Prerequisite Implementation Committee
Meeting #1 – September 23, 2005
Co-Chairs: Diane Mulligan, Porter Raper, Reine Thomas
Present: Linda Bastian, Dan Findley, Cecelia Guinee, Paul Halloran, Frost Johnson, Karen Jolly, Amy Kelly, Theresa Love, Marilyn Marshall, Laura Massey, Porter Raper, Karen Sanders, Melanie Serrou, Mary Severson, Kurt Simonds, Mary Lane Stevens, Reine Thomas
Absent: Len Anderson, Heidi Bailey, Linda Gettman, Katy Ho, Peter Maphumulo, Pam Miller Tatro, Diane Mulligan, Roberto Suarez, Cynthia Thornburgh
- Introductions (All)
- Overview of the Issue (Porter)
- This issue has been percolating for the last 5-6 years – last year there was enough interest and momentum to focus on it – the hard discussions started in the policy committee, moved on to the EAC and out to the campuses through campus forums. The Policy committee looked at all the feedback and pulled out themes that then helped to form the policy. A formal recommendation was presented to and adopted by – almost unanimously – the EAC last spring. Dr. Pulliams has also enthusiastically endorsed this policy. Several SACs are now engaging in this discussion as well.
- There has been an attempt to make this a very inclusive process from the very beginning - and the interest has remained high through the last several months.
- At times this policy has been controversial – some see it as a challenge to the open access mission of the community college – some are worried about possible negative effects on enrollment. In response to these concerns Dr. Pulliams has agreed to be more elastic with lower enrolled courses during the transition period.
- Part of the EAC’s recommendation was to put together a diverse team to implement this policy. The implementation committee has a broad spectrum of representation, including administration, faculty and students from both instructional programs and student services.
- Committee charge: Successful implementation of the prerequisite policy, communication with faculty and students, facilitate a shift in the institutional mindset from open access to student success.
- What does successful implementation look like?
- Institutional Culture
- Institutional mindset transition from access to access with success
- No stigma associated with the need for prerequisite studies
- Students have an understanding of why this is important for them / students embracing the need for strong basic skills (ie: non-lame)
- Inclusion of ABE/GED and ESL in the teaching and learning continuum at the college – ie: Prepare pathways for every entry point
- Increased collaboration between student services and instruction
- Strong communication between full and part time faculty
- Teaching and Learning
- Appreciation of a continuum of learning
- Increase in the level of instruction
- Network of teaching and learning services – not a fragmented set of offering of classes
- Focus more on teaching content and less on basic skills
- Increase the use of collaborative and cooperative models of instruction in the classroom
- Transformation of the teaching and learning environment – this change will have a broad impact on the institution as a whole
- Innovative and creative instructional delivery design for all students – a holistic approach
- Support Services
- High level of confidence in the assessment and placement system where efficiency and options are built in
- Tracking system in place to see if we have indeed been successful – successful programs will have internal tracking as well
- A shift of focus from course readiness to long-term and career planning and goal setting
- Ease transfer by having a system in place to evaluate transcripts from other institutions up front
- More seamless communication between all levels of educational institutions in the State within the K-20 continuum
- Decreased attrition, fewer financial aid defaults, increased retention and other measurable successes
- Institutional Culture
- Critical Areas
- NEW area:
- Change of mentality / philosophy from ‘right to fail’ to “open awith guided placement” We are open access and we are here to help you succeed!
- Course Avilability and DE Success
- Suggestion: Combine DE Sections with DE success into one group and move ‘non-pre req classes somewhere else
- Student Testing
- Change ‘Student testing’ to ‘Student evaluation’ or ‘student assessment’
- Review the placement and testing system
- Student Advising
- Expand this area to look at the advising infrastructure
- Educate incoming students to what an advisor is
- andatory advising
- Includes academic advising, counseling, career counseling, transcript evaluation
- Financial Aid Implications
- Keep as is for now
- Add K-12 to the target groups
- Communication of the policy and the implementation process
- Communication of this committee to the college community – develop a communication plan / attend Division and SAC meetings / Advertise meetings as open
- NEW area:
- Next Meetings
- OCTOBER 7 – Friday – 9:00-11:00 am at Central Portland WTC
- NOV. 18 – Friday – 2:00-4:00 pm at Central Portland WTC
- DEC. 2 – Friday – 9:00-11:00 am at Central Portland WTC
- Please read the EAC Policy Committee – Prerequisite Proposal
- Extra Credit: Go to the EAC Policy Committee webpage and browse the documents related to the development of the policy.