Criterion 1: Helping
Students Learn
MINUTES
MARCH 21, 2002
MEMBERS PRESENT: Matha Schleinitz,
Ruth Barney, Maggie Myers, Truman Bashore, and Iden Smith
The group was concerned about giving
everyone access to computers to use for their coursework. There are not
enough computers in the Learning Lab to handle the needs of the students
taking the computer based math classes. Also, the hours that the Learning
Lab is open may not be enough to meet needs. The College may need to
explore ways of renting or leasing computers to students.
One possible project may be to track how
many times that computer needs were not met because all of the computers
in the Learning Lab were busy.
Faculty are concerned about security
during on-line testing. The Learning Center personnel cannot really
monitor all of the students while fulfilling their other responsibilities
at the same time. They may also not know the testing guidelines that they
expect to be followed.
Prepare a document related to testing in
on-line courses that faculty can refer to for guidance in making decisions
about how to do testing for on-line courses.
Many classes have on-line assignments that
add to the demand for computers in the library and Learning Lab. It is
difficult to know how much computer support is needed since we do not know
how many classes have assignments.
Survey faculty to determine the number of
classes which have on-line content. Compile this information for advisors
and perhaps put it in the catalog so students will know what to expect in
the course.
We need to make certain that students have
minimal computer skills when they enter a course requiring on-line work.
Develop workshops on basic computer skills
which can be incorporated into an orientation program. Also, incorporate
an introduction to Blackboard since most classes will be using some of its
features. (Economic impact - paying some tutors in the labs to work with
students.)
We do not know how the attrition/failure
rate of students in on-line classes compares to that in traditional
classes. We also do not know that problems that are leading to failure.
In year 1 collect data to compare
attrition/failure in on-line courses with that in traditional sections of
the same course. Also, survey students to try to determine the reasons for
attrition/failure - advising, lack of adequate support, etc. In years two
and three make changes to address what the results show us.
Faculty, full-time and adjuncts, must be
trained to use Blackboard.
In year one find out the number who are
trained in Blackboard and the number who use it for their courses in some
way. Set goals for years 2 and 3 for number of faculty trained in
Blackboard and using it. Invite adjuncts to all sessions.
We don't want to lose the things that
people learn as we offer more and more on-line courses.
Develop a "Best Practices" manual. Include
examples that seem to work and things that have not been successful.
Include things about which features of Blackboard have been used
successfully and how they help the course.
We need to have discussion with other
parts of the College about our plans. How does the library fit into all of
this? How does what we are doing relate to the CQI committee's work on
distance programs? What is in the grant that we have gotten and in the
grants that we are still trying to get that we can take advantage of?
The federal rules related to computers for
students allow the College to incorporate computer costs into its
reported cost of education for the student. This then factors into the
amount of Pell grant and other grant money that they are eligible for and
the amount of student loans that they can get. It doesn't directly buy
computers for students.
The meeting adjourned at 10:15 a. m.
The next meeting is scheduled for March
28 at 9:00 in room 228.
