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Issue
Imposed educational structure
Convener
Reece Weide
Participants
Brad Kincaid
Ken Baer
Shirley Lowman
Ann Barrett
Charlene Almendarez
Donna Tannenhill
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Discussion:
Ideas Discussed in Order of Appearance:
Too many students say they only want the grade;
Some students only want grades/credential for the workplace marketability;
Need for life experience "non-classroom" learning;
Focus on lecture format and traditional classroom spaces is too strong;
Traditional schedule is also used too commonly;
Focus on creating the "assembly line" process and FTSE;
Problem based learning has potential for improving our system;
Different types of credit need to be convertible and exchangeable;
We need to have more focus on learning to learn;
Courses are not driven by a Consensus of the necessary student outcomes;
Teaching the process and skills of learning is a need;
Competencies as written only describe artifacts of actual learning, not the actual learning abilities students should have upon completion - both types of competencies are needed;
One of the jobs of the college is to provide multiple learning resources and help students set up their personal learning networks;
Students need to understand that learning isn't physically attached to the classroom, instructor, college, etc.;
We need to encourage and facilitate the cross-class use of the student's work - for example, allow them to give a required speech (in a communications class) about a topic which they need to research for a biology class;
Testing (and grading) needs to be reformed so that it better mirrors the workplace.
Recommendations:
Increase college's flexibility, both physical and temporal;
Revise competencies to be focused on student outcomes and learning process and techniques - this may require reduction of quantity of discipline-specific detail content;
Continue (accelerate?) movement from lecturing toward experiential learning, collaborative learning, problem-based teaching, student-centered active learning, and similar modalities.
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