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QEP
Meeting
May 10, 2004
11:00 a.m.
Nursing Conference Room
Present: Ralph Cline, Melenie Bolton, Laura Brown, Nathan
Brackeen, Elizabeth Mitchell, Ronnie Harkins, Rick Wilmarth,
Amelia Pearson, Linda McGuirt, Burk Yarbrough, Jim Thompson,
Jane Boos, Barbara Anne Spears, Glenda Bland
Spears reported that the group who traveled to Alabama Southern
to review their developmental education program had met earlier
in the day to discuss findings. She asked each subject group to
give a brief report.
Reading
Brackeen reported that the facilities for developmental studies
at Alabama Southern are especially good. A carpenter has built
computer tables that allow plenty of workspace for students
while still using room space efficiently. Brackeen is concerned
about the extensive use of IEPs, although these are actually
required by the state. Students spend time in both the classroom
and the lab. Skills Bank 4 is the software program used.
Brackeen said Alabama Southern’s program is very well-organized.
The lab program seems to work well.
English
Brown reported that she particularly likes the writing journal
Alabama Southern students must keep. She also likes the weekly
evaluation and the grading policy so that students pass because
of a body of work, not just an exit exam. Final grades are based
on 25% test averages, 10% lab work, 40% writing, and 25% final
exam, which includes a written paragraph. Alabama Southern has
great labs, with state-of-the-art computers, software, and
furniture.
Student Support Services
Thompson noted that SSS people who attended were concerned about
the use of SSS funds. He emphasized the need to utilize SSS
personnel for SSS students and share results with developmental
faculty. He wants to ensure that there will be no misuse.
Math
Mitchell reported that she and Blair received little information
about math. Students do have several IEP choices based on
learning styles at Alabama Southern. That college has received
special permission to require a 4-hour class of students scoring
below a certain minimum on ASSET; students take the regular
3-hour class plus a 1-hour lab.
I Can Learn
Blair reported that although he has reviewed the PACE software,
he prefers I Can Learn because it meets all learning styles.
Students can watch, listen, and do. PACE has no auditory
component. I Can Learn also requires students to keep a notebook
as part of their grade. Spears suggested that the college use
the I Can Learn for math then install PACE labs or some other
type of software labs the next year for English and reading.
This would give the English and reading faculty more time to
review software and determine what best meets their needs. The I
Can Learn labs allow for four extra computers so that students
can work independently in the labs while another class is being
taught. This would decrease personnel costs as an instructor
would be available to assist in the lab. Wilmarth suggested that
developmental software could be loaded on pre-existing labs
throughout campus. However, this would not allow monitoring and
personal attention by faculty. When English/reading labs are
installed, they must be staffed by qualified faculty. Harkins
noted that installation of the I Can Learn lab will cause the
college to spend $150,000 immediately. He is working to see if
that cost can be spread across two or three years.
Gateway
Pearson announced that 40 students who may not have
traditionally enrolled in college immediately after high school
have enrolled at CACC through the Gateway to Education program.
These could easily be underprepared students who will take
advantages of the developmental education program.
Numbers of Developmental Students
Currently, the college has approximately 750 students on each
campus enrolled in developmental courses.
Guests
Sims introduced guests O.J. Webster and Ty Harkins.
091-092/098
Instructors recommended that the college no longer offer 091-092
at the Alexander City campus but offer 098 instead. The 091-092
sequence has the same content as 098 but the material is divided
across two terms for the least prepared math student. Pearson
said the numbers of students enrolled in 091 and 092 were used
to calculate the number of developmental students and that the
college may not be able to meet its quota with I Can Learn. This
number, however, may be offset by the additional Gateway
students mentioned earlier. If not, the college may lose tuition
on approximately 35 092 math students. Instructors believe that
students should not be asked to pay to enroll in two classes if
the material can be covered in one class that is supposed to be
self-paced. I Can Learn representatives suggest that students be
allowed to complete the course in one-and-a-half terms rather
than in one term. Group discussed allowing students to flow from
098 into 100 in the same semester. Software also includes 100
and 116 but that is a transfer course and must be taught by an
instructor with a Master’s degree + 18 graduate hours in math.
This may cause some scheduling problems. Brackeen suggested
mini-terms for 098 and 100. After some discussion, the group
decided a that firm college policy would be needed regarding
re-enrollment in a class and continuation into another term. One
suggestion was that students could register for any time slot in
which a teacher would be in the lab. However, this would not
work for 100 if a Master’s-level teacher is not being used.
McGuirt said this would be almost impossible to manage on the
computer for the registration system since classes are coded by
call numbers that are specifically linked to time periods.
Scheduling would be extremely difficult. Financial aid would
also be a concern because students must register at the
beginning of the term and would not know whether to register for
one math or two. McGuirt said that currently if a student
registers for two mini-sessions, the Pell Grant is updated
mid-term. All agreed that 116 would not work in this rotation.
Independent studies may be possible for 100 and 116. Mitchell
noted that the I Can Learn objectives correlate with the Alabama
course of study for math.
Learning Styles
Wanda Harkins will be unable to chair the subcommittee on
learning styles due to personal reasons. Wilmarth’s subcommittee
researched learning styles when preparing reports for selecting
a QEP; that information is still available. Therefore, the
workload is reduced significantly. Neverthless, the college does
need to activate this subcommittee to decide which learning
styles test would be used. Speakers must be brought into the
college to begin training instructors in use of this
information. Pearson suggested reserving the lodge for 2-3 days
next academic year for training on learning styles for
developmental instructors. Subcommittee should research and
determine the cost of speakers. Videos were mentioned as a
possibility, but as a whole, the group was not receptive. All
agreed the college should not start testing students for
learning styles until the second year of the QEP to ensure that
an adequate process is in place and professional development
opportunities have been offered. Burk Yarbrough, Rick Wilmarth,
and Linda McGuirt agreed to work on this subcommittee.
Budget
Harkins asked that costs be submitted to him as soon as possible
so that items can be included in next year’s budget. All
budgeting occurs in June, so time is essential.
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