⌂ DASHBOARD · → PRIMER SLIDES · → FACULTY ACTIVITY · → DISCUSSION SLIDES · → BOOKLET · → OVERVIEW

Facilitator View — A Draft

Companion guide for facilitating the Hi-C in Plain Sight workshop
Post-planning-meeting version. Reflects decisions made by the Daley Assessment Committee at the planning meeting following the FDW preview. See "Decisions Made at Planning Meeting" at the bottom for what was settled.

At a Glance

Workshop length: 40 minutes (10 + 20 + 8 + 2)

Format: Three projected phases (primer slides → faculty activity on laptops → discussion slides), co-facilitated. The committee runs everything from the dashboard — share the faculty URL with the room from there.

Pre-session: Faculty come ready with one of their assessments in mind (a rubric, quiz, project, exam, or clinical demonstration) — or just curiosity about how Hi-C works. The walkthrough has a path for both. (See "Same-day push email" at the bottom.)

What faculty leave with: One assessment traced through the four-form cycle, HLC, and ICCB; printable PDF if they want a copy; cleaner reporting language for next time they fill out a form.

The four artifacts

The workshop is split into four artifacts. The committee uses three (dashboard, primer slides, discussion slides). Faculty interact with one (the activity).

Suggested Pacing — Flexible

These are ranges, not a clock. Adapt to the room. A discussion that catches fire is worth more than hitting every checkpoint.

~10 min
Phase 1 — Opening (primer slides projected). Alta clicks seven slides (~7 min): Hi-C → Misconceptions → Four-Form Cycle → Alignment Repository → HLC Was→Now → ICCB rotation → The Record — then hands the keyboard to John: → flows into his 3-minute worked example, which ends on the URL + QR that opens laptops.
~20 min
Phase 2 — Activity (faculty laptops). Direct faculty to the URL. They work the walkthrough at their own pace. Co-facilitators circulate. Pair-share is cut by default — reinstate only if laptops are open by 9:11.
~8 min
Phase 3 — Discussion (slides projected). Bring the room back. Click through one question at a time on the discussion deck. Choose 2–3 of the 6 to anchor on; let the rest emerge if time allows.
~2 min
Close. The closing slide of the discussion deck holds the takeaway: "the chain, once you've walked it, is portable."

Total: 40 minutes. The table above is the target pacing; the room can run a few minutes long if the discussion engages deeply.

Phase 1 — Opening (Primer Slides)

~10 minutes · projected by facilitator

Where to find: the primer slide deck at primer.html. Seven slides. Click anywhere or use arrow keys to advance. Faculty look up at the projector while you click through — they don't need to open anything yet.

Then, before laptops open: John's 3-minute worked example at demo.html — the actual walkthrough screens pre-completed with real CIS data, eight slides, same controls, ends on the URL + QR that cues the activity. The decks are chained: pressing → on the last primer slide flows straight into it, and ← from its first slide returns. One continuous click-through — no tab switch at the handoff.

Slide 1 — Hi-C: One Body of Work, Three Audiences

The grounding slide. The pillars graphic does most of the work — point to it as you talk.

Suggested framing: "Most of you do assessment work every semester. Hi-C is the recognition that the same body of work serves three different audiences — our internal cycle, the state ICCB program review, and HLC accreditation. None of those frameworks needs separate work. They need translation."
Tip: The phrase "translation, not restructuring" is the key takeaway from this slide. It often gets the room.

Slide 2 — What Hi-C Isn't

Defuses the four most common misreadings of assessment work before they harden in the room.

Tip: Read each myth aloud. Pause. Some faculty laugh in recognition at the first or third one — that's the "this person sees us" moment that opens the rest of the workshop.
Watch for: Faculty who tense up at "assessment is about catching faculty who don't teach well." Acknowledge it directly: "If that's been your experience of assessment in the past, the goal of this work is the opposite."

Slide 3 — The Four-Form Cycle

Names the four forms by function: Plan, Measure, Improve, Verify. Most faculty have seen at least Form 1; fewer have walked the full cycle.

Suggested framing: "If you've filled out a Form 1, you've already done a quarter of the cycle. The activity ahead is to walk an assessment through all four — once."

Slide 4 — The Alignment Repository

Sets up the activity: faculty pick their course, the walkthrough pulls existing department/course mapping. If their course isn't yet mapped, the walkthrough handles that gracefully.

Tip: Faculty in disciplines without strong existing mapping often worry they "don't have a CSLO." Reassure them: their course outline has it; they've just never had to write it as a Form 1 entry.

How the activity uses disciplinary examples

When a faculty member selects their department in Step 1, the activity's per-field examples filter to show two illustrative reporting samples — one from a discipline that matches their work, one from a contrasting discipline. The five illustrative disciplines map all 17 departments now in the workshop:

The course topics are intentionally not real Daley course offerings. They illustrate reporting shapes, not specific cycles.

Worth flagging at the planning meeting: The CIS Software Development pairing is the newest of the five — added so faculty in code-based programs see project/rubric examples that match their assessment voice rather than MCQ-threshold examples that don't. If the committee disagrees with the pairing or the choice of department, it can be removed or swapped.

The Outcome Statements Panel and Provenance

When a faculty member selects their department, an expandable panel appears with the verbatim ISLO statements (the six Daley institutional outcomes) and the department's DSLOs/PSLOs/Standards where they're available. Each piece of outcome data carries a provenance badge:

The provenance system means faculty can always see exactly where an outcome statement came from and whether it carries department sign-off. It also keeps the workshop honest: a department whose outcomes haven't been published is named as such, not papered over.

Why it matters: Faculty who see their department's outcomes in the workshop and are unsure who put them there can read the badge and the source note (e.g., "Verbatim from ccc.edu Social Science Department page"). Provenance protects the workshop from claiming authority it hasn't been granted.

The "Other / Department not listed" Path

Faculty whose department isn't currently in the workshop can choose "Other / Department not listed" from the dropdown. They still see the six Daley ISLOs verbatim and walk through the activity normally; the panel acknowledges that department-level outcomes for their department aren't currently in the workshop. This makes the walkthrough usable for every full-time faculty member at Daley regardless of whether their department has submitted to the Alignment Repository or published outcomes publicly.

Phase 2 — Activity (Faculty Walkthrough)

~20 minutes · faculty work on their own laptops

Where to find: the faculty workshop at hic-walkthrough.comm-unity-os.org/start — share this URL with faculty (printed on packet cover with QR code, also displayed on the dashboard with QR code). When they open it, they land directly on Step 1 of the activity.

What faculty do

They work through the five activity steps on their own laptops. Step 1 = pick course. Step 2 = CSLO + instrument. Step 3 = standard + sample. Step 4 = results + intervention. Step 5 = the chain output.

They each work at their own pace. Some finish in 10 minutes; some take the full 20. That's fine.

What facilitators do

Watch for: Faculty who haven't brought an assessment with them. Step 2 has an "if you don't have one in mind" prompt — point them to it. They can think about their most recent quiz, final project rubric, or grading approach.

Contingency only: 5-minute pair-share (use only if laptops opened by 9:11)

Step 2 — the CSLO and instrument fields — is where most faculty stall, and it's also where colleagues' voices help most. After most of the room has finished Step 2, consider calling a brief pair-share break before Step 3.

Suggested call: "Pause for a moment. Turn to the person next to you. Read each other's CSLO statements out loud. Does it sound like a clear, measurable outcome? If not, help each other rephrase it using the examples on screen as a guide. Five minutes."
Why it works: CSLO articulation is the kind of work that benefits from being spoken aloud and heard back. Faculty refine their language faster in 5 minutes of pair-share than in 15 minutes of solo typing. It also breaks the laptop-trance that 20 minutes of solo work can produce.
Default is skip. In the 40-minute cut there is no budgeted slot — call it only if laptops were open by 9:11 and the room stalls. If the room is quietly producing good language, never interrupt.
The save gets one mention, room-level, not table-by-table. Alta, at ~9:28: "If you'd like your walkthrough counted as HLC evidence, the save button is at the end — completely optional." Floaters don't pitch it per table; volunteered means volunteered.

Common faculty questions during the activity

"My course isn't on the list — what do I do?"
Choose "My course is not on this list" at the bottom of the dropdown. The walkthrough will handle it as a preliminary mapping. They can talk to their chair afterward.
"What if I haven't given the assessment yet?"
Pick "Not yet — I want to keep going to see how this fits" at Step 4. The percentage field disappears and the walkthrough shows a "Worth holding in mind" prompt instead. Forms 2/3A/3B still render — they just show what *would* land in each form when results come in. Form 1 still gets fully populated.
"I've never run an assessment with a benchmark — does this still work for me?"
Yes. The Step 4 fork is built for exactly this case. Faculty can keep moving through the walkthrough without a percentage, and they still see how the cycle would work. Frame it: "You're seeing the chain in shape. When you next give an assessment with a standard, you'll have the language to report it."
"What if I haven't done an intervention?"
Pick "Not yet — just want to see how this fits the cycle" in Step 4. Form 3A will show as pending. That's accurate — many faculty are at this point in the cycle.
"Is this getting submitted somewhere?"
By default, nothing leaves the page — closing the tab discards everything, and they can print or save as PDF for their own copy. The one exception is the optional consent save at the end: if a faculty member opts in, their walkthrough is recorded as HLC 3.E evidence. No opt-in, no record.
"How does this connect to my actual Form 1?"
The form-field labels in the walkthrough match the actual Form 1, Form 2, Form 3A, and Form 3B fields. They can copy their language directly. Encourage them to leave the tab open and pull up the actual templates in another tab.

Phase 3 — Discussion (Closing Slides)

~8 minutes · projected by facilitator

Where to find: the discussion slide deck at discussion.html. Six question slides + closing slide. Click through one question at a time — this is what keeps the room with each question rather than skipping ahead. Faculty look up at the projector again.

How to run it

Pull the room back together. Take the six questions in order, but don't try to cover all six if discussion gets rich on one. Two or three handled well beats six rushed.

Co-facilitators alternate posing questions. The other listens, names patterns aloud, asks follow-ups.

Tip: Question 1 ("What surprised you?") is the unlock. If the room engages there, the other questions flow. If they don't, slow down and try a few volunteers before moving on.
The discussion is the workshop's persistence mechanism. The walkthrough itself is ephemeral — close the tab and it's gone. But what faculty share aloud here, and what the assessment coordinator hears in the room, travels with everyone. The only save is the voluntary consent gate — everything else lives and dies in the room, because this conversation is the close-the-loop move. Facilitators should treat the discussion section as the most consequential part of the workshop, not an afterthought.

Question-by-question facilitation notes

"What surprised you about where your assessment landed?"
Listen for: moments of self-recognition — "I never realized that's what I was actually measuring." That's the workshop's deepest impact. Reinforce it: "That's what 'translation' means in practice."
"Which ICCB question did your assessment evidence that you didn't expect?"
Listen for: faculty noticing their assessment answers ICCB questions they thought were administrative (e.g., quality-by-section, alternative delivery methods). The point: their teaching work is the program review evidence.
"What gap did the chain show you?"
Listen for: faculty naming what's missing — "I've never done a Form 3B," "I have no comparison data," "My CSLO isn't actually on my syllabus." Don't fix it for them. Acknowledge it. The gap-naming is what makes the next form they fill out better.
"For courses without a department mapping yet — what would your CSLO need to say?"
Watch for: faculty in newer disciplines or stand-alone courses. This is their question. The point: a strong CSLO is what bridges course-level work to program/institutional outcomes.
"What did you notice about how a colleague in a very different discipline would phrase their version?"
Listen for: recognition that reporting shape varies — quantitative thresholds vs. multi-criterion rubrics vs. identification scoring vs. competency demonstration. The point: the four-form cycle holds across disciplines; the voice doesn't have to. Faculty don't need to make their reporting sound like someone else's discipline.
"How does this change what you'd bring to your next coordinator conversation?"
Action-oriented close. Worth a deliberate setup before posing it: "Before we close, what did anyone discover that's worth surfacing right now? A gap, a phrasing, a connection? Your coordinator may be in the room — this is the conversation." If time runs short this is the question to skip, but if you have time it's the one that gets faculty thinking past the workshop.

Close

Suggested closing line: "You now have one assessment traced through Hi-C. The same logic applies to every other assessment you give. Leave the tab open. Print it if you want. Send it to yourself. Bring it to your coordinator conversation."

Then thank the room. End on time.

Same-Day Push Email

Per the planning meeting: send roughly one hour before the workshop, on the day of FDW. Same-day timing is intentional — earlier emails get forgotten. Computer lab is the venue, so no laptop ask. The email is a simple checklist of what to bring or have in mind.

Email blurb (send ~1 hour before)
Subject: FDW Today — Hi-C Workshop in [room/time]

Colleagues —

See you at the Hi-C workshop today. Quick checklist of what's helpful to have in mind:

☐ One of your assessments — a rubric, quiz, project, exam, or clinical demonstration
☐ The course you most associate it with
☐ Your department
☐ The CSLO you're trying to evidence (or a sense of what it'd say — the walkthrough helps with the wording)
☐ A sense of whether you've given this assessment yet (either path works in the workshop)
☐ Curiosity

We'll be in a computer lab — no laptop needed. Hands-on workshop, ~40 minutes.

See you there.
— Daley Assessment Committee

Note: Schedule depends on FDW Committee finalizing the day's slots (expected end of summer). Send this same-day, ~1 hour before the workshop start.

Day-Of Logistics

Roles

The printed materials — quick card at every seat; full packets (contents below) at the tables

Submitted to Elisa Pico ([email protected]) for printing. Order:

  1. Cover page — workshop title, date, facilitators, QR code linking to walkthrough as backup if computers fail
  2. HI-C at a Glance — the one-page Hi-C overview (recycled from REACH 2026)
  3. Form 1 Reference Guide (front) + Form 1 blank (back)
  4. Form 2 Reference Guide (front) + Form 2 blank (back)
  5. Form 3A Reference Guide (front) + Form 3A blank (back)
  6. Form 3B Reference Guide (front) + Form 3B blank (back)

The reference guides go to Alta for review before printing. Reference guides have been simplified per the planning meeting (no math symbols, plain language).

Sign-in sheet

75 lines, simple format: name, email, department. Independent of the workshop's optional consent gate — sign-in is administrative evidence of participation; the consent gate is for HLC evidence specifically. Faculty who don't opt into the consent save still get counted as attendees on the sign-in.

Computer-lab logistics

Faculty often have trouble logging into lab computers. Plan to arrive 15 minutes early to help with logins. Backup if a computer fails: faculty can run the walkthrough on their phone using the QR code on the packet cover.

Decisions Made at Planning Meeting

The planning meeting (Monday after FDW preview) settled the following:

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