QEP Focus Group Meeting
April 22, 2005
Attending: Katherine Thomas, Dave Simpson, Michael Corriston, Sherry Tinsley, Pam Whitehead, Larry Reader, Wheeler Conover, Rhonda Creech, Karin Gibson, Mary Jo Brashears.
Group leader Katherine Thomas discussed the reason for the focus group meeting. She reviewed the process by which the three general topics had been chosen.
The
Thomas stated that in order for ENG 101 students to be in class, they must have 18 or above on the ACT or 70 or above on the COMPASS or have completed ENC 091 successfully. Every student is checked in PeopleSoft to verify the scores. Students do not succeed in English class if they needed one or more developmental classes and did not have them.
Wheeler Conover stated that
students taking more than two of the developmental math classes are almost
always guaranteed not to pass into the regular college-level math class. A
pilot program at
Pam Whitehead stated that the high school teachers say they are doing the best for their students with what they have.
Larry Reader suggested using non-faculty to work with the developmental classes.
Conover suggested going to 8-week courses to put Algebra 1 and Algebra 2 back to back in the same semester. This approach speeds up the time getting students out of developmental courses. Also, it gives more time for reinforcement of concepts taught. It has been successful on other campuses.
Dave Simpson stated that he has good luck in sub-dividing the students into levels of achievement. It takes a lot of time and a lot of work.
Creech suggested that some developmental learners need hands on manipulatives. Math labs would be an excellent location for hands on manipulatives. It could have calculators for those students who couldn’t afford to purchase them.
Sheri Tinsley stated that the library has 3-4 calculators that students can check out. There is possibly some extra space available for tutoring students in the library.
Thomas suggested that a developmental coordinator would be a good idea. This person would schedule the classes for all developmental courses. It is physically impossible for a student to take developmental reading, English, or math when they are all taught at the same time.
Whitehead suggested evaluating how the students are being identified that caused them to be placed in developmental classes. Is this process as accurate as it needs to be?
Thomas said the English teachers have a triple method of judging English students. If they don’t have an ACT, and they score below 70 on the COMPASS, students can take the TABE. Some students score better with paper and pencil testing instead of a computer generated test. If the student scores acceptably on the TABE, then he or she is placed in ENG 101.
Simpson said the TABE is good because the results can be presented to students. It will tell them in writing exactly what they score.
Creech said she gives her students a post TABE to evaluate their progress, but it takes time out of the classroom. The TABE breaks down to show the student’s weakness.
Conover said that some students benefit from one or two days of brush up preparation and they score higher on the test.
Gibson suggested that some developmental classes be scheduled in the evenings or early in the mornings or the KYVU courses. Developmental students would have to be very disciplined to do well in KYVU courses.
Creech explained that Ruth Lewis sends out mid-term progress reports on students and students in Academic Advantage have forms filled out regarding their progress.
The overall recommendation of this group will be the focus on retention in developmental courses, starting with the math courses, looking at scheduling, special rooms, small classes, developing a time line, and funding.
Conover commented that in five years a progress report will have to be sent based on how well these improvements are doing.
Simpson stated that these improvements should be done to help the students.