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Accounting
Facilitator’s name: Barbara Beltrand
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• Packet system = Self-paced learning – no classroom
discussion—some still do this, others don’t.
• Time – consuming / costly
• Replaced by on-line?
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• Concerned about students understanding of what they
are doing and their abilities to communicate in writing
• Case analysis
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• E-mail “in vogue” Style = random capitalization,
no punctuation
• Class presentations have been disappointing
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• Online course:
• Students help each other / chat room
• Shy student’s blossom
• High drop % approx. 50%
• Bi-polar curve F—A instead of normal bell curve
• Test -- timed
-- More timed
-- Open/Closed Book
-- Notes/no Notes, Practice Set
5. How have you helped students adjust
to college life? To become responsible and reliable?
• “Alex” s/w from publisher—expensive
• Test =100
• Presentation = 45
• S/w =15
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
• Students need to understand what / why. Not just
mechanics.
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
• Difficult to target student for a particular career
in accounting.
• There are no many kinds of jobs
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
Facilitator’s name: Brian Addis
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• Problem – New constraints by FAA make it difficult
for foreign students to study aviation in the USA.
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
•T hey are expected to be participants, not just listeners.
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• Explain through instructor Web-site, leaves for prerequisite.
While, at the same time, explaining the benefits.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• -----------------interviewers, getting to know the
students (take the time)
• Organize learning objectives by drawing relationships
to student background.
• Be sensitive to cultures.
• Be careful when using abstracts. Make sure points
are understood.
5. How have you helped students adjust
to college life? To become responsible and reliable?
• Constantly remind students of work involved in its
challenges.
• Constantly reinforce good work.
Facilitator’s name: Lori Katz
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• How to approach new students
• WebCT – may take additional courses
• ESL VS Native Speakers – language and application,
both groups don’t understand, but for different reasons
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• Oral language skills/testing – ESL students
need basic math - ability to tutoring, repetition (note taking)
explains why they are doing it.
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• “Students have the right to fail” -prerequisites-
recommended but not required.
• Let them know it’s beneficial.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• Variety of techniques – overheads, outline
orally.
• Learn about students.
5. How have you helped students adjust
to college life? To become responsible and reliable?
• Explain expectations and policy.
• Calendar which tells them what they should have achieved
by a certain point.
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
• Not applicable
• Some information is good life information
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
• Provide as much information as possible to alleviate
1st day stress
• List the course sequences on paper
• Refer
• Tour of facilitaties
• Mentor’s provide information
• Video program internship
• Advocate for them
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
• They learn to adapt to the changes.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• Testing, observation, clinicals, analyze test results
item analysis, testing as a learning experiences.
Facilitator’s name: Margaret Klindworth
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• Lecture less – more active learning –
difficult with large class size.
• How to use the democratic classroom in non-majors.
• Empowering students – improve attendance, participate,
etc.
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• Condense prerequisites into half semester courses
so we can do two prerequisites back to back in one semester
– does not work well for all students? Is this ignoring
the principles of learning?
4. What are some ways we can adapt to
different types of students – different backgrounds,
learning styles, cultures, etc.?
• "Just the facts” – what is the attention
span of the students?
• Teacher appreciation tied to grades – how to
keep quality up and grades appropriate – evaluation
tied to the standards set by the instruction.
• Should we teach as if all students are potential biology
students?
• Students work at the level expected of them.
5. How have you helped students adjust
to college life? To become responsible and reliable?
• Cheating – copying papers, plagiarism, etc.
– how do you detect and deal with it?
• Policy Quiz
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• Structure of content for non-majors biology
• Biology labs on-line – how do under prepared
students cope?
• Some have on-line courses but labs are on campus
• Alternate labs – do two weeks together then
“sleep” a week
• Biology is a “hands on” discipline
• Push to be on-line, or to have hybrid courses.
• Not helping majors to have classes on-line –
can’t properly prepare them for grad school or the work
place
• Lab practical – scores dropping
• Shooting for a higher grade in lecture – worth
more in the grade
• Students lack experience coming in
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• We talked about accommodations for physical disabilities
in the lab, and about transfer issues.
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• We talked a lot about student preparation –
many long time instructors feel that student preparation is
worse than it used to be.
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• We also talked about ways to promote the formation
of study groups.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• We talked a lot about minority enrollment in our
colleges and how well prepared the different minority groups
are.
5. How have you helped students adjust
to college life? To become responsible and reliable?
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• We talked about possible future charges in student
financial aid situation. (More money to private colleges and
less support to public colleges)
• We talked about North central accreditation and talked
about our college and department levels of preparedness for
the assessment portion of the visit.
Summary from our meeting:
We discussed having a 1 to 2 day workshop in September, 2003
to compare/contrast curricula for our computer-education courses.
A goal would be sharing of
• syllabi,
• textbook choices,
• software used, and
• course outlines.
An outcome would be enriched syllabi of courses taught/designed
by workshop participants.
A format that was suggested was to break into a number of
tracks:
• Programming
• Application
• Network
• Web Development.
15 minutes per course presentation.
One or more coordinators is needed for each track.
Volunteers who said they would chairs (or co-chair) these
various tracks are as follows:
• Programming: Shiaoling Peng, Inver Hills Community
College
• Application: need person for this track
• Network: Jeremy Anderson, Hennepin Technical College
(Jake) Algirdas Radzevicius, MCTC
• Web Development: Karen Laplant, Hennepin Technical
College
Overall co-chair volunteers:
- Firasat Khan, MCTC
-Larry Gottschalk, Metropolitan State University
-Shiaoling Peng, Inver Hills Community College
-(Karen -- do you want to be one of the overall co-chairs
also?)
A suggestion was made that we send the announcement/invitation
to college deans and presidents, with a request that it be
forwarded to the appropriate people. We want to reach people
in the various groups:
• computer training
• web app development
• business computing
• office applications
• networks.
(There would not be one mailing list that would reach all
these various instructional staffs.)
According to a document handed out in the packet at MCTC
conference, CTL Discipline/Program Workshops can be coordinated
through Brenda Lyseng and Carol Steimer Bailey, MnSCU CTL
Faculty Development Coordinators, 651/649-5740. I will copy
Brenda Lyseng on this email, and future correspondence.
The document says there is preference given to application
for funds received by April 1 for fall semester workshops.
If you do not have a copy of this document, please let me
know and I will fax you my copy. It has a page on ideas for
workshop themes, a page on the steps of planning a workshop,
a page on application requirements, and a page on creating
a budget narrative/summary, plus other pages. Seems very complete
and helpful.
The page on ideas for workshop themes suggests 1 to 1 ½
day workshops; that we have an agenda with specific focused
theme and specific outcomes. One question that is suggested
on that page that is useful for our consideration: "How
can we integrate new content into our courses?" Then,
later on that page, it says, "Possibilites include inviting
colleagues to share their ideas and practices, hand-on experiences,
tours and field trips, speakers, and staff from the Center
for Teaching and Learning and other MnSCU offices."
On the page for steps of planning a workshop, the
key items for us now are:
Overall task 1: workshop dates and location(s).;
Responsibility of planners: make final decision
Responsibility of CTL Staff: offer suggestions.
Overall task 2: Workshop goals and agenda.
Responsibility of planners: make final decision; arrange for
speakers/presenters/tours.
Responsibility of CTL Staff: offer several general templates
Facilitator’s name: Mary Buker
Recorder’s name if different: Jan Keapproth
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• How important it is, as a teacher, to learn more
about diversity. Offer direction rather than solutions.
• To recognize cultural behaviors vs. negative ones
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• Reading level @ 8th grade, comm., math.
• In-house resources
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• State mandate.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• Not to use American slang. Media etc…, competency
based delivery.
5. How have you helped students adjust
to college life? To become responsible and reliable?
• Give expectations, resources and consequences. Allow
failure and learn from it.
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
N/A
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
• Student success day to pinpoint problems
• Student handbook outlining rules and discipline
• Sequential registration
• Successful industry
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
• Technology has supported the different learning styles
• Computers available on site and required IT training
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• Daily assessments on theory and practical
• Assess and give immediate feedback
• Theory and performance assessments
Facilitator’s name: Ann Lensing
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• Cultural awareness and demographics (more change
in the future). Finding ways to be more resourceful (sharing
resources to defray costs).
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• Case students, assessment skills, OCSE skills (Objective
structure clinical exam)
• Much discussion on pt. fees, student fees cooperative
efforts between DA/DH
• Future equipment: Digital X-ray: on loan: periscope.
Contact more dental professionals
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• Offer DH to attract DA students. Career ladder.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• Metro alliance day - cultural awareness. From Brenda’s
peppermints before exams, etc.
5. How have you helped students adjust
to college life? To become responsible and reliable?
• Mostly adult learners, Consequences to absences.
Students responsibilities, students success day, (Century
College). Mentors one on one counseling, early warning and
redirection. Learning centers.
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
NA
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
• Fact Sheet: Normandale – 2nd Tuesday each month
– information day
• Personal counseling – students needing fewer
people into the loop. One program advisor.
• Mpls. Com. and Tech (Chase your Dreams) Twice a year.
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
• Professional trading going on (under the table)!
• Work in progress…would like more information
on the next metro alliance on any technology Web site.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• Competency based. Assessment – How we measure
legal and ethical issues.
• Discussed tools, for both DA/DH courses Patient issues,
service learning, discussion questions for student groups
work.
Facilitator’s name: Shannon Marting
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• The concurrent sessions generated discussion about
service learning, democratic teaching.
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• As a group, not much math expected. Critical thinking
used, taught as part of courses.
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• Test Alternatives, Assignment Alternatives.
5. How have you helped students adjust
to college life? To become responsible and reliable?
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
• (Time consuming)
• Ability to use research materials.
• Student communication can be better: e-mail instead
of phone.
• There was reluctance, skepticism about how useful
this is.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
How do we adapt?
• Be watchful
• Value strengths
• Recognize difference without inserting judgments
• Changing teacher behavior
Assess & Evaluation?
• Assess process (on track) – Changing teacher
behavior
• Assess work (products)
• More than one kind
• Assess/demo/critique first draft work
• Standardized tests don’t stand alone
Facilitator’s name: Scott Simenson and David Sladek
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• Think of various types of learning styles
• Service learning and implications – (Electronics
safety rehab)
• Importance of Teaching
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• Students need a higher order skill set today as technology
continues to become more sophisticated
• Students need more math skills
• Critical thinking is a “Maturity Thing”
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• We don’t. They are set by college/program entrance
requirements entrance requirements.
• However if we enforced the needed pre-reg’s
– we would have very few students.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• Encourage faculty exchange programs
• Take sometime to spend in non-native communities
• Common ground is Mathematics; it is almost a universal
language
• Too much choice can cause confusion
• Have good choices.
• Perhaps use more technology based tools to enhance
5. How have you helped students adjust to college life? To
become responsible and reliable?
• Setting deadlines
• Establishing structure
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
• Treat non-majors and majors the same
• All students must come prepared
• Don’t lower your standards
• Work to bring students up to the level by leading
them to appropriate resources
• Enforce prerequisite
• Students have motivation and generally have an “Attitude”
for success.
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
• Be honest with students regarding opportunities
• Build transfer curriculum into program vision
• Students create a 5 year career + education plan.
----------------------------------------
• Students work in the field
• Guest speaker
• Cooperate and internships
Retain Students into Program
• Treat all equally
• Don’t embarrass them
• Be fair
• Encourage, Encourage, Encourage
• Re –Teach material. Students don’t understand.
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
Q-a Increased technology in classroom
• Use CAI – enables quicker and more efficient
learning
• Allows instructors to work individually with students
Q-b adjusted your use
• Vital structure allows more experimentation
Q-c Technophobes
• Teaching Electronics and Telecommunication
• Students are “Understandable” of Teaching
systems and processes
Q-d Need to use Multiple – Teaching Strategies
• “Minds on Hands” or approach
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• Tests
• On line tests
• Work Sheets
• Non-Verbal
• Communications and Discussions
• Feedback from internships (both student and employer)
• Case studies
• More interaction and discussion
• Observation of Lab activities
• Watch who the one student is that most students ask
for help from.
9. Q2 What can you do to allow for extra time?
• Give extra time
• Open Lab hours
Q3. What do you do to ensure students are ready for next
course?
•Evaluate and Assess them
Facilitators’ names: Kathleen Dahl, Mark Plenke, Heidi
Farrah
Recorder’s name if different: Lynette Reini-Grandell
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• Power point pros and cons, lecturing and other approaches,
visual, affective parts of teaching, concerns that technology
is an excuse for not thinking.
• Teachers are learners.
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• There’s a difference between our expectations
and desires and what students skill level actually is.
• Solutions: Assigning reading with written responses,
teach them how to read and retain material. Reading levels
are frequently low.
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
4. What are some ways we can adapt to different types of students
– different backgrounds, learning styles, cultures,
etc.?
• We adapt all the time when we teach English course.
• Multicultural curriculum
• Call attention to different perspectives instead of
showing only one way
• Best ESL essays raise cultural awareness
• Assignment: compare a T.V. family to your own
5. How have you helped students adjust
to college life? To become responsible and reliable?
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• Monitor through individual conferences
• Re: Students having unreasonable expectations about
grades
• It’s something they need to learn about college
culture
• Many informally graded assignments
• Exit essays
• Pre-requisite enforcement problems!
• Problem of abusing adjuncts – continuity suffers
• Composition classes are too big!
• Trend is the wrong way
• Enforce assessment gates
• Budget problem will especially hurt adjuncts
1. Placement
• Students registration-not in right sections lists
sent from
2. Mixes of ESL & others
• Development
• One on One
• Writing Centers
3. Attitudes-Willingness to Learn
4. Attrition 2/3rd pass 1/3rd fail or disappear
5. Support of students
Facilitator’s Name: Dave Bremer, Muriel Stoltzman,
Julie Condon
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• Need for assessment – standardized in MnSCU
system. Respond to different student’s use of technology
– learn and teach students.
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• We need to have them. We need prerequisites for all
programs and majors.
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• Have life standard – students know.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• Listen to students – support new kinds of curriculum
• Direct students to learning Center – resources
& tutoring.
5. How have you helped students adjust
to college life? To become responsible and reliable?
• Maybe their learning plan – hold them to it
• Requirements – clear to students – assessment
specialist
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
• Under prepared is less.
• Get the system set up so get students where.
• How do you advise students a) into or out of the
program, b) the proper sequence of courses to take, and c)
for transfer? How do you help students get a sense of the
occupation they are pursuing? How do you keep students in
your program?
• Good college system! Discussion assessment, financial
aid, placement
7. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
• Grading – WebCt
How do you monitor the success of your students? What can
you do that allows time for students to adjust and succeed
within a course? What do you do that assures that students
are ready for the next course?
• One on one student conferences, good feedback throughout
courses
Facilitator’s name: Donald Wood
Recorder’s name if different: Monfret King, St. Paul
Technical College
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• We enjoyed the “why we teach” presentation.
We also found the advising seminar interesting. Good points
were made about the importance of getting to know your students
and setting objectives for them.
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• We develop specific math shell to our profession.
Critical thinking -------are being constantly tested in the
running of a kitchen, developing menu marketing, and emphasized
in customer service within the restaurants our schools run.
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• We have few pre-requisites for our programs. The
more advanced courses build upon the basics which serve as
the pre-requisites (linear skill development). Private culinary
programs have created more demand and consumer “value”
check which we feel have benefited our program.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
•Prepare more ethnic diverse food. Have the schools
sponsor more ethnic diversity seminars. Sponsor foreign exchange.
There has been serious consideration given to ESL courses.
5. How have you helped students adjust
to college life? To become responsible and reliable?
•Reward punctuality & participation, emphasize
teamwork and shared responsibilities.
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
• We have few non-majors. For them, it’s more
of an issue of self-fulfillment.
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
• A program handbook including various “stop-out”
points. Transfer issues are handled with registrar & transcripts
– course progression informs them. Intro course details
the industry. Keeping – enthusiasm, excitement, and
good food.
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
• Students use computers in their coursework &
assignments. Internet has created greater accessibility to
recipes and other food related topics. We also give credit
in some classes for research. Also, we consider customer feedback
from dinning room guests.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• Performance Evaluation
• Student instructor evaluation
• Customer evaluation sheets
• Satisfied Customers
• Students need to ask “Could I sell what I make?
Limited Objective
• Students
• Tutoring
• Peer teaming monitoring
• Study Groups/Special needs assessment
• Exams
• Evaluation/Tests/Grades
• Did they get a job!
1. “Demons” in Classroom.
• Thought about cultural differences in how addiction
applies to a program.
• Importance of advising about career choices.
• Schools aren’t always supportive of advising
students out of school/program.
2. Math is not a factor. Should have basic reading and writing
skills.
• Communication is important
• Critical thinking is taught through regular coursework
and in some cases special critical thinking courses.
• Our disciplines have codes of ethics. Alcohol and
drug consoling licensing NAEYC.
• Diversity training importance.
3. Basic reading and writing skills important
• No other pre-requisites
4. Teach things differently for different learning styles.
Diversity issues are part of classroom training (child dev
• Things are brought up in classes
5. Take attendance
• Weekly points
• Student expectations are in syllabus
• Participating in class discussions
• All this is discussed at beginning of course
Facilitators’ names: Ruth Stephens, Arlynne Wolf, and
Lorie Bremer
Recorder’s name if different: Margaret Krohn
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
Randall Glen. Demons in the classroom – how to “fix,”
cultural “misunderstandings.” Multicultural items,
Circular thinking, classroom presentations, work study /
Lab teach.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• (Internet use)
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• We can ask them questions as to why they say they
can’t do something such as a presentation. Usually goes
back to their culture. Then the issue can be worked out. Learn
what works best for students to make sure they understand
the class content (cultural).
5. How have you helped students adjust
to college life? To become responsible and reliable?
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
• Talk to students before they enroll in a program
so they can make sure the program is what they thought it
was.
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
• Internet access-use
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
Other Topics of Discussion:
Teaching circles-unique to Century College-others would like
more information about this (Goals, etc.)
• (Example-getting students writing work on line)
• Would like to know how to get a Lab Tech (Minneapolis
Community & Technical College)
• Best teaching moment-discussed
• Age of students
• Disrupting students
• Traveling –Trips with student (AFS-Educational
tours)
• Diversity
• Marketable skills - encourage
Facilitator’s name: Richard Granlund, HTC North
Recorder’s name if different: Kim Munson, MCTC
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• Survival – Customers needs – ESL –
medical device area (multi-tasking) overwhelming
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• Setting high expectations (raising the bar), however
the loss of students dictates the possibility at lowering
expectations and loss of retention if expectations are too
high.
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• The possibility of changing pre-requisites to recommendation
waivers
• Transfer to higher learning
• Possibility an A.A.S. degree or B.S.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• Make sure that there are standards for admission
into programs.
• Technical ESL support grants for ESL.
5. How have you helped students adjust
to college life? To become responsible and reliable?
• Set accountability and expectations high. Set good
examples. Tours / field trips.
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
NA
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
• One on one consultation
• We are not given the proper amount of time to advise!
• Interventions
• Feedback
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
• Increased technology!?! Where is the funding? Web
enhanced / CAD / Cam techniques – computer driven machinery.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• Spend time one on one with students and use feedback
techniques and
classroom assessment techniques.
REPORT - BILL CODY MNSCU / DAKOTA COUNTY:
Metro Alliance Presidents Management (Mtg.) with Machine
Tool / MnSCU concerning changes / layoffs in programs
Proposal resulted from metro alliance meetings machine tool
- approved to next step (chief academic officers) on February
28, 2003
Education shouldn’t be treated as a business. If so,
take a hit in one area to make money in others.
Q1) What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
A1) Knowledge from today
• Budget Issues
• Unstructured time
• Resources/Community connections
• Donations
• Performance for Donations
• Alumni-Access to by individual Colleges
• Transfer Presentation
• Music not invited –has not started yet
• Enormous undertaking
Q2) What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
A2) Student (Math/Critical thinking)
• Critical thinking – Yes
• Critical thinking in each course
• Critical thinking-concept preparation
• Assessment of critical thinking?
• Disappointment-lack of Assessment at conference
• Application to style of music
• Math application to Music theory
• Discovery of teaching methods-experimentation
• Expectations-Lack of!
Q3) How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
A3) Balance pre-req’s for program vs. recruitment
• Quality controls vs. #’s
• Placement Testing?
• Normandale – Yes
• Pre-testing in class
• Cohort group learning
• Lack of student high school preparation
Q4) What are some ways we can adapt to
different types of students-different backgrounds, learning
styles, cultures, etc.?
A4) Ways to adapt to diverse students?
• Cultural differences with music
• Lack of African American students
• Course descriptors?
• Servant to needs
• They need to adapt as well to us
• Workshops/training for music instructors
• Release time for faculty
• Classical European model-what resonates with students?
• Changes to made
• Preparation of students/Staff/Faculty for increase
diversity
• Differences in social dynamics between cultures
• Music is a great medium
Q5) How have you helped students adjust
to college life? To become responsible and reliable?
A5) student success
Every excuse is valid
• Not supported by administration
• Discipline/professionalism in students
• Not helping students by being laxed
• Allowing students to make up? How much? When?
Q6) Think about the students you have-those
majoring in the program and the non- majors. What do you want
non-majors to know? What is important for them? If they are
under-prepared for the field (and the way we teach it). How
can we change what we do? Should we?
Q7) How do you advise students a) into
or out of the program, b) the proper sequence of courses to
take, and c) for transfer? How do you help students get a
sense of the occupation they are pursuing? How do you keep
students in your program?
A6/7) Non-majors to Know? Majors to know?
Level of preparedness/ what can we do?
• Costs for remedial classes?
• Define remedial! Where is the line?
• What are long term solutions?
• Stop short term patches
• Find out where our students are coming from
• Where are wrong expectations coming from?
• Aspirations of students/Realistic expectations
• Open dialogue with other departments
Q8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
A8. Technology
• Levels used?
• Not a new area for music
• Ok not to use it as well
• Information relevant
• Affords different means to same end
• Double edged sword -+/-
• Internet for research?
Facilitators’ names: Ann Larson and Mary Stephens
Recorder’s name if different: Daniel Fenton
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• Normandale is piloting a reading/nursery partnership
course…not mandatory).
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
• Readiness courses, counselors that are tuned into
cultural differences.
• Student support seminars, ESL, assessment testing
– offers evening 6.30-9.30 twice a week
5. How have you helped students adjust
to college life? To become responsible and reliable?
• Hennepin tech has new course that covers test taking,
learning style, test taking – honesty, etc. “Behaviors
for success” Students seem more cohesive, forming study
groups, etc.
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• MCTC requires students to take Hess test, paid by
Perkins funds – Computer test that gives immediate feedback
– Anoka also using – nurse goes over students.
• Issue was raised that the chancellor who is educated
in nursing, wants to some curriculum in all schools.
• MCTC – Ann talked about the 1+1 – laddering
system – after 8 who can become TMA’s, after 1st
year can become LPN’s or can continue on for ADN.
• Biggest challenge has been leveling PN+AD - instructors
have difficult philosophies, etc. - entire curriculum offered
each semester – Faye: initiative on nursing to meet
need for nurses
Questions to MCTC staff Ann Larson
Mary Stephens
DISCUSSION GROUP
Topics:
1. What if they mandate all nursing in various colleges the
same?
• Will it include both LPN and associate?
• Conclusion: We don’t have enough data to discuss
this matter.
2. Discuss 1+1 Program
8 wks = TMA 1yr = LPN 2yrs = ADN
Issue: Leveling – putting together faculty from LPN
and ADN
Staff from all LPN is paired up with staff from all AND program
Not many want to sit for LPN exam; choose to wait for last
year.
Pre-requisites are increased because of the progression to
RN program
How do you help students to pass the RN test and maintain
such a high passing rate.
In September, started with 60 students – now have 40
because some found they couldn’t handle the load; are
still in the program. The few who completely quit had family
issues.
1. (Continued)
Faye explained that the chancellor wants to do something
to put out more nurses. She knows of no program that will
mandate all colleges to teach the same curriculum.
North Hennepin is graduating first class of weekend nursing
class.
Every other weekend and some weekday hour’s. Question
- charting is a problem with ESL.
Colleges could require passing more extension before admission.
Hennepin – Intro to Nursing Program
Test taking – cultural program – learning style,
etc. Core curriculum – “Behaviors for success.”
Normandale- paired with reading department. Creating readings
and activities that will help the students become prepared
before getting into the nursing program. The instructor is
also from ESL department.
What helps to prepare students for NCLX test?
• Incorporate some of those questions in course test.
• Require to take Hess test.
• Is there consequence for not passing Hess test? Is
an issue.
• NCLX changes
• Final questions will be some short answers.
• Class will contain multiple multiples.
• Requirements for nursing instructors
• NLL wants masters in Nursing or masters in Nursing
Lit. or Masters in some nursing specialty.
• This also affects our pay in the new step pay system.
Ideas as for future gathering
Great to meet in a group.
NA instructors would like separate meeting.
Suggestion - Nurse Aid Educations would like to have their
own group so it would be more relevant for their
jobs.
It was a good discussion. We chose topics of interest to
us. Most felt it was beneficial.
Facilitator’s name: James Dockendorf
Recorder’s name if different: Marilyn Listvan
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• WebCT or Blackboard quizzes online
• How do you evaluate participation?
• Circular transfer; how does that work for engineering
program
• 10% of grade is lecture summary
• Lecture summary before next lectures
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
• Expect 3rd grade math at least
• Students need to have the basic algebra skills. If
not, they fall behind in technology classes.
• Critical thinking: Practice, Practice, Practice
• Why don’t math and science courses count as
critical thinking courses in curriculum?
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• Constant battles and trade-offs
• Tutoring and reviewing math
4. What are some ways we can adapt to
different types of students – different backgrounds,
learning styles, cultures, etc.?
• Science is universal and inter-disciplinary
5. How have you helped students adjust
to college life? To become responsible and reliable?
• Set high expectations and stick to them.
• Try to be as accessible as possible.
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
• Want them to think and have a sense of appreciation
about what’s out there and why we should take care of
it
7. How do you advise students a) into
or out of the program, b) the proper sequence of courses to
take, and c) for transfer? How do you help students get a
sense of the occupation they are pursuing? How do you keep
students in your program?
• Need more faculty time for advising; counselors don’t
know the details of the technology program
• Bad advice: “Don’t take math” or
“take only transfer classes” since math is needed
upfront
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
• Project
• Tell them how much $ they will make
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• Tough in technology
• To slow down
Facilitator’s Name: Connie Manos-Andrea
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
• Writing is important in our field. We are doing less
researched based writing. We don’t have time to catch
plagiarism. Student expectations.
• We have been helped by counseling departments.
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
3. How do you balance imposing prerequisites for your program
and courses while trying to attract students to your program?
4. What are some ways we can adapt to different types of students
– different backgrounds, learning styles, cultures,
etc.?
• Online course:
5. How have you helped students adjust
to college life? To become responsible and reliable?
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
7. How do you advise students a) into or out of the program,
b) the proper sequence of courses to take, and c) for transfer?
How do you help students get a sense of the occupation they
are pursuing? How do you keep students in your program?
8. How has the increased use of technology improved student
learning in your classroom? How have you adjusted your use?
How do you deal with technophobes? Think about other teaching
techniques and answer the same questions.
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
10. Discussion following the question: are students experiencing
more stresses now than earlier students?
11. How to reach the standards we want –
• Set expectations and follow through regular feedback,
come and see me.
• Motivational lecture at start.
• Good lecture.
12. In some ways we are not following the importance of lecture.
• in getting to multiple issues/topics
• accurate info
• importance of student/faculty relations.
13. Will the future look different in education?
14. Last minute tips: New class called “Hollywood &
Madness.”
Facilitator’s name: Ann Ludlow
Recorder’s name if different: Patty Wheeler Andrews
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
• Based on research; special education students. Impact
on writing scores; should be ABE reading & writing; subscribe
to accuplacer/listserv.
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
5. How have you helped students adjust
to college life? To become responsible and reliable?
• International students; adjusting to US life; what
are resources; learning at campus resources;
• Spring vs fall
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
9. How do you monitor the success of your students? What can
you do that allows time for students to adjust and succeed
within a course? What do you do that assures that students
are ready for the next course?
10. All of the above: this is our discipline: Reading and
study skills. Fall students are more focused; Spring students
less engaged – how to teach the less prepared better.
Facilitators’ names: Wilbrod Madzura / Heidi Goar
The purpose of these questions is to think about issues as
they apply to your specific field of instruction. Modify these
as your groups sees fit, add some of your own, and delete
others.
1. What has popped into to your mind during
the course of the day? What has implications for what you
do in your classroom?
•See 10
2. What are your expectations of students’
communication, math, and critical thinking skills? How do
you help students attain those skills?
•See 10
3. How do you balance imposing prerequisites
for your program and courses while trying to attract students
to your program?
•See 10
4. What are some ways we can adapt to different
types of students – different backgrounds, learning
styles, cultures, etc.?
•See 10
5. How have you helped students adjust
to college life? To become responsible and reliable?
•See 10
6. Think about the students you have –
those majoring in the program and the nonmajors. What do you
want nonmajors to know? What is important for them? If they
are under-prepared for the field (and the way we teach it),
how can we change what we do? Should we?
•See 10
7. How do you advise students a) into or
out of the program, b) the proper sequence of courses to take,
and c) for transfer? How do you help students get a sense
of the occupation they are pursuing? How do you keep students
in your program?
•See 10
8. How has the increased use of technology
improved student learning in your classroom? How have you
adjusted your use? How do you deal with technophobes? Think
about other teaching techniques and answer the same questions.
•See 10
9. How do you monitor the success of your
students? What can you do that allows time for students to
adjust and succeed within a course? What do you do that assures
that students are ready for the next course?
• General Remarks: Teaching/learning is an evolving
experience which cannot be truncated via bureaucratically
imposed assumptions. That is, the process of developing the
sociological imagination leads to an awareness of the multiple
contractions in society. Success is thinking, redefining issues;
* Not necessarily objectively measurable at least not through
current methodologies. Students become reflective and reflexive.
There are weighty issues such as justice, human rights, war,
peace, etc. Decision makers must allow teachers to construct
boxes of meaning.
• The collective decision was not to respond to these
questions because they were developed absent the input of
those tasked to help students learn. Instead, we will discuss
the questions generally-see item 10-and deconstruct them so
as to have some ownership over them.
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