QEP Task Force Comments:  

Linda Gann  (3/31): The Tom Angelo quote – I love it; just perfect.  You said it was designed to start a discussion.  Here is my response and maybe we can build on this theory to enhance our definition of student learning as we perceive its relationship to TVCC: This definition is excellent given our (TVCC) personality.  Angelo incorporates the concept that “success”, “progress”, “positive experiences” must allow for individuality.   This flexibility; this ability to identify and construct positives outcomes must be recognized, improved and perpetuated.  Our students' needs are diverse and are often very different from what academics might imagine to be the norm. 

Rob Risko (4/1):  Angelo seems to be borrowing from Maslow's theory of self-actualization.  The maturation part is somewhat off in my view.  It seems to me that learning is experiential or associative and develops over time hence the maturation term.

Dale Cates (4/5): I'll assume that “writing” has been selected as the focus of the SACS QEP CLE for DLCs.  With that in mind I am uncomfortable with the style of prose that characterizes higher education reports.  I'll assume that the florid nature is customary but it's often the antithesis of what we aspire for in our students' writing.  However if it is the language of SACS, so be it.  Concise and accountable are lost and maybe that's the “legalistic” reason for Angelo's amorphous description of learning. 

Jeremy McMillen (4/5/):  This is our definition of learning.  I just threw Angelo's commnets out there to get our conversation started.  What alternatives do we propose to this?  

Vicki Dossett (4/4):  I do like the spread of topics he includes in the definition of student learning.  It does help give us a variety of measurements to use with our diverse population.

Janet Lumpkin (4/5): I like the" cannot be attributed primarily to  maturation" idea because it makes learning an intentional, educative act--not a random bumping against life experiences or biological in nature.  And I like the concept of "change" because learning ought to take us out of a pre-existing behavior or thought pattern.

Kay Pulley (4/5):  I like the interactive concept in Angelo's definition of learning in higher education.  We can take into consideration the teacher AND student both in the process.  I think that the skills portion is the most measurable aspect of the long-lasting changes.  Certainly the concept of learning at our level does not have to consider maturation as much as at  the earlier levels of education.  We can assume (though it is really an assumption) that we are dealing with adults from the beginning.

Jeremy McMillen (4/5):  The "maturation" concept described by Angelo was originally written in the context of Pacarella and Terenzini's work (How college affects students, 1993) , which explores the specifics of the research on learning in higher education over the past 20 years and compares what portions of learning may be attributed to the learning experiences while in college as opposed to learning that may have occurred anyway. 
    If we have a problem with the statement "that cannot be attributed primarily to maturation," could we not revise this to "as a result of their experiences at Trinity Valley Community College."  
    Keep in mind that this definition of learning was designed to be all encompassing, and we are focusing on a more narrow set of learning outcomes that may never touch on 'maturation' (e.g. how do we mature into reading better?)

Judy Callicoatt (4/6/):  Several areas of Angelo's theory that I liked. First, "an active,interactive" makes this learning process a collaborative effort, rather than a one way delivery of knowledge. We facilitate student learning but student involvement is mandatory. Assignments are not for our benefit so we can sit grading them but to enhance the didactic. Learning is not "attributed primarily to maturation" indicates that each person has a certain level of knowledge upon entering TVCC. So hopefully, TVCC's role in student learning is important and adds to a unique, individual learning experience that cannot be obtained in any other place or manner. We use adult learning theories such as Knowles on the HSC.  Dale is correct each learning discipline has an individual language or culture if you will. Each division selects the course. The tools for measuring learning will need to be individualized.

QEP Task Force Comments:  

Linda Gann (3/31):  As far as defining communication, I imagine we will need many drafts before we are happy with the final wording.  I added a little to what you had written but I don't know if I helped or just made it wordy. 
         "Our QEP assumes to define communication as the ability to receive and discern written text and the ability to construct coherent written responses and analysis regarding the collegiate content of the curriculum."
          Don't know if we want to use the word “curriculum” but felt that  “collegiate content” needed something.  Also, added the word “discern” thinking that it is a tie to mathematics.  What do you think?

Rob Risko (4/1): Communication is the ability of students to receive and to analyze written texts as well as the ability to construct coherent written responses to specific curricula.

Vicki Dossett (4/4):  I like the definition but I would put the period after "analysis."

Janet Lumpkin (4/5): I'm fine starting with writing.  It should be easier to objectively assess than oral communication, listening, etc.

Jeremy McMillen (4/5):  Remember that the strongest thing that came through in the focus groups was 'reading.'  We are trying to pull this into our conceptualization of communication here. 

Judy Callicoatt (4/6):  I agree with Linda's definition of communication. She indeed demonstrates the ability. I would include receive and discern the intended message. Communication should be included both the sender and receiver. Was the message sent rather verbal or written received having the same meaning?  Written communication does include both reading and writing.

Further Discussion may be seen at: http://www.tvcc.edu/sacs/enhance/discussion2.htm

QEP Task Force Comments:  

Dale Cates (4/5/):  I am again uncomfortable with the nebulous nature of CLE and DCL.  The sciences often use alternative languages to prose.  Math, formulas, diagrams, flow charts and physical performance are commonly the forms of expression that best communicate in the sciences.  Prose is important in gathering the information and it is significant in transferring it on to others, however it is usually more technical (and thus concise) in nature than poetic and inspirational. 

Linda Gann (4/4/):  Any chance we will be able to visit the policy of DF or DP?
Also believe you need to identify that Terrell, Palestine, Kaufman, (prisons system?) Deans (or appointed representative) will be included as these are identified. 

Linda Gann (4/5/):  Step 1 should only include courses as being high failure/drop/repeat rate courses if the students attempted the course and failed. At the current time there is no way to identify Drop Failing or Drop Passing, so it is suggested that developing a policy to handle this be investigated as the QEP moves forward in order to discern true drops based upon difficulty with the 'learning experiences,' as opposed to those  resulting from social and/or external issues. 

Kay Pulley (4/5/):  I have given thought about some of our first courses that we offer in the Social Science Division and wondered if we need to focus on these initial courses to assure continued success as the students move up the educational ladder.  They need to be able to read and write well from the beginning but they do not come to us knowing how for the most part.  Yet,  how do we change our courses to accommodate those deficiencies and still teach our individual course content?  Pre and Post testing will be easy to do but we would have to incorporate supplemental learning activities and those would have to be required.

QEP Task Force Comments:  

Linda Gann (4/4):  In the original QEP you included the term "TVCC will initially focus. . ."  Don't we need to keep "initially"?

Jeremy McMillen (4/4):  In response to Linda Gann's Question above, I am in agreement with the philosophy that this is an initial plan that can be further clarified/revised in the future.  I removed the word 'initially' because I think it makes a stronger statement of the QEP as it "IS" today.  Having said that, I think our plan and the flexibility that we write  into this may allow for us to migrate to other learning outcomes when the plan 'matures.'  At that point, our new QEP focus statement would be revised to encapsulate that concept.  So -- this may be more of an issue of semantic rather than philosophical differences.

Kay Pulley (4/5):  I like the clarification of what reading and writing is in this statement.  We have here numerous things that we can work on and from which we can construct a long-range study.  We must continue to focus on what a pilot study can be and then plan to build on that in hopes of truly improving student learning across the board. 

Judy Callicoatt (4/6):  Draft #3 does make a strong statement.

PREVIOUS DRAFTS:

DRAFT 3 (April 1, 2005):  TVCC will focus on the improvement of crucial learning experiences in order to enhance students' ability to receive and discern written text and to construct coherent written analysis in response to the collegiate curriculum. 

DRAFT 2 (March 31, 2005):  TVCC will focus on the improvement of crucial learning experiences in order to enhance students' ability to receive and discern written text and to construct coherent written responses and analysis regarding the collegiate content of the curriculum.

DRAFT 1 (March 28, 2005):  TVCC will focus on the improvement of crucial learning experiences in order to enhance students' development, use, and mastery of communications skills.

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