CDAC – 9:00-3:00

1. CDAC – 9:00-3:00 • 9:00 Breakfast & Mingle • Icebreaker & Introductions – Debbie • Welcome, Importance, & Thank you – Jeanie • Purpose, Outcomes, Agenda & Data Packets – Jean • Teamwork – Jean • 11:30 Lunch & Group Picture • Teamwork – Jean • 1:30 – 1:45 Afternoon Break • Prioritize themes with Entire Group- Jean • What Next? – Jeanie & Jean • Wish List! – Jeanie & Jean • Evaluation - Debbie

2. CDAC Teams • Planning and FacilitatingTeam • Facilitator – Jean Sorensen • VP for Instruction – Jeanie Hardin • Planning – Debbie Plyler • Information – James Scoggins & Debra Sexton • Active and Collaborative Learning Team • Team Leader -Carleen Moore • Recorder - Rachel Key • Presenter - Fred Moore • Time Keeper -Patrice Parsons • Student Effort • Team Leader -Shirley Greenway • Recorder - Dennis Westman • Presenter - Mary Linder • Time Keeper -Deborah Boren • Academic Challenge • Team Leader -Kathleen Elberson • Recorder - Carla Fanning • Presenter - Lorie Lefevers • Time Keeper -Carol Pace • Student-Faculty Interaction • Team Leader -Rick Lynn • Recorder - Susan Morrow • Presenter - Jim Johnson • Time Keeper -Tanda Nasche • Support for Learners • Team Leader -Donna King • Recorder - Ben Elberson • Presenter - Brandy Fair • Time Keeper -Tahleigh Allen

3. Purpose & Outcomes of Workshop To identify the major strengths and weaknesses of student engagement by analyzing CCSSE data • CDAC will identify major THEMES from the CCSSE data by exploring GCC’s strengths and weaknesses •  CDAC will identify the WHAT, but subsequent initiatives will dig deeper into specifics by disaggregating the data and exploring the WHY •  CDAC will create a WISH LIST of things/resources/initiatives to support the themes for improving student learning and student success at GCC •  CDAC will identify THEMES to be emphasized in GCC Student Learning Outcomes and on-going assessment •  CDAC Chair (who is also a member of the SACS Leadership Team) will present the CDAC’s findings and THEMES to the SACS Leadership Team for approval as institutional strategic themes for priority in 2009/10 planning and budgeting

4. Benchmarks for a Few Deep Wells • CCSSE reports survey results in terms of national benchmarks — areas that educational research has shown to be important in quality educational practice. The five benchmarks are: • Active and Collaborative Learning • Student Effort • Academic Challenge • Student-Faculty Interaction • Support for Learners

5. Benchmark Data (2004/06/08)

6. Team Roles and Responsibilities • Team Leader – Lead their team in reviewing the CCSSE data, determining GCC strengths and weaknesses, and identifying and prioritizing themes from the data • Team Recorder – Using laptop to document team responses to script and input into template for sharing with entire group and interact with CCSSE website for your team • Team Presenter – Present the team’s findings to the entire group • Time Keeper – Ensure time on task for productive outcomes during teamwork activities

7. Inquiring Minds Want to Know • Login to: www.ccsse.org • Click Members Only • Username: Grayson • Password: SJIABQ$2 • Formulate a research question for your benchmark • Begin Search and complete Steps 1-4 • What do the data say about your benchmark?

8. Team Work for Your Benchmark - AM • Team Leader will lead discussion to review data packet and/or CCSSE website (members only section): • Identify 3 GCC strengths from the data • 1. • 2. • 3. • Identify 3 GCC weaknesses from the data • 1. • 2. • 3. • Do the data mean something for you in your role? • What?

9. Team Work for Your Benchmark - PM • Team Leader will lead discussion of the top 3 GCC strengths and weaknesses from AM team work in order to identify major THEMES: • Discuss the significance of the 3 strengths prioritized by the entire group • Discuss the significance of the 3 weaknesses prioritized by the entire group • Brainstorm themes that emerge from your discussion

10. Student-Faculty Interaction • 3 GCC strengths from the data • 1.Received prompt feedback • 2.Talked about career plans • 3.Discussed grades or assignments with instructor • 3 GCC weaknesses from the data • 1.Discussed ideas from readings or classes with instructors outside of class • 2.Used email to communicate with instructor • 3.Worked with instructors on activities other than coursework • Do the data mean something for you in your role? • Yes. • What? • Re-evaluate how we communicate with each other and with students

11. Support for Learners • 3 GCC strengths from the data • 1. Academic advising/planning for full-time • 2. Across the board, with respect to full time students, we are at least average if not better. • 3. All students believed we provided support to help them succeed and that belief increased as they spent more time at the college. • 3 GCC weaknesses from the data • 1. Financial support to 0-29 credit students • 2. We need to reach out to part-time students more. • 3. Need to reach out to first-year students more, perhaps through college 101. • Do the data mean something for you in your role? • Yes, we need to focus more attention on first and part-time students in regard to support for learners.

12. Active and Collaborative Learning • 3 GCC strengths from the data • 1. Tutored or taught other students • 2. Asked questions in class • 3. Discussed ideas from your readings of classes with others outside of class • 3 GCC weaknesses from the data • 1. Made a class presentation • 2. Worked with classmates outside of class • 3. Worked with students on projects during class

13. Student Effort • STRENGTHS & WEAKNESSES • 3 GCC Strengths from the data: • Skills Lab, writing & math • We are offering a good selection • Peer or other tutoring (both part-time and full-time) • Preparing for class (studying, reading, writing, rehearsing, doing homework, or other activities related to your program • Does indicate a certain level engagement • Us emphasizing the importance of studying, doing homework, etc. • 3 GCC Weaknesses from the data: • Prepared two or more drafts of a paper or assignment before turning it in • Emphasize the importance of drafts • Worked on a paper or project that required integrating idea or information from various sources • Maybe we should make our assignments more complex and integrate across the curriculum • Evaluate the assignments, increase complexity • Frequency: Computer Lab • Not being utilized • Why? Maybe location, design • Possibly need “quiet rooms” for working and studying • YES • What? Revaluate the assignments to increase complexity and integration for papers and projects. Should refer more to the tutoring. Assess skills labs that are available. Maybe we should create a writing lab.

14. Academic challenge • 3 GCC strengths from the data • 1.Analyzing basic elements of ideas • 2.Using information to perform new skill • 3.Challenging exams • 3 GCC weaknesses from the data • 1.Number of written papers or reports • 2.Number of assigned textbooks or readings • 3.Students’ perception of their effort • Do the data mean something for you in your role? Make sure adjuncts know these things are important to include in classes. Emphasize importance of writing and reading evaluation. Use of consistent language when assigning papers and reports.

15. On the way to Themes!!! • Discussed grades or assignments with instructor.9/20 • All students believed we provided support to help them succeed and that belief increased as they spent more time at the college. 16/20 • Tutored or taught other students *8/20 • Asked questions in class *8/20 • Preparing for class (studying, reading, writing, rehearsing, doing homework, or other activities related to your program. 10/20 • Using information to perform new skill 10/20 • Discussed ideas from readings or classes with instructors outside of class 9/20 • Need to reach out to first-year students more, perhaps through college 101. 15/20 • Made a class presentation 11/20 • Worked on a paper or project that required integrating idea or information from various sources 10/20 • Students’ perception of their effort 10/20

16. Themes… • Strength Theme • A greater conscious effort to engage students both in and out of the classroom. Students feel empowered Students feel like we support them but we can improve that by communicating better and more clearly (and earlier). Students will continue to succeed based on the support they receive from institution-wide endeavors that encourages & reinforce student effort. • Student Success Center • Tutoring • Students feel supported as evidenced by • What we do well – students feel supported, tutored, and able to ask questions and are prepared for class. • Continues student success through supporting endeavors. • Student engagement – Focus more sharply on this • If they are engaged they will do all of these things • Weakness Theme • Find more effective ways to connect to students sooner, and challenge them to participate more in the classroom. Expectations of students beyond the classroom as far as synthesis and application We should improve the timing, methods, and diversity of our communication. Need to reach out to first-year students more, perhaps through college 101. • Faculty/staff mentoring • Retention

17. Team Work for Your Benchmark - PM • Collapse those themes into the 3 most important themes we should focus on in order to improve student learning at GCC • Why?

18. What Next?

19. Turnitin.com as a possibility for reducing the amount of plagiarism Requiring college 101 Electronic textbooks as a possibility for reducing textbook costs for students. Website needs revamped. Campus maps. Earlier orientation with sessions. A grading rubric for instructors not in those courses. Better email system. More training for new faculty and staff. Funding for classroom activities. Better technology for instructors (laptops versus desktop). Common language across campus. Site map for the website. Alphabetized faculty directory by positions (staff, administration, adjuncts, faculty). Increase student success sessions required. Use of “Strengths Quest”(Noel Levitz?) to help students focus on strengths not deficiencies. Wish List!

20. Evaluation