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Because you want to establish a culture of learning, providing access to outside resources is an important way to support CLIP work. Encourage CLIP members to allocate a portion of their budget to attend conferences that connect to the CLIP work. For example, the Bakersfield Math CLIP attended a professional conference during which they conducted interviews on how to assess their outcomes for the Math course that was the object of their CLIP work.

Physics CLIP members at Bakersfield College attended a conference that included high school and community college instructors and addressed instructional pedagogy. It provided the CLIP members the opportunity to compare instructional methods with the other schools represented. Afterwards, one of the CLIP members presented one of the topics to several Bakersfield College math and engineering faculty.

During the second year of the CLIPs, members of five of the six CLIPs attended conferences related to their professional area. Four of the six Gen Ed Outcomes CLIP members attended a conference on critical thinking the summer before they began their CLIP work. It played a major role in shaping the approach they took to their work. All members of the Communication CLIP attended their national and/or state conference with some members making presentations about their department’s work and all having opportunities to gather information from others relevant to their CLIP work. The Transitions CLIP facilitator had a conference presentation proposal accepted at a math educator conference. The proposal included students in the CLIP as presenters. The students also were able to learn about professional conferences generally and gather information from faculty at other colleges. Members of the Developmental Writing and STEM CLIPs also attended conferences to both present and gather information to inform their CLIP work.

Several faculty and administrative leaders on campus (including one CLIP member and the CLIP Guide) attended the Assessment Institute in October at the Indiana University-Purdue University at Indianapolis (IUPUI) campus. It not only provided many new ideas on how to approach student assessment and development of student learning outcomes, but also provided an opportunity for the group to build relations among faculty and administrators and look at ways to apply the knowledge on campus. The CLIP Guide arranged a meeting room so the group could meet and discuss what they were learning after the first day of the conference. They also met together for dinner two evenings to continue the conversations. The following year, the CLIP Guide joined two CLIP Facilitators in presenting a poster session at the IUPUI conference on their CLIP work. This presentation dovetailed nicely with the CLIP philosophy of making connections with the broader community on a peer-to-peer basis. It also met the CLIP goal of positioning faculty to view themselves as people with expertise who can contribute on a professional level to enhance their peers’ learning.

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