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QEP
Meeting
May 10, 2004
9:30 a.m.
Nursing Conference Room
Present: Laura
Brown, Nathan Brackeen, James Blair, Elizabeth Mitchell, Barbara
Anne Spears
CACC employees who traveled to Alabama Southern to review the
developmental education program met to compare findings and
discuss recommendations to administrators.
Reading
Brackeen reported that Alabama Southern develops an IEP for each
student; this is a concern. Spears noted that State Board policy
requires an IEP. Brackeen said that although the Skills Bank 4
lessons seem strong, he prefers to also incorporate readings
from actual college texts to prepare students for assignments
they will face in credit courses. Alabama Southern uses the text
Ten Steps to College Reading, which he has used in the past. He
reported that his experience has been that he achieves the same
results regardless of text. Brackeen found Alabama Southern’s
program to be well-organized with excellent facilities. Mitchell
noted that when she taught at Alabama Southern, each discipline
provided a list of terms and definitions specific to the
discipline for review in developmental reading. All agreed that
this is a good idea. Brackeen said he incorporates information
on Greek and Latin prefixes and roots to help students recognize
a variety of words. He is skeptical about going to a fully
computerized program in reading.
English
Brown reported that Alabama Southern also uses Skills Bank 4 for
English instruction. Students must pass each section with an 80%
or better or must retest after a week – immediately retesting is
not allowed. She complimented the consistency of Alabama
Southern’s program, particularly the journal writing. Students
do twelve writing assignments of 150 words each. These
assignments are not graded, but are reviewed so that students
can identify errors and progress. Brown and Brackeen discussed
expectations for English students in 092 and 093 at length; they
agreed that 092 focuses on development of appropriate sentence
structure with the goal of achieving a proper paragraph while
093 focuses on the paragraph with the goal of achieving an
essay. Brown reported that grading at Alabama Southern includes
25% test averages, 10% lab work, 40% writing, and 25% final
exam, which includes a written paragraph. She said she likes the
idea of not having so much emphasis on the final exam. Brown and
Brackeen agreed that lab time, a research component, and
immediate feedback are all important in developmental classes.
Brown introduced the idea of instructors in credit classes
writing a “prescription” for students to remediate in a specific
skill in the developmental lab. This would not only allow for
remediation of all students in needed areas but would assist in
utilizing the resources of the developmental ed division
throughout the college. Brackeen noted that at one time, the
college offered a pre-nursing course taught by Brackeen and
Wanda Billingsley; students entering nursing would enter an
intensive phase of study focusing on writing, mathematics, and
medical terms.
Math
Mitchell and Blair reports that they did not learn much from the
Alabama Southern math instructors regarding developmental
education. Mitchell said she believes that Alabama Southern
instructors assumed that, as a previous employee of that
college, Mitchell would have all necessary information. Alabama
Southern has experienced problems with retention. They are
including a class and lab component for all classes; students
can opt for computerized lab, workbook, or use of text based on
learning styles. Results on the COMPASS test determine whether a
student enrolls in a 3-hour or 4-hour developmental math class.
Mitchell wondered if a lab could be required for a credit class,
but no one was certain.
PACE/ I Can Learn
Blair reported that he had reviewed the PACE software but had
found it to be primarily visual. This does not meet with the
college’s commitment to meet various learning styles. I Can
Learn is audible and visible. Mitchell said that she had not
used the PACE software but had used the booklets in the past;
she found that the problems were not comprehensive. Spears noted
that Dr. Cornell’s concern about I Can Learn is the high cost
for students. Instructors then discussed the possibility of the
college spending the money it would normally spend on computers
(since I Can Learn provides the computers, software, and
workstations) to offset book costs for students. Blair said he
had reviewed the Thompson system, but it is also visual only. I
Can Learn uses a certified math teacher actually writing on a
white board. I Can Learn also includes a grade management
system. Blair said he hesitates to endorse any new system
because he understands that systems that look great can actually
prove to be problematic. However, if he had to choose, he
believes I Can Learn would be best. The I Can Learn lab would
have 34 computers; 30 would be used in class and 4 others would
be available to individuals who wish to come in and remediate.
This allows an open lab environment even when class is in
session.
091/092
Blair suggested that the Alexander City campus eliminate Math
091 and 092 and use 098. His rationale is that with a self-paced
system, students can work through 098 more slowly or spend more
time on troublesome sections. They would not purchase an
additional text or use different software so there is no purpose
in forcing them to enroll in two separate courses. Mitchell
noted that I Can Learn’s stated objectives parallel the
objectives of 098. Concerns expressed included students who did
not complete 098 in one term; I Can Learn representatives
suggest giving students an additional half-term to complete the
course with no re-enrollment fee and no penalty. This could be
accomplished by awarding an ‘I”. The other concern expressed is
that the company was to begin installing hardware and software
in April for a fall start date; if the college is unable to
begin this fall, expected numbers of enrollees may not be
achieved.
With no further discussion, the meeting adjourned at 10:59 a.m.
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