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Learning Outcomes and Assessment
City College strives to create a culture where outcomes assessment continually improves the quality of student learning and institutional effectiveness. Members of each department and program engage each other in the development and assessment of outcomes. Dialogue within and amongst departments and programs moves the college forward to meet the evolving needs of our students through instruction, curricula, programs, and services.
All units at CCSF (including committees) have outcomes, assess them, and analyze them to inform program improvements.
Outcomes are developed and assessments take place for the following areas:
- Student Learning Outcomes (for courses, instructional programs, counseling, and workshops)
- Student Service Outcomes (for additional services provided to students, such as transcript procurement, registration, and financial aid)
- Admininstrative Unit Outcomes (for services provided to faculty, staff, vendors, external organizations, etc. to produce an environment of learning for our students)
- General Education Learning Outcomes (for all CCSF general education outcomes in Communication & Analytical Thinking, Written Composition, Natural Science, Social Sciences, Humanities, History, Health, and Multicultural Studies).
- Institutional Learning Outcomes (for the four institutional outcomes of Critical Thinking & Information Competency, Communication, Cultural, Social & Environmental Awareness, Personal & Career Development).
May 14, 2015
City College of San Francisco is concluding its second district-wide Institutional Learning Outcome (ILO) assessment. The goal was to assess, across the college, how well our college supports students' ability to communicate effectively, demonstrate respectful interpersonal and intercultural communication and recognize and interpret creative expression, all components of our Communication ILO. Final data was collected in mid-March and the SLO Committee of the Academic Senate has collated the findings.
HIGHLIGHTS of the Major findings:
We are quite successful at teaching communication skills! About a third of the instructional programs at City College have outcomes that explicitly target communication skills. Of those programs participating in the assessment, results demonstrate that a sizeable number of students obtain the outcome and only a very small percentage shows no evidence of achieving communication outcomes.
Total # assessed
Met Outcome
No Evidence
Communicate Effectively
Demonstrate Interpersonal/Cultural Communication
Interpret Creative Expression
HIGHLIGHTS of the Major recommendations:
1. Despite the high success rate, room for improvement always exists. The SLO Committee recommends organizing college practices around the framework provided by the RP Group's comprehensive multi-year study of the collective community college environment and how success and support can best be obtained. The study (Student Support (Re)Defined) , which included 900 interviews of students at 13 California Community College identified Six Success Factors. Most of these factors interact with the communication practices of an institution and could be used as a framework to discover how both the institution could better communicate support to students and create communication practices that help students achieve their outcomes. In sum, when a student is immersed in effective, caring, respectful and creative communication practices, they are more likely to obtain such skills—and thrive!
To support and further this recommendation, a series of Boosting Outcomes workshops will be held next fall. Mark your calendar now for the following:
"The RP Group's "Student Success Factors": Learn Research-based Strategies for Improving Student Outcomes" on Tuesday November 10 from 4-5:30 pm
See full list of fall workshops being planned at SLO Professional Development page. More will be added!
2. Consult Mapping Analysis during Program revision. Given the vast diversity of City College and San Francisco, degree and certificate program coordinators should consider more attention to culturally competent communication skill-building when crafting/revising outcomes. Only 31 programs at City College of San Francisco include outcomes related to this important skill. Not only have communication practices such as microagressions received critical scrutiny, but industry advisory boards continually report the need for students to achieve proficiency in many of these soft skills related to communication.
Thanks to all of the program coordinators that submitted results to this important project. I look forward to reflecting more on the results and implications at upcoming meetings and FLEX Day events.
Kristina Whalen
SLO Coordinator
April 30, 2015
The latest SLO Highlights looks into the assessment processes of two important counseling programs: Athletics Counseling and the Transfer Center. Both student service units need to quickly orient students through some complicated requirements. And, both use pre/post tests to measure student knowledge of much needed information. Check out how the Transfer Center is partnering with instructional programs to both reach students and improve services. Also, Athletic Advisor Petrina Chi looks at multiple forms of assessment data to improve the educational experience for CCSF Athletes.
Missed the workshop on ExamView—how to use an exam writer to quickly reveal disaggregated data from tests? Roger King's presentational materials are on the SLO website under Professional Development.
The next 1 hour CurricUNET training is this SATURDAY from 9-10 in Science 45. Check out the CurricUNET Support page for a complete list of online and in-person training options.
Kristina Whalen
SLO Coordinator
April 28, 2015
Those logging into the CurricUNET system will find a drop down menu with many types of forms. For this reason, I'd like to clarify the reporting benchmarks for each type of form.
CRN-Level SLO Form—this form will be used every semester for (at least )the next three semesters by every instructional faculty (adjunct and full-time). Faculty members are required to assess one SLO and provide a score for each student. The reports are due next on June 5th.
Course Level SLO Form—this form is a deep-read course assessment used by course coordinators. This form is submitted at least once every 3 years reviewing ALL course SLOs over multiple semesters. There is no college-wide deadline. Course coordinators can submit when ready but should meet the benchmark.
Instructional Program SLO Form—this form is a deep-read program assessment used by program coordinators. This form is submitted at least once every 3 years reviewing ALL course PSLOs over multiple semesters. There is no college-wide deadline. Program coordinators can submit when ready but should meet the 3-year benchmark.
Student Service Outcomes Form—this form is used for non-instructional outcomes in student services and is submitted by student service coordinators. Immediate assessment needs require that reports of continual progress be submitted each semester through restoration. Next deadline is June 5th.
Counseling Program SLOs Form—this form is a deep-read program assessment used by counseling program coordinators. This form is submitted at least once every 3 years reviewing ALL counseling PSLOs over multiple semesters. There is no college-wide deadline. Program coordinators can submit when ready but should meet the 3-year benchmark.
Administrative Unit Outcomes Form—this form is used by unit coordinators assessing Administrative Unit Outcomes. The form is submitted yearly after the close of the fiscal year. The reports are due next on July 10th.
Institutional-Level Outcomes (ILOs) Form—this form is used only by SLO Coordinators conducting Institutional Level Outcome Assessments. Data for ILO assessments will be pulled from Instructional Program SLO Forms each Fall, according to the Institutional Assessment Plan.
General-Education-Level Outcomes (GELOs) Form—this form is used only by the Chair of the GE workgroup conducting a GE assessment. Data for GELO assessments will be pulled from CRN-level reports each Spring, according to the Institutional Assessment Plan.
Kristina Whalen
SLO Coordinator
April 21, 2015
The Tuesday SLO Drop-In help lab will be replaced for the remainder of the semester by the CurricUNET Trainings and Drop-In sessions. As always, if you need help I am available to help at a time and location more convenient.
SAVE THE DATE! Get It Done Day is scheduled for May 15th 9-10 and 11-2 in the TLC lab (Batmale 313). Get It Done Day is a supportive, peer fueled day to complete assessment progress reports. Knowledgeable SLO faculty and staff are on hand to assist you with the reporting in the new CurricUNET system (or assessment in general). Every instructional faculty member will be required to submit assessment data for at least one SLO for each CRN they teach. Assistance for Student Service and Administrative unit reporting provided as well. Reports due June 5th. But, don't wait until the last minute---Get It Done!
A "Culture of Assessment" at CCSF means that assessment occurs across the campus. While a lot of focus is one instruction, Student Service and Administrative Outcomes are assessed as well. The Student Service and Administrative Unit Outcomes Assessment Teams worked on the yearly Student Service Summary Report and Administrative Unit Summary Reports. These reports include a validation of the quality of assessment documentation for Fall 2014 with suggestions of improvement as well as models to guide future directions.
Kristina Whalen
SLO Coordinator
April 15, 2015
The Assessment Module for the CurricUNET launch is upon us. Watch your inbox for an email from your SLO Technical Coordinator Katryn Wiese. It has instruction on how to get started. Below, see updates on SLO Coordinator positions and reminders about the two workshops related to SLOs this week!
Apply Today!
Please consider applying to these important faculty leadership positions. Not only will you be serving the college during this crucial time of Restoration, there is plenty to be gained personally as well. In my role as SLO Coordinator I've gained the following:
· Incredible institutional knowledge of CCSF
· Leadership development, including professional development opportunities
· An increase in quality relationships with staff, faculty, student service professionals and administration across the district
· Enhanced data analysis skills
· Professional contacts and networks with Coordinators across the State.
After two years of service, I will stepping out of this role next
year (on sabbatical in Spring) and am looking for someone to lead the
SLO Coordination Team (Primary SLO Coordinator), as well as faculty
leaders with experience in Non-Credit & CTE instruction and
Student Services experience. Deadline is April 20th.
Primary SLO Coordinator (suggested release .80)
District Applicants Only
(Office of Institutional Effectiveness)
CurricUNET Support Coordinator for Outcomes Assessment & Program Review & Curriculum (suggested release .8)
District Applicants Only
(Office of Institutional Effectiveness)
CTE SLO Coordinator (suggested release .6)
District Applicants Only--Part-time may apply!
(Office of Institutional Effectiveness)
Student Service SLO Coordinator (suggested release .6)
District Applicants Only--part-time may apply!
(Office of Institutional Effectiveness)
Non-Credit SLO Coordinator (suggested release .6)
District Applicants Only--part-time may apply!
(Office of Institutional Effectiveness)
Two workshops this week
"Disaggregating Made Easy : Examview (and other possibilities)"
April 16, from 2-4 in MUB 388.
Join fellow faculty members as they share how technology has eased evaluation of student learning outcomes and improved outcome attainment. Physics Chair Roger King will demonstrate ExamView, which is a test writing and scoring program that easily produces disaggregated student results. With ExamView it is a simple task to link regular classroom exams, quizzes, lab report, etc to specific SLOs, and summarize individual student results at the end of the semester.
Also, iClickers are used by faculty for both formative and summative assessment of student learning. Wanna see if the students are on track? Want to easily assess an outcome without scantrons and battles with broken copiers? Sheri Miraglia, from Biology, will share her experiences using iClickers, both the device and app.
Finally, all faculty can enhance teaching and learning and ease assessment reporting burdens by using key components of Insight. Ed Tech Chair Cynthia Dewar will demonstrate the possibilities.
FORUM: SLO Assessment Activities & New ACCJC Standards!
April 17th from 3-5 in MUB 140.
Not sure what's going on? Asking yourself, "When and where do I report data for my CRNs, Courses, Programs, and Service Units?"
Thinking, "I heard I have to enter data for every student, but I don't understand how that's done?"
If you are confused, it's completely understandable. The Standards concerning assessment have many moving parts. Join the Accreditation Steering Committee for a forum on SLOs and the 2014 ACCJC Accreditation Standards. The focus will be primarily on the requirement for disaggregated student outcome data but will cover the following:
1. Why new ACCJC Standards require student level data
2. The kinds of analysis and details are needed for course/program/unit improvements.
3. Timeline, deadlines, and requirements over the next three semesters
4. Where to locate resources so you can successfully navigate CurricUNET (scheduled to go live for assessment reporting on April 15th).
Bring your questions to the forum. There will be lots of time for Q & A.
Kristina Whalen
SLO Coordinator
Tech and Assessment Workshop
"Disaggregating Made Easy : Examview (and other possibilities)"
April 16, from 2-4 in MUB 388.
You filled out that professional development survey and we listened! Join fellow faculty members as they share how tecnology has eased evalution of student learning outcomes and improved outcome attainment. Chemistry Chair Roger King will demonstrate ExamView, which is a test writing and scoring program that easily produces disaggregated student results. With ExamView it is a simple task to link regular classroom exams, quizzes, lab report, etc to specific SLOs, and summarize individual student results at the end of the semester
Also, iClickers are used by faculty for both formative and summative assessment of student learning. Wanna see if the students are on track? Want to easily assess an outcomes without scantrons and battles with broken copiers? Sheri Miragla, from Biology, will share her experiences using iClickers, both the device and app. Find out how you can check out iClickers for your classroom and use them effectively.
Finally, all faculty can enhance teaching and learning and ease assessment reporting burdens by using key components of Insight. Ed Tech Chair Cynthia Dewar will demonstrate the possibilities.
FORUM: SLO Assessment Activities & New ACCJC Standards!
April 17th from 3-5 in MUB 140.
Not sure what's going on? Asking yourself, "When and where do I report data for my CRNs, Courses, Programs, and Service Units?"
Thinking, "I heard I have to enter data for every student, but I don't understand how that's done?"
If you are confused, it's completely understandable. The Standards concerning assessment have many moving parts. Join the Accreditation Steering Committee for a forum on SLOs and the 2014 ACCJC Accreditation Standards. The focus will be primarily on the requirement for disaggregated student outcome data but will cover the following:
1. Why new ACCJC Standards require student level data
2. The kinds of analysis and details are needed for course/program/unit improvements.
3. Timeline, deadlines, and requirements over the next three semesters
4. Where to locate resources so you can successfully navigate CurricUNET (scheduled to go live for assessment reporting on April 15th).
Bring your questions to the forum. There will be lots of time for Q & A.
Kristina Whalen
SLO Coordinator
March 26, 2015
Looking for a "beach read" as you head into Spring Break? Pull up SLO Highlights on your tablet. This month's issue of SLO Highlights showcases the thorough and thoughtful assessment of visual literacy using library exhibitions. I was inspired by the deepening of student learning through library collaborations.
Also, if you've heard of LiveText but are not quite sure what it is, check out the Culinary Arts program's summary and video of how technology has helped deepen the culture of assessment in their programs. You'll leave the article ready to add "tech tools for assessment" to your next program review.
Finally, the Multicultural Retention Service Department uses assessment to gauge the effectiveness of new communication strategies and materials used in student counseling sessions. Thoughtful constructions of our interactions with students produce big results.
Save the Date! Leveraging Technology for Assessment. April 16th from 2-3:30 PM(location TBA) Science faculty will lead an interactive workshop on the use of the program ExamView--a program that ties each test question to SLOs and produces reports, both aggregated by SLO and identifiable by student. Use tech to ease reporting worries. iClickers and iClicker apps, now used for years in science classes, will also be demonstrated as a way to monitor student learning and obtainment of outcomes.
Happy Spring Break!
Kristina Whalen
SLO Coordinator
March 26, 2015
Looking for a "beach read" as you head into Spring Break? Pull up SLO Highlights on your tablet. This month's issue of SLO Highlights showcases the thorough and thoughtful assessment of visual literacy using library exhibitions. I was inspired by the deepening of student learning through library collaborations.
Also, if you've heard of LiveText but are not quite sure what it is, check out the Culinary Arts program's summary and video of how technology has helped deepen the culture of assessment in their programs. You'll leave the article ready to add "tech tools for assessment" to your next program review.
Finally, the Multicultural Retention Service Department uses assessment to gauge the effectiveness of new communication strategies and materials used in student counseling sessions. Thoughtful constructions of our interactions with students produce big results.
Save the Date! Leveraging Technology for Assessment. April 16th from 2-3:30 PM (location TBA) Science faculty will lead an interactive workshop on the use of the program ExamView--a program that ties each test question to SLOs and produces reports, both aggregated by SLO and identifable by student. Use tech to ease reporting worries. iClickers and iClicker apps, now used for years in science classess, will also be demonstarted as a way to monitor student learning and obtainment of outcomes.
Happy Spring Break!
Kristina Whalen
SLO Coordinator
March 19, 2015
The Fall 2014 Assessment Summary Report has been released. The report documents that all established courses and programs have on-going assessment and verifies how the College continues to march resolutely and gloriously toward Continuous Quality Improvement (CQI) for all outcomes. The latest report demonstrates that 70% of programs, 75% of student services, 80% of courses, and 100% of counseling programs have reached "closed loop" status on the assessment of outcomes. Moreover, the report spotlights described improvements to courses, programs, student services, and administrative units that were included in the last round of assessment reporting.
Check out the improvement described in the following courses/programs/services/units:
CAD Certificate
Child Dev Major
Collaborative Design Certificate
Community Mental Health Worker Certificate
Paramedic Program
Economics Major
DSPS Counseling
Veterans Counseling
Single Stop
Ed Tech Workshops
Chinatown/North Beach Center
Research & Planning
It will inspire!
SLO Help Lab each Tuesday from 2-3 in Cloud 208A
SLO Committee meeting this Friday from 12-1:30 in C 257.
Kristina Whalen
SLO Coordinator
March 5, 2015
The CCSF Institutional Assessment Plan established a calendar for General Education Assessment. One important part of the assessment process is the refinement of General Education Outcomes. Workgroups reflect on the wording and desired competencies (with existing approved courses and Title VI in mind) and make needed adjustments. Last week, the Bipartite Committee approved refinements to two GE Areas: GE Area B (Written Composition) and GE Area E Humanities. The new outcomes are below and may be found on the GE Assessment website and will appear in the next catalog. As new general education curriculum is developed, please be aware of these changes.
Area B: Written Composition
Upon completion of this coursework, a student will be able to:
1. read critically to annotate, analyze, synthesize, and evaluate primarily non-fiction, college-level texts.
2. compose organized and coherent source-based essays that demonstrate critical thinking and rhetorical strategies.
3. demonstrate control over all major conventions of standard English grammar and punctuation.
4. select and integrate reliable, credible, and scholarly sources to support essays, using a standardized citation format.
Area E: Humanities
Upon completion of this coursework, a student will be able to:
1. exhibit an understanding of the ways in which people in diverse cultures and eras have produced culturally significant works.
2. communicate effectively the meanings and intentions of creative expression.
3. use analytical techniques to assess the value of human creations in meaningful ways.
4. demonstrate an understanding of the human condition through language, reasoning, or artistic creation.
Next SLO Committee Meeting is March 6, 12-1PM in C 257. All Welcome.
Kristina Whalen
SLO Coordinator
Feb 26, 2015
Last call for Communication ILO Data! If you have recent program level SLO/SSO/AUO data (collected in fall or the previous spring )that maps to the Communication ILO, please record your results by March 1st. Visit the MyCCSF link on the CCSF homepage and look for the Assessment Reporting Form. You will need your CCSF Google mail password one last time.
The faculty Professional Development Committee and the District Professional Committee have created a joint needs assessment survey. Please take the survey so that professional development plans around assessment are better informed:
Check out the latest SLO HIGHLIGHTS! This installment features the program improvement process for the support communities in Find Your Community. Not familiar with Find Your Community?
To address timely completion, in 2014, Bridge to Success funded leaders at City College (Associate Dean of Matriculation, Associate Dean of Outreach, Student Learning Outcomes Coordinator, and a Counseling Lead) to attend a project-based leadership academy. Interested in finding low-cost avenues to accelerate transfer and completion, a diverse, coordinated and intentional network of student support options were packaged under one easy to understand and marketable umbrella. "Find Your Community" was inspired by Nudge Theory, a belief that the architecture of choice has powerful and predictable results. To count as a mere nudge, the intervention must be an easy and accessible choice, not a mandate. Find Your Community embedded the selection of a support pathway in the counseling process, rather than an informal resource fair, in order to give counselors the opportunity to nudge students toward a support system more effectively. CCSF Counselors assigned to local high schools disseminated information at the high school sites, during FRISCO Day and during Saturday All-in-One matriculation days.
Learn how Bridge to Bioscience, YO!, Puente, Accelerated Math Gateway, and Project SURVIVE are connecting with students. If you missed the summary of the Metro Academy, visit the September issue. Look for an inspiring summary of the improvement practices in the MultiCultural Rentention Programs in our next issue.
Feb 18, 2015
Happy Lunar New Year!
As we start a new year, it is always time to begin anew. With that in mind, we are looking for new, energetic leadership to join a well-supported SLO Coordination team that will lead strong authentic assessment at all CCSF locations. The college will soon post positions for the following:
Primary SLO coordinator -- .8 reassign time for providing leadership and guidance to faculty and staff for the development, assessment, and review of Student Learning Outcomes at the department, school and college level and will coordinate with team instructional credit assessment as well as GE and ILO and AUO assessments for the college.
Non-credit SLO coordinator -- . 6 reassign time for providing leadership and guidance to faculty and staff for the development, assessment, and review of non-credit Student Learning Outcomes at the department, school and college level.
CTE SLO coordinator -- .6 reassign time for providing leadership and guidance to CTE faculty and staff for the development, assessment, and review of Student Learning Outcomes and develop prior learning assessments at the department, school and college level.
Student Service SLO coordinator -- . 6 reassign time for providing leadership and guidance to faculty and staff in the Student Service Division for the development, assessment, and review of Student Service Outcomes for each unit.
CurricUNet support coordinator -- .8 reassign time for managing continued implementation of, maintenance of, and training on CurricUNET software for all CCSF employees. This individual will also work closely with campus leaders to ensure that the software continues to meet our accreditation-related needs in as streamlined and easy a process as possible.
It's not too early to start thinking about applying for one of these positions. If you are interested I'd love to talk about the duties and responsibilities of each position. Don't think you are not qualified! The most desirable quality for any of these positions is the strong want to participate on a leadership team that will have an enormous impact on the Restoration process.
SLO Help Lab for Tuesday February 24th will be held from 4-5 PM so that I can attend The Rise of Black Achievement: Student Equity in Higher Education from 2-4 pm in Rosenberg 304. I encourage all to attend and participate in this important discussion.
Kristina Whalen
SLO Coordinator
Feb 10, 2015
4 things every faculty member should know about assessment reporting this semester
1. Every faculty member should assess at least ONE SLO in each section they instruct for the next 3 semesters (Spring 2015, Fall 2015, Spring 2016).
2. Every faculty member will log onto the new reporting software and input a SLO assessment score for each student next to the student's name and ID.
3. You will be asked to note how many students "meet the outcome" or are "developing the outcome" or show "no evidence of outcome" or were "not assessed".
4. Disaggregated student data will never appear publicly with student name or ID attached.
Feb 4, 2015
To help us reach the standards of gathering disaggregated SLO assessment data, reviewing it in aggregated form in program review, having it inform future course and program-level improvements and ensuring all faculty are actively involved in this process (and demonstrate it in 2 semesters), we have developed the following process:
Each faculty member will assess and report on at least one SLO for each section she or he teaches each semester. Some courses are assessing more than one SLO in order to meet GELO and ILO needs; if that is your course, yes record those as well. Faculty will gather and record these data with student name and and enter them into a secure, confidential site, similar to our current grade reporting software. (Software is currently under development to capture these data, and we plan for it to be ready by semester end; until that time data can be stored in the same way grades are stored.)
Each student will be assigned one of the following assessment levels: proficient (meets the outcome), developing, no evidence, not assessed. Please work with other instructors teaching the same course to develop definitions for these categories that are appropriate for your discipline.
Because learning assessment is intended to lead to genuine dialog about student learning needs and how to address those needs, please also continue to collaborate with your colleagues on course and program improvements - just like the professionals we have always been. We will be continuing to document this process through assessment evaluation reporting at the course and program level.
What are our goals with this change? To fully meet existing and new accreditation standards that require every faculty member be actively involved in the assessment process and data be disaggregated (entered by student ID) and be analyzed for achievement gaps. The visiting team noted in its report that our current methods are not ensuring cooperation from all faculty at all centers in all units.
What is our plan? Start collecting assessment data on students at the CRN/section level.
Each semester each faculty member will assess and report on student performance for at least one SLO for each section they teach. We will all do so for at least the next three semesters and then reassess the frequency at that time.
If you've already made plans to assess particular SLOs this semester, please keep to those plans as much as possible, especially for those part of our ongoing GE-Level coordinated assessments. We need your data! However, recognize that at the end of the semester, each faculty member has to enter his or her own results. Faculty teaching courses with multiple sections should continue to work with their Course Coordinator to ensure consistency of SLO(s) assessed, assessment methods, and criteria.
Faculty will assign each of their students one of the four assessment levels for each SLO they assess:
· proficient (meets the standard)
· developing (enroute -- evidence exists they have some of it)
· no evidence (student was assessed but demonstrates no evidence of developing this standard)
· not assessed
These levels will be entered into a software program interface that looks similar to the way we currently enter grades (currently under development). In addition to providing the above assessment data, each faculty member will also enter information similar to what we have been doing in our past assessment reporting, but focused on a particular CRN -- those particular students, location, time, and semester:
- assessment method
- criteria for each assessment level
- recent class improvements made as a result of past assessments
- summary of any analysis of what the results mean or what might have contributed to them
- plans for next assessment
Concerned about workload? This new process distributes the current workload more equitably so that it's shared by all faculty at the college.
- If you have been a course coordinator and aggregating results across multiple section for other faculty members, then your workload should now be less. You no longer have to enter and collate data across multiple sections and faculty. Our new system will do it for you.
- End-of-semester reporting forms are being redesigned and will be smarter, with less data entry as SLO and course information are already in the system.
- Assessments at the GELO, ILO, Program, and Course level (at least once every 3 years) will be much easier to do as we can pull CRN-level data from multiple semesters and will no longer need to require everyone to assess the same SLOs at the same time.
Recommendation: The easiest way to assess SLOs in our courses is through embedded assessments -- those that we already use (assignments, projects, exams, etc.). Instead of thinking you have to create something new, find something you already do that assesses a particular SLO and record student performance on that.
Course Coordinators and Program Coordinators will continue to assist faculty with development of authentic assessment methods and review. And they will be responsible for continuing to assess programs and courses at the "deep read" level drawing in CRN-level data from many sections and semesters. In Fall 2015, we will be able to run reports that collate Spring 2015's disaggregated data across a course and across a program (multiple courses). The research office will provide us those data reaggregated and broken down by demographics, so that we can analyze them along with other data we collect, and complete deeper-level review to inform program improvement and resource requests.
How and when will we assess the effectiveness of this plan at meeting our goals?
We plan to continue this process each semester at least until we have made it through restoration. Then we will review to decide what frequency of CRN-level assessment is required as we go forward and whether we have successfully engaged all faculty.
In the meantime, we will continue each semester to thoroughly review what's happening at other colleges and methods used by them to achieve our same goals (understanding we are naturally challenged by the large size and distribution of our college -- especially reaching those working offsite centers). Each semester, we also assess the results from the previous semester and use those to improve the process and make things easier and smoother for all faculty for the next semester. We will review completed reports and develop targeted strategies for reaching those who are not contributing.
We can do this!
Kristina Whalen
SLO Coordinator
Drop-In Help lab each Tuesday from 2-3Pm in C 208A
January 20, 2015
Welcome Back!
Please carefully read this message for some important information about assessment timelines for the semester.
Institutional level assessments
After the General Education Forum on Communication and Humanities (GE Area A & E) held December 5th, the GE SLO workgroups in both the areas finalized recommendations in the written report--based on dialogue with participants of the forum and a follow-up survey. The report was sent to the SLO Committee for further refinement. The results of the assessment and recommendations on how to improve and capitalize on strengths are in the report.
GE Area A Assessment Summary Report
GE Area E Assessment Summary Report
For a shorter summary of some of the key recommendations and findings, see the Dec/Jan issue of SLO Highlights
Following our Institutional Assessment Plan, GE Area B (Written Composition), Area D (Social & Behavioral Sciences) , & Area H (Ethnic, Women, and LGBT Studies) will be assessed this spring. This means that a large number of courses should participate in this important demonstration of our on-going assessment of student learning. A complete list of courses in each of the areas is at this bottom of this email. If you teach in these areas, please plan to collect and report data. This will be the last completed GE assessment before we submit another self-study to a Visiting Team.
Finally, the ILO Work group is STILL collecting data from program or unit level assessments that align with the Communication ILO. If last Fall or Spring you completed assessments on program level outcomes that align with "Communicate effectively" or "Demonstrate respectful interpersonal and intercultural communication" or "Recognize and interpret creative expression" we would like your data! You may enter the results in the ILO#2 Assessment Reporting Form found on the Assessment Reporting Form page. We are accepting data through March 1st.
New software—it's coming!
What's next? The Institutional Development Team is engaging is cross-institutional dialogue on how best (and when) to roll out the CurricUNET curriculum and SLO reporting software. While the software is new, our assessment goals and benchmarks have not changed: Every outcome should be assessed at least once every three years. The new software will only change some aspects of the reporting process, but will not dramatically change how we assess. These changes include:
- Each instructor will input the assessment results from individual classes. The software will aggregate the results from multiple sections for the course coordinator to analyze.
- As always, we will ask how many students are assessed BUT you must determine how many were proficient, developing, or showed no evidence of meeting the outcome. You should input the number of students in each category into the system by consulting with the other instructors teaching the course and translating your assessment instrument into these categories.
- CurricUNET will use a single sign-on system so the password you use to log into your computer is the same password used to gain access to the assessment reporting form.
- Finally, to meet new accreditation standards, a system will be put in place and widely discussed about how to record and store assessment data by student ID number so that student assessment data may be disaggregated when anlayzed.
Finally, I'd like to conclude by congratulating the faculty, staff and administrators for their hard work on assessment---work that was acknowledged by the Visiting Team members in the report just released. They wrote, "the institution has established a culture of evidence in which outcomes have been identified for courses, certificates, programs, general education and the institution. The instructional programs have been systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes." Quality, student-centered decisions have always guided CCSF but I commend each of you on the tremendous efforts made to showcase your work through our assessment systems. And, your participation in our college-wide discussions on student learning has deepened our connections—both to each other and our students.
Next SLO Committee meeting is Friday, Jan 23rd, from 12-1:30 in Cloud 257. All welcome!
Kristina Whalen
SLO Coordinator
Courses in GE Area D:
Academic Achievement Personal Success 100;Administration of Justice 57, 59, 67; African American Studies 30, 31, 40, 55, 60; American Civilization 11A, 11B; American Studies 5; Anthropology 2, 3, 3AC, 4, 8, 11, 12, 15, 20, 25; Asian American Studies 8, 22, 27, 35, 40, 42, 61*, 62*, 63; Asian Studies 1; Broadcast Electronic Media Arts 104; Child Development 53, 67, 68; Economics 1, 6, 10, 25, 30; Fashion 28*; Geography 4, 7; Health Education 6, 10, 30, 36, 48, 52, 54, 97, 221, 231; History 1, 3A, 3B, 4A, 4B, 5, 9, 12A, 12B, 15A, 15B, 17A, 17B, 18A, 18B, 20, 21, 31, 32, 33, 34, 35A, 35B, 36, 37, 38, 39, 40, 41A, 41B, 44, 45, 48, 49, 50, 53A; Interdisciplinary Studies 7, 17, 28G, 29, 30, 31, 37, 45, 80A*, 80C*, 80D*, 80E*, 80F*, 80G*, 81B*; Labor and Community Studies 15, 70A, 70B, 71B*, 74, 78B*, 85*, 88, 91D*, 100; Latin American and Latino/a Studies 1, 9, 10, 11, 13, 14, 15; Lesbian/Gay/Bisexual/Transgender Studies 5, 9, 10, 21, 24, 30, 50, 60; Philippine Studies 20, 30; Physical Education 13; Political Science 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 18, 20, 22, 25, 35, 43, 45, 46, 47, 48, 53A; Psychology 1, 4, 10, 11, 14*, 15*, 17*, 21, 23, 25, 26, 40; Sociology 1, 2, 3, 25, 30, 35; Speech 5; Women's Studies 25
Courses in GE Area H:
Area H1 (Ethnic Studies)
Administration of Justice 67; African American Studies 30, 31, 35, 40, 55, 60; Anthropology 3AC, 11, 12, 15; Art 104, 105, 106, 107, 146A; Asian American Studies 6, 8, 10, 20, 22, 27, 30, 35, 40, 42, 62*, 63; Asian Studies 1, 11, 12; Broadcast Electronic Media Arts 104; Child Development 93; Chinese 39; Dance 32, 132A*; Economics 30; English 36, 57, 58; Health Education 50; History 9, 15A, 15B, 18A, 18B, 20, 21, 34, 35A, 35B, 36, 37, 38, 39, 41A, 41B, 44, 48; Humanities 35, 48; Interdisciplinary Studies 14, 27A, 27B, 28G, 29, 30, 36, 37, 40, 42, 44, 45, 46, 80A*, 81B*; Japanese 39; Labor and Community Studies 15, 100; Latin American and Latino/a Studies 1, 9, 10, 11, 13, 14, 15; Lesbian/Gay/Bisexual/Transgender Studies 9; Music 21, 23, 24, 25, 26; Philippine Studies 20, 30; Pilipino 39A, 39B; Political Science 7, 8, 12, 13, 18, 35, 47, 48; Psychology 23; Speech 5
*Only partially satisfies the number of units required for this area
Area H2 (Women's Studies)
African American Studies 60; Anthropology 25; Art 108; Asian American Studies 35; Broadcast Electronic Media Arts 105; Economics 25; English 57, 58; Health Education 25; History 12A, 12B; Humanities 25; Interdisciplinary Studies 31, 80C*, 80G*; Labor and Community Studies 78B*; Latin American and Latino/a Studies 10; Lesbian/Gay/Bisexual/Transgender Studies 21, 30; Psychology 25; Sociology 25; Speech 8; Supervision and Business Management 236; Women's Studies 10, 20, 25, 54, 55
*Only partially satisfies the number of units required for this area
Area H3 (Lesbian/Gay/Bisexual/Transgender Studies)
Anthropology 20; Broadcast Electronic Media Arts 106; Child Development 76; English 55; Health Education 25, 27, 67, 95*; History 45, 47D*; Interdisciplinary Studies 80D*; Labor and Community Studies 91D*; Latin American and Latino/a Studies 9; Lesbian/Gay/Bisexual/Transgender Studies 5, 9, 10, 11, 12, 15, 18, 20, 21, 24, 25, 30, 40, 50, 55, 60, 77; Music 27C
*Only partially satisfies the number of units required for this area
Area B Courses
English 1A
December 10, 2014
Please read updates on Get It Done day, correctly staging courses/programs/units in assessment reports, and the next APT meeting on Institutional Set Standards.
Get It Done Day
Get It Done Day is this Friday from 11-5 in Batmale 313. Get It Done Day is a supportive, peer fueled day to complete assessment progress reports. Knowledgeable SLO faculty and staff are on hand to assist you with the report (or assessment in general). Assessment Reports are due for every course, program, student service and administrative unit by Jan 5th—but Get It Done this Friday! The link to the Assessment Reporting Form is on the MyCCSF page or at www.ccsf.edu/slo (form link in upper right hand column).
Correct Staging
When filling out your assessment reports, take care to correctly and accurately stage your course/program/unit. Once a course reaches a stage it never goes backwards! Assessment stages are like colored belts in karate. Your course, program, or service advances from one stage to the next higher stage, until reaching the highest level. Once a black belt, the highest stage, there's no going backwards. You're at that level from then on.
At CCSF our stages move up in number. Stage 1, the lowest, is where you could imagine a new course, program, or service starts – with defined outcomes. Stage 2 is reached when you are conducting the first assessment of the students or served constituents.Stage 3 is reached when the data from the first assessment are being analyzed and discussed with decisions being made about future steps. Stage 4 is reached when changes are implemented. If no changes are deemed to be required, then stage 4 is skipped.Stage 5 is when the course, program, or service is reassessed. If there were no changes made, the assessment is just a way to ensure the outcomes are still being achieved. If changes were made, the assessment checks whether or not the changes are making a positive difference. Once stage 5 is reached, the loop is closed, so to speak.
Why do we have these assessment stage designations at all? The accurate reporting of assessment stages are absolutely necessary for the SLO Coordinators to be able to quantify our progress to our accrediting organization. We were supposed to be at stage 2 or higher for all courses, programs, and services by Fall 2012. To achieve completely the SLO standards, we need to be at 5. So keep moving forward, and report accurately!
APT meeting on Institutional Set Standards
Discussion about our Institutional Set Standards for Achievement will take place next week. Members of the Assessment Planning Team are meeting to analyze last year's data in comparison to our Institutional Set Standards. Anyone is welcome to attend and contribute. Institutional standards are set for course completion, degree completion, certificate completion and transfer. See ours in the CCSF Institutional Assessment Plan.
Assessment Planning Team meeting, Tuesday December 16th from 11-12:30 on R 518.
Thank you for all your hard work,
Kristina Whalen
SLO Coordinator
December 3, 2014
SLO coordinators and other higher education leaders across the State (and beyond) have been closely watching the implementation and interpretation of the new ACCJC Accreditation Standards, particularly the standard's new prescription that BOTH assessment and achievement data are disaggregated to identify potential equity gaps. CCSF is no exception. We have been monitoring and participating in these discussions. In today's SLO Update, I'd like to share information about the standards and steps being taken by our campus leaders to ensure our compliance with assessment standards.
First, the new ACCJC standards require that the "institution disaggregates and analyzes learning outcomes and achievement for subpopulations of students" (I.B.6). For years, the institution has disaggregated achievement data (what student puts in their pocket degree/certificate completion, etc.) but disaggregation of learning outcomes--acquired knowledge, skills, values--has only occurred in isolated pockets. CCSF is not alone. Reports from our Academic Senate President after attending the recent ASCCC (Academic Senate for California Community Colleges) Plenary details how institutions are grappling (some stunned) with the implications of standard I.B.6*.
How is the Standard being interpreted? As reported by the Senate president Lillian Marrujo-Duck, it is expected that outcome assessment data will need to be tied, in some way, to confidential student information. Schools that are already analyzing learning outcome data in this manner are entering SLO measurements much like they would a grade sheet. One of the first schools to pilot an ACCJC site visit with the new standards, Napa Valley College, conferred with interested Community Colleges via a Webinar on November 18th. They confirmed that the Commission does expect assessment data to be broken down by sub populations. It was also acknowledged that this requirement marks a cultural shift in assessment and one they could not currently meet. We will be watching the ACCJC response to NVP carefully.
How is CCSF responding? A myriad of options are being considered, all with an eye toward maximum sustainability and minimal additional workload. Foremost, our SLO Technical Coordinator, Katryn Wiese, as well as institutional leaders in the Office of Research & Planning, the Office of Instruction, and our Chief Technology Officer are working closely with our contracted vendor to develop the new CurricUNET Meta software with the capabilities to conduct this required analysis. That implementation is currently in progress, but moving slowly due to constraints of the vendor -- Governet. The one benefit to that slowness is that it gives us time to adapt to these new changes and ensure we implement something meeting current and evolving SLO assessment standards. Governet is committed to meeting these standards as well, as they have many many contracts among California community colleges.
We are also exploring other options to meet the disaggregated student issue, including alternative software, a Banner Bolt-On (to use an interface similar to what we currently use for entering student grades), and Moodle-based solutions. It is too soon to pick a solution, but all are being carefully vetted.
So what does all this mean for you now? What can you do? It is our plan to implement these new disaggregated SLO standards thoughtfully and considerately, in small groups and then expanding to the entire college. Here are steps you could take now:
1. If you aren't already, start changing the way you collect your SLO data so that it includes student ID. That means that anyone using anonymized assignments will need to change those so that student ID is captured. Ideally these assignments are a regular part of the class, but carefully connected to SLOs.
2. Collate and record your data by student and maintain those records in your own storage system (and be sure to protect them as you would grades -- these should NOT be publicly available).
3. Aggregate your data as you have been doing to date and enter that aggregated information into the online SLO progress reporting (which is public).
If you feel frustrated that processes and expectations are in flux, your reaction is certainly justified. However, standard I.B.6 reflects one of the core value of our institution--social justice. Analyzing learning outcomes data by student subpopulation can make assessment more meaningful and provide additional rich college-wide discussions of student learning in all areas of the college (noncredit and credit). While we have been largely focused on how many students are proficient at our outcomes, we haven't looked all that extensively at which subpopulations of students are obtaining specific outcomes. Conducting this analysis will help us identify where gaps in knowledge and skills may exist for a certain subpopulation (even though they might still pass the class). Subpopulations can be broken up by a number of demographics, including age, gender, ethnic background, and experience. We can track students through basic skills and better connect their performance later in general education classes. Discussions we can have around these data include where our curriculum might need more cultural competency, best teaching practices shown to be effective for reaching certain subpopulations, and how best to tailor student support. Remember, achievement indicators like the Statewide Student Success Scorecard only provide data for a little over half of our student population. At CCSF we care about every student!
In all, this new standard, while logistically puzzling, will help us realize our vision as an inclusive, diverse, teaching and learning community.
( *It should be noted that faculty across California successfully provided input on the new Standards. In fact, Phillip Smith, of Los Rios and ASCCC officer at the time, organized faculty feedback and reported last May that the ACCJC included 38% of ASCCC suggestions outright and accepted another 21% partially. All in all, ACCJC accepted 59% of the ASCCC suggestions to some degree. For standard I.B.6 faculty leaders proposed a change to the format of the standard but not the content. )
Kristina Whalen
SLO Coordinator


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This umbrella stroller with a secure three-point harness features a variety of fun fashions and packs easily for a trip to the park.
- Three-point harness
- Easy scissor fold
- Light weight
Weight limit: 40lbsShipping Note: This item ships via FedEx Ground within contiguous United States only. Cannot be shipped to AK/HI, PO boxes, US territories, or APO/FPO addresses.

subset: commoncrawl


text:
By Joshua Marks, CTO, Curriki
LRMI? Why should you care? While LRMI, when pronounced like a name (Ler-me), might sound like the lead singer for Motörhead, it is really an acronym for the "Learning Resource Metadata Initiative". Now you might be more interested in rock trios than educational tech acronyms, but if you are an educator or student, you will find LRMI much more enlightening and helpful — and perhaps you will spend less time banging your head against a wall. This is why you should care.
The World Wide Web is filled with billions of documents, images, media, articles and content of all sorts. Search engines like Google and Bing do a great job of helping you find things you are likely interested in using keywords and phrases. This is particularly true for things you might buy, or people or places you want to learn about. However, anyone who has looked for learning resources on the Web sees that only a small fraction of the documents Google suggests are specifically useful in teaching and learning a topic at a given level. If you narrow your search with terms like "lesson plan" or "textbook" you get more relevant results, but still miss a lot. And you still might find lessons or books that are at the completely wrong level or skill. Recently released research underscores this discovery challenge and highlights the need for a better way to identify and find web based learning resources: http://www.lrmi.net/survey-results-show-need-for-more-targeted-results-when-searching-online-for-learning-resources.
When I was asked to join the Technical Working Group for LRMI, I believed that if LRMI simply gave us a way to search only those sites that contained content intended as learning resources, we would be in a better world. But the real task the group took on was "How can we provide a simple way to identify (tag) all Web pages that contain content intended for instructional use as 'Learning resources' and specifically included information about the subject, topic, how it is to be used and how it might align to local learning standards or the Common Core currently being adopted in the United States?" What if you could search for just those pages that contain activities appropriate for 10-year-olds, videos that illustrate photosynthesis, or some other specific topic?
The technical working group has completed its work and the V1.0 specification (http://www.lrmi.net/the-specification) is being adopted both by Schema.org, which is a project led by all the big search engines (Google, Yahoo, Bing, etc.), and the W3C (the group responsible for all Web standards). The next step is to get all the Web masters and publishers in the world to use it. This is where you come in. The more you tell the Web sites you use that you want them to support and tag the content with LRMI tags, the better job Google, Curriki, Bing and everyone else will do of locating the content you are interested in, without all the frustration and bad matches.
You can see this kind of tagging in action in other domains right now. For example, if you search Google for "chicken salad recipe" then under "More" select "recipes", and then select "Search tools" you will see a bunch of very specific recipe filters like ingredients, calories, and cooking time. (It is way too hard to find in Google right now, but really helps finding a recipe.) You can image a similar set of filters for Learning Resources. In fact, you can see this functionality right now when you search for content in the Curriki community in Advanced Search, where you can filter results by subject, topic, level, language, instructional component type, rating, reviews and all other Curriki-specific metadata (metadata being information that describes content.) This is what LRMI will standardize for the entire web.
This is just part of the story.LRMI has been used by another project called The Learning Registry (http://www.learningregistry.org/), which in turn is part of a U.S. initiative called the Shared Learning Infrastructure (SLI) (http://blogs.kqed.org/mindshift/tag/shared-learning-infrastructure/). These extensions of LRMI are supported by both the $4.35 Billion Federal Race-to-the-Top grant program and the Gates Foundation. When taken together, these independent but interlinked initiatives are finally creating a critical mass of movement toward common digital material formats and an information infrastructure that enables a full transition to personalized digital instructional delivery. In fact, without these standards and the central role LRMI plays in providing a common way to define the use and target for learning assets, the dream of personalized dynamic learning systems would not be possible.
So stop banging your head looking for the instructional needle in the information haystack known as the World Wide Web. Tell everyone who publishes learning resources we need them to use and support LRMI!


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Multi-Stone Chandelier Earrings
- Color:
- multi
Qty: 1
- 1
- 2
- 3
Please select an available size.
Please select a size.
Share This Item: Email
Description: 22K yellow dipped sterling silver chandlier earrings with multi-shaped tourmaline, peridot, and crystal center details
- 2.93 inches long
- 1¼ inches at widest point
- Post back closure
- Please note: each piece is handmade therefore stone inclusions, shape and size may vary slightly which is a desirable aspect of this piece.
Material: 22K yellow gold dipped sterling silver, tourmaline, peridot, and crystal
Brand: Azaara
Origin: United States


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August 27, 2015
Tips for Helping Gifted Teens & Kids Cope with Trauma
Presenter: Sharon Barnes
Registration open soon
Purchase a pre-recorded SENGinar
NEW: Supporting Emotional Needs of the Gifted: 30 Essays on Giftedness, 30 Years of SENG. Makes a great gift!
July 22 - 24
Colonial Williamsburg, VA
SENG seeks to inform gifted individuals, their families, and the professionals who work with them, about the unique social and emotional needs of gifted persons.
We support programs that foster in gifted individuals the mental health and social competence necessary for them to be free to choose ways to develop and express their abilities and talents fully. With support, gifted individuals can develop abilities that enhance their own lives and the lives of others. Without understanding and support, they may be inhibited in the development of their gifts and talents, which can result in significant negative personal and societal consequences. SENG empowers caring families and communities to influence more positively and effectively the development of giftedness in those individuals entrusted to their care.
SENG and the National Association for Gifted Children collaborated on this brochure to provide information to physicians and healthcare providers as well as to parents.


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Wednesday, November 7, 2012
Sausage Gravy Breakfast Bake
YUM! This was so delicious! Sausage, cheese and gravy all in one dish - what's not to like?? This recipe is a little different from usual breakfast casseroles where the bread is baked in the casserole. In this recipe, the bread is cubed and baked on top of the casserole.
This is one of our new favorite breakfast casseroles. It was so easy to make. It can be made ahead and refrigerated until you are ready to bake it. The casserole has great flavor with the addition of the sausage gravy, and we both really loved the crispy bread on top. I topped the casserole with some extra sausage gravy because we love sausage gravy!
Sausage Gravy Breakfast Bake
slightly adapted from McCormick
8 servings
(Printable Recipe)
1 lb sausage
2 cups shredded Cheddar cheese
6 eggs, beaten
1 cup water
1/2 cup milk
2 packages McCormick Sausage Flavor Country Gravy Mix
6 slices bread, cut into 1-inch cubes
2 tablespoons melted butter
Preheat oven to 325°F.
Cook sausage in large skillet on medium heat until brown. Drain sausage. Spread in lightly greased 11x7-inch baking dish. Sprinkle cheese over sausage.
Beat eggs, water, milk and 1 packet gravy mix in medium bowl with wire whisk until well blended. Pour over cheese. Arrange bread cubes evenly over mixture. Drizzle butter over bread.
Bake, uncovered, 40 minutes or until knife inserted in center comes out clean. Let stand 10 minutes before serving.
Prepare additional package of McCormick Sausage Country Gravy Mix as directed on package. Serve with casserole.
7 comments:
EAU MAH GAH!!! I think this is the best breakfast casserole concept I have ever seen! EVER!!! Can't wait to try it out and tell my peeps about it!!ReplyDelete
you are gonna make me bust my diet!ReplyDelete
I've been thinking a lot about breakfast casseroles lately. You are a mind reader. Looks yummy!ReplyDelete
Sorry, this is probably a dumb question, but if I want to make this the night before, what step do I stop at? Will the bread get soggy if I make the whole thing and stick it in the fridge? Thanks for your help!ReplyDelete
OMG! And that's how I pinned it! Love sausage and gravey. And your picture makes it irresitable!ReplyDelete
Thank you.
I made this for dinner & it was very tasty. I left the sausage gravy on the side for self-serve, and put maple syrup on my teenage Son's serving instead. It tasted like a Mc Donalds McGriddle & he absolutely loved it! Thanks!ReplyDelete
This was unbelievably good! It's now in the rotation.ReplyDelete


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Resiliency and its Use in Foster Care
By Tom
Culver, State Manager, KidsPeace North Carolina Foster Care and Community
One of the greatest
challenges facing agencies that provide services to high-risk children and
families in community settings is the need to have a well defined Model of Care
that is understood and implemented by all involved in service provision. The
need for a well defined Model of Care that is supported by research to
demonstrate a positive impact on the life outcomes of the families and children
we serve becomes increasingly important as the effects of both child welfare
reform and mental health reform demand that foster care and community services
serve clients who may have otherwise been served in a more intensive residential
treatment setting. KidsPeace Foster Care and Community Programs (FCCP) has
embraced a Model of Care that is based on Resiliency Theory.
Theory arose from the study of the characteristics and life histories of those
high-risk individuals who experienced adversity yet managed to avoid poor life
outcomes such as: substance abuse; dropping out of school; social and
relational problems; mental/emotional problems; problems with law enforcement;
and vocational instability. The studies contributing to the theory of
resilience refer to various cross-cultural lifespan developmental studies on
the lives of children who were born into families and environments that
provided serious risk and adversity to the healthy development of the child.
Studies include: children born to parents who suffered from mental illness
and/or severe chronic substance abuse problems; children raised in homes that
subject them to severe neglect and /or abuse; and children raised in
environments with severe poverty, crime and instability. Surprisingly, the
findings from these long-term studies were that at least 50% - and often closer
to 70% - of youth growing up in these adverse conditions developed the life
skills necessary to overcome the odds and lead successful lives.
The greatest benefit
derived from this research on children who have overcome significant adversity
and have thrived in spite of it, is a list of common characteristics found in
the lives of these individuals. The list of common characteristics known as "protective
factors" has become a focus in the KidsPeace Model of Care as these
characteristics appear to counterbalance the adverse effects that "risk
factors" have on a developing child or on any individual struggling with
excessive levels of stress brought on by too much risk/adversity. <<Read More>>


text:
Sunday, October 25, 2009
Contrary to popular belief, I do cook meals for my family. Occasionally. I love weekends and vacations when JP does all of the cooking. That frees me up to think sweet. Admittedly, there are days when my family starts hovering around the kitchen looking for signs of something savory, something which may constitute a meal, stomachs growling, and sadly they only find cake. Or macarons. Or pie. Then general grumpiness ensues. Oh, tell me why, gods of the sweet tooth? Why do I feel such a weight on my shoulders to produce a luscious, tempting, savory meal each and every day for my three men? True, they – well, he – never complains about the occasional cheese-bread-banana for dinner if I've been overwhelmed with my blogging duties, nor will he willingly turn up his nose at a scrumptious dessert. But dried pasta with jarred sauce doesn't always cut it. Not 3 days in a row. Simon, admittedly, is happy enough if there are frozen pizzas in the freezer and Clem just huffs and puffs then makes plans with friends to eat out.
But once in a while, something stirs me to action, a brisk walk through the market on a cool Autumn day, the tempting odor wafting out of a restaurant as I rush by, an exquisite dish pictured on someone's blog or a lazy stroll through one of my favorite cookbooks and my imagination is revved, my taste buds a-tingle, my hand itching to be wrapped tightly around my beautiful kitchen knife, slicing, chopping, mincing. Thoughts of stirring thick sauces in pots simmering merrily on the stove make me shiver with sensuous pleasure, delightful fragrances tickling the nose of JP as he walks through the door after a long slog through the rat race, and I'm off, basket draped over my arm and list held tightly in my hand.
I keep returning to my childhood mealtimes, times filled with either delight or dread, depending on what was placed before us on the table. Mom's dry-as-shoe-leather liver, the crispy, caramelized onions she whipped up to accompany it and the bottle of ketchup my only saving grace. Cabbage soup that I won't even begin to describe. Or would it be something wonderful like Surprise Burgers or Tuna-Noodle Casserole, that old Girl Scout-inspired standby? Whatever was brought to the table, good or bad, it was served up like clockwork: 6:00 on the nose every evening, exactly half an hour after dad got home. Mom, like all mom's everywhere, would lean out the back door and yell for us kids to get to the table. Sue and Andrew on one side of the table facing Michael and I on the other, mom and dad flanking us at either end. Walter Cronkite blaring in the other room so dad could listen all the way through to "And that's the way it is…" We were all happy eaters, giggling and laughing throughout the meal, trying hard, as hard as kids can, to stay quiet, not a peep, so dad could listen to the news. Games played around the meal: who could eat the most broccoli or spinach and titles would be bestowed: Popeye for the evening or Biggest Tree-Eating Giant. As we got older, "getting Sue angry" would be mine and Michael's own special game: look like we were simply concentrated on whatever wonder was on our plate yet, through grimaces and secret signs, make our older sister blow her top! And get yelled at by dad!
There would be rejoicing all around whenever we saw dad pull out the pancake griddle or fire up the charcoal grill out in front of the house! Weekends, then and now, cooking was, and is, The Man's Job: breakfast for dinner or steaks and burgers tossed on the grill when it was dad, moules frites or Potée or Tagine for my well-traveled husband. We were, and are, assured of something wonderful on our plates, a culinary treasure, a voyage to another place.
We are fueled by our childhoods, influenced in ways we may or may not like to admit. Dinnertime is a ritual we repeat across generations, its importance in our daily lives essential to our cultural survival. It holds the family together, gathering around the table after a day running helter-skelter between school or work, lunches grabbed on the run or lunches swallowed over business deals. Dinnertime is a calm haven, a time to get to know each other over and over again, to laugh and to bond.
Sometimes I go simple, striving to create a homey atmosphere, everything and everyone in their rightful, comfortable place. Sometimes I pull out all the stops, spending hours pouring over cookbooks, baking fresh bread or muffins, flour flying, or bringing a little exotic mystery and wonderment to the table. Ever anxious to elicit oohs and ahhs from those able and willing to make their way to my kitchen table, like the best of those 1950's television housewives, I throw all of my energy into choosing the right recipe and recreating yet another scrumptious meal.
Lately I have been on an Indian streak, and influenced by my Indian food blog friends I have made luscious Eggs and Chick Peas in an Indian-Style Cream Sauce and that incredible Aloo Gosht, Delhi-style Lamb and Potatoes served over Aromatic Saffron Rice and both proved to me how simple it is to make and serve such fragrant, rich, delicious, magical dishes. So, streak I am on. This wonderful, family-style Chicken Curry is a recipe from Meeta's blog, What's For Lunch, Honey? She does point out that it is her dad's recipe. It is indeed easy to make and is mild enough, yet flavorful enough, to please all palates. My only complaint was that there was not enough of the delicious sauce, so next time I prepare this dish, I will double the proportions for everything except the amount of chicken and make twice as much sauce. Thank-you, Meeta, for a wonderful recipe enjoyed by all.
The perfect family meal!
1 chicken, cut into 8 pieces. You can also simply use 8 chicken drumsticks or drumsticks/thighs. I used 2 leg/thigh portions and 2 breast filets.
4-6 medium sized tomatoes – peeled and coarsely chopped.
1 medium onion - finely chopped
4 Tbs vegetable oil
1 ¼" (3 cm) piece ginger – peeled and finely chopped
2 garlic cloves - finely chopped
1-2 green chillies – seeds removed and finely chopped. The fiery hotness depends on your taste.
1 tsp ground coriander
1 tsp ground cumin
¼ tsp turmeric powder
salt and freshly ground black pepper
100ml water
2 Tbs yogurt – I used thick Greek yogurt
1 lime
a small bunch of coriander leaves – chopped
In a large pan heat the oil and fry the chopped onions on a low to medium heat for 10 minutes. Stirring occasionally, gently brown the onions making sure they do not burn.
Add the chopped ginger, garlic and chili to the pan and continue frying for another minute or so.
Add the cumin, coriander and turmeric powders to the mixture and fry for another 2 minutes, stirring continuously so that the spices do not stick to the pan. Add salt and pepper.
Add the water and the tomatoes. Turn up the heat and bring to a boil. Then lower the heat and simmer for 10 minutes. Place the chicken pieces into the pan and coat with the sauce. Covered, allow the chicken to cook for 30-40 minutes over a low heat, turning the pieces of chicken every so often.
Now stir in the yogurt. Make sure the liquid does not boil after you have added the yogurt to it as it will get clumpy. Add half of the lime juice. Taste and if you like add some more.
Sprinkle chopped coriander leaves and serve with basmati rice or a pilaf.
I precooked the dish up until the addition of the yogurt and lime juice. I removed it from the heat, covered the pot and went with Simon to a cooking class we had signed up for. When we returned, I discovered that JP had finished the dish, gently reheating the chicken in the sauce and stirring in the yogurt and the lime. And he made simple, plain basmati rice to accompany it. Perfect!
34 comments:
Looks super yummy!I plan to try this one.We love Indian food although we have different views in our house about how spicy we like it.Our fav dishes when we lived in Australia were either butter chicken or mango chicken.Would love to see you find a good recipe that I could tackle since all I seem to find here in the US is tikka masala so help Jamie!
Loved the description of your childhood dinner times...Walter Cronkite was also present at our dinner table. Dad often would come home from the hospital after making rounds and we'd listen to him dictating his surgical notes. We thought that was normal until we had friends come over and as soon as they heard "catgut sutures", they suddenly lost their appetites...oh well, more for us :)
Keep up the good work-I'm sure JP and your sons realize how very lucky they are to have such a gift such as yourself at home and in their kitchen <3
- October 25, 2009 at 4:37 AM
- The Cooking Ninja said...
I love chicken curry. That's so many different version of doing it and all are delicious. :) My mom's version Nonya Chicken Curry has a lot more spices.
Now I have to try this version. :) Thanks for sharing.
- October 25, 2009 at 4:56 AM
- MeetaK said...
oh fantastic jamie! i can actually smell this from here and it reminds me of my dad. it's true this is more of a drier type of curry rather that a saucy one. glad you liked it!
- October 25, 2009 at 5:13 AM
- Deeba @Passionate About Baking said...
Oooooh lved reading the post 7 took me back to our days at kids, squabbling ver dinner, kicking under tables but pretty much eating whatever found itss way to the platter. 'Ours not to question why' was the mantra. The daily drama now is quite the same as yours, as the hub & kids sniffing their way to the kitchen in search of a meal. Yum chicken & well done, my dear Honorary indian. Next time, just puree a few tomatoes & throw them in with the rest of the ingredinets. The sauce shall double...slurp! You are beaing me to my table.Should I try my hand at French cuisine, Jamie? LOL...might not get too many wanting to 'kiss the chef'! xoxo
- October 25, 2009 at 5:15 AM
- Jamie said...
@The Cooking Ninja: Thanks for the new recipe! Will check it out!
@Deeba: Ha ha! Do try some French recipes! Or try some of my Maroccan ones! Come on! You can do it!
@Deebie: LOL I think that's too funny!
- October 25, 2009 at 5:29 AM
- Jamie said...
@Meeta: We wanted more sauce! I'll double it next time or try Deeba's suggestion. Yum!
- October 25, 2009 at 5:31 AM
- Cathy said...
I love all the flavors you've combined in this dish and the fact that it reheats well. Dinner with family is the best part of the day.
- October 25, 2009 at 5:34 AM
- La Table De Nana said...
CUte post as always:) The family pic and the retro ones are adorable.
I must say the meal looks great too!!
- October 25, 2009 at 6:17 AM
- Barbara Bakes said...
All this time I've been doing things wrong! I never knew husbands are suppose to do the cooking on the weekend. Do you think that after 31 years he'll think this is a good idea?
The curry looks delicious! I can see why you'd want more of that beautiful, colorful sauce!
- October 25, 2009 at 6:24 AM
- Jamie said...
@Barbara Bakes: I once took a class with the world's leading expert in experimental psychology. He once told us: "Yes, you CAN teach an old dog new tricks!" So, Barbara, get on with it! Next weekend, hand husband apron and a cookbook...
- October 25, 2009 at 7:03 AM
- Mary said...
I loved your remembrance of dinners past. It was a simpler time. The chicken looks wonderful and I can imagine how fragrant it must be. That it can be made well ahead of serving is another blessing.
- October 25, 2009 at 7:07 AM
- Mowie @ Mowielicious said...
Oh wow Jamie - another great read, brought back so many memories of my childhood too! And I absolutely love chicken curry - yum! xxx
- October 25, 2009 at 7:25 AM
- Rosa's Yummy Yums said...
Nice post and memories!
That curry looks super delicious, as usual! Really flavorful!
- October 25, 2009 at 7:45 AM
- bethany (Dirty Kitchen Secrets) said...
i'm loving all these curries. I'm defo gonna make it sometime this week! thnx for sharing your beautiful memories
- October 25, 2009 at 8:44 AM
- ♥♥♥Ria♥♥♥ said...
Beautiful curry! You sure are going the Indian way! :) Our curry is also similar...highly addictive!
- October 25, 2009 at 9:07 AM
- Baking Monster said...
Yum this looks terrific. Good old fashioned family dinners are the way to go. Love the stories of your family dinners!
- October 25, 2009 at 10:25 AM
- Anushruti said...
I was on my way to logout and retire after a very tiring day but when I read "new post" from you on twitter I couldnt resist coming to you and reading what you had to say. Your writing has me hooked. You got a staunch vegetarian reading a post on chicken curry! Love to read what you write!
- October 25, 2009 at 11:04 AM
- Amy said...
I was cursed (or blessed?) with t he sweet tooth also - courtesy of my father. I'm certain it will eventually be the death of me, but at least I'll go out happy.
Love the Chicken Curry, too!
- October 25, 2009 at 12:20 PM
- buffalodick said...
My sister and I would take turns knocking our milk over..:)
- October 25, 2009 at 1:45 PM
- asiangrrl said...
Once again, an evocative post and a simply stunning dish. Kudos to you, Jamie.
- October 25, 2009 at 2:19 PM
- Chow and Chatter said...
oh what a fun post i bet the family loved this great job, you are becoming a pro at Indian food lol
- October 25, 2009 at 5:03 PM
- the ungourmet said...
Your dinner times remind me so much of mine when I was a kid. My dad had to listen to Walter and later Dan Rather. My mom also whipped up the occasional liver and onions and gloppy spinach too. We knew to eat our spinach first before it got cold. There's nothing worse than cold gloppy spinach!
Your curry is very nice! My husband and I are big fans of curry.
- October 25, 2009 at 6:55 PM
- Elra said...
What a delicious food Jaime. Curry is always my prefered meal for dinner to be honest with you.
- October 25, 2009 at 10:33 PM
- sunita said...
Someone's on an Indian cooking spree,and doing such a great job too! Jamie the food looks delish!
- October 26, 2009 at 1:17 AM
- Katy ~ said...
Excellent! Well done and presented. Thank you for all the pictures.
- October 26, 2009 at 1:31 AM
- Happy cook said...
You are amking me crave this curry now, you are sure going to be a curry queen soon now.
Forst the Mac Queen title and Now the Curry queen titla :-)
- October 26, 2009 at 1:44 AM
- Sarah, Maison Cupcake said...
The world would be a very dull place without curry. Can't get enough of it!
- October 26, 2009 at 2:45 AM
- Lorraine @ Not Quite Nigella said...
That looks delicious! My husband would sadly be happy with jarred sauce and pasta lol I'm not however!
- October 26, 2009 at 4:58 AM
- Murasaki Shikibu said...
Looks delicious. I'm more of a 'main course person' and can get very lazy about baking. When I was living in Tokyo I rarely ever baked because there were French cake shops galore and it wasn't difficult to find a nice baguette. Now that I live in Spain where baking sweet things doesn't seem to be a favorite pastime of the people - I have started baking again...lol
- October 26, 2009 at 6:57 AM
- gastroanthropologist said...
I'd be running to the table if my husband had this on the table. Wishful thinking...he can't cook. Now that I'm working full time he is trying though - we had some pasta with jarred sauce the other night. It was pretty good!
- October 26, 2009 at 11:35 AM
- Natashya KitchenPuppies said...
Yum, we are huge fans of chicken curry. Looks delish!
- October 26, 2009 at 5:29 PM
- Asha @ FSK said...
me like you cook Indian :))
and lovely story, makes me wish I had siblings..... :) ok, but just for sometime.. I'll be back to normal, soonly.
Sighh.. it makes me nostalgic..For years, I have been using this home-made masala (it gets sent from India, really!) for my chicken curry .. now your curry makes me want my mom's foood!!! If i close my eyes, I can taste it! :))
Btw, next time, try adding fresh grated coconut and a bit of coconut milk to the curry about 15 minutes before its done. You'll get the south Indian version of the curry :)
- October 26, 2009 at 5:33 PM
- Tiffiny Felix said...
I saw this on PhotoGrazing--the picture is captivating! I love chicken curry and am always looking for good recipes. I can't wait to try this! Thanks for the recipe, and the wonderful story :)
- October 27, 2009 at 7:20 PM
- Fuji Mama said...
YUM! I love your words about dinner and the family--I couldn't have said it better myself!
- October 28, 2009 at 5:57 PM


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By Beaverman from USA on 2011-03-26 17:00:58Things I liked:Great little airgun target, But You will need to get a Daisy 499 to get all tens.
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