Friday, May 25, 2007
Give Us Your Feedback
You have accessed this weblog from our Accreditation Self Study Review Site. The purpose of this weblog is to allow you to post any comments or suggestions you have regarding the working drafts of our accreditation self study assessments. We welcome wide review and comment. Thank you for your intertest in our accreditation self study.
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8 comments:
It is great that the accreditation process is making use of web technology to give and receive input.
I was impressed with the accomplishments described in the response to the 2001 self study.
I would suggest that a phrase be added to the beginning saying that there were no item in the (BC)Budget Constrained category, since the BC was listed but there was not a column for it.
I would also suggest that for all documents the abreviations be kept to a minimum and that for the first use on any page that they be defined.
I was very impressed with the Ohlone Stories. It makes me feel proud to be part of a workplace with so much creativity and dedication to improvement. The personal insights are worth so much more than pages of statistics (although I certainly recognize the value of those too!)
-Dave Topham
Test-
This seems like a pretty straightforward way to collect input!
I just read the "Standard IIIC (PDF): Technology Resources" report and was surprised and happy to see the honesty used in evaluating the current status of our IT dept. As a faculty member that uses IT services extensively, I am well aware of many of the problems mentioned and I believe they were described with candid accuracy and insight. I agree that recognizing a problem is an important first step toward finding a solution and applaud this analysis. For example, I know from first-hand experience that the IT staff are skilled and concerned about providing quality service, but are frustrated in the ability to do so for a variety of reasons. I hope each IT staff member reads this document! On a purely academic note, the article needs proofreading to correct many grammatical errors (should we do that in this blog?), and I think it would be more effective to not repeat so many sentences verbatim in different sections. I suspect that was done to allow for a complete picture for people only reading some sections, but it does have the effect of causing the reader to begin skimming material that is repetitive. But as for the content of the article, I think it is very accurate and will go a long way toward us finding our way to a more effective IT department. Please ask any new hires to read this for perspective.
This is an impressive, well thought out document. Leta asked me to review certain areas and add a reference to the Title III Grant as needed. Here are my suggestions. Deb
Accreditation Suggestions for Possible Revisions:
Standard II.A.1.c
At Course Level: 6th line
Typo: Change “views” to “viewed”
Standard II.A.2.a
Self-Evaluation: 10th line
Typo: Change “DE” to “DL” subcommittee
Standard II.A.2.c
Description:
Add: Learning Communities, “Cohorts and Clusters (Planned for Newark)” ………….Workshops related to Learning Communities, developing integrative assignments and assessment have been ongoing for faculty. This is a key focus area for our Title III Grant.
Standard II.A.2 Suggestions for Revisions are in red
d. The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.
Descriptive Summary:
The College community has on-going and active discussions on students’ diverse learning needs and instructional methodologies. The College Staff Development Committee and the Office of Academic Affairs have taken a leading role in promoting discussion of effective instructional methodologies. Faculty actively engage students using active, collaborative and technology based learning methodologies. In Learning Communities faculty include interdisciplinary assignments and assessments. In two learning communities, students developed e-Portfolios on a web site they helped to create. We have one on-line learning community. Our Title III Grant has provided funds for training in all these areas. Faculty are active in sharing teaching methodologies, such as faculty learning communities and online discussion blogs. Learning College Week flex workshops consistently cover topics in student learning needs, effective delivery modes and active, collaborative and technology based teaching strategies. New committees have been established to promote the Learning College Model, such as the Learning Community Committee and the Basic Skills Committee. In addition, faculty are encouraged to participate in training opportunities throughout the academic year. The best evidence of the institution's commitment to this area can be found in the number of workshops and training offered to Faculty during the semesters. For more information, visit the Staff Development website: http://www.ohlone.edu/org/staffdev/
Students' learning styles are assessed either formally or informally by faculty members. Students who enrolled in Personal Development courses often take learning style inventories to gain a better understanding of their learning styles. The College offers courses and programs in a variety of format to accommodate students' diverse learning needs and styles. Ohlone courses are offered in a variety of format:
- Traditional classroom instruction
- Self paced courses
- Learning labs
- Learning communities
-Cohorts or clusters
-Podcasting
- On-line
- Fast track/short courses
- Evening courses
- Workshops
- Seminars
- Field trips
- Learning support services
In Fall 2006, two experimental classrooms were designed to promote the concepts flexibility, collaboration (e.g., ability to participate project based learning), and ability of students to “capture” the information without taking notes. These classrooms contain high technology learning equipment/tools, such as smart podiums, which enable faculty to incorporate multi-media in their presentation, movable tables and chairs, detachable white boards, big screen TV etc. Faculty are encouraged to participate in various training opportunities in teaching technology.
In addition, faculty use multiple measures to assess student learning outcomes, such as projects, journals, research papers, portfolios, presentation, etc.
The institution's commitment to this area confirms the college values in open access to higher education and promoting diversity and inclusiveness. In addition, the engagement activities greatly contribute to the College Goal of developing a "Learning College following College Model, utilizing methods and technologies that hold the most promise for improving student course and program completion success rates."
Self Evaluation:
The College meets the Standard. Delivery modes and teaching methodologies to meet the needs of the curriculum and the diverse student population were addressed in Standard II.A.1.b. Quality of all courses, and in particular DL courses, is maintained through the structured course review process as well as the program review process. On the downside, instructors report that they must spend two to three times the amount of time on DL courses as compared to time spent on traditional courses in preparation, delivery, and interactions (e.g., e-mail or chat rooms). The College is confident that the quality of DL courses is high. This has been verified by the recent distance education student survey that revealed that 83% of students thought that the quality of instruction for their online class was excellent at Ohlone College. In a recent survey, 89% of faculty responded that they incorporate technology in classroom instruction, and 86% responded that they use collaborative learning. . In addition, 71% students with an opinion reported that instructors engage them in learning by using technology in the classroom.
Planning Agenda:
No action needed at this time.
Standard III: A.5.a & b – can provide links to the Staff Dev Web site and Title III Compehensive report.
It is great to see so many chances for us to learn more in using technology in the classroom.
Ohlone has taken a big step in providing the equipments in the classroom and training for teachers to implement those equipments. Much obliged toward the professional improvement opportunities pass down to all faculty members.
Ohlone College is a great college, and there are many nice Instructors of the English and the technology,
I have been in this college since more than years with a great knowledge with general subjects and the Computer.
If I completed my Computer studies subject I leave in this college with great knowledge and go to the University with degree for the further Education.
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