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(1) DESIGNING
SUPPLEMENTAL INSTRUCTION MODEL:
Supplemental instruction linked to basic skills courses in English, math and
ESL
Meetings on 3/25/08 and 4/1/08:
Plans created:
For Fall 2008:
Pilot the supplemental instruction (S.I.) model of having a dedicated S.I.
aide attached to designated basic skills courses.
The S.I. aide will:
i Be
either a grad tutor or adjunct instructor
i Attend
the class for which they are providing the S.I.
i Set up
group meetings with the students outside of class
i Meet
with the instructor of the course in designing the S.I.
i Report
student attendance and participation as the 16-hours by arrangement attached
to the course
The following courses will be the pilot
S.I. courses for Fall 2008:
i English
826 (1 class)
i English
836 (# classes tba)
i ESOL 400
(1 class)
i Math 811
(1 class)
i Math 111
(1 class)
For Spring 2009:
Remove the HBA component from the basic skills courses: Engl
826, Math 811, ESOL 400 (still deciding on Engl
836, Engl 846, and Math 111), and replace it with a
credit/no credit S.I. course which is attached to each of these classes and
meets once per week for 60 minutes (for 18 hours of class time and 6 hours
home credit for 24 hours credit total and 0.5 units). For evening classes, there will be the
option of attaching the S.I. in 30-min sections before the class time.
The S.I. aide will:
i Be a
grad tutor or adjunct instructor
i Undergo
S.I. training
i Attend
the class for which they are providing the S.I.
i Meet
with and lead the entire class during the designated S.I. meetings as listed
in the class schedule
i Meet
with the instructor of the course in designing the S.I.
i Grade
student attendance and participation using the credit/no credit grading
system
Tasks Accomplished:
i Create
new course outlines for 0.5 unit S.I. courses by curriculum committee
submission deadline of April 21st:
Math courses (to be done by Rick, Jon F. and John C): LSKL 811 and LSKL 111
English courses (to be done by Ariel , Connie, Jeff): LSKL 826, LSKL 836, LSKL 846
ESOL course (to be done by Leigh Anne): LSKL 400
Materials for creating new course outlines:
Course outlines to link the LSKL curriculum to: English 826: Basic
Writing Skills, English 836: Writing
Development, English 846: Reading
and Writing Connections, ESOL 400: English
Composition for Non-Native Speakers (need Math 811 and 111)
Current LSKL courses to get ideas from: Math 650, LSKL 853,
LSKL 800, LSKL 820,
LSKL 830, LSKL 831,
LSKL 832, LSKL 833
New course outline templates: Form
D - New Course Request, Form
D Instructions, Course
Outline, Course
Outline Guidelines
Supplemental course
guidelines: Guidelines
Task completed: created and
revised as a group new supplemental instruction courses. These are rough drafts that have not been
submitted yet to the Curriculum Committee and have not yet been approved:
* ESOL 400 named LSKL 400
* Engl 826 named LSKL 826
* Engl 836 named LSKL 836
*Math 811 named LSKL 811
*Math 110 named LSKL 109
*Math 111 named LSKL 111
*Math 112 named LSKL 112
Tasks to still complete for group:
i Research
dropping the HBA component from basic skills courses (Engl
826, Engl 836, Engl 846,
Math 811, Math 111, ESOL 400) and replacing it with a 0.5 credit/no credit
S.I. course which is attached to each of these classes.
i Cost out
the Fall 2008 S.I. budget
i For next
meeting on 4/23/08:
Create Supplemental Instructor training for English (Ariel, Jeff and Rachel),
Math (Jon F. Rick, and John C.) and ESOL (Leigh Anne) and Connie and Leslie
will serve as consultants. Design S.I.
training (face to face, online) and include guidance on creating/providing
additional supplemental materials, lessons, etc.
i Set up
recruiting/management system for S.I. aides
i Ask
English, math and ESL departments how to decide the grading percentage in the
primary course for the supplemental course.
Should there be a specific percentage of the grade in the primary
course for work completed in the supplemental course or should this be up to
the specific instructor? Should there
be consistency in the syllabi in regards to grading?
i Submit new LSKL supplemental courses
to Curriculum Committee by April 21 for Technical Review for the May 7
meeting.
Submit Form D and Course Content forms.
Materials Distributed at meetings:
Connie provided a Supplemental Instruction handout
Leslie distributed two printed articles to the group:
"Living Laboratories": Hiring Special Instructors for Classes with
High Failure Rates" from Tidewater Community College, Norfolk, VA.
"Supplemental Instruction-A Model for Increasing Student Performance and
Persistence" by Deanna Martin, Robert Blanc, and Larry DeBuhr
Hours by Arrangement Regulations Update
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(2)
TUTOR PROGRAM DEVELOPMENT:
Training, assessment, materials, models
Meeting notes 4/24:
Formed task teams to create Supplemental Instruction training for S.I.
leaders for last meeting on May 9th:
2-hour general training for all S.I. leaders
(1) Core Teaching Principles and
Values--Jeff and Jon F.
(2) Roles of the S.I. Leader (and what
are not the roles)--Rick and Leigh Anne: S.I. Leader
Roles
(3) Cognitive Models--Leslie and
Rachel
(4) Learning Theories--Leslie and
Rachel
(5) Study Skills and Strategies--John
C. Locus
of Control
2-hour discipline specific S.I. training
(6) ESL S.I. Philosophies and
Priorities--Leigh Anne: S.I. ESOL Training
(7) English S.I. Philosophies and
Priorities--Jeff and Ariel: S.I. English Training
(8) Math S.I. Philosophies and
Priorities--Jon F, John C. and Rick
Other suggestions:
* Create online training modules and pod casts
* Build instructor S.I. site that provides a profile for each faculty member
with their teaching philosophies and guidelines of how they see the role and
priorities of the S.I. leader in his/her class
*Make hours schedule of S.I. leaders clear: possibly 2-hours in class per
week, 1 hour out of class, 1 hour teaching the S.I. course each week, 4 hours
of initial training with follow up training sessions
Materials:
Training Model for S.I. Leaders for Math
Priorities for Math 811
Priorities for English
BSI
Supplemental Instruction: Training and Techniques
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