Ohlone Community College District General Education Subcommittee Agenda Monday, Dec. 10, :00 4:30 p.m. Room 7104 (Student Services Building)

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1 Ohlone Community College District General Education Subcommittee Agenda Monday, Dec. 10, :00 4:30 p.m. Room 7104 (Student Services Building) A=Action I=Information 1. Meeting Call to Order KG Greenstein (A) 2. Approval of Minutes from Nov. 19, 2012 (A) 3. Announcements (I) 4. GE Reaffirmations (A) Summary: Area IIIB. Humanities HIST-142 History of Rock and Roll: Music and Culture of the 1960s TD-152 Introduction to Stage Lighting and Sound Area IVB. Analytical Thinking and Oral Communication PHIL-107 Practical Reasoning PE-378A3 Indoor Cycling Area IIIB. Humanities HIST-142 History of Rock and Roll: Music and Culture of the 1960s Rationale: The course is designed to gradually develop a student's appreciation for rock and roll as an art form while simultaneously exposing the symbiotic interrelationship between rock and roll and American culture. The course will chart how rock & roll simultaneously reflects and affects society by grounding the key people, events, and songs within their historical context. Course SLOs 1, 2, 3, and 4 align with the GE SLO. The GE and Course SLOs are assessed by a written assignments, including a concert report and a lyric analysis paper. TD-152 Introduction to Stage Lighting and Sound Rationale: Students are introduced to the influence of culture on artistic expression as participants in a performing arts production via lighting and sound. SLO 2 aligns with the GE SLOs. The GE and course SLOs are assessed through exams and the practical execution of their skills. Area IVB. Analytical Thinking and Oral Communiation PHIL-107 Practical Reasoning Rationale SLO 1: Practical Reasoning teaches students to analyze arguments for fallacies and rhetoric, and examine sources for credibility and bias. These skills are the foundations of logical thinking and problem solving. This aligns with SLO #2 which states: Identify informal fallacies, and rhetorical devices used to persuade without reason. Assessed via exam. This also aligns with SLO #4 which states: Evaluate logically inductive to be strong or weak, in an everyday context. Assessed via exam. This also aligns with SLO #6 which states: Evaluate formal syllogistic reasoning for fallacies and validity. Assessed via exam. Page 1

2 Rationale SLO 2: Practical Reasoning encourages clear communication through the examination of vagueness, ambiguity, and various types of definitions. The course also requires students to write an argumentative paper that clearly communicates an argument in support of a thesis. This aligns with SLO #5 which states: Know how to write an argumentative paper that relies on rational argumentation and a minimum of rhetoric to support a thesis. Assessed via argumentative paper. PE-378A3 Indoor Cycling Rationale SLO 1: PE378A3 provides students with indoor cycling skills that will enable them to participate in spin classes offered at many of the fitness clubs world-wide thus enabling them to maintain this activity well beyond their Ohlone days. Additionally, students will focus on increased physical activity and the benefits of fitness for total health and well-being. SLO #1 states that students will improve cardiorespiratory endurance and lower body strength and endurance. Improvements in these areas are not possible without consistent attendance in this course. If greater improvements are desired, students are encouraged to include additional cardiovascular training throughout the week, thus supporting the Area V A SLO #1. Students maintain workout journals and track their distance throughout the semester. Journal entries support the progress students have made in fitness during the semester. Students are encouraged to reflect on the changes in energy, stress, nutrition choices, and more in their journals. These also help to solidify an appreciation for the many benefits associated with regular physical activity directly supporting this SLO. Rationale SLO 2: SLO #2 (demonstrating proper bike set up) and SLO#4 (identifying methods for increasing intensity on the bike) specifically relate to skills learned in class that will allow students to incorporate this activity into their lifelong pursuit of health through cycling. The fundamental skills learned in this class carry over into other fitness pursuits encouraging the student to maintain a regular exercise program throughout life. SLO #2 is assessed by both instructor observation and a question on one of the written tests. Students are asked to identify correct positioning on the indoor cycle. SLO #4 is also assessed by a question on the midterm exam. Since this is a critical component in a progressive class, if fewer than 100% of students answer correctly, the question will be asked again on the final exam. Both SLO #2 and #4 are fundamental skills in indoor cycling and directly support this GE SLO. 5. New GE Courses (A) Summary: Area IIIA. Fine Arts HIST-142 History of Rock and Roll: Music and Culture of the 1960s HLTH-140 Qigoing I HLTH-141 Qigoing II PE-375B3 Intermediate Tai Chi PE-378C3 Indoor Cycling: Hills and Drills PE-378D3 Indoor Cycling: Heart Rate Training Area VB. Wellness HLTH-140 Qigoing I Page 2

3 HLTH-141 Qigoing II PE-375B3 Intermediate Tai Chi Area IIIA. Fine Arts HIST-142 History of Rock and Roll: Music and Culture of the 1960s Rationale: Students develop an understanding of and an appreciation for rock and roll as a mode of musical expression by reading about and listening to great performances from various stylistic periods such as rock and folk. Students also learn basic music listening skills, and master the musical elements of rock and roll style and format of the 1960s. The course is designed to gradually develop a student's appreciation for this art form while simultaneously exposing the symbiotic interrelationship between rock and roll and American culture. Course SLOs 2, 3, and 4 align with the GE SLO. The GE and Course SLOs are assessed by a written assignments, including a concert report and a lyric analysis paper. HLTH-140 Qigoing I Rationale SLO 1: SLO #5 states that Qigong students will develop and maintain a daily, personal Qigong practice incorporating the basic principles of a healthful lifestyle. This will be documented in a student journal and evaluated through a term paper identifying the health benefits of Qigong and the student's personal journey in developing and following a personal practice. This directly supports the above GE SLO. Rationale SLO 2: SLO #4 indicates that the students will differentiate and demonstrate static versus dynamic meditation and posture/alignment training versus body movement skills employed in Qigong methodology. This will be evaluated by instructor observation and evaluation by rubric of form, execution and movement quality during static and dynamic meditation and posture/alignment training. These skills are central to the practice of Qigong and speak directly to this GE SLO. HLTH-141 Qigoing II Rationale SLO 1: SLO #4 speaks to the development and maintenance of a daily personal simple Qigong practice. Students learn and practice several different routines during the course of the semester. Having a set series of movements increases the likelihood that students will stick with their practice when the semester ends. As the routines are practiced, they are perfected and the breath is more closely connected to the movement and the meditation. The immediate benefit of this daily practice is stress management. Over time, benefits include mind and body balance, improved focus, and a plethora of physical benefits including, but not limited to, muscular strength and endurance, flexibility, balance and joint mobility. When students reflect on how they feel following these movement patterns, as they will be doing in journal entries, the value of the activity will be reinforced which, in turn, reinforces student success in maintaining a regular regimen of physical activity. Rationale SLO 2: In SLO #3, students will be able to identify the differences among the popularly practiced Qigong routines. To identify the differences, students will need to demonstrate proficiency in the movements and the routines, in general. Instructor observation via a rubric will evaluate the students' mastery of these skills. This evaluation supports this GE Program SLO as technique and strategy are directly tied to proper form and execution. Students regularly perform Qigong routines for one another which is another method used to demonstrate fundamental skills. Students provide constructive criticism to one another which helps build a Page 3

4 greater depth of understanding for each movement and routine. PE-375B3 Intermediate Tai Chi Rationale SLO 1: SLO #2 speaks to the cultivation of a daily Tai Chi practice. Students learn and practice defensive movements, correct posture and alignment and a set series of movement patterns that challenge the mind and body during the course of the semester. Having a set series of movements increases the likelihood that students will stick with their practice when the semester ends. As the routines are practiced, they are perfected and the breath is more closely connected to the movement and the meditation. The immediate benefit of this daily practice is stress management. Over time, benefits include mind and body balance, improved focus, and a plethora of physical benefits including, but not limited to, muscular strength and endurance, flexibility, balance and joint mobility. When students reflect on how they feel following these movement patterns, as they will be doing in journal entries, the value of the activity will be reinforced which, in turn, reinforces student success in maintaining a regular regimen of physical activity. Additional support for the appreciation for daily movement will come in the form of a term paper in which students will highlight individual reflections pertaining to personal changes in stress and health. Rationale SLO 2: In SLO #1, students will be able to recognize and demonstrate the differences of basic movement patterns. To identify the differences, students will need to demonstrate proficiency in the movements and the routines. Instructor observation via a rubric will evaluate the students' mastery of these skills. This evaluation supports this GE Program SLO as technique and strategy are directly tied to proper form and execution. Students regularly perform Tai Chi routines for one another which is another method used to demonstrate and evaluate fundamental skills. Students provide constructive criticism to one another which helps build a greater depth of understanding for each movement in the routine. PE-378C3 Indoor Cycling: Hills and Drills Rationale SLO 1: With PE classes no longer repeatable, this class provides students with an opportunity to continue to learn more about cycling and how this venue can improve their cardiorespiratory endurance, strengthen muscles and joints, help them manage their stress and improve their health and sense of wellbeing. Studies have repeatedly shown that students who engage in regular physical activity improve not only physical health but cognitive abilities as well (Hillman, Erickson and Kramer, 2008). As an academic institution, providing students with varied and interesting opportunities to increase their daily physical activity may be a critical step in increasing student success in the classroom. SLO #1 establishes that the student will demonstrate improved cardiorespiratory endurance and lower body strength and endurance. Daily workouts progressively increase the intensity and duration of the indoor ride which is quite effective in building fitness. In this class in particular, students will begin the semester not being able to do a standing climb for more than a minute. By the 8th week of class, they will be standing for a minimum of 3 minutes. By the end of the 15th week, they will successfully stand for an entire 8 minute song. Pre and post fitness assessments will quantify the improvements in cardiorespiratory endurance and lower body strength. With physical improvements of this nature often come increased energy throughout the day, the ability to perform daily tasks with less fatigue and/or effort, improved sleep and improved mood and sense of well-being. Students are asked periodically throughout the semester to identify changes they have experienced in for example, the ease of walking up the stairs on the main campus or their mental health. These reflections are recorded in their class journal. As a result of recognizing and reflecting on their positive changes, students begin to value the importance of regular physical activity and exercise which directly supports this SLO. Student reflections in the journal will assess the Page 4

5 value students place on regular physical activity through their acknowledgement of their perception of improved quality of well-being and the inclusion of regular physical activity in their personal wellness plan as they look to the future. Rationale SLO 2: SLO #2 states that the student will, "Calculate Target Heart Rate Zone for the purpose of establishing a safe and effective personal indoor cycling workout and demonstrate an understanding of the benefits of training within a target heart rate zone." Target heart rate training is a common technique in cardiorespiratory training and one strategy for personalizing the workout to make it more efficient and effective. Understanding how to determine their personal target zone is a critical skill that addresses this GE SLO. This skill will be assessed in a question on the midterm exam. Students will be asked to calculate the target heart rate for a sample individual using the formula learned in class. Another skill in cycling is understanding how to properly and safely change body positions to appropriately change the intensity of the workout. SLO #3 states that the student will "Identify the appropriate form and safety considerations for various body positions during drills (e.g. standing climb, seated sprint, seated climb, etc.)" Students begin the semester pedaling in the saddle for the entire period. As the semester progresses and the students increase their leg strength, skills such as standing climbs, standing runs and hovers are taught. These skills are effective in increasing the intensity but come with some safety concerns. Students learn to engage their abdominals to protect their backs. They learn how to position their bodies over the saddle to avoid stress in the knees. They learn the importance of applying resistance prior to sprinting and/or standing to protect the knees and back. An understanding of potential safety issues associated with the various cycling positions is assessed informally in class discussions and formally by test questions on the midterm exam. Because of the serious nature of this topic, it is expected that 100% of the students will understand how to change positions safely and what they need to do to decrease the risk of injury in class. The introduction and subsequent mastery of these skills supports this GE SLO. PE-378D3 Indoor Cycling: Heart Rate Training Rationale SLO 1: Through the course of the semester, students will demonstrate increased cardiorespiratory endurance and lower body strength and endurance. Improvements will be assessed and quantified with pre and post semester fitness assessments that include how fast they can ride 1 mile, how far they can ride in 15 minutes and how many squats they can do in one minute (among others). With these quantified improvements come some less obvious, but equally important, benefits. As muscles become stronger, the ability to meet the demands of daily living improves. This means that students are able to walk from the parking lot at the bottom of the hill on the main campus and walk to Building A without getting out of breath. When students reflect on the changes they are experiencing throughout the semester, they are encouraged to evaluate how this affects their self-esteem, energy level, and desire to change unhealthy habits they may have. Students often begin to eat better, look better and feel better. This realization helps students appreciate the benefits associated with regular physical activity which, in turn, helps them to value the importance of daily exercise in their lives. Students keep a daily workout journal in which they record their reflections and self-assessments which include those explained above. Rationale SLO 2: SLO #2 establishes that the student will determine estimated heart rate max and anaerobic threshold and calculate personal heart rate training zones. This is an important skill that translates directly into improved quality and effectiveness of the student s workout. By training in a personalized zone, the student is able to optimize fitness benefits by training at an intensity that allows for optimal exertion for maximal time. The GE Area V A SLO #2 states that the student will demonstrate fundamental skills Page 5

6 incorporating the techniques, rules and strategies of the activity. Heart rate monitors enable the students to get instantaneous feedback on their heart rate and to increase or decrease intensity as desired to optimize the benefits. Students will be able to use this knowledge and transfer into their workouts in the real world long after they have left Ohlone College. SLO #2 is assessed via the daily journal. Students are required to enter the results of their sub maximal fitness test and from that determine their estimated maximum heart rate, anaerobic threshold and training heart rate zone. Likewise, SLO #3 addresses the ability of the students to compare and contrast the heart rate monitor feedback with the Rate of Perceived Exertion Scale and the Talk Test for feedback on intensity. Once the student understands the connection between their heart rate at established perceived exertion levels (1-10), they will be able to improve the quality of their training even without a heart rate monitor. This is another skill and technique, as above, that can be extremely valuable in students future physical activity endeavors. Because it is an important skill in indoor cycling, this SLO supports the GE Area V A SLO #2. SLO #3 is assessed by a question on the final exam asking the student to compare and contrast the three methods of feedback used in class to determine intensity (heart rate monitor, talk test and rate of perceived exertion). Another question will ask the student to identify the benefits and the drawbacks to each method. Finally, SLO #4 also supports this GE Area V A SLO #2. SLO #4 states that the student will demonstrate an understanding of the benefits of training within a target heart rate zone. An appreciation for the rationale and benefits of using the heart rate to individualize a workout in an effort to make that workout more efficient is critical in establishing the habit of training within the zones. It may well be considered a rule of cardiorespiratory training and as such supports the GE Area VA SLO #2. Area VB. Wellness HLTH-140 Qigoing I Rationale: SLO #4 pertains to the students "develop[ing] and maintain[ing] a daily personal, simple Qigong practice incorporating the basic principles of a healthy lifestyle. This SLO speaks directly to the GE Program SLO. Daily physical activity is the cornerstone of a healthful lifestyle and being able to incorporate the Qigong routines into a daily practice provides the students with this activity, in addition to the very valuable added benefit of stress reduction, strength and balance work. Exercises performed during the class include breathing techniques, clearing unhealthy emotions and meditation. Lecture topics include a review of the literature regarding health benefits associated with Qigong. When students are given the scientific support for health benefits and then are able to personally experience those benefits, commitment to the practice for life is a common outcome. HLTH-141 Qigoing II Rationale: SLO #4 pertains to the students "develop[ing] and maintain[ing] a daily personal, simple Qigong practice incorporating the basic principles of a healthy lifestyle. This SLO speaks directly to the GE Program SLO. Daily physical activity is the cornerstone of a healthful lifestyle and being able to incorporate the Qigong routines into a daily practice provides the students with this activity, in addition to the very valuable added benefit of stress reduction, strength and balance work. Exercises performed during the class include breathing techniques, clearing unhealthy emotions and meditation. Lecture topics include a review of the literature regarding health benefits associated with Qigong. When students are given the scientific support for health benefits and then are able to personally experience those benefits, commitment to the practice for life is a common outcome. Page 6

7 PE-375B3 Intermediate Tai Chi Rationale: Although this is an activity class, SLO #3 expects an understanding of the effects of physical and/or mental tension and how Tai Chi can be used to reduce stress. Subject matter (lecture material) is interspersed between skills and drills and students are encouraged to apply the theory to their personal practice. Since stress management is a critical component in leading a healthy lifestyle, the attention paid to this very valuable lesson helps to support the GE SLO in this area. Students reflect on personal stress and the effect of their Tai Chi practice on reducing that stress in personal journal entries as well as in a term paper at the end of the semester. This personal practice also serves to support this SLO since regular physical activity is also a cornerstone of a healthy lifestyle. 6. Administrative Procedure 4025 Philosophy and Criteria for Associate Degree and General Education (I/A) Decision pending outcome of Ahntholz GE SPEECH requirement proposal. Question about label for Area IV. Language and Rationality is Title 5 language. Proposal to change to Analytical Thinking and Oral Communication IV Language and Rationality A. English composition B. Analytical Thinking and Oral Communication C. Math Proficiency 7. Accreditation (I) 8. SPEECH 101 Introduction to Public Speaking-GE Requirement Area IV, Ahntholz further discussion (I/A) 9. GE Assessment (I) 10. Area VI Intercultural/International Studies (I) Page 7