Resurrecting this Blog Site
I am attempting to resurrect this Blog Site. I will be contacting several folks to see if access is still okay.
This site is designed to encourage and support ongoing and self-reflective dialogue about teaching and learning at Ohlone College aimed at enhancing the learning experience for students, faculty and staff.
I am attempting to resurrect this Blog Site. I will be contacting several folks to see if access is still okay.
Looking for your input!
There is much ado about student learning outcomes and accountability these days. We are challenged to identify specific outcomes, changes in student ability, which can be measured quantitatively. This is all well and good, as it reminds us to think critically about what we are doing. But, when examining learning and contemplating what it means to be an educated person, we should not limit our scope of inquiry to that which can be quantified. Doing that would really miss the boat. So much of “being educated” defies statistical evidence, and must be explored in the qualitative realm.
We recently completed surveys of students (classroom based and online) and faculty. The responses were good and the data are rich. I am opening this data up for review and comment by faculty and administration. The survey data are in Survey Monkey format, which is easy to read and sort for further analysis. Try to take some time to look through the data and post any insights you might have. Here are the links:
Textbooks prices have been skyrocketing. Obviously, textbooks are essential to many of our courses. In some cases, our transfer articulations with four year schools could be jeopardized if certain textbooks are not used.
This section of the Weblog is meant to generate postings by faculty who are experimenting with the use of web-based student portfolios. For a great example of this type of innovation, take at look at the site being developed by the four-course “Who Am I in America?” Learning Community:
An important reason why many students come to community colleges, and why many faculty choose to work at community colleges, is our emphasis on teaching and learning, without a bit push for formal research. But, does this mean that community college faculty do not conduct research? Not on your life!. Many of our faculty are deeply involved in subject area research. Even more of our faculty are profoundly interested in the phenomenon of learning and are actively engaged in both formal and informal classroom research on methods and techniques.
There is growing interest and discussion regarding whether there should be limits on the number of online classes being taught by full time faculty members. I understand the Statewide Academic Senate is exploring this matter. Our Distance Learning Committee is beginning to look at this, as well. I will also be bringing the matter to the UFO CEER group for discussion soon. It's a topic that needs dialogue.
Clearly Ohlone faculty are engaged in ongoing exploration of new teaching and learning strategies. Much of the focus is on active and collaborative learning and this is good. But what about the age-old "lecture method?" Let's have a dialogue about this and see what we are thinking about the once (or still?) dominant teaching approach in higher education.
Collaborative Initiatives, 2006-07
The Faculty Association of the California Community Colleges (FACCC) makes the following statements related to Academic Freedom:
Recently there was a posting to this Weblog promoting email exchanges between our students and students in China. This prompted a comment from a faculty member questioning the value of our faculty and student exchange programs, particularly with China. This prompted a number of comments from other faculty. Therefore, I am setting this seperate topic posting. Please review the comments associated with this topic and add your thoughts.