| Option
A
First Semester Experience from a Learning
College Perspective
|
| |
Overview
Using the framework of the Learning College Project, college
faculty and student services staff will examine the first
semester of the SCC experience from the student perspective.
A likely result of this renewed emphasis on a successful first
semester will be the creation of a first semester experience
program that is meaningful for students and faculty. This
program would not be a mere reestablishment of the former
orientation course. First semester experience programs work
when they are responsive, discipline-specific, and contextualized
to help students make connections between their current status
as a first semester college student and their long term goals.
College study skills may be a component of many of the experiences,
but only as applied to authentic assignments in other courses
beyond the FSE program.
Purpose
To facilitate students’ effective transition to SCC
and set them on a positive course for a successful college
experience.
| Who
will be impacted? |
| |
Students |
| |
Faculty |
|
| |
Who
will be involved in planning and implementation? |
| |
|
Faculty—full
time and part time, from a variety of disciplines/programs |
| |
|
New
students |
| |
|
Student
services staff |
| |
Pros |
| |
·
|
Students
have a more clear understanding of how the short term goals
(class performance, etc) relate to their long-term career and
life goals. |
| |
·
|
Students
develop a support network with peers and faculty members. |
| |
·
|
First
semester seminars can provide a forum for “extra”
discussions and problem-solving sessions that content-driven
courses may not have time for. |
| |
·
|
National
and regional data clearly supports the role of FSE programs
in increased GPA, retention and persistence. |
| |
Cons |
| |
·
|
SCC’s
history with the mandatory orientation class. |
| |
·
|
Many
courses of study are already “maxed out” with required
major courses. |
| |
·
|
Scheduling. |
| |
·
|
Need
a college-wide commitment for “qualified” faculty,
ongoing professional development, small class sizes, and resources
(field trips, speakers, rooms, etc). |
| |
·
|
The
most effective programs have a designated director/coordinator/lead
instructor with a limited teaching schedule and few other duties. |
| |
How
will we know when we’ve been effective? |
| |
·
|
When
students assess the experience as one of the most vital aspects
of their college success. |
| |
·
|
When
retention and persistence rates rise significantly. |
| |
·
|
When
faculty view working with the FSE program as a privilege. |
|
|
|
| Option
B Excellence in Distance Learning from a Learning
College Perspective |
| |
Overview
The college will use the framework of the Learning College
Project to enhance our focus on excellence in distance learning.
Each of the five institutional objectives of the learning
college project has an impact on distance learning: organizational
culture, staff recruitment and development, technology, learning
outcomes, and underprepared students. By using the principles
of the Learning College Project to reexamine our distance
learning program, college faculty and staff will identify
and implement new ways to improve the learning experience
of the majority of SCC students.
Purpose
To assure excellence in our distance learning course offerings
and student services.
|
| |
Who
will be impacted? |
| |
|
Students
who take distance courses |
| |
|
Students
who are considering distance courses |
| |
|
Faculty
who teach distance courses and use current technologies to enhance
face-to-face classes |
| |
|
Faculty
who are considering technologically enhancing their courses |
| |
|
Student
services staff who provide direct service and support to students |
| |
Who
will be involved in planning and implementation
|
| |
|
Faculty—full
time and part time, from a variety of disciplines |
| |
|
Student
services staff and related business services staff |
| |
|
Student
focus groups |
| |
Pros |
| |
·
|
Students
will be assured continuing excellence in the distance learning
experience. |
| |
·
|
Students
will benefit from increased academic and personal support services
to increase their likelihood of success in DL courses. |
| |
·
|
Faculty
will benefit from focused professional development in effective
course design and distance education methods. |
| |
·
|
Staff,
faculty, advisors, and students will benefit from systems analysis
that will move us toward more efficient processes for registration,
payment, orientation, course activity, student/faculty/advisor
communication, and reporting procedures. |
| |
·
|
Organizational
culture will be positively affected when we use the learning
college model to study and improve our distance courses and
student services. |
| |
Cons
|
| |
·
|
Though
most students do take DL courses, some do not so they may not
benefit from our efforts. |
| |
·
|
Though
one-third of the full time faculty and one-quarter of the part
time faculty use distance methods to teach or enhance courses,
not all faculty participate in this mode of instruction so some
faculty may not see direct effects of the project. |
| |
How
will we know when we’ve been effective?
|
| |
·
|
When
student surveys show increased satisfaction with all aspects
of the DL experience. |
| |
·
|
When
DL withdrawal rates decrease significantly. |
