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Back to Main Conference Proceedings Page Discipline and Program Meeting Notes African-American |
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Facilitator’s name: None 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? • Where are the other African-American faculty? Are they more interested in their disciplines or were they not aware that this group was a part of the conference? 2. What are your expectations of students’ communication, math, and critical thinking skills? How do you help students attain those skills? • We must know where African-Americans are professional so that networks/resources are developed for referrals. 3. How do you balance imposing prerequisites for your program and courses while trying to attract students to your program? • N/A 4. What are some ways we can adapt to different types of students – different backgrounds, learning styles, cultures, etc.? • Have more role models within the system. 5. How have you helped students adjust to college life? To become responsible and reliable? • My background is in counseling. I see students at the beginning of enrollment. Providing students with many resources and information. Helping students with fears. Make them feel comfortable. 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? N/A 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. N/A 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? • Forming relationships – students will come and offer feedback on their own.
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? • Classroom management 2. What are your expectations of students’ communication, math, and critical thinking skills? How do you help students attain those skills? • Good communication skills – speak and understand English
occupation specific ESL standards or requirements 3. How do you balance imposing prerequisites for your program and courses while trying to attract students to your program? • Screening tool for students when enrollment is high 4. What are some ways we can adapt to different types of students – different backgrounds, learning styles, cultures, etc.? • Use multiple techniques in teaching 5. How have you helped students adjust to college life? To become responsible and reliable? • inform students of their expectations of the courses 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? • No non-major programs 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? • Have mandatory information seminar or orientation counseling,
create cohesive group among students 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. • Adding technology courses as program requirements. 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? • Maintain a passing grade in all courses
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. Pre Req. Admission fighting programs; they are taking
too long to get through program. Active learning in Anat & Physiology: What active learning do you do in your classroom? Students who haven’t had a science, how do you get student intrest? Should we have prereq. For science class? Remember that we are an academic
institution. Students need prereq. Can block them out.
1.) Outstate schools & organic chemistry 2.) Discipline Workshops (1day) • Grants for $ for MN conf. for chemistry for MnSCU folks. 3.) Assessments North Hennepin -Topic for division meeting? 5.) Pre Required
Facilitator’s name: Carla Weigel 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 motivate students
• Math not C requirement 3. How do you balance imposing prerequisites for your program and courses while trying to attract students to your program? • MPLS – reading and math of low scores coursework before participating. 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? • Orientation
• Same expectations.
• n/a 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. •n/a 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? • n/a
Facilitator’s name: Mary Buker 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? • Protecting oneself on ownership issues (cirr.) (Future funds through a “grant writer).
• Possibly ESL prior to our program. 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? • Weed out some through the intro class. 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. • Milady (Century) tech. support = wonderful CD’s etc…
• New IRS information available for students.
Facilitator’s name: David Lyons 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? • All face similar issues – so busy, large classes. 2. What are your expectations of students’ communication, math, and critical thinking skills? How do you help students attain those skills? •We discussed this in depth and we all struggle with our student’s
incoming skill level. 3. How do you balance imposing prerequisites for your program and courses while trying to attract students to your program? • N/A 4. What are some ways we can adapt to different types of students – different backgrounds, learning styles, cultures, etc.? • Lots of different teaching and learning strategies and styles and activates. 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? 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? N/A 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. N/A 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? • Varies quite a bit with in the group. Discussion
Facilitator’s name: Scott Simenson 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? • Electronic impacts on learning. Web E-learning. 2. What are your expectations of students’ communication, math, and critical thinking skills? How do you help students attain those skills? • Math, critical thinking and problem solving are needed in this field, students must have stronger analyzing and writing skills! 3. How do you balance imposing prerequisites for your program and courses while trying to attract students to your program? • Currently because of enrollment issues, prerequisites are a challenge to properly implement. 4. What are some ways we can adapt to different types of students – different backgrounds, learning styles, cultures, etc.? • Try to really understand students needs and requirements (various learning abilities and styles) to a more complete level. Develop an assessment tool. 5. How have you helped students adjust to college life? To become responsible and reliable? • Open communication.
• Focus on fundamentals and basics more.
• Cover these in 1st year in the introductory course. 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. • In this technical area not generally and issue. 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? • Constant feedback.
Facilitators’ names: Randall McClure 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. • Faculty uses of technology Notes on assessment discussion • MCTC changed form exit exams to portfolios, which would include in-class writing to ensure pureness. (This was for the basic writing course.) Winona State tried the portfolio system but dropped it. That school gives grades for non- college credits courses, but the grade is not included in GPA. • Normandale does exit exams for 900. They get reading ahead of time, and write an essay in response to prompts. • The difficulties of working with registration for the next class were discussed. (Students who want to register for the next course in a series before they have passed the previous one.) • Pass or fail marks for exit exams were discussed. A rubric is used, but the grading is holistic. • The strength of various placement tests was discussed. • Are students who take and pass the pre-college comp. course as ready for college writing as students who placed in college writing? • Century’s system of requiring certain scores in reading for placement into various comp courses was discussed. • The role of reading in composition courses was discussed. • The potential of state-wide assessments and placements were discussed. • Students can shop around by taking a placement test at a school with lower cut scores, and then take the class at a school with higher cut scores, thereby avoiding the higher requirements. • Benefits of exit portfolios. Eases fears and anxieties of students, work in class is better. • Many instructors include an impromptu writing to show that the student has capabilities (plagiarism check) • The complex reasons for students dropping out of courses and institutions were discussed.
Facilitator’s name: Jolynn Gardner
• OUR DISCIPLINE AND WHAT WE’VE LEARED SO FAR TODAY:
HOW CAN WE ENHANCE PROGRAMS? 2. What do we call ourselves? Health, kinesiology, physical education? Move to consider a change to our numbering system to that there is a consistency between campuses. HOW DO WE ADVICE STUDENTS ABOUT NEW PROGRAMS ETC.?
Facilitator’s name: Richard Granlund, HTC North 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? • Demographics of current and future students. • Credit for generals take away from technical, example provide
tech math call “math for fluid power”. 3. How do you balance imposing prerequisites for your program and courses while trying to attract students to your program? • Advisory committee input. 4. What are some ways we can adapt to different types of students – different backgrounds, learning styles, cultures, etc.? • Capitalize on diversity. 5. How have you helped students adjust to college life? To become responsible and reliable? • Work with them, accommodate. 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? • Provide certification, Diploma, just a class. 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 them! Explain what success looks like. 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. • Interactive training allows repeat with consistency. 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? • Assessment done properly.
Facilitator’s name: none • Reading, writing, speaking, listening, communicating. Figure
out what author is claiming. • Encourage students to seek better student for mentor. • Get and make top papers available. • Plagiarism. • Hennepin Tech is considering a 1 credit Information literacy course to help people. How to use resources to avoid plagiarism. • Let’s not put too many hurdles, so put up prerequisites.
Facilitator’s name: Connie Manos-Andrea
INTERNET COURSE DEVELOPMENT FOR GEN Y PSYC. EXPERENTIAL/DISCUSSION POSSIBILITIES FOR INTRO IRB (PC name for human subject research) What about a statewide Psys. webpage? GRANT WRITING – SOURCES LIFESPAN FROM 3-4 CREDITS ANNOUNCEMENTS
Facilitator’s name: M. Wilbrod Madzura What is important for students to learn? -> Discussion of Prerequisites. Students are not prepared with in our discipline. (ie. Are in stratif.
Plus haven’t taken intro.) Is reprogramming the issue? Using Gls in social sciences. Useful technology for data manipulation.
Chancellor’s office will facilitate!
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