for Teaching & Learning (CTL)
Santa Barbara City College
Minutes of November 27, 2006
A. Cruse (Eng.), Dixie Budke (Tech.), Mark Ferrer (FPDC, FRC), K. Keufeld
(Library), G. Lewin (Chair), Evan McCabe (Health/Human Srvc.), P. Nunez (ESL/FL/Ed.),
J. Pike (LSS), J. Simpson (Sci.), C. Solberg (Soc. Sci.), M. Spaventa (Administrative
Liaison), N. Warner (F. Arts)
Excused: P. Guenther (Math)
Guests: Ann Marie Kopeikin, LVN Program, Jane Metiu, ADN Program; Alice Scharper, Dean
Nursing Proposals, Ann Marie Kopeikin, LVN Program, and Jane Metiu, ADN Program
We heard about the ATI Testing instruments for students on the waiting list for the LVN program and the Predictor exam and remediation for ADN students.
Ann Marie Kopeikin explained that the LVN test is a three hour computerized test gives immediate feedback; it tests reading, English and math. Some placed in the 3-4%ile in reading and were advised to take a reading course. Those who score lower than 30-40% retest. Tutoring is taking place and student feedback is highly favorable; even those who place in math higher than 50% want the tutoring as it helps them so much. 2/3 score lower than 15% in reading, English and math.
- The LVN program takes 18 months; students who fail cannot be replaced during the program. Therefore, there is a real need to prepare students before they begin the program. They have graduated 35 students. They focus on teaching the adult learner; 1⁄2 are ESL students. A second part to the proposal is offering a “Back to School Night” to include families, who will then have a better idea of how to support the nursing student. One of the problems is that some have already gotten AA degrees (passed Eng. 110 with As), and did not pass the reading part.
- ADN students must pass the N-CLEX to become a nurse. The test they give has a 97% predictor rate of passing the N-CLEX. 50% didn’t pass on the first attempt; they went through a summer remediation class designed by Stephanie Durfor. She works with each student to develop an individualized study plan. Upon retesting, 90% passed.
-Regarding the fact someone with an AA degree could not pass the reading part of the test brought forth a lot of concern from CTL members. Pat commented that the nursing texts are difficult. Anita, who teaches Reading, said that some students just don’t do well on tests. And we should keep in mind that it is only ONE piece of data. Ann Marie replied that even though that is true, the nurses must be able to comprehend directions and do the kind of tasks that are part of the test. Curtis commented on the fact that they do not have the background information required; Ann Marie said the test asks them to read a label, follow directions, and make inferences. She refers students to DSPS and when they get their reports, the nurses work with that information. The idea of tailoring a reading class using nursing vocabulary and these types of questions for the students who are told to take a reading class was suggested. (Lou Spaventa has experience in teaching a specialized reading class at UCSB and may be a source.) Ann Marie did not feel a class teaching vocabulary was necessary but they needed to learn the skills. LRC modules could be updated to assist those with reading difficulties (J. Pike).
Jane Metiu explained the AD Nursing proposal that involves giving students at the end of the program a predictor test to estimate whether they will pass the N-CLEX, the national exam all nurses must take. A gradual decline in passing rates has occurred recently. In June 02-03, the passing rate of SBCC nursing students was 92%; in 03-04, it was 90%, and in 04-05, it dropped to 78%. 70% is passing, but SBCC aims to maintain the high standards it has had historically. The ATI test predicts passing the test at a 93% accuracy rate.
- There was not a formal exit exam in the Nursing Program before, so Jane integrated this ATI instrument into the Complex Care course. They found that about half of the students who took it (10 out of 22) did not pass it. Stephanie Durfor designed a remediation class for the summer. Looking at the content and skills, she designs an individualized study plan for each nursing student. It is an excellent model of a student success plan. The computerized test will adjust to the responses of students as they go; if doing well, it stops at a certain point. If the student is not doing well, the test goes on for up to five hours.
- When asked about the declining rate, Jane explained that an important factor is that the N-CLEX exam changed their test and added critical thinking. They also found many pharmacology questions were missed; this information was integrated into the other courses in the past, but now they teach a module on it.
- They can see which questions are being missed on the test. The teacher attitudes are great; if someone doesn’t pass a specific topic that was taught, they look at how they taught it and reflect upon trying new methods of teaching. They are exemplary reflective practitioners! The committee applauded the nurses’ commitment to keep to high standards, and their obvious strenuous effort to prepare students in their field. The remediation course is an excellent way to support the students’ learning.
Jane offered to come back to CTL to report on progress in Spring 2007.
Expansion of the Writing Lab and the Directed Learning Activity, Jerry Pike, CLRC Director, Alice Scharper, Dean
Expansion of the Writing Center
Jerry Pike reported that the PSS funding paid for two new Writing Lab Teaching Assistants, Nicole Biergiel and Lisa Danhi, who are perfectly fit for the job and have improved the everyday operations tremendously. They have co-authored a Tutor Training Handbook Addendum, along with Jerry Pike. It offers several excellent topics for training, including “Best Practices”. New tutor training classes have been added. They have moved from large group to one-to-one training. They talk with the tutor and discuss challenges, and find out what they would do differently next time in order to improve the process.
- OWL has been converted to a resource library. It includes the Student Hub materials.
- More tutors are available at peak hours now (4 tutors from10 – 2). Next semester they will do in class visits. They have 14 tutors. Students make appointments.
- The Tutorial Center allocation has gone up. They want to be ready for the demand. They have experienced a 50% increase annually.
- They changed the Tutorial Class so they now get money back from the state for it whereas previously it was a zero unit class. Two sections have been added for the Gateway tutors.
- CTL members applauded the focus on working with the student not just working on the assignment. The Addendum for Writing Center tutors provides has excellent, practical suggestions for tutors.
- More tutors may be needed at the peak hours.
Directed Learning Activity
Directed Learning Activities are guided processes directing students through the steps needed to complete tasks that reinforce the skills required of them to succeed in their courses. The tutor is a mediator between the task and the student. Use of DLAs folds into classroom instruction, Alice Scharper, Dean, explained. It can be a tool of intervention, and can provide an opportunity to build basic skills. A plan is in the works to convene a group of English, ES and ESL teachers to design DLAs and pilot their use in the CLRC. They would like a coordinator to help with this. They will work with WAC (D. Starkey) to share this method across campus.
- CTL members applauded the opportunity to provide scaffolding to build necessary background knowledge as a way to enhance lasting learning.
- A question arose about the parameters of what tutors can teach versus the instructor. Ideas: Questioning is a mode that tutors are introduced to during training (which allows flexibility in their roles), and tutors can rely on teacher-designed worksheets with specific tasks so they have a structure.
- This is an area to develop further and report back on during Spring 2007.
Next meeting: Monday, Feb. 12, 3:00 p.m, in SS240E.