General Thoughts

• Student needs to take responsibility for learning (teacher facilitator)
• Use vareity of teaching/learning approaches
• Teach to all different learning styles
• Approachable teacher/relaxed atmosphere
• Retesting with group work
• Don't repreat the textbook
• Traditional lectures method still not OK
• Faculty need to work constantly on being "good" teachers in all ways
• Must take responsibility for own learning
• Must bbalance content delivery with "entertainment"
• Faculty can learn by listening to students
• Need more staff development, especially in different teaching methods
• Students are disturbed about straight lcture
• Internet/WWW/Electronic Forum/Micrograde/Power Point/Other technology that could be integrated into the classroom--each campus needs a FT Support person to teach faculty how to use these and how to incorporate effectively into their individual classes/disciplines (preferably a faculty member)
• Need a course for students and maybe faculty on Information Literacy/Technology
• Each campus should provide $$ for faculty for summer projects to do [Internet...above]
• I want to learn how to use technology in the classroom--who will teach me? Some faculty can do this in large group settings, some in small and some need one-on-one. Are we going to just say it's needed or put our money where our mouths are and provide it? The resource person, the time and the money. Summer project money should be made available with learning done within disciplines.
• Faculty model that's ancored to the learner not the subject (nor load hours)
• Student progress based on student outcomes instead of seat time. Faculty become facilitators/consultants
• Curriculum process needs to move better and faster
• Interdisciplinary faculty teams i.e., occupational, general ed., librarians, and learning center staff needs to be a model--systems approach
• Modality of teaching isnot as important as the relationships with students, industry, community, etc. (It will arise from those relationships)
• Drawback to change => The nail that sticks out gets hammered. Please sign up to get hammered when you advocate change.
• Faculty of the Year (Last 5?) showcase at Convocation
• We live in a "one-size-fits-all" worls but we are not a one-size-fits-all people. Please help us.
• Noticing the different ways in which students are excited to be learning. Vehicles for responding to these differences (what happened to the excitement of kindergarten?)
• We should embrace and be excited ourselves about these differences
• We need to focus on how MCCCD will differentiate ourselves (in terms of value to students ) from others in educational market place (What makes us better?)
• Time to evaluate our teaching methods
• Faculty "rotate" to other campuses--you go where the needs/students are
• Need to change the structure of $$, rewinds, etc.
• FTSE is NOT WORKING as a POSITIVE force in Maricopa
• Time to mtalke faculty to faculty is a luxury few can afford
• Student complaints legitimate
• Are we intrenched in Ivory Towers? Even if they fall, where is the system for students?
• Students can learn more sometimes by integrating 2 selected courses
• Concern with learning all of the material vs. covering all of the material. Concern about moving on to next ttopic before learning of another topic has occurred
• Liking team/group work vs. not liking accountability for individual performance is key
• Directly answering questions vs. not directly answeringt to get students to figure things out. Students may think teaching doesn' tknow the answer.
• " Talking down" to students vs. trying to bring students up to higher level
• Not returning student papers in reasonable amount of time
• Cannot make basic assumptions about what students come in knowing. Lacking basic cultural literacy, more heterogenous.
• Division between students right out of school vs. returning students. Young students are intimidated by experience of older students. Older students are intimidated by not being in school for x# of years
• Learning is too compartmentalized. Neither faculty nor students make the connections between disciplines and transferrable skills.
• Faculty don't use visual aids well--too much detail, too many words, not readable, not attractive. Solutions; and graphics programs; good software; training on how to use; available help; and resources; time to practice.
• Find ways to motivate those teachers who hae difficulty "reaching" studentws without violating academic freedom
• Provide more opportunities for PT and FT to learn new teaching techniques
• Not having size 3x and 4x T-shirts is discriminatory. It happens at employee gatherings and with student activities
• Need to ACT on what students are telling us. Not just listen.
• We don't "teach" students, we teach them how to learn
• Is it relevant?
• Who cares?
• I do!
• OK, but someday you'll just love finding the irrelevancies.