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Minutes,
Roundtable Discussion for QEP
Non-Instructional Staff, Childersburg
July 9, 2004, 10:30 a.m., J101
Present: Shelia Mitchell, Leslie Reeves, Cynthia Ford, Hazel
Jackson, Cindy Entrekin, Jane Boos, Phyllis Jews, Lavonne
Barclay, Lesia McGaha, Tara Bradford, Dr. Jim Thompson, Dr.
Melenie Bolton, Norman Coffman, Patsy Gray, Bert Sims, Barbara
Anne Spears
Spears provided an overview of the Quality Enhancement Plan.
Developmental education was chosen, she said, because 60% of the
College’s students place into at least one developmental class.
She explained that the term “transitional education” refers not
only to developmental classes but to a wide range of services
designed to help the underprepared student transition into a
fully-prepared, motivated student. Offerings will include
student seminars in study skills, time management, listening,
and note-taking; tutorial services; support groups and peer
mentoring; a physical location for students to gather and study;
computer labs; learning styles testing and training, and more.
Student progress will regularly be evaluated; use of evaluation
results will be used to create positive change in the program.
The focus of the QEP is to design a program to enhance student
learning that will have measurable results.
The role of staff, Spears said, will be to first understand the
program in order to be able to best answer student questions,
since staff are often the employees who are asked questions.
More importantly, staff should assist in creating positive PR
for the program, since students placing into developmental
courses often find that situation distressing. A positive
attitude among the staff often leads to a positive attitude
among students and even faculty.
Cindy Entrekin expressed concern about open enrollment of
090-level classes and asked for clarification. Spears explained
that the math department on both campuses will now be using the
I Can Learn software to teach 091-092, 098, 100, and 116 math.
This self-paced software will allow students to complete one of
these courses mid-term and begin another. Entrekin’s concern was
that if the student is on a grant and has already been paid his
full Pell allotment, Pell cannot pay for the additional class.
Also, in classes offered during mini-terms in the past, there
have been problems with Financial Aid personnel not being made
aware of absences or even of enrollment or non-enrollment in
courses during the second mini-term. Spears suggested a mid-term
registration form that must be signed by Financial Aid personnel
prior to being entered into the computer by registration
personnel. This would, of course, require that mid-term
registration not be allowed via the web.
Jane Boos noted that open entry will also require additional
work in Admissions.
Spears noted that open entry/open exit in all developmental
classes will eventually be required, as directed by the
Chancellor. Dr. Bolton added that all technical programs and
courses are being reconfigured into modules to allow open
entry/open exit for completion of specific skills training. This
type training will usually be non-credit, so it will not affect
Financial Aid but will affect admissions, registration, and the
business office.
Norman Coffman noted that some communication problems exist
college-wide. Some departments do not know what other
departments are doing, even though changes may have impact
throughout the College. He suggested that the College review its
information flow to ensure that information is given to everyone
necessary.
Jim Thompson said that Student Support Services will continue to
offer its services and work jointly with the Transitional
Education division. One advantage to SSS students, he said, will
be the professional tutors employed on each campus for use by
SSS students. Spears said that Transitional Education will not
compete with SSS but will instead work cooperatively with the
federal program; all students seeking services will be asked to
complete SSS paperwork. Those who do not qualify or who apply
after SSS has met its maximum will be referred to Transitional
Education.
Many staff members expressed concerns about developmental math
students who enter CACC with no computer experience and a real
fear of computers. Dr. Bolton noted that students must gain
computer competency while at CACC; this use of a computerized
math program should assist them in overcoming their fears and
their lack of knowledge. Staff members were concerned that
students would be overwhelmed. Entrekin pointed out that
students will gain great confidence if they are, in fact,
successful in both developmental math and use of computer skills
during their period of enrollment in developmental math courses.
Dr. Bolton suggested that during Orientation, students could be
given the option to attend an additional session which
introduces them to computer basics. She also noted that the
software offers students many positive strokes, such as, “Great
job! You answered that question correctly.”
Some concern was expressed about whether or not the computer
program meets all learning styles. Spears explained that the
program actually shows a teacher doing problems on a chalkboard;
the student can also hear the teacher’s explanation. An actual
teacher will also be in the classroom to answer questions or
assist students in working problems.
Spears reminded staff that the transitional program will include
new approaches to developmental writing and reading courses in
Fall 2005; the “Student Success Center” (to be renamed) on each
campus will be slated for opening in Fall 2006.
Spears asked Bradford and McGaha their perceived role for the
Business Office in support of the QEP. Bradford noted that it
would be their primary role to ensure funding for the QEP
initiatives and take student payments. The Bookstore will sell
books and software licenses.
Bert Sims noted that low-performing students who need greater
remediation than what is offered on I Can Learn can get that
remediation through Adult Ed. Spears noted that one math
instructor in Alex City had asked in an earlier roundtable about
students who are underprepared even for the lowest developmental
course; she will pass this information on to that instructor.
Sims would like to incorporate the information on learning
styles to be used in developmental classes into his adult ed
classes.
With no further discussion, the meeting was adjourned at 11:33
a.m. |
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