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Minutes,
Roundtable Discussion for QEP
Division of Business, Math, Science, and Technology
July 9, 2004, 8:30 a.m.
Present: Jimmy Nix, Jeff Maddox, Wesley Storey, Shelley Wood,
Mike Howard, Nancy Lilly, Paul Kornman, Nell Thompson, James
Blair, Sarah Scott, Amelia Pearson, Laura Brown, Barbara Anne
Spears
Mr. Nix began the meeting by welcoming everyone. He turned the
floor over to Dr. Pearson for an announcement.
Dr. Pearson announced that the Implementation Meeting for I Can
Learn had been set for Tuesday, July 13 at 2:30 p.m. in the
Distance Learning Labs on both campuses. All math instructors
were encouraged to attend. Training sessions are tentatively
scheduled for July 29 and 30.
Mr. Nix then asked Mrs. Spears to provide an overview. Mrs.
Spears reviewed the new SACS process, noting that the QEP
(Quality Enhancement Plan) allows the College an opportunity to
focus on a project designed to enhance student learning. Mrs.
Spears noted that the College had chosen
developmental/transitional education because 60% of the
College’s students place into at least one developmental class.
Mr. Howard inquired about how to handle students whose skills
fall below the abilities met by the objectives of the software.
He said that some students cannot multiply and do not understand
percentages. Dr. Pearson replied that I Can Learn
representatives should be asked about this during the
Implementation Meeting.
Discussion then centered on 091 and 092. Although the QEP
Planning Committee had originally recommended discontinuation of
091 and 092, Dr. Pearson noted that the Alexander City campus
will continue with 091 and 092 because the instructors teaching
those courses believe them to be necessary. Not many students on
the Childersburg campus test into these courses, but the
Alexander City campus fills several classes.
Some instructors expressed concern about the I Can Learn program
being taught entirely on computer as many students have no idea
how to use a mouse and have no computer skills.
Sarah Scott distributed a typed list of her concerns about
computer-based instruction as well as comments she had gathered
from students. She then reviewed the comments with the group.
One major concern was that students will need reading skills in
order to follow written instructions on self-paced software.
Many students placing into developmental math courses also place
into developmental reading and/or developmental writing.
Mrs. Spears noted that although many instructors in this
division teach math and therefore have math concerns, the
roundtable discussion is designed to focus on all areas of
transitional education, not just math. With the concern about
reading in the math segment, she asked if others had concerns or
ideas about reading or writing. She gave the example that
students may enroll in her public speaking class without having
completed developmental English; therefore, a student may be
required to complete outlines and speeches when they have not
yet learned sentence or paragraph development. This often leads
to failure for the student. State Board policy, however, allows
students placing into only one developmental class to enroll in
other classes.
Those who have viewed the I Can Learn software noted that it
includes a teacher actually writing on a board working problems
and discussing; therefore, instructions are not read-only.
However, the student cannot ask the on-screen teacher a
question.
Mrs. Wood said that in her Biology 101 class for non-majors,
students have difficulty with labs because they cannot read well
enough to follow the directions. Mr. Nix said that his economics
students sometimes have similar problems. In addition, Mr. Nix
stated that his economics students sometimes do not have the
basic math skills needed for completing economics problems.
Attendees discussed the impact of open entry/open exit
registration on math classes. The term “open entry/open exit”
may imply that students may stay enrolled in a course as long as
they wish – two or three terms if needed – but in fact, that
will not be the case. “Open entry” will mean simply beginning at
any time in the term; “open exit” will mean that students can
complete the course before the term ends. Students may be able
to get an Incomplete and continue until mid-point of the next
term; math faculty must decide on the conditions which might
make this possible – perhaps a completion percentage.
Nancy Lilly said that in the AVT lab, which includes self-paced
study, students are encouraged to help others. This helps the
instructor but also allows the students to gain greater
knowledge by teaching others. Students are also sometimes more
willing to ask another student for assistance than to ask the
instructor.
Mrs. Brown would like to see faculty in developmental and
non-developmental classes write “prescriptions” for remediation
in specific areas, such as commas or fractions. No decision has
been reached on whether students could be required to follow the
prescription.
Mrs. Spears thanked everyone for their attendance and input. The
meeting was adjourned at 9:30 a.m.
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