Santa Barbara City College
Committee on Teaching and Learning
Minutes
December 10, 2001
3:00 - 4:30 p.m.
Present: S. Broderick (Acad. Support), D. Kiley (Library), M. Lawson (Senate Liaison), G. Lewin (Chair), D. Mackie (Acad. Support), J. Millward (English), J. Pike (LSS), P. Rojas (Math), J. Simpson (Sci. and Tech.), C. Solberg (Social Sci.), P. Zwehl-Burke (Fine Arts)
Excused: M. Muraoka (Health Tech.), J. Ullom (Administrative Liaison)
The meeting was called to order at 3 PM by Gerry Lewin.
I. Announcements
A. Mark Ferrer has asked the CTL if they would like to link a committee website to the FRC professional development website, located at the following url: http://frc.sbcc.net/index2.html Gerry offered to set up site.
Discussion on website content included:
Vision and mission of the committeeFunctions and responsibilitiesURLs for interesting websites for teaching and learningTeaching and learning bulletin board for dialog exchangePresentations to the committeeSummaries of issues discussed
Unrelated to website but part of the discussion: A CTL email message of the week that could pertain to teaching and learning, i.e. quote, research, issue, theory or practice, etc. Rather than spamming the campus, interested faculty would be invited to subscribe.
B. Spring semester CTL meeting schedule: Mondays, 3:00-4:30 p.m. ñ LRC 108, Feb. 11, Feb. 25, March 11, March 25, April 8, April 22, May 13, (May 27 is a holiday).
C. Jerry Pike introduced the student hub website, available at the following url: http://www.studenthub.org/
This site provides learning resources for faculty and students including task analysis and research tools. This can be accessed through the student portal or individual internet providers. The committee will examine the site next semester.
D. Test Taking Workshop provided by Jerry Pike and Alyson Bostwick was well attended. Alyson presented on the emotional/psychological aspects and Jerry addressed the academic issues. Next semester they will develop workshops with focused topics related to discipline, type of tests, i.e., essay verses multiple choice, and note taking.
E. Update on Functions and Responsibilities of the CTL in response to inquiry from 9/10/01 meeting: The Steering Committee approved the addition suggested (d) and rephrased the three in question, and changed it into one statement (e). The F&Rs of the CTL include the following:
a. Identifies and facilitates the incorporation of strategies that enhance student success in the classroom and through campus learning support services (Library and LRC).b. Works closely with instructional faculty and Student Services to integrate student success initiatives campus-wide.c. Serves as liaison between faculty and Library staff on policies affecting utilization of the library, its resources and other faculty matters.d. Serves as liaison between faculty and LSS staff on policies affecting utilization of the LSS, its resources and other faculty matters.e. Provides oversight and general direction on tutorial allocations, and policies for operation of the LSS (Library/LRC).
A. Gerry Lewin drafted a handout and distributed it to the committee. The draft proposed the overall direction of thought of the committee to favor the use of a variety of methods to work toward early identification of students who may need assistance and not to make a mandated college policy on taking attendance.
1. Applications for early detection may include (but is not limited to):
Taking attendanceExams and quizzesInformal classroom assessment techniques (CATs)Graded homework assignmentsOral recitation without make-ups in classShort reports on projects, reading or homework by individuals or groupsEssays, writing assignments and/or journalsProgress report checklistsNotesBulletin board or emailOther:
Note: A point system works well so students can gauge their status in the course at any time.
2. Follow up action to noted concerns might include:
Meeting with instructor during office hourMeet with tutorsStudent services referralSpecial program referralOther:
3. Important forms for faculty to have would include: referral forms (revision of current form recommended), checklists, assessment tools, maps, brochures, etc.
4. Other discussion:
Responses from faculty. Math department had a well-organized response.
The use of the faculty manual (see SBCC Academic Senate website for online version).
Faculty sharing success tools with other faculty in department meetings, in-services, round tables, etc. may have greater impact on gaining campus-wide utilization in the classroom than campus policy (social norming theory). The committee agreed to discuss early identification as an important factor in ensuring student success at their division meetings in January. We will use the given referral forms now, and work with Dean Ullom to design or revise checklists and other forms that would help faculty enact early id. Jodi Simpson suggested using a checklist after the first midterm. The key point is to renew faculty's awareness of the system that exists already, and to work toward improving it in the future.
A. Dr. Andreea Serban presented transfer statistics from students attending SBCC during the fall 1998-spring 1999 semesters. The transfer data is accumulated from a three-year period following this timeframe and reflects the first school transferred to after SBCC. The new database maintained by the National Student Loan Clearinghouse provides more detailed data about transfer schools, ethnicity, gender and number of units completed at SBCC before transferring. You can assess this data and other college data at the following website:
http://www.sbcc.net/home/admin/ia/index.cfm
B. Discussion: One of the major findings from the research is that 22% who last attended SBCC have transferred to a four year institution. Our students have transferred to 39 states in total. Jody Millward explained to the committee that we are now eligible for Title III and V grants due to these statistics. Gerry Lewin asked Jody to tell us more about this next semester.