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Title:
How will we know when our system is progressing toward a learning system?
Convener:
Yvonne Zeka - GWCC
Participants:
Jackie Moran - MCLI, Clyde Perry - GWCC, M. Denise Menchaca - GWCC,
Manny Griego - GCC, Geri Rasmussen - GWCC
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Discussion:
Need to understand where we are now. How do we know? Summary of what we
are doing now -- where and by whom.
Teaching system now?
Indicator [1] -- schedule reflects needs of students as opposed to needs of faculty,
staff, etc.
- - One indicator will be when we progress, such as GCC, when the scheduling reflects the needs of the students.
- - A good indicator is what we can see right now; need to talk about things that do not exist right now.
Indicator [2] -- students taking responsibility for their learning -- how to measure
now and in the future?
Indicator [3] -- learning cannot take place without good instruction and an
environment conducive for learning.
Indicator [4] -- the number of opportunities for students to demonstrate what they
can do and know.
- In order to teach the proper thing - are they learning what they need to learn.
Indicator [5] -- measure input from external community in development of the
curricula for liberal arts and sciences.
Zeka -- read article on the three C's of education -- Content, Context, Certification. Explained what these mean.
- Still need to have other qualities -- team building and getting along with other people -- are not taught by specific courses but should be modeled within all courses.
- Will there be rewards/recognition for those who are assisting in the movement of the system toward a learning system. Having a clean classroom.
- Rewards and recognitions for those who are placing learning as their core value.
- When learning is at the center -- faculty, student records, student services all orbit around the student - no one area is better or more valued than the other. All staff and faculty are also learners themselves.
Indicator [6] -- We have to replace FTSE to determine funding. Need to come up
with another method to determine funding. FTSE creates competition among
colleges to gain more funding.
Indicator [7] -- when MCCD becomes one and not 11 (colleges/skill centers)
All learning <----> Faculty, A & R, Student Services, Activities, etc.
Recommendations:
Define specific outcomes that will measure where we are on the continuum.
Baseline Data Goals
X__________________________________________________X
Now
Goal -- Learning is the core value -- will never reach that but always working to get
there.
The system needs to have the goals established with the student as the center.
One way we will because everything about our being -- mission, goals, etc. -- will
reflect the needs of the external community, also within. Person coming in will
define goals with the proper guidance and counseling.
Further develop indicators:
Difficult and important areas -- How to fund other than FTSE? Getting students to
value learning. Need to think beyond classes and programs.
Portfolio evaluation -- will reflect accumulation of experience and learning.
Getting away from grades.
Learning is important outside of the classroom. Processes -- grievance procedures,
registering for classes, real-situation problem-solving -- not getting what you want
when you want it -- real world experiences. Valuable learning experiences. A lot
of these processes are given in the first day of classes to help them negotiate
through the class and be successful -- i.e. learning/going through the processes of
getting an education.
Quote -- "Learning seems to occur after the event."
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