Assume there is no Ocotillo...

• District=> Dialogues
• ID Problems
• ? solutions implementation => lack ability to engage 80%
• Move from problem solving to implementation to tangilbel products that people can see how change can better what they do
• Do at Grass Roots level esle "suspect"
• Tangible Products
• Promote different teaching methods; ask specific colleges to take leadership
• Intercollege cooperation
• Interdisciplinary--Discipline Web Pages--share questions/answers create Dialogues via Web
• ? survey faculty about Web => flashlight
• Interdiscipline learning teams districtwide
• Dev. cross disciplinary IC
• Change college schedules -- M-Th T-Fr W=interaction w/students M-Th=more days for stud. prep, lab T-Fr
• Training for 80% look at Faculty Development
• Take $$ from dialogue => specific faculty initiatives and share results
• Combine expert areas
• Dont' stop at recommendation of training
• Link to products apply to grants for participation=>implementation
• Ongoing sharing of concern and awareness, success
• Support structure to pilot
• People coming together for a common passion=> evolves new structures and products
• Id single direction and move from start to finish vs. so many nultiple agendas that are shotgunned
• Focus resources on what we do best
• Why are we reinventing wheel if someone has done it better
• NIH not invented here
• We don't share across collegtes because of FTSE competition
• ? centralize/decentralize
• ? different $$ allocation model
• How will Policy Governance model support common "ends" -- what we want to achieve
• $$ allocation to "dist"
• If emphasis in ET/L -- what/how do we achieve it?
• Web Pages for dialogues -- created by AL
• Put 3 goals from video to begin dialogue
• Schedule based on learners/customer vs. "us" faculty
• Ocotillo could provide training in technology for faculty
• Projects in Ocotillo, not just Ocotillo talking about technology
• Are we letting "technology" shpae teaching (rather than seeking ou;a technology that is available for a specific teacher or course?)
• Maybe technology for technology's sake is hindering learning?
• Teach ("train") teaching methodologies (collaborative learning, distance learning, etc.) -- not just have Ocotillo look at "technology"
• Maybe each college take the lead in a certain methodology
• Should "technology" mean just "computers" or other technologies?
• collaborative learning, activated learning, service learning, curriculum process, continuous quality improvmeent in learning, alternative methods of assessment, using multimedia and technology, etc.
• "Promoting" means interested faculty at a campus become specialists ina certan methodology, those faculty provide workshops for entire district
• Staff development--how do we get better access to individual faculty
• Incentives for part-time faculty
• Access problems
• To assist teachers => support on campus
• instructional technology, instructional design, assessment / Studio 1151, experts on campus
• Virtual community on Internet -- topical interests
• Virtual Ocotillo w/resident experts (self-identify); keep chanes for inter-college communication
• Better use of Convocation -- not done well now; mini-conference where faculty share or dialogue rooms
• Redirect funds for Lodestar, PEP Grants, Ocotillo, Faculty Staff Development, Dialogue Days => where do they get support? Each campus gets $$ to do what they need to do
• 3 common events during year
• Change the district paradigm for how to support instruction--move support to campus
• Don't put campuses in position to do dog & pony shows so we can beg and compete for students
• Bring district to campus
• Go to expert areas rather than district, disciplines, colleges
• Where is innovation?
• Can we go beyond Think Tank recommendations to planning & implementation?
• Old Ocotillo standards -- do they have values now? are the shelved?
• Faculty need time for plan/implementation who can decide? Presidents?
• Need time for development/professional growth creativity
• FTSE competition for $$ dominates time for development (change w/times)
• Truth in advertising--4 ENG101 classes taught in different methods and advertised as such in schedule
• Database of all Maricopa classes then student inputs her variable (west valley, tuesday, 6 p.m., ?)
• Expert areas, development, plan/implementation
• New Ocotillo
• District support training facility using faculty to learn new technology who then train others
• Challenge MCCCD Policies:
  • Assessment (need a more accurate system than ASSET)
  • Voluntary Placement (need advised placement in Eng, Rdg, Math, no waivers)
    But would only work if Assessment was more accurate
  • Faculty evaluation--let's do something about instructors w/high attrition rates
    => accountability
  • PT faculty needs more training opportunities for effective teaching
• Would like more control--students want to be engaged
• Some like groups/some don't/dislike schedule orientation--teacher to be available
• Individualize teaching
• Teachers need to able to meet different learning styles and ways students want to learn
• Students want variety
• Students need to be motivated to learn on own
• Students want ways to collaborate--those who want to will (Integrate ways to give students opportunity to engage)