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	<title>Comments on: Transparency and Our Conceptual Framework</title>
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	<description>CofC Weblog for EHHP Faculty</description>
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		<title>By: William Veal</title>
		<link>http://blogs.cofc.edu/adehhp/2008/10/07/transparency-and-our-conceptual-framework/comment-page-1/#comment-5</link>
		<dc:creator>William Veal</dc:creator>
		<pubDate>Tue, 07 Oct 2008 19:52:45 +0000</pubDate>
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		<description>I agree with what Linda F. said about the term &quot;diverse.&quot; Why are we changing this term? Where is the evidence to say that we should change it? Do we really know what our definition of diverse is? I believe we should start a dialogue of changing our mission statement only if we have received evidence to indicate that we should. Right now, it is working and our assessments are aligned with it.</description>
		<content:encoded><![CDATA[<p>I agree with what Linda F. said about the term &#8220;diverse.&#8221; Why are we changing this term? Where is the evidence to say that we should change it? Do we really know what our definition of diverse is? I believe we should start a dialogue of changing our mission statement only if we have received evidence to indicate that we should. Right now, it is working and our assessments are aligned with it.</p>
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		<title>By: William Veal</title>
		<link>http://blogs.cofc.edu/adehhp/2008/10/07/transparency-and-our-conceptual-framework/comment-page-1/#comment-4</link>
		<dc:creator>William Veal</dc:creator>
		<pubDate>Tue, 07 Oct 2008 19:50:23 +0000</pubDate>
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		<description>I don&#039;t mind the changes in the dispositions. I also like the addition of the 9th disposition, especially since it directly reacts to an NCATE item. But, the change in the wording for the 3rd disposition is problematic. NCATE specifically states that we must have data to show that we have collected and analyzed so that our discussions are informed. Why did you make the change in the wording? What data and evidence told us that the wording change would be better or beneficial for us? We need to document this process better.</description>
		<content:encoded><![CDATA[<p>I don&#8217;t mind the changes in the dispositions. I also like the addition of the 9th disposition, especially since it directly reacts to an NCATE item. But, the change in the wording for the 3rd disposition is problematic. NCATE specifically states that we must have data to show that we have collected and analyzed so that our discussions are informed. Why did you make the change in the wording? What data and evidence told us that the wording change would be better or beneficial for us? We need to document this process better.</p>
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		<title>By: Kelley</title>
		<link>http://blogs.cofc.edu/adehhp/2008/10/07/transparency-and-our-conceptual-framework/comment-page-1/#comment-3</link>
		<dc:creator>Kelley</dc:creator>
		<pubDate>Tue, 07 Oct 2008 19:00:48 +0000</pubDate>
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		<description>Thank you for soliciting our feedback. I appreciate the work the committee has put into revising these. In looking at the first disposition, I just wish there was a word other than &quot;believe&quot; we could use to describe this.  We really want our students to do more than &quot;believe&quot; all students can learn, we want them to teach and behave that way. I&#039;m not recommending we change the wording, I just hope when we communicate this disposition (as well as the others) we are able to help the students make the connection between this belief and their instructional practice.</description>
		<content:encoded><![CDATA[<p>Thank you for soliciting our feedback. I appreciate the work the committee has put into revising these. In looking at the first disposition, I just wish there was a word other than &#8220;believe&#8221; we could use to describe this.  We really want our students to do more than &#8220;believe&#8221; all students can learn, we want them to teach and behave that way. I&#8217;m not recommending we change the wording, I just hope when we communicate this disposition (as well as the others) we are able to help the students make the connection between this belief and their instructional practice.</p>
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