Mission and Goals
- Write Developmental Education Program goals that address non-cognitive student issues and are applicable for all of our courses—communicate them to adjuncts and students (Frame: by the 1st week of school students are able to ___, by week 2 they are able to ___)
- Write values or goals that explicitly state being inclusive of all—faculty, instructional staff, administrative staff, and students (make sure to include adjunct faculty)
- Write Developmental Education Program goals and outcomes, to include: student demonstration of study skills strategies, knowledge of academic and student support resources, locus of control/self-motivation, learning reflection (following tests or at mid-term), self-efficacy, critical thinking, collaboration, clarification of personal and educational goals, communication skills.
- Communicate COT-Bozeman and Dev. Ed. Goals and learning objectives to adjuncts
- Data to collect:
- number/percentage of American Indian students
- academic background (ACT, SAT; high school GPA) of Level I courses (since placement window is so wide)
- academic background of M 096 vs. M 097 students
- average number of times to complete each of our courses
- MSU degree completion of former DCP students
- Explain NADE Certification process to rest of COT Bozeman faculty and staff
- Ongoing conversations and discussion among full time and adjunct faculty on topics related to teaching, learning, students, and retention. These conversations would include topics such as Universal Design, cultural sensitivity with American Indian students, etc. Might include an online introduction or reading followed by a discussion. Offer the first 3 or 4 Fridays of the semester. Might be tied to a credential for participating in a certain number of discussions over the semester or year.
- FAQ for students about 0-level courses—what they count toward, grades (except M 065) are calculated in GPA, credit toward FinAid, explain M 065 P/F grading reasoning, attendance policy.
- Develop Bridge Program from COT developmental ed courses to MSU
- We need to change our test proctoring system. We could do this by requiring students to use MSU Testing Services and pay for proctors, or have dedicated proctering hours when a Work Study student is available. If so, we should have a test proctoring information flyer with options available, and put that information in course syllabi. Terra has test proctoring guidelines to share. We could also get guidelines from MSU Testing Services.
- Ultimately, we believe all MSU developmental courses should be housed in one program.
- Move tutoring space to a location that is accessible.
- Math and Writing tutors should introduce themselves in each class at the beginning of each semester (at least one tutor/course)
- Tutor photos on the wall with staff, faculty, and adjunct faculty
- Ensure tutors wear name tags
- Develop alternative delivery methods, particularly for Math, to meet more students' needs.
- Does MSU Athletics need a prep course for Math--possibly offered during 2nd summer session for incoming freshmen?
- Develop opportunities that meet adult students’ needs—possibly short format (not 15 week), evening, and affordable
(No action items identified)
(No action items identified)
- Early semester meetings for adjunct faculty within each discipline
- Facilitate better support for adjuncts
- Develop teaching mentor program—require new adjunct faculty to attend a class taught by a full-time faculty member.
- Provide resources on teaching strategies for different types of students.
- Provide resources (notebook) with resources for teaching developmental students and specific to each discipline.
- We need to offer opportunities for adjunct professional development--either local opportunities for conversation, organizing a statewide conference on developmental education, or sending an adjunct(s) to the national conference. We should look into scholarships for adjunct professional development on the NADE website.
- Adjunct faculty need more training and exposure (FERPA, how and what to document with student incidents and communication, safety or secureity in the classroom, remedies for uncomfortable situations in the classroom and how to respond, Universal Design, and appropriate accommodations, ethics in higher education and the classroom). Each faculty member is assigned a topic and then they apply and present to faculty and adjuncts. When Tara Grey spoke on campus she proposed that faculty should:
- Create a set of training and protocol for September faculty and adjunct discussions and provide materials for someone else who wants to try it.
- We need to offer better pay to adjunct faculty. This might include a tiered pay scale based on developmental education teaching experience (check the NADE standard). Our Math, WRIT, and COLS adjunct pay should match MSU.
- Address adjunct faculty space issue—one computer is not sufficient
- We should be briefed on how and when hardware is updated (either by MSU-GF or MSU). We need this information from IT. Please explain how IT works and the process for getting new equipment.
- Classrooms and faculty offices in the same half of campus.
- Privacy is a real issue. Our faculty have cubicles--no other faculty at MSU have cubicles.
- Technology in the classroom--either secure more dedicated classrooms (in which we could have a computer and projector) or changes classrooms to tech-connected rooms.
(No action items identified)
- Meet with graduate school about the possibility of having GTAs teach for COT as part of their GTA load--because a number of GTAs (in Math Masters program) are interested in getting a community college faculty job.
- More appropriate MSU-GF committee assignments for Bozeman faculty—find out how MSU-GF committee process is determined, ensure our faculty participation in MSU committees is valued equally, find out about MSU committee participation options and disseminate to Bozeman faculty.
- Make a list of our campus and community connections to target where we aren't connecting with relevant agencies, offices, and individuals.
- Connect with MSU Graduate School about how to partner with graduate students--could be having TAs teach our classes, research on our classes, or otherwise.
