Focus groups: Breakouts by Geographical Region

August 13, 11:15 am – 12:30 pm

Facilitators:

Marcy Alancraig, Nancy Cook, Joan Cordova, Wade Ellis, Janet Fulks, Barbara Illowsky, Dianne McKay, Bob Pacheco, Anniqua Rana, Gary Williams

Groups will be formed by stickers placed on name badges. Groups will range from 10 to 30 people.

Description: Meet with colleagues in your district and geographical region. Discuss how to link to your own campus resources, such as counseling, student services, tutorial centers, staff development. Also, determine strategies for how you will spread your knowledge and continue to learn how you will train others on your campus.

Outcome: Equip adjunct faculty to identify, locate and use campus, state and national resources

Objectives:


  1. a. Give adjunct faculty strategies on how to connect back on campus (ie getting computer for traveling, needed services)

  2. b. Identify skills necessary to help adjunct be successful (typical pedagogical, curricular or governance information they may need)

  3. c. Describe the holistic needs of students and the student services that may help them succeed

  4. d. Analyze the integration of counseling and student services on your own campus
  5. e. Identify general and discipline specific support from campus, state and national resources

Discussion:

?
Question 6 seems fine to me except, I would eliminate the reference to staff development which was already discussed and doesn't relate directly to student needs.

  1. What types of faculty training do you think are absolutely necessary in order to create or maintain an effective Basic Skills program?
  1. What are some specific components of thistraining?
  1. After you return to your home campuses, how can you successfully spread the knowledge you have gained to both full-time and part-time faculty? Who on your campus would you need to contact to request this type of training?

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  1. 4.How would you impress upon them the need that this training would be ongoing and sustained over time, and not a one shot workshop? Why is this important?

1.
What will you do on your campuses to help establish ongoing training? How will you help make certain that this training is ongoing rather than just “one-shot” workshops? Why is this important?

5. How will you ensure that this training is sustained over time? What will you do to get your district involved? On your home campuses, whom would you go to first in order to try to help establish this training? Why?

  1. 65. DDescribe some of the characteristics of students you teach with basic skills needs. Why do you think it is important to link your Basic Skills program to counseling? To student services? To tutorial services? To staff development? Disabled Student Programs and Services (DSPS)? How can these services help students with basic skills needs?

WDo you know where areall these services are located on your campus? How would you go about Do you know how to referring students to these services and following up to make sure they are receiving themservices?

  1. 76. In order to create manageable tasks for yourselves, it is best to work on the above links one step at a time. If you had to choose just one link as a starting place on your campuses, which of the following would you choose first, and why? Counseling, student services, tutoring, or DSPS staff development.
  1. 87. Think of your home campus. Whom would you go to first to try to help work on the link you chose above? Why did you choose this person or group?
  1. 98. What barriers (pedagogical, curricular or governance) do you see to successfully implementing your chosen link might you encounter? How would you overcome them?
  1. 109. What are some general and discipline specific state and national groups you could contact for pedagogical and student support information for students with basic skills needs?