I am hoping next year we go back to mid June as the OTC date, that weekend is a tough time
Piper Rooney
45:30
Thanks, Jim.
Tiffiny Hickey
46:13
Hi all... here is the link to register for the DECO retreat: www.eventbrite.com/e/168145426497/?discount=DEOTC22
Tejal Desai-Naik (she/her)
46:23
Thanks Katie!
Jim Julius
47:30
Wendy, agreed - my understanding is it wasn’t an intentional move but a byproduct of facility availability after pushing the physical conference from previous years.
Thomas Robb
49:05
We are just picking it back up. Any advice for a faculty member leading this initiative? Been reading all week the resources available online.
Tiffiny Hickey
50:43
Hi Wendy - yes, next year, OTC'23, will be back to the second/third week in June. COVID effect for OTC'22... so sorry for the inconvenience!
Thomas Robb
56:56
❤️
Dawn Heuft
57:01
Is SSO required. This is the step our IT department is questioning
Thomas Robb
57:01
Thank you!
Tejal Desai-Naik (she/her)
57:12
I am new DE coordinator. Who would I contact to get on to the basecamp?
Helen Graves - CVC/@ONE (she/her)
57:16
@Thomas, for your Local POCR efforts, contact your CVC Guide. You can find out who that is here: https://sites.google.com/cvc.edu/localpocrresourcecenter/dashboards
Micah Orloff
57:22
What was the date for csv sunset?
Lisa Beach (she/her)
57:23
Link to the webinar schedule?
Dawn Heuft
57:29
Great I will pass that on and hopefully we can wrap it up
Micah Orloff
57:29
thank you
Tejal Desai-Naik (she/her)
57:59
Great! thank you!
Lisa Beach (she/her)
58:06
Thank you!
Katie
58:15
Thank you, Marina!
Thomas Robb
58:21
Thank you Helen
Marina Aminy, California Virtual Campus
59:31
Here's a link to our "events". The next Home College Readiness Workshop is on May 3rd.
Kandace Knudson
59:38
Maybe we can all vote on a promotion for Suzanne: I vote Yes :-)
Helen Graves - CVC/@ONE (she/her)
59:49
I’ll second that vote.
Marina Aminy, California Virtual Campus
59:51
May 3rd, 2-3pm: https://cvc.edu/event/cvc-exchange-home-college-readiness-workshop-6/
Katie
59:51
^Hear! Hear!
Jim Julius
01:03:03
Or pay someone to write the essay for you. And soon, AI will generate an original essay on demand.
Cynthia Hamlett
01:03:28
I was shocked some years back to find one of my best and most (outwardly) respectful students had posted both my assignment and her essay on CourseHero. This wasn't even an online course.
Moses Wolfenstein
01:03:43
https://www.the-good-ai.com/
Katie
01:04:00
Racial profiling
Jim Julius
01:04:04
Students can also unlock access to these “help” sites by uploading their own work.
Dr. Aizon
01:04:04
Limiting- students must have a laptop or computer
Kandace Knudson
01:04:05
shy students freaking out
Helen Graves - CVC/@ONE (she/her)
01:04:05
loss of privacy for family members
Jennifer Kienzle
01:04:06
Equity
Emma Rogers (she/her)
01:04:08
Invasion of student privacy
Jeffery Sundquist (he/his)
01:04:11
accessibility
Marina Aminy, California Virtual Campus
01:04:12
intrusive
Piper Rooney
01:04:15
Flags students in dense living quarters with multiple family members
Jennifer Kienzle
01:04:16
Students don’t understand how the technology works and what it’s doing
Dana Hester (she/her)
01:04:18
requirements for hardware
Wendy Bass (she/her)
01:04:19
equity, bandwidth for our students with not so good internet
Saša Stojić
01:04:23
Privacy issues.
Lisa Beach (she/her)
01:04:27
darker skin is sometimes not "seen"
Kandace Knudson
01:04:29
children needing attention during a test and can't reach parents locked in a test
Moses Wolfenstein
01:04:29
Doesn’t work for off screen work
Jeffery Sundquist (he/his)
01:04:29
download extensions
Carol Impara
01:04:30
interruptions
Jennifer Kienzle
01:04:37
Ultimately, it increases anxiety, cost and decreases trust
Dawn Heuft
01:04:40
I personally had an issue. had to cover background with a blanket. Issue with husband opening a door at the other end of the house
Piper Rooney
01:04:45
Some instructors won’t allow students back into an exam if their wifi fails
Kandace Knudson
01:04:52
medical issues or conditions that flag behaviors that aren't malicious
Jim Julius
01:05:19
Trans students whose ID may not match their current ID
Michelle Newhart, PhD
01:06:28
student backlash. student anxiety. students who don't cheat but are concerned about the online rumor mill about what proctoring can and cannot do on their computers
Piper Rooney
01:06:30
I’d love our Bio faculty at GCC to hear this!
Katie
01:06:45
^My thoughts, exactly, Piper!
Lisa Beach (she/her)
01:07:35
Even though they're not supposed to, some faculty are still charging students for proctoring technology. If you're a student who doesn't cheat, this would feel really unfair.
Wendy Bass (she/her)
01:07:52
@Lisa, that is awful!
Lisa Beach (she/her)
01:08:17
Yep - awful
Michelle Newhart, PhD
01:09:07
i think this is one profile of when/how cheating happens, but we've had cases of contract cheating, too. it's rare but it's a different profile. how to identify that?
Jim Julius
01:10:05
Authentic assessment - especially if done over time with drafts and collaborative steps - is a lot harder to hire a contract cheater to do for you.
Kandace Knudson
01:11:50
maybe we could get more adopters of authentic assessment if we think of a nickname or synonym for Authentic Assessment that appeals to those folks who have resisted so far, e.g. “anti-cheating assessments” 🤔
Wendy Bass (she/her)
01:11:51
I have the students create their own quizzes. I give extra credit for them and then the students learn as they are creating the questions AND I have a different quiz every semester
Katie
01:12:20
^Scaffolding works. I had a student do nothing until the last draft. If we build our assessments to be completed over time with smaller tasks, it is fairly easy to see a paper from an essay mill. @Wendy -- totally! (And they make their quizzes for each other harder... LOL.)
Marina Aminy, California Virtual Campus
01:12:22
Authentic assessments can also be portable (they can be used for portfolios, future courses, careers, etc.)
Michelle Newhart, PhD
01:12:22
i think it also brings attention to the need for adequate FT faculty positions and adequate support for PT faculty. equity considerations for faculty work as well as students.
Lisa Beach (she/her)
01:12:23
@Wendy - brilliant
Piper Rooney
01:12:26
Yes! We were just told by a Bio instructor that the term “authentic assessment” now offends the entire division
Jim Julius
01:13:18
Piper, omg ! Probably the same people that tell people to have thicker skin about other issues
Kandace Knudson
01:13:21
wow, @Piper! Authentic Assessment needs a PR team
Bri Brown (she/her/hers)
01:13:43
My thoughts exactly, Jim!
Piper Rooney
01:13:52
Yes! We were advised to frame it as Project/Problem Based Learning. We did!
Michelle Newhart, PhD
01:14:23
agree Katie. it also builds in so much more feedback in the learning process over one and done.
Lisa Beach (she/her)
01:14:24
Sometimes it's just about finding the right words to say the same thing in a way that offends the fewest people
Piper Rooney
01:14:48
Yes, Lisa. We’re happy to oblige to get them on board
Ali O-P
01:14:55
I recently came across the statement in an academic integrity training that "research indicates discussing integrity and having students make a pledge and reaffirm that pledge on individual assessments is the strongest way to reduce cheating among adult students." What do you all think of this?
Piper Rooney
01:15:30
I love the children’s book project!
Jim Julius
01:15:33
Ali, “the strongest way” seems doubtful, but definitely it’s a good practice
Jim Julius
01:15:50
Especially if the students themselves develop the pledge.
Michelle Newhart, PhD
01:15:55
behavioral science supports this as well. https://fs.blog/dan-ariely-on-why-and-how-we-cheat/
Helen Graves - CVC/@ONE (she/her)
01:17:35
@Ali, There's been research by social scientists that when someone formally declares a goal or pledge, they are indeed more likely to follow through. It's driven by the idea of "commitment and consistency.” We want to appear to be the kind of person who does what they say they'll do.
Marina Aminy, California Virtual Campus
01:17:49
Here's a resource page for Academic Honesty and Authentic Assessments (co-created with my colleagues at Saddleback, Bridget Hoida and Jonathan Luque): https://docs.google.com/document/d/1qJzhnEVbzPM59kb-IbsIb6Eath-pRtcl2jV8qYjJMmg/edit#heading=h.rab50kegs7dn
Darnell Kemp
01:18:20
A book published under creative commons - I have shared chapters and the book with my colleagues - https://www.aupress.ca/app/uploads/120279_99Z_Conrad_Openo_2018-Assessment_Strategies_for_Online_Learning.pdf
Kandace Knudson
01:18:36
@Ali I would be concerned that a student inclined to cheat would also be inclined to lie in that situation. I think a personal commitment to integrity may fall by the wayside in the midst of peer pressure during the semester
Michelle Newhart, PhD
01:19:17
belonging also can reduce cheating! but it also depends on the cheating profile, if it is one assignment or contract cheating where already committed to a global cheating approach.
Helen Graves - CVC/@ONE (she/her)
01:19:50
Agreed, @Kandace, for "active" cheaters. The pledge could be a useful strategy for those tempted to cheat but they've formally declared they won’t.
Tammara Whitaker
01:19:59
One thing we have heard from anatomy instructors..is that it is difficult to do authentic assessment when the questions are objective based (naming a body part) similar to what they may come across for the MCATs. Curious how others would respond to this.
Katie
01:20:14
And it sets up our classrooms as authoritative and punitive.
Kandace Knudson
01:20:14
good point, Helen
Helen Graves - CVC/@ONE (she/her)
01:21:08
@Tammara, I'd explore with the instructor how and when are students going to use the body parts. That context/situation can be the foundation of a more authentic assessment.
Suzanne Wakim
01:21:48
https://padlet.com/Katie_Datko/wxdi7megqjt9dsne
Marina Aminy, California Virtual Campus
01:22:08
This is a great article from the NY Times for teaching students about the concept/industry of cheating: https://www.nytimes.com/2019/09/09/learning/cheating-essay-lesson-plan.html
Katie
01:22:26
@Tamara -- if students are taught how to take the MCAT and that is folded into the learning process, it can help students both with preparing for licensure and with test-taking strategies. An authentic assessment can be paired with formative assessments to help with test-taking and anxiety reduction.
Jennifer Kienzle
01:23:23
Also I think there is this notion and anything that isn’t “authentic” assessment is automatically “inauthentic” which can create walls in these discussions with faculty who have relied on say standardized tests.
Brett Myhren
01:23:28
I think that Tammara’s point is important. How do we respond to instructors who feel that they must prepare students for later assessments or elements fo the discipline that are not authentic.
Katie
01:24:06
@Brett, the key is in the preparation.
Jim Julius
01:24:13
Yes, Michelle - humanizing - creating an environment where students are known and valued and individually supported - can be a critical way of shifting the environment toward students viewing the environment as a place for learning, not a place where they’re simply trying to get a grade and move on. So if it’s a class where objective assessment is essential, creating that humanized environment may be huge.
Michelle Newhart, PhD
01:24:17
i really like the way you are talking about skills and context of learning, and it's a really useful way to think through what makes learning authentic.
Katie
01:24:28
https://tinyurl.com/DECO4-15-22
Katie
01:25:04
Please post in the Padlet any ideas you have!
Jim Julius
01:25:08
Please click the link ^
Katie
01:25:13
https://tinyurl.com/DECO4-15-22
Jodie Butler
01:26:32
I love authentic assessment and have accidentally been doing it for years. I am concerned that I wouldn't be preparing them for their 4 year institutions that are doing more traditional assessments.
Brett Myhren
01:26:59
Good point, Jennifer about “authentic vs. inauthentic” assessment.
Dr. Aizon
01:27:34
I have been using authentic assessments for some time - while it takes a while to develop and score, the outcomes allow my students to demonstrate skills once they transfer to their 4-year which is what I want for them.
Kandace Knudson
01:29:33
I’ve done authentic assessments in Composition, and sometimes students just have a hard time breaking out of the habit of copying, pasting, and adjusting someone else's words. In those cases, teaching self-confidence is the best response I’ve discovered
Jim Julius
01:29:41
For those adding to the Padlet, you can drag your note out to the upper right after Padlet sticks it down at the bottom left ...
Dayamudra Dennehy
01:30:15
Your post is at the bottom of the padlet...
Piper Rooney
01:30:21
Yes, Please, Suzanne! We’d love to have a “Project Based Learning” (secretly “Authentic Assessment”) conference and have you come to GCC (in person or virtually) to present.
Dr.Janith Norman
01:30:28
Thanks
Helen Graves - CVC/@ONE (she/her)
01:30:33
@kandace, that’s another really important factor in cheating, I think. Anxiety and fear of not being good enough.
Cynthia Hamlett
01:30:55
Yes: Suzanne, you are AWESOME. Thank you for this. Can't wait to share with our fav
Cynthia Hamlett
01:30:59
faculty
Ali O-P
01:31:00
Wooohooo!
Dave Dillon (he him his)
01:31:17
Yeah Suzanne and Bri! Thanks for your work with design of the new course!
Dawn Heuft
01:31:18
Great discussion and presentation! Thank you Suzanne! Have to head to my next meeting
Lisa Beach (she/her)
01:31:20
Thank you for your work in this important area, Suzanne!
Didem Ekici
01:31:22
Thank you very much, Suzanne!
Wendy Bass (she/her)
01:31:35
This was great - thanks Suzanne!
Helen Graves - CVC/@ONE (she/her)
01:31:39
@ONE Equitable Gradeing Strategies: https://onlinenetworkofeducators.org/course-cards/equitable-grading-strategies/
Bri Brown (she/her/hers)
01:31:40
https://onlinenetworkofeducators.org/course-cards/equitable-grading-strategies/
Saša Stojić
01:31:43
Thank you, Suzanne!
Marina Aminy, California Virtual Campus
01:31:44
Great job, Suzanne!
Brett Myhren
01:31:47
Thanks, Suzanne!
Piper Rooney
01:31:47
Thank you so much, Suzanne!
Emma Rogers (she/her)
01:31:50
Thank you Suzanne! This was such a wonderful presentation/conversation!
Robin Kurotori
01:32:01
Thank you Suzanne. Thanks to all for their brainstorming and sharing ideas.
Jodie Butler
01:32:01
This was awesome! Thank you so much.
Bri Brown (she/her/hers)
01:32:03
Yes, so excited to be co-facilitating with Suzanne@
Marina Aminy, California Virtual Campus
01:32:06
We particularly need STEM faculty to advocate for more equitable assessments.
Katie
01:32:23
Please bookmark the Padlet for your own use and to add any questions/challenges/solutions. It may also help to share with your faculty! https://tinyurl.com/DECO4-15-22
Ying
01:32:23
Thanks Suzanne!
Piper Rooney
01:32:39
I’m signed yup!
Katie
01:32:53
Thank you! <3
Didem Ekici
01:32:53
Great discussion! Let’s continue our conversation on Equity during the Peralta Online Equity Conference coming up on April 27, 28, 29. Registration is free, please join us!
Didem Ekici
01:32:58
Peralta Online Equity Conference Website: https://sites.google.com/view/peraltaequityconference/home?authuser=0Conference Registration link: https://docs.google.com/forms/d/e/1FAIpQLSfcMjeT9A4d5oyVH0s4L3Uf7FRTtuNHVdL2C1f_z0lpcZcW_g/viewform
Dr.Janith Norman
01:33:01
Thanks Suzanne! I'm registered for the equity class
Joy K. Polanco O'Neil - Director, TLC
01:33:12
Thank you :) Powerful topic!
Jim Julius
01:33:59
“CCMS” is the Common Course Management System advisory group - ie a CVC group that liaises with Canvas to advocate for improvements
Rhiannon Lares
01:34:26
https://docs.google.com/document/d/1u2jQYaD7-rclTJhJ8OBGR-ARuNBvd0HRRTzeIKiW800/edit?usp=sharing
Moses Wolfenstein
01:34:32
We do this annually
Kandace Knudson
01:34:35
would it help to have screenshots and instructions for how to upvote?
Moses Wolfenstein
01:34:49
That is, CCMS works with its workgroups to develop and vote on features annually
Kandace Knudson
01:34:50
we could post that on our DECO website if it would be helpful
Piper Rooney
01:35:29
Great DECO Meeting! Thanks!
Carol Impara
01:35:29
Thanks all
Dave Dillon (he him his)
01:35:36
Thanks all!
Marina Aminy, California Virtual Campus
01:35:37
Thanks for another great meeting, team! Have a good weekend.
Carol Hobson (Hartnell College)
01:35:41
Happy Easter everyone
Moses Wolfenstein
01:35:42
Thanks everyone, great meeting!
Saša Stojić
01:35:42
Thank you!
Brett Myhren
01:35:43
Thanks, everyone!
Chloe McGinley
01:35:44
Thanks
Columbia College ITC
01:35:44
Thanks for a great session!
Aileen (say "eye" + LEEN)
01:35:45
Thank you
Jennifer Kienzle
01:35:46
Thanks!
Rhiannon Lares
01:35:48
Thank You
Cheryl Bailey
01:35:49
Great presentations! Thanks
Cherylee Kushida
01:35:49
Thanks you - great meeting!