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QEP
Roundtable Meeting
Non-Instructional Personnel
Alexander City Campus
July 15, 2004, 2:00 p.m., A201
Present: Curtis
Smith, Wesley Storey, George Wilkinson, Brenda Croley, David
Walker, Steve Lewis, Don Ingram, Michael Lovett, Dawn
Kretschmann, Joan Griffin, Denita Oliver, Carolyn Ingram, Linda
McGuirt, Brett Pritchard, Mary Lee Radney, Jeannie Hammonds,
Bettie McMillan, Bobbie Cassady, Barbara Anne Spears
Spears gave an overview of the Quality Enhancement Plan and its
purpose. She explained that the plan will take place in three
phases: math in 2004-2005; English/reading in 2005-2006; and a
“Student Success Center” (to be renamed) in 2006-2007. She noted
that math was chosen as the first phase because the decision to
implement I Can Learn had already been made prior to the
selection of developmental/ transitional education for the QEP,
making an initial focus on math a natural choice. She explained
that the purpose of the roundtable discussions is to ensure that
everyone has an opportunity to be involved in development of the
QEP. She encouraged questions and comments.
Kretschmann asked if additional hires will be made in order to
meet these new goals. Spears said she foresees that some hiring
will take place, but the types of positions had not yet been
determined. McGuirt suggested that with the new learning styles
testing to be completed for every developmental/transitional
student (which includes 60% of the students), it might be best
to have the position of Testing Coordinator become a full-time
position. Storey noted that if learning styles testing is to be
completed on computer, use of lab space must be a consideration.
Discussion then centered on costs and affordability. The College
has already assumed the costs of I Can Learn, some of which will
be recaptured through sales of texts/software licenses. A budget
must be submitted to SACS with assurances of spending; the first
year’s budget is complete as it was submitted to Postsecondary
in June; Mrs. Brown is working to craft the proposed budget for
the following years.
Smith inquired about the location of the I Can Learn labs. The
Alexander City lab will be housed in the room previously
designated for EMS in the BS Building. The Childersburg lab will
be housed in the room which previously housed the English
writing lab, which has been moved.
Another question posed was “What are other schools doing?” CACC
will be the first college in the Alabama College System to adopt
the I Can Learn program. The program is used in many other
colleges around the U.S. and also in some high schools.
Coach Ingram inquired about the self-paced I Can Learn software.
Coaches currently receive grade updates from instructors so that
they can monitor the progress of the athletes. Coach Ingram was
concerned about how coaches will know if athletes are making
adequate progress towards completion since reported grades may
be good but could represent only one objective for the course.
Spears suggested that grade report forms include a percentage of
completion.
Concerns were expressed about the self-motivation and
self-discipline required to complete a self-paced class. Spears
noted that an instructor will be in the room with students, who
are still required to attend class on a regular schedule.
Student workers may also be used. Students will be encouraged to
help each other and utilize collaborative learning. McGuirt
noted that hands-on activities may motivate students more than
sitting in class listening.
Cassady said that as switchboard operator, her role in the QEP
and developmental/transitional education will be to have the
knowledge to answer questions and direct callers to the
appropriate location.
Pritchard said he regularly deals with questions about COMPASS
and placement in developmental/ transitional classes. Students
are often discouraged to learn they must test upon entry. Coach
Ingram explained the method he uses to explain the developmental
courses to his baseball recruits – he tells parents that since
students coming to CACC come from schools ranging from small
rural schools to large metropolitan schools with varying
capabilities for offering courses and varying standards and
requirements, the College has no way of knowing their skill
level. Therefore, all incoming students are tested using a
standardized measurement. Placement in a transitional course
ensures that a student can begin at the necessary level to
ensure success for that student. A score of 20 on the English
section of the ACT will allow students to enroll directly in
credit courses without taking the placement test. McGuirt said
that statewide, this cutoff score is being changed to 18.
Pritchard noted that ACT is experimenting with a new writing
section, which could impact placement. Dual students are not
affected as they do not have to take the placement test.
Spears noted that all staff members who deal regularly with
students should have a positive approach to placement in
developmental courses so that students will not be discouraged.
Employees should not refer to classes as “remedial” and should
avoid using language such as “you will go back and take …” so
that students will not see themselves as failures.
Lovett said that as a grantwriter, his role in QEP will be
research-oriented. He can help seek information on best
practices. He could also seek possible funding sources if
needed.
Library staff will also help with research. They have already
worked on literature review, doing research on developmental
education. Library is adding items to the collection as needed
for developmental/transitional education instructors and for
students. The library staff has recently subscribed to journals
focused on developmental education; first issues should begin
arriving in the fall. Library staff will also assist students
who have no background in research. Library staff will also work
to support instructors.
Storey noted that the role of the computer department would be
to track students by results for evaluation purposes. Spears
added that computer programmers will eventually be asked to
program the student files on the AS400 in such a way that their
learning styles can be added then printed on class rolls.
Hammonds noted that the Dean of Students’ office often receives
calls and inquiries from parents and counselors regarding
students, athletes, Ambassadors, Student Recruiters, and more.
She and Dr. Graham can provide information and correct any
misinformation these parents may have regarding
developmental/transitional education courses.
Carolyn Ingram asked Spears to please keep everyone informed of
developments. Spears asked all attending to read and keep their
newsletters for reference. She also provided the web page
address: www.cacc.edu/qep where all information regarding the
QEP is published. Spears noted that all staff should try to keep
themselves informed so that they can better assist students.
Walker said his role thus far has been to ensure the room is
ready for installation of the I Can Learn software. Croley noted
that many friends and parents will ask questions of CACC
employees while at community functions and events; a good
understanding of the QEP will help the employee to address those
questions. She asked that in addition to reading the QEP
newsletter, all employees should make an effort to read Dr.
Cornell’s monthly newsletter so that they are aware of what is
occurring at the College.
Spears noted that whenever possible, staff should try to answer
questions for callers or visitors. Some discussion ensued about
referral of calls to the person responsible for that area.
However, if a caller is transferred several times in an effort
to get to the “right” person, the caller becomes frustrated and
feels unimportant. QEP newsletters are folded and punched for
easy storage in a binder so that employees can use them for
refererence. Joan Griffin said that the Student Services office
receives many questions. Wilkinson said as he circles the campus
on security rounds that he also receives many questions from
students and parents. He would like to have information to
provide them.
Spears said she will focus all or part of a newsletter on
frequently asked questions so that employees can use that as an
easy reference.
With no further discussion, the meeting was adjourned at 3:09
p.m.
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