IL Learning Community Meeting April 12, 2017

Meeting Details

• Attendance: Martin Mehl, Marilyn Tseng, Amy Wiley, Jack Phelan, Katherine O'Claire, Kaila Bussert, Carol Curiel
• Time: 11:10 to 12:00pm
• Place: 35-319b

Business

   Meeting notes approved from March 8, 2017

   Updates and Announcements

• We are beginning to explore rubric dimensions as we move toward rubric development.
• We are looking at scoping assignments and tackling assignment design among diverse colleges and divisions.

Assignment Question

   In designing our rubric for Information Literacy, what do we do first? Do we want one flexible rubric that assesses all colleges including both upper and lower divisions? Or do we want two distinct rubrics to address variation among divisions?

   Suggestions for Course Selection and Rubric Design:

• Do we focus on both quantitative and qualitative aspects of Information Literacy?
• Identify courses that already have a definitive information literacy component as well as courses that could or should.
• Focus on consistency rather than standardization.
• Unpack the writing principle in previous assessment rubrics and attempt to focus on the variety of applications in which information literacy can be reflected.
• Design a rubric that embraces and builds upon the development of information literacy in GE classes as a foundation that is consistently valuable throughout each major.
• Look at application. How are students using resources effectively?
• Look at exposure, experience, and mastery. What is the process of learning rather than the product of learning.
• Identify levels of performance for the rubric as well as expected student levels.
• Understand how the rubric will contribute to overall program improvement and serve the campus as a whole.

Action Items

• Projecting the gathering of artifacts for Fall 2017 (targeting both upper and lower division GEs)
• List classes we want to gather artifacts from
• Discuss the kinds of assignments that are likely to generate the kinds of artifacts we are looking for
• Decide on developing either a single rubric that is flexible enough to cover both lower and upper division courses or two rubrics that exhibit necessary variability.