QUESTIONS:
1. What do the words "learning community" mean to you?
2. Briefly describe an innovative approach to teaching and learning you would like to have the ITL investigate.
3. How do you learn best?
4. How do your students learn best?
5. Which teaching and learning strategy involving technology would you like to be able to use in Fall 2000?
6. What is a research question on learning that the Institute should address?
7. How would you define quality as it relates to teaching and learning?
8. How should the Institute strengthen relationships among members of our learning community?
Comments:

1. What do the words "learning community" mean to you?

• A community which "thinks".
• Learning community, to me, means people who want to better themselves by utilizing opportunities that are available to them to learn new techniques, procedures, etc.
• A "learning community" centers around the dialectic. The dialectic is the process of learning through conversation. You start out with an idea; I start out with an idea. And, by sharing those ideas, we converse until we reach a mutually satisfying truth.
• An environment in which the atmosphere is centered around learning. Not only for the sake of "degrees.
• Faculty, staff, and students working together in class, outside of class, and with support services.
• A group where ideas for teaching and learning are shared.
• Groups of faculty, staff, students working together with a set of common goals and objectives.
• Exploring issues related to learning and helping everyone improve the learning process.
• A place where faculty, staff, students are exposed to learning opportunities and there is a lot of interaction and discussion of issues.
• To me, the words "learning community" means the group who are coming together for the purpose of learning.
• A place/atmosphere that reaches all individuals and promotes continued learning throughout life.
• Community: a population in a given area interacting together.
• Learning: the process of organisms being conditioned to stimuli or exposure to occurrences. With humans it is conditioning or creating a behavior when exposed directly or simply by observing processes that occur to other humans and organisms.
• Learning Community: The interaction of organisms (humans in this situation) in such a way to create a behavior or condition within the group in response to being exposed to stimuli.
• A society of learners.
• A community based upon the teamwork concept of synergy, in which the sum of the parts is greater than the individual. In other words, when we assist and help others to grow, we contribute to the overall success and growth of the college community.
• The phrase "learning community" suggests not only that learning takes place, but that it takes place in an atmosphere that supports learning and between people who see themselves as learners. To be a learning community means that all the members see themselves first and foremost as learners, that learning is a shared experience, that teachers are merely more advanced learners, who having advanced across the terrain, turn back to their students to say, "This way--follow me." A learning community means that students must accept the responsibility for their own learning, that their interest is not primarily in grades or degrees, but in knowledge, understanding, application, and investment. A learning community shares a common purpose, a common commitment, a common character--to learn, where learning is both meat and drink.
• A body of individuals who support a learning effort, as a whole.
• A College/faculty which has thoughtfully and systematically identified expected outcomes associated with each identified learning goal; assigned criteria to each outcome and then routinely evaluates and monitors these outcomes. Data obtained is evaluated and used to make revisions in any or all factors related to teaching and learning; e.g. teaching styles, content of class, appropriateness of identified outcomes, methods of assessment, etc. etc.
• A Learning Community is focused on results and accountability of the educational process.
• A learning community communicates well with individuals focused on incorporating present knowledge in context of new educational challenges.
• Open minded, a community with a thirst for knowledge.
• A learning community is a group of individuals voluntarily assembled (actually and virtually) for the purpose of acquiring skills and knowledge. Different members of the community have different roles, but each member of the community is valuable in pursuing the common goal of learning. Learning is facilitated by communication and interaction through every possible means.
• Students, faculty, staff, and community in a cooperative learning environment. But why do we continually need new names for the same ideas?
• A learning refuge where all ideas are welcomed and debated and where individuals are free to make their own learning judgements. It idealizes the moral obligations of freedom with responsibility.
• Cooperative group of individuals with the goal to learn.
• Anyone who is interested in developing existing or learning new skills
• A learning community is one that continues in a life-long pursuit of knowledge. Knowledge is a goal that is never completely obtained and must be constantly pursued by everyone in the community.
• All people in our service area.
• Anyone who would benefit from instruction at CSTCC
• To me "learning community" means an environment in which people are acquiring more knowledge and empowerment which helps them fulfill their goals; socially, economically, educationally, and politically. It is one in which communication and a positive attitude is essential.
• Any group of individuals having the common purposes of contributing to that which is known, disseminating that which is known, or increasing their own grasp of what is known.
• Various or specific agencies/businesses/job sites having a co-operative learning/mentoring agreement at CSTCC, and these above mentoring folks participating and continuing ed or learning new skills @ CSTCC.
• A group of individuals with the same interests and goals, who wish to achieve higher knowledge plateaus together.
• In one sense, a "learning community" consists of a group of individuals who share ideas and resources to achieve a common goal.
• A collegial association of members (faculty, students, staff) whose mutually beneficial goal is to learn and to learn how to learn.
• Instructors, students at CSTCC and employers / employees of businesses and hospitals employing our graduates or in need of continuing education---e.g.EVERYONE WITHIN OUR REGION
• Community for me is dynamic. It changes as new members flow in an out, whether class-based or administrative, a community is made up of those who live together for a purpose. We interact whether virtually or in person. A learning community is one in which members share what they want to learn about as well as successes in reaching those goals. We teach each other by sharing interests, knowledge, and the successes and frustrations of achieving our individual and collective goals, without fear of asking the questions that help us take the steps.
• Since we are living today in a world of continuous learning, "learning community" would mean any person that is interested in learning regardless of age/gender/economic background.
• Learning new technology through team support.
• A group of people, both teachers and learners, from different areas of expertise, sharing ideas and learning from each other for the common good.
• People and institutions that are open to new ideas and are searching for better ways to do certain things.
• A concept of people from small children to adults of various ages, learning from teachers, crafts people, technology, peers and self; as well as the designated instructors/experts learning from the student.
• A progressive movement advancing in the educational community. Always wanting to improve.
• A group of interested people (trained) coming together to offer education with the best and most effective teaching styles.
• Integration and sharing of learning/educational resources, expertise, and facilities to achieve common goals to benefit the individuals, groups, businesses, institutions within our extended community (independent of geographic boundaries).
• Implies those individuals that will pay for a class Cute expression that allows one flexibility for a response
• To me this includes just about everyone as we are all interested in acquiring or using knowledge and/or understanding. It includes students, teachers, and support staff at all academic levels as well as government and business groups who support or utilize the products of the educational system.
• Students, staff, faculty of Chattanooga State.
• Learning community is faculty teaching courses in every discipline area.
• An environment where each person encourages development of learning students (and staff) are encouraged to learn and enabled to learn.
• It means that everyone is involved in the learning process - students, faculty, and staff. We work together in decision making, planning and implementing of ideas.
• Teachers, students, support services, advising working together.
• An interactive group of people with common goals, but diverse experiences.
• Students, teachers, staff - all working and learning together!
• Equipment, facilities, staff, faculty and students.
• Any person desiring to pursue learning….students, teachers, professionals, staff, everyone. Included in definition should be appropriate learning environment conducive for instruction.
• A learning community is one that continues in a life-long pursuit of knowledge, knowledge is a goal that is never completely obtained and must be pursued by everyone in the community.
• Many things. It could be a classroom, a lab, a study session, or the entire campus population.
• People coming together to assist each other in learning.
• Learning community means any group of people that attempts to learn a new process, concept, or course of study in some corporate manner.
• A learning community is a group of people who share resources and ideas and talents to achieve individual and group goals. Each member is respected and encouraged and there is no prerequisite level of expertise other than a sincere interest in learning and benefiting from the association through supporting others and receiving support.
• A cohesive group of people committed to learning anything and everything.
• Those who share the common interest of wanting to learn, knowing more about how learning takes place, and how to better help others learn.
• A group of people who are to some degree committed to and involved in learning.
• A learning community is an environment where learning is valued and supported by all members of the community.
• A group that comes together w/specific learning objectives in mind. This group assists one another in achieving those objectives.
• Ideally, CSTCC acts as a facilitator in developing lifetime hours of learning within the Greater Chattanooga Metro area.
• A community where both teachers and students are active participants.
• Anyone enrolled in classes, or considering enrolling in classes at CSTCC, all faculty and staff of CSTCC.
• Any place or procedure that exposes an individual to factual information that; if retained, will e beneficial to that individual at a later point in life.
• CSTCC students/faculty/staff
• All of those involved in the learning process of our students: faculty, staff, students, businesses, family, other relevant educational institutions (e.g. high schools)
• A cohesive, cooperative group of educationally-marked individuals supported intrinsically by one another and extrinsically by instructional, study and research resources whose collective purpose is to grow and gain in knowledge, understanding and wisdom.
• A learning community would mean a group of people who focus on learning, the skills needed by both students and faculty to accomplish the goal of learning. Faculty would be trained and would share expertise with other faculty members. Faculty have the drive to continually improve the level of learning that occurs in their classes. Faculty would have the support of administration to have high academic standards and not to have to lower these standards in order to keep enrollment high. Faculty would be assured that other faculty members upheld these same standards so as students progress through the curriculum, the students have a common base.
• Not much, pretty vague at this point. But it could imply a collection or group of individuals that make up a "learning community" who are continually "educating" themselves in order to better serve the "community or group" that both supports them and that they support. This would however depend on the capacity to which the individual or group is served and/or supported by the "community" and to what degree the individual group can serve and/or support the "community".

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2. Briefly describe an innovative approach to teaching and learning you would like to have the ITL investigate.

• Problem solving through simulation.
• Some of the teachers need to learn to do power point or at least some innovative teaching strategy to keep the student's attention rather than just standing in class lecturing.
• The dialectic could be enhanced by bringing the online threaded discussion to the classroom, which would effectively knock down the walls of time and space for the learning experience.
• An informal approach in which the student feels like he has an input to his means of learning. Stimulated desire to learn.
• More on-line classes similar to MA 080 from the Fall where part of a five hour class is taken on the web and part is taken by lecture. This would help students who have a difficult time taking a class every day of the week and also move us into the 21st century in the right way.
• Use of the computer in the classroom.
• Faculty learning from other faculty in a non-threatening manner, e.g. classroom observations via a looking glass window where faculty can observe without disturbing the classroom dynamics, etc.
• Improving the in-class relationship between faculty and students.
• When studying a topic within the classroom/lab have the students visit a facility/study site where the student themselves can actually perform the tasks discussed in classroom/lab setting. Another possibility is to have the students "shadow" a professional carrying out tasks being discussed in class.
• Case studies that give direction to the number of students in a group and how to select the group members.
• The approach of understanding the different learning styles, and then adapting teaching techniques to fit the different ways students' learn.
• How to enable students to work on group projects via electronic means - to help them develop group communication skills and then let them use them via email, chat rooms, forums, etc. This is the way many companies operate now and more will do so in the future.
• Student motivation and commitment to class, in attendance, in assignments, and in effort toward mastery.
• A systematic and relatively efficient and quick way to determine in a class setting the learning styles of students and, within personal/facility/technology/time limitations attempt to meet these learning style needs.
• Active learning. Integration of activities into classroom instruction that changes students from passive listeners to active investigators.
• Problem Based Learning.
• Spend one on one time with instructors who request assistance to develop courses, syllabi, etc.
• I would like the electrical technology division to purchase and implement an interactive software package for the freshmen level electrical and digital circuit classes.
• Assessment of learning styles in selected classes and how the teacher can innovative structure the course to meet each.
• Students interview other students or an expert, non-students about their field of interest.
• Have the students learn in triads or clusters of four in the classroom on a weekly basis. During the following week have the triad or cluster of four students share with the remainder of the class their insight or understanding of what they learned. Remember that it will be important from the onset that each student takes note of all that is conveyed in the classroom or on trips, etc, but each triad or cluster will be trusted to share the subject matter, information, procedure, etc that they were assigned to convey thoroughly to the remainder of the class. This gives a heightened sense of responsibility to learn and show a working knowledge of the course content, etc.
• Have the students learn in triads or clusters of four in the classroom on a weekly basis. During the following week have the triad or cluster of four students share with the remainder of the class their insight or understanding of what they learned. Remember that it will be important from the onset that each student takes note of all that is conveyed in the classroom or on trips, etc, but each triad or cluster will be trusted to share the subject matter, information, procedure, etc that they were assigned to convey thoroughly to the remainder of the class. This gives a heightened sense of responsibility to learn and show a working knowledge of the course content, etc.
• Workshop Physics: Requires a reallocation of time into three two-hour blocks instead of two three-hour blocks. The distinction between lecture and laboratory is erased. Modules are developed in which students are challenged with seeing some principle in action and then trying to deduce the principle at work. Lecture is done only briefly in order to clarify some misunderstood point.
• Learning via case studies. Also via games (classroom participation) and interactive software.
• I am interested in teaching and learning through collaborative group activities.
• Can't think of any -- need ideas.
• Installation of proper equipment and education of faculty on the use of computer presentation media--not just PowerPoint but all possible medias such as the Internet.
• I would like to see us invstigate the "digital dashboard" in a serious way. Perhaps this requires us to do a demonstration using a particular course.
• Distance learning that empowers the individual educator, (without specialized skills in Internet Programming etc.) to develop courses on the Web.
• More hands teaching in PC area at basic level
• An interactive computer-based program that students could use to practice and reinforce skills that they need to learn.
• Compare the Learning and Achievement of students with and without calculators in mathematics at all levels.
• Incorporate varied learning styles into each lesson. Teachers are aware that some students can be very successful is allowed to learn through mobility, tactual materials, and involving students in the lesson. Encourage creative thinking. Develop the ability to think and handle new problem situations.
• More visual material presented
• NOT LOWERING THE STANDARD! Try different teaching styles other than just reading out of the book to the students, but to make it clear to the students that there is a level of competency they must achieve--not just try to achieve.
• I'm open to new strategies - but I have none to suggest. One of the best teaching approaches I've ever used was the on-campus dental clinic we ran for 13 years, wherein our assistants actually assisted area dentists in performing services for our patients. Learning occurred more quickly and with better outcomes in this environment. Cost is a significant factor when considering re-implementation of a restorative clinic. Maybe the ITL group could help us design an "on-line" clinic connection to our students via laptops for immediate feedback on clinical performances, questions, need for remediation, etc. I have lots more I could describe, if this is something the ITL wants to investigate.
• Team training where all instructors get credit for workload evaluation
• We need to know more about the effectiveness of multimedia, especially computer programs now frequently included with textbooks, in helping students learn. Is this a more effective tool than homework assignments or is it just an additional learning tool comparable but not better than others?
• Effectiveness of traditional lecture only vs. PowerPoint only vs. a mix of both.
• Online course success; discovery learning where faculty lead students the desired learning (content); teaching and learning style matching with students and faculty.
• Use of web-based activities in algebra (as projects)
• Web based instructional software to supplement texts.
• Interactive math on the web.
• If a student gains knowledge on capability and takes the "final" exam at any point in the course, then can that student be "complete". Semester may be longer, but this "time" is based only on their effort -- Does this allow flexibility within the semester requirements?
• Using computers in classrooms; update videos -- many are so old students laugh.
• From reading and studying printed material then using the information.
• I'd like to use PowerPoint demonstrations in my classes. I need ITL to investigate how PowerPoint demo can be utilized in teaching ASL classes.
• I would like the electrical technology division to purchase and implement an interactive software package for the freshman level electrical and digital/circuit classes.
• Teaching and learning with respect to the concept of multiple intelligences.
• Interdisciplinary collaborations and instruction between divisions and departments. Technology support in classrooms in satellite campuses!
• Rather than investigating one approach, I would like the ITL to have resources and information about all approaches, even the traditional ones, and I would hope that individuals could ask for assistance in identifying their individual strengths and weaknesses. I would like to see more integration of skills and learning across classes and disciplines, with specific ties in the syllabus and instruction spelled out.
• Use more laboratory/discovery learning activities. Draw lessons and examples from business community.
• The 4MAT learning cycle.
• More ways to include real-life activities and applications (without requiring too many reductions in the amount of material covered.)
• Interdisciplinary learning; team-teaching; partnerships with other colleges through technology.
• Innovative ways to fund co-curricular activities such as the math and ????? (speed) intercollegiate comp??????
• Experiential learning -- how to integrate with our curriculum.
• Expansion of the cohort design of curriculum and schedules to applications throughout the college.
• Since we are developing more distance education classes, I would hope that we study which courses are successful in motivating students. Also, I hope we look closely at the procedures, which yield more "completers." These techniques, even simple ones like requiring several drafts on specific dates, long before the final paper is due, would be identified and required of other distance education courses. This technique isn't innovative, but until we incorporate basic pedagogical principles, innovation will be unsuccessful. If I had to name one innovative approach, perhaps it would be to sponsor forums or debates in the amphitheater on various topics. Classes could focus on particular aspects of a debate topic in the speech and Comp I writing classes. Perhaps even environmental, science and history classes could be included. At an appointed time, these classes could meet for structured debates with the campus invited to attend. Students would have researched, evaluated, compiled information and they would have to form their own opinions based on those facts. They would also have an opportunity to work as a team and to develop oratory skills during the debate.
• A innovative approach today would be to get back to what teaching is really all about, educating someone about something that person does not already know. It's not about "entertaining" that individual in the hope that person learns something in the process because "they are used to being entertained".

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3. How do you learn best?

• Technology - doing.
• Hearing or Reading.
• By listening, taking notes and going over the material by way of handouts, or re-reading notes.
• Visually
• By wanting to know what it is I am learning.
• I learn best by practice and repetition.
• Lecture/outlines
• Through verbal exchanges and repetitive task. Also question and answers sessions in a non-threatening atmosphere.
• Visually
• I learn best by trying, then having someone show me where I was not correct. I would rather have the item in hand prior to the explanation. I learn well by example.
• Team projects, less pressure, straightforward (take out the guesswork).
• Reading about a topic and then doing hands on processes with the actual topic being read about. Learning occurs best by reading and actual participation. People can read about anything, but often enhance their understanding by actually carrying out the task.
• Read
• I learn best by doing, and making my own notes as I go through the process.
• Through repetition! Cognitive information followed immediately by practical application with first a support system and later on my own with help still available.
• For some things through reading, reflection, discussion. For others through trial and error, and practice. The more absorbed I am by the material, the better I learn.
• By performing the task under the supervision of a competent mentor.
• Reading for basic understanding; enhancement of basic understanding through class presentation and interaction and questions; hands-on opportunity (when appropriate); "forced" opportunities, i.e. tests, assignments, etc., to re-package and present learning which I have now integrated as a result of the above strategies.
• Kinesthetic mode (doing) + visual
• Visual instruction with hands on application
• I learn best visually, reinforced by auditory information. I learn best when information is presented sequentially or in a linear series.
• Reading, memorizing, and hands-on practice.
• Application and practice.
• Hands-on; discussion and participation
• I learn best by seeing and doing.
• In the area I teach I learn best by working and solving problems.
• Audio and kinesthetic
• Visual and follow-up by doing
• I learn best by a combination of visual, verbal, and hands on. Depending of the subject matter it may change to strictly visual or hands on. However, verbal communication is often paired with one or the other.
• I must be confronted by my lack of knowledge. I must have a need-to-know that motivates me. I survey what is known using all resources available, and decide what portion I need to use. I look for the smallest number of principles that will encompass the field I am investigating. I seek to apply the principles. I repeat the process until the results are self-consistent.
• Interactive, case studies for application. "Jeopardy" for knowledge and group discussions. Study groups.
• I learn best by visual example.
• I learn best by exploration and discovery.
• in a small, informal, interactive group
• Read, summarize, listen, reread--and of course I learn the very best when I am about to teach a topic to others.
• I learn best by having someone tell me, then show me, then help me research and remember by doing.
• We learn best by discovery, and guidance. I believe teachers in the New Millenium will act more as facilitators, and resource, than actual hands on teaching.
• Examples and hands on experience
• I learn best by researching and studying on my own.
• Reflective, impulsive -- parts -- whole and also analytic/global. I need a quiet space with minimal interruptions; library or institutional setting - not home.
• workshops/training mentoring with more experienced people
• Visually -- rewriting my notes over to imprint the facts better on the brain. review orally and with hands on experience.
• Definitely "Hand's On" (Psychomotor) for performance/product objectives. For cognitive objectives, I try to appeal to all of my senses to absorb information - I look (read), listen, feel (take notes, draw illustrations, use 3-D models, build and take apart and rebuild). If I can, I even try to taste and smell the information. One of the few places this approach will work - is with dental materials. I also use the classic word games, flash cards, audiocassette tapes, develop practice self-tests, make optimal use of resources: Library, internet, A/V resources. Collaborative learning is a must - If I study with a group - things are better clarified.
• By experience
• I would consider myself an independent conceptual learner. However, I recognize the value of sharing my ideas with colleagues whose comments and critiques I value. They do a great service in helping me refine my thoughts.
• Lecture/Text
• From explanation and on hands work.
• Lecture setting, independent.
• I learn best through visual means or through hands-on activities.
• Digging into problems.
• Through interaction with others, i.e. discussion, hands-on, practice, job-shadowing.
• Listen and try and do.
• By teaching info to others I gain understanding and learn (not memorize) info.
• Some from reading and studying printed material; others from listening and seeing picture and doing activities.
• Visually and thru discovery on my own.
• In the area I teach I learn best by working and solving problems.
• Instruction (lecture and discussion base) with collaborative discussion following. Later, I reread notes and text, then complete assignments.
• I best learn by doing.
• My learning styles include seeing, listening, and doing.
• I learn best from suiting the approach to the material. For some things, hands-on is best; for others, reading a reflection; for others, being shown by a mentor. At different periods of my life different approaches have worked better than others. I think it is rare for one person to have one "best" approach; too much is dependent on subject, goal, and even lifestyle. Research seems to bear this out.
• Visual!
• I learn best when I'm interested in the topic, find the topic relevant, and when I get to do "hands on" activities.
• Visually, with repetition (ex: reading and writing).
• By reading about a subject, then having a chance to apply what I've read about in both a "standard" (typical) situation and an unusual or borderline case.
• I am a verbal learner and learn best through discussion.
• By repetition and hands on.
• I learn best by being involved and being presented concepts in a variety of ways especially visually.
• A combination of visual and auditory instruction plus hands on experience.
• By receiving clearly transmitted facts and be provided with examples of how they relate to real world applications and/or be able to use them in a hands-on exercise.
• Combination - visual/audio. Opportunity to discuss and "work through" new ideas/concepts.
• By "hearing" (explain), "seeing" (show), then doing (try).
• Through exposure to effective models and then through direct application in real-world or simulated experiential environments.
• People learn through interaction, by "actively" doing something. People tend to learn best via "hands-on" whether that's mathematics, reading a book and writing an English paper, speaking a foreign language, creating some form of art, physically watching someone qualified perform a particular chore and then doing it themselves, whatever. It doesn't matter whether it's in a form of traditional media or the digital realm. I don't care what the experts say, you simply don't learn by being "passively" entertained. If we did we would all be one heck of a lot smarter. My experience in the classroom shows that the above is true. The students that are involved, have a personal interest in their future and a desire to achieve, are self-motivated and that do the work, learn the best.

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4. How do your students learn best?

• Doing.
• Visually, auditorily, and kinetically
• By actually coming to and participating in class!!!!
• I believe that since individual students learn differently it is best to utilize a wide range of approaches.
• Being in class consistently.
• Students should feel comfortable.
• Students should work with other students in small groups.
• Students should ask questions of both faculty and other students.
• It is individualized, but it seems that most students that I have spoken with are visual learners, more than just hearing.
• Hearing about a task then seeing it completed and finally doing the task themselves.
• Multi-media
• It varies, but many students learn by actually watching me do a problem or assignment, making their own notes and then trying it on their own.
• Through repetition! Cognitive information followed immediately by practical application with first a support system and later on my own with help still available
• Involvement, challenge, practice, modeling, guided trial and error.
• Hands-on experience
• I believe via the same strategies
• Kinesthetic mode + visual + aural + personalized attention
• Students have a variety of learning styles and one of my goals is to provide learning opportunities that reach all styles.
• Hands-on practice, because many do not have time to study at home.
• Application and practice.
• Hands-on
• Many of them learn the same way, yet I try to integrate several learning techniques in the class to facilitate the end result of achieving course objectives.
• I believe students learn best by repetitive problem solving.
• Visual and kinesthetic
• Visual and follow-up by doing
• Often by repeated verbal explanations and/or visual. Occasionally hands on is needed.
• They learn only when properly motivated from within themselves.
• They must confront their misconceptions.
• They must experience what they are studying.
• They learn by inference from examples and by being challenged to apply what they learn to open-ended questions. (Some do not like the open-endedness!)

• Interactive, case studies for application. "Jeopardy" for knowledge and group discussions. Study groups.

• I believe they respond more to oral explanation and visual example.
• It seems that my students learn best through visualization.
• In a small, informal, interactive group

• Often the same as above [Read, summarize, listen, reread--and of course I learn the very best when I am about to teach a topic to others.] . However, some will benefit with additional media.

• My students have learned best by being shown while being helped to do the project or research themselves.

• When they can explore stuff on their own, and ask questions to learn. This is an iterative process.
• Students seem to learn best by having a lot of private, individual instruction and help.
• Each student is different and learns with their own learning style. all students benefit utilizing a time management, organizer- schedule and taking time to study. Good study skills include repeating - key concepts out loud - writing key concepts or connecting to story, cartoon. Something to imprint it in the brain!
• With hands on experience; visually reading and knowing the material before class.
• Basically the same way. They must put out some effort also and not just expect the teacher to "spoon-fed" them all the material. [Visually -- rewriting my notes over to imprint the facts better on the brain. review orally and with hands on experience.]
• Pretty much "hands-on". They also like to role play and they especially like computers (interactive CD's). Theory and concept information is a little more difficult - it seems most students don't read the text. They want to be told what to know for the test. It would be great if students would read the text before class and be prepared to apply the information in discussions, role plays, interactions, etc. But as it is now, those activities are shallow & meaningless -OR you must spend the majority of the class period telling them what they need to know to participate in a meaningful activity. How can we motivate students to PREPARE for class? ...to be a responsible party in the educational process?
• Establishing an experience that reinforces the lecture material.
• Most likely by active participation with others. I think for many educators the way we learn best is different from the way our students learn best and we must adapt the way we teach to the way our students learn and not insist on them learning in the same manner we do.
• Lecture/text with some technology mixed in.
• Through discussion/group; active involvement in the learning process.
• Actively engaged, when they do the assignments.
• Most of my students are visual or kinesthetic learners so I use a variety of approaches in my teaching.
• Hands on work; lots of examples.
• Through practical application, i.e. field experience.
• I do not know: Helps - studying together and coming to class.
• Quality of instruction.
• Some visually, some auditorially, and some thru both channels. Rote memory and discovery on internet seem to rate high also.
• I believe students learn best by repetitive problem solving.
• Different student methods are exhibited. I find that using a combination of lecture, discussion, group work, study sessions, and tutoring "hits" all styles.
• Usually the same as me [ by doing].
• Doing -- I use many hands-on activities to reinforce text, outside reading and class lecture/discussion assignments.
• My students seem to flourish when given clear instruction, demonstrations, practice with coaching, and then independent activities to learn a particular skill or process.
• Visual and combination.
• I think many of my students learn best in much the same way as above [I learn best when I'm interested in the topic, find the topic relevant, and when I get to do "hands on" activities.]
• Experientially/hands-on (ex: manipulating 3-dimensional objects) with visual (ex: pictures, graphs) Supplementation
• By hands-on activities -- doing it themselves, not just by lecture.
• Different classes and different people learn in different ways. In a variety of ways. This is the challenge because an instructor must use a variety of approaches to meet the needs of all students.
• CSTCC has the full range of learning styles in its student ranks.
• I think by being provided with several methods of learning - visual, audio, hands-on, etc.
• I am not a teacher.
• Varies from person to person. Many need psychomotor, interactive activities. Handouts to emphasize critical concepts.
• By "hearing", "seeing", then doing.
• In cooperative settings with specific, short term learning objectives, reinforced by experiences in the field or by experts practicing in the subject area.

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5. Which teaching and learning strategy involving technology would you like to be able to use in Fall 2000?

• Not sure.
• Every student should have an email account issued to them at registration.
• Classrooms available with computers for every student.
• PowerPoint presentations
• Improving access to the web for students, and all students should have e-mail addresses through CSTCC.
• I am staff, but I would like to see more computer technology used.
• Learn more about PowerPoint and include these presentations in my classes. Also, have a PowerPoint manual in my own custody to read while working on a presentation in my office.
• Up-to-date lab equipment.
• Utilizing the internet to assist in the understanding of material.
• Interactive application exercises
• Forum discussions-student interaction
• Not really applicable to me personally
• More web based access for students on campus to facilitate their practice of technologies learned in class.
• Several strategies (discussion, lecture, demonstration, etc.) could be enhanced by Internet and WWW access in classrooms and labs.
• We can already use it - PowerPoint with an LCD panel.
• Internet courses.
• Desired technology is currently being used.
• I would like to be able to use personal computers more for assignments, quizzes, etc.
• A system with interactive software for problem solving of electrical analog and digital circuits implemented.
• Computer survey of students in classes.
• Virtual learning on the computer.
• PowerPoint presentation along with instruction on how to navigate the World Wide Web to gather information in a timely fashion without being too distracted by BOTS and other eye-catching ads.
• I am currently developing an on-line course which I hope to use in the fall.
• I will again apply the Student Response Pads to give immediate feedback in class. This method allows me to immediately modify what I am doing in response to needs the students have.
• A real updated, Internet accessible computer and color printer.
• Software resource for case studies and ideas of/for using games in the classroom.
• I would like to be able to use the Internet as a teaching resource in Fall, 2000.

• Often the same as above [Read, summarize, listen, reread--and of course I learn the very best when I am about to teach a topic to others.] . However, some will benefit with additional media.

• I would like to use a digital dashboard process to create proposals for funding. I look to this method as one step toward integration of information from many sources that will allow members of a proposal development team to create fundable proposals while making best use of limited time.
• All FACULTY/STAFF should have laptop computers. In my opinion, I somehow think that this should precede availability of laptops to students.
• Computer based interactive programs to help students learn basic skills and procedures in mathematics--especially for those students who need more help than it is possible to get from the classroom alone.
• An updated computer with access to the Internet and e-mail! A laptop would be great! Also, a Fax machine would be helpful.
• Like to see various descriptions of courses to spark interest in classes and also show what is happening in this particular class.
• More use with the computer and the internet More practical experience More visual ideas
• I think I could really do some great things to get students involved and interested with something like Power Point. I'm sure there's other stuff out there that I don't know about. If I had access to a "cow" (is that what it's called?) or if I knew what technologies were out there - the sky's the limit. See also answer to question 1 re: laptops.
• Virtual case studies.
• I would like to have my course materials available on line. However, we need a much more attention grabbing format than the template I got from Distance Learning last fall. It bored me to tears and was too restrictive. We need to do much better.
• Already using several.
• PowerPoint presentation in class; chatroom discussions on prompted issues/questions raised during classtime.
• I want to motivate my students!
• The Internet from my office and the classroom!!
• Interactive math on the web.
• PowerPoint presentations.
• RF on the grass.
• Laptops for myself and for students
• Motivation - How do we motivate students who have little or no work ethic?
• Quality of instruction should be #1 concern of faculty and students.
• A system with interactive software for problem solving of electrical analog and digital circuits implemented.
• Having students produce PowerPoint presentations for class incorporating graphics calculator usage.
• More Internet in statistics.
• I would like to utilize more on-line tutoring as well as student access to Internet (as a class) to practice critical reading and evaluation.
• Online assignments -- requires Internet access @ Fillauer!
• More activities involving web-based searches and activities, having a teacher web-site that is easy to modify (prof. Assignments) and is easily accessible to students.
• Internet access for all staff and students.
• More Internet use in the classroom.
• All students having access to worldwide web; a smart classroom.
• I would like to use a computer connected to a big screen TV with a mediator box.
• I would like to be able to gain more knowledge of all aspects of computer technology. How different programs, machines, etc. work.
• Internet in classrooms. PowerPoint projection capability in classrooms. Students watch class on line while other students are in the classroom.
• Classroom access to the Internet and large screen presentation equipment for presentation of searches, site investigation and e-commerce applications.
• How about remembering that we are a "technical" school and in order to remain competent in the classroom (and the eyes of our advisory committees, peer committees AND students) we need: Current hardware and software. The same stuff that is currently used within our industry. How about keeping the hardware and software current so that we aren't always a couple of versions behind. This could go a long way toward higher credibility with our industry advisory committees and building better industry and community relationships. Some time off or relief of responsibilities on an annual basis to upgrade our technical/computer skills. An Internet link in the classroom/labs. It doesn't even have to be on all the computers, but 3-4 would even be nice.
  
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6. What is a research question on learning that the Institute should address?

• How to best teach "thinking".
• Chattanooga State should partner with a TBR school to become an on-location satellite site for the Ed.D., so our faculty and staff could maximize their expertise without the obstacles of time and space.
• What motivates the student to desire to know the answer?
• Since on-line courses are becoming more common around the country, how successful are these classes and what can we do to make them successful at Chattanooga State?
• The effectiveness of computer use in the classroom.
• Which methods of testing, and/or tutoring truly reflect and evaluate learning.
• Let our student body fill out a survey and see what their opinion is regarding the methods they learn best under.
• Does the reading level of our students upon admission and graduation differ?
• What materials/assessment tools can we provide to our students to assist them in understanding their individual learning style?
• What motivates students to be successful (not just what motivates students, but what leads them to success).
• Given the nature of current students -- are there ways / strategies that have been, or could be, employed to minimize the effects that the many distractions that students deal with (family, jobs, etc.) have on learning? i.e. given that you can't make these problems disappear, how can students maximize learning in spite of them and how can teachers work with and impart skills to students to more effectively deal with them? (this is meant to mean more than "time management" strategies, etc)
• How does learning style affect student retention?
• How to get the students to study and take more responsibility for learning.
• What teaching methods and philosophies result in retention of students?
• Unsure
• What best motivates students to be active, responsible and participative learners?
• How can we do a better job to attract and retain students from the community?
• How does teacher's learning style affect student learning?
• Getting along with others in the workplace.
• To what degree do external motivational factors place in the student's mindset to persevere when academic challenges begin to overwhelm the student?
• How can we identify the underprepared student in time to make it possible for him/her to succeed?
• How do we encourage self-motivation toward real learning when the student is motivated only toward a degree?
• Hiring an educator to educate the educators. Someone (or more than one) to offer creative learning strategies/accessing creative strategies. A perpetual resource person who offers regular learning sessions and creates a "library" of user friendly techniques, ideas, etc. Must be accessible to ALL off campus folks. This would be a very broad based job -- from learning, testing, thinking, self-esteem, goal achievement and continuing ed.
• The Institute should address how to improve the transfer of knowledge among courses and interdisciplinary learning.
• What are the benefits of a shortened semester? Would a shortened semester improve teaching/learning at this college?
• How may we involve students DIRECTLY in the interaction using the latest technology and make the exercise MORE than just entertaining.
• How can we include the most challenging students in the process?
• Research a Web Delivery method that empowers the Faculty/Staff to develop courses, where the technology is transparent. (No specialized skills necessary for Faculty/Staff to implement courses on the Web)
• Notebook computers are they really necessary due to high cost
• To what extent is group learning better than traditional methods?
• "Aspects of Learning style" Students may learn differently than instructors. Educators will need to learn techniques to incorporate in their lesson to address varied learning styles.
• Sources available through the web
• How to reach students with a varied learning style who may or may not be motivated to learn.
• I'm concerned about the impact of adjunct faculty on student success. Years ago I did some research which assessed our students' perceived effectiveness of adjunct faculty.
• Another? How about a study to determine if technologically enhanced courses actually result increased learning? Example: Use standard measures to compare traditional EN 101 to a computer enhanced version of the same course. If enough data exist - measure the Honor's "lap-top" EN 101 group by the same standards and compare outcomes.
• I do not know what the question is.
• Is multimedia learning (interactive CD ROM, web materials, multimedia) more effective than traditional means (homework, papers) in promoting learning?
• Does math background predict success in the sciences?
• Planning and teaching to all learning styles help students learn material (retain)?
• How do we know what students are ready to learn in a community college setting? What do we do with those who are not ready? ("ready" is not referring to "academically")
• Do students learn better when self-paced instruction is involved?
• What is important to students and teachers? What do they need to be successful?
• What kind of learning environment enhances retention of information learned?
• Compare # of absences per class with the final grade received -- What is the correlation? 10 abs = C??? 1 abs = A????
• I am successful as a teacher when my students can use the skills I've taught accurately and effectively in their own lives on their own problems and tasks.
• How can we do a better job to attract and retain students from the community?
• Again with multiple intelligences, how important is it that we assist our students in developing the "weaker" of their intelligences.
• What are techniques that can be used to provide a better combination of independent learning and community learning in distance learning courses to insure greater success? What are interdisciplinary and inter-level combinations of discipline instruction which strengthen and make better use of resources?
• Does online instruction really work? Are online degrees and flexible class schedules really beneficial? Is the educational standard lowered in these situations?
• Is there solid evidence that use of technology in instruction (ex: PowerPoint presentations) leads to better student learning outcomes similar, more traditional methods (ex: overheads, models)?
• What is the best way to help poorly-prepared (from high school) students be successful in our courses?
• What kind of post-ed training best benefits teachers in terms of teaching? Look @ George Hillocks (sp?) Ways of Teaching Ways of Seeing.
• What are effective ways to facilitate learning with a ????? (??????? And academically) student body attending CSTCC.
• How can the college make the students understand they are responsible?
• How can we meet each students learning style to ensure the most success in learning?
• What strategies improve an individual's ability to think logically. It has been said that the average person retains only 3% of the subject matter that he or she is exposed to, and that the real value of an education is learning how to think.
• How can we assure optimal levels of learning transfer to the relevant workplace?
• What are the best practices for specific teaching applications?

• Since so many of students are required to take remedial classes, perhaps our research should be focused on their success.

• Why are these young adults so ill prepared for college? So unwilling to be responsible for their decisions? So lacking in the most basic of skills like math, reading and writing, analytical thinking? Basic problem solving skills! Why do they lack the motivation to go beyond the most obvious solution, the least inspiring, the easiest or whatever the least amount of effort? What does motivate them, inspire them, make them want to do more than the next person? It certainly doesn't seem to be bad grades, peer pressure, or any kind of urgency to make a career path for themselves.
  
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7. How would you define quality as it relates to teaching and learning?

• Teaching and learning is job #1 and gets top priority in resource allocations (including time).
• Having updated information, syllabi, handouts, etc. for students to learn and being aware of what students will be exposed to in the work world after graduation. We have to be up to date with our material to expect success of our graduates when they leave us.
• Under the old apprenticeship program, learners worked toward becoming "journeymen," which meant they were competent and capable of "standing on their own two feet" in their field. A journeyman could walk into any environment and effectively practice his trade, regardless of the immediate details and circumstances. Quality comes when we have journeyman admissions counselors, biology teachers, and students.
• Informal but thorough. You can teach a lot more if you let the student feel in control of his destiny. But you must maintain control
• Students who actually learn something new and can retain it for more than final exam week!
• The successful transfer of information in interesting ways. Consistent standards and grading; fair evaluation of students' work; and preparation of students for the next sequential course and future employers.
• CSTCC should establish minimum competencies in reading, math, computer literacy, and writing. These competencies should be tested via a standardized test. Part of passing a core course should include passing the standardized test.
• To me quality would be to have faculty and staff who enjoy their jobs and really want to be here. These are employees who want to continue learning and improving their own minds.
• Quality students would be students who REALLY want to be here and REALLY want to learn and is self-motivated.
• Quality teaching and learning follows the completion of the class and the students are still able to recall what was taught and can apply it to whatever desired.
• Quality: How useful the material presented really is to our students and assuring the material has a use in the individuals life after they leave a course. Often I think we give more QUANTITY instead of quality. Humans have the concept that more is better and this is not always the case. (We must have oxygen, but if we inhale our oxygen it would kill us).
• Mutual respect between student and teacher that enhances the basics of knowledge.
• Quality defined is achieving customer satisfaction, which involves meeting and exceeding the needs of your students.
• The ability of students to perform skills after completing instruction and application exercises
• For learning, success can range from improved ability to complete a task to self-awareness. Sometimes the first step to success is "knowing what needs fixed."
• In teaching, the ability to be clear, simple (making the obtuse appear obvious), inspiring.
• Through the student success rates by definable objectives, and by faculty satisfaction, due to appropriate institutional support.
• Quality is both a "process" and a "product" issue: Yes, teaching should be of high quality - and just because students "like" a particular teacher doesn't necessarily mean that the process used is a quality one. Quality teaching requires organization, statement of clear expectations, concern for student learning, fairness, etc. etc. I believe, however, the more important quality concern is this: did learning occur? One determines learning outcomes by first identifying clearly what the outcome standards should be and then assessing whether a student has "learned" and met that outcome. Regardless of what happens in a classroom / teaching environment, if learning is not occurring then quality does not exist.
• Quality teaching requires support for instructors to teach in such a way that students will successfully meet and/or exceed requirements for coursework
• Acquisition of skills and knowledge as stated in goals and objectives and measured by evaluation instruments. The goals and objectives and evaluation instruments must include not only those set by the teacher but also those held by the learner.
• Quality teaching produces students who have learned the course material, learned to ask questions, learned critical thinking skills, learned to love learning, etc.
• Quality learning is a combination of student effort and innovative/interesting teaching methods.
• Taking care of the little things. Coming to class on time, being prepared, knowing your subject material, creating helpful and meaningful class materials, using class time wisely, using fair grading policies, knowing your students abilities, empathetic advising, etc.
• My definition: Pre-determined standard for level of acceptability to reach defined goal of learning. I would point out that incorporation of practical learning and reinforcement of common practices (such as professionalism, writing skills, etc) should also be commonplace.
• Not just doing your best, but being the best that is required. To be the best may involve adjustments, adaptions, improvements, personal commitment, etc. However, I can't be the quality needed in some areas. For example, I can try my best, I can work to improve, but I will never be the best basketball player in the NWBA. So, I need to match desires, with capability, then push for those improvements and adjustments to attain the desired quality. I believe the students need to be closely evaluated to try and accomplish this match which will help them successfully accomplish the quality standards needed. The challenge is to be able to predict the true potential of some students.
• One measure of quality would be the percentage of students that obtain their goals.
• Commitment to honesty, trust, respect, appreciation in teaching/learning of course objectives and any other topics demanded by students
• Student feels confident when starting a job
• Teachers and students, having the highest level of commitment to provide the best that each can in the learning environment inside or outside of the classroom with respect and trust.
• Quality of learning or teaching is the characteristic in which the process and result are appropriate for the level of achievement desired. In both learning and teaching, quality can be achieved at all levels. We can have quality remedial learning and instruction which would certainly not be quality work once the freshman level is expected.
• Quality is only achieved when you have adequate teaching resources to back you up. It's one thing to teach spelling and another to have the student see, touch and communicate how to spell.
• I see quality in teaching and learning in relation to the change that learning has on a student during the term. It has more to do with what a student becomes, rather than what the student learns.
• A "quality" teaching/learning experience would be first, enjoyable, and second, transferable. By transferable I mean able to be communicated to other people and to other situations.
• Ability to take facts, figures and processes and apply them to performance and problem solving
• Quality alone is ambiguous without defined goals and objectives. How should we define these for course materials and competencies?
• Quality in my opinion would be defined as the meeting or exceeding of goals set for every individual course.
• Percentage of graduation placed in jobs in their major
• Using every possible resource to ensure that as many students as possible are successful in achieving whatever goals they have.
• There should be a standard of excellence or at least a mastery of a given concept or discipline. This happen with equal partnership of teacher and student. Teacher reteaches - retests; Student restudies - if mastery is not achieved, the student does not pass and retakes or finds another direction. Do not lower standards or quality is lost.
• Students able to use the classroom materials outside of the classroom.
• Having qualified, knowledgeable enthused teachers. Keep offering trainings or workshops to keep these people and others in line with teaching strategies.
• Commitment - of both the student and the facilitator- ...to demanding high standards of performance ...to the time involved in the educational process (the student and instructor must be committed to being present for all class sessions) ...to the seriousness of the role we play within our community as the role models for future community leaders ...to assuring technical accuracy in our educational settings with regard to equipment, needs of business & industry ...to be accountable for the resulting tapestry created when our threads (graduates)weave themselves throughout our community. ...to making a difference-"transforming lives".
• Establish entrance requirements for CSTCC students
• Quality should be defined by the abilities/capabilities of our students when they leave. They must be well-prepared to continue their education or enter the workforce in the area they choose. The students should be critical thinkers and independent learners when they leave.
• Good foundation established so student can move on to next course or into career.
• Well thought out planning and implementation backed-up with research in that area and/or justification.
• Variety of approaches, reaches all students, relevant to all students, motivating.
• Quality means that the student has found that part within himself that desires more information and then can actually take that information and apply it to his/her life, job, etc.
• Students successfully attaining their goals and program goals, and the objectives and skills required to go to the next level.
• To seek first to understand your students, then to be understood by them.
• Student success -- in their time frame.
• Equal opportunity to teach and learn -- good classroom, good equipment, enough time to contact students individually.
• Implementing and maintaining high academic standards in every classroom. Students deserve the very best!
• One measure of quality would be the percentage of student that obtain their goals.
• When the students leave the learning situation with a better sense of why they should be learning "this" and why they need to work hard as a student.
• Information is not just memorized for tests but retained to be used in life both is improving. The quality of life and in real world job situations.
• Instruction and activities that challenge now and encourage students to continue the quest for learning.
• Quality in learning: the ability to consistently and competently produce a skill or knowledge base. Quality in teaching: the ability to plan and execute activities and strategies to enable students to learn a particular skill or knowledge base. Involves diagnosis and flexibility and multiple strategies as well as skillful evaluation.
• Successful student goal accomplishment within standards set by faculty.
• Setting high, rigorous standards and expectations and sticking to them. Do not worry so much about being "politically correct" or "relevant". Yes, our courses need to prepare students for the workplace, but some things ought to be learned for the sake of learning.
• Quality teaching: teaching that enables students to experience quality learning. Quality learning: Learning that sticks with the learner and can be used by the learner.
• Quality means upholding reasonable standards for what a student should learn to be considered successful in a course. Standards should not be reduced just for the purpose of retaining students.
• This is such a difficult question because I believe it depends on the context/objectives of class. Also has to do with program goals.
• Standards developed and stated in such a way as to truly enable people to do their best rather than being the best. Trying to be the best in everything is a trap that US culture has set for itself.
• The faculty and students have high standards. The students are the major party in their learning; they are responsible.
• Excellence in methods of presentation of material by instructors. High degree of comprehension of student - the ability of the instructor to help the student get the most out of the learning experience an be enriched themselves through the experience of teaching.
• Teaching: providing beneficial information clearly. Learning: sincere desire by students to learn and imagine how transmitted information can be of value to them.
• Quality learning by students results in a change in behavior, thinking, understanding. Quality teaching is teaching that results in quality learning.
• Students able to perform on the job at appropriate levels as defined by the employer.
• Student perception, learner outcomes, consistency of performance, effectiveness over time.
• Quality is a relative term. One definition may be based the success of the student, another may be based on the number of graduates, another may be overall number of students enrolled. It seems TBR and the state of Tennessee base it on some number or suite of numbers. But in reality Quality is based on perception, who's perception is entirely another question. And the answer to that can be based on all kinds of criteria, especially in regard to teaching and learning.
  
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8. How should the Institute strengthen relationships among members of our learning community?

• Not sure.
• That's a good question. A lot of faculty feel they are overloaded at present without trying to attend meetings or read a lot of material that is passed around.
• The members of our learning community here have yet to learn to like each other. I've lost track of all the incidents of backstabbing and double-dealing that I've seen here. You don't talk openly because you never know who you can trust. I genuinely miss the "esprit de corps" that I've found at other schools. When employees leave this campus, they don't want to see each other. And, that's sad. If we want to strengthen relationships among the members of our learning community, we need to make a conscious effort to "lighten up" and have some faculty/staff social opportunities away from the office. We need to feel free to put a little fun into our jobs. We need to strengthen employee confidence that they are not going to get fired if they say the wrong thing. It's about the dialectic. It's about an open marketplace of ideas.
• Interaction. We can learn from them and they can learn from us.
• I don't know
• Hosting informal discussion groups via the web.
• We need more social events as a college.
• Have one goal, with everyone envolved knowing what the goal is and an understanding of what the plan is to achieve this goal.
• Kindness goes a long way.
• Try to do away with stereotyping of groups. Even within this campus many people get the feeling that some employees (based on their title) are actually BETTER than others. This is not true. Some people may have more exposure to information, but that does not make them any better than anyone else. Many in our community get the feeling that "we" feel as if we are better than them. I personally have told my students that I AM NOT any better than them, but rather I have been exposed to the subject I teach more than most of them. I also mention that I am sure they have been exposed to information I have not been exposed to and I could learn from them so I welcome their comment and we will learn together as the semester progresses.
• Workshops or seminars is one way to bring the community together to share in learning.
• By providing an infrastructure that promotes learning, experimentation, and risk. Making _readily_ available the technological, educational, financial, emotional, and other resources necessary for sustaining and improving learning.
• By listening and immediately responding positively to their needs.
• I believe the very act of formulating this Institute and providing a network for support will, of itself, strengthen relationships. It is critical that this Institute is more than a "technical support" center for whiz-bang productions. This is important - but to truly commit to the development of faculty who are focused on learning and teaching effectiveness is the more critical agenda.
• Online discussions among instructors using similar teaching strategies.
• Campus-wide workshops to highlight/discuss new teaching strategies.
• Provide more opportunities for informal interaction between members. 1) Give faculty release time to sponsor student groups and clubs. 2) Increase opportunities for professional and non-professional staff to attend classes by allowing them to attend on the clock. 3) Contract with Olan Mills to produce a photo directory of the faculty and staff (like the church directories that they do.) 4) Attack the dichotomy (or trichotomy) that exists between faculty and staff by a) Emphasize to staff that they make teaching and learning possible. b) Require every adminstrator and professional staff member to teach within their field. (This may take the form of an entire semester course or a single presentation.) c) Require every non-professional staff member to spend a day with a faculty member or administrator. d) Require every faculty member to work one day in a non-professional staff capacity. How about making convocation a spruce-up-the-campus work day for all. e) Require that every full time and permanent part-time employee attend (on the clock) a mixed group, team building exercise (ropes course, We are the World, etc).
• Give the community workers with the skills needed to perform their jobs.
• Give the students a high-quality education.
• Give the staff the resources they need, including the support of an adequate number of full-time staff.
• Stimulate the sharing of teaching methods and ideas. Training classes on how to integrate technology into the teaching process, not just classes on how to use a software or piece of equipment. Examples: How to use a Excel to keep your student grades. How to integrate graphs and pictures into Word Documents for creating better term papers. Find money for Division workshops that focus on the specific needs of an academic division.
• Encouragement of cooperative spirits and team-building attitudes.
• By demonstrating that the "product" which is produced here is worth sending someone else here. The old "a picture is worth a thousand words" phrase comes to mind. When the community sees what can be accomplished with a few, maybe more will follow. I think the marketing department has used this philosophy in several campaigns.
• One method to strengthen our relationship with the community is to increase the involvement of advisory committee’s for departmental programs.
• Follow-through
• Continue with the present programs on TV. Send campus speakers to various clubs and organization for talks about CSTCC
• Have activities which encourage people to get to know more about members in our learning community, i.e. social gatherings where you are placed in a situation to meet people that you have never met. Meet and communicate regularly on and off campus at a variety of assigned activities. Eventually, people will start to meet or gather on their own once the atmosphere of a close knit family is developed.
• People build relationships through working together and depending on each other. I do not care for working on SACS committees, but working on the subcommittee with people from very different areas whom I did not previously know was a great experience. I am not calling for more SACS involvement, in fact I hope to retire before I have to do that again. Working with others of diverse backgrounds can build relationships when the work done is meaningful.
• Get more of community to "buy into" the mentoring program. (Internships/cooperative learning etc.) Offer them discounts on continuing ed, discounted tuition to the employees, provide programs the community would be interested in. Have CSTCC sponsor a job fair and target these common agencies to participate.
• The Institute should help facilitate communication among members of the learning community. Help each member find the appropriate place of service within the community.
• Create a collegial atmosphere in which faculty and staff can enjoy the free exchange of ideas, experiences, problems, dreams..., across disciplines and administrative areas. We need a comfortable place on campus and leisure time set aside for all of us to get together informally. What ever happened to faculty staff picnics?
• EDUCATION
• I am convinced that while virtual collaboration is an important ingredient in the means for us to work together, it will never replace actual physical collaboration. We must provide faculty a means and place to gather together to share ideas in informal settings. The "coffee pot and watercooler meetings" are still a valuable place for shared ideas. We are losing that as we become more "busy."
• By providing a forum for the exchange of ideas.
• Suggestion Box
• Sharing of ideas and successes between different academic areas and different types of teaching and learning.
• Invite the members to "learning seminar" previewing what the institute offers. Survey what the members would like to have offered and then seek qualified instructors. Partnership with local businesses utilizing one another for on the job training. as well as learning (fulfilling) the required skills from the institute.
• Community to be aware of the availability of CSTCC's resources for find the answer to their needs.
• Make the members of the learning community aware of what we have and offer here at CSTCC. Show the attitude that we are here to serve all students, not just the educationally elite, but those striving to get an education to become self sufficient citizens.
• Communication, interaction, collaboration. Think outside the box - not just career programs, degrees or transfers - but to accurately assess and the effectively meet the needs of our learning community. I've always (24 years) been impressed with the way CSTCC has always done that. We've gone into communities, high schools, public housing, businesses, and industries and have customized instruction to meet specific needs. We just need to do the same thing better and keep searching for opportunities and ideas for doing new things better than anyone else does them.
• An advisory board from various segments of the community could be established; We should offer programs or conferences addressing various issues in teaching/learning. Especially, something that would achieve regional or national recognition; We should promote faculty/staff involvement in other areas which support teaching and learning.
• Work with industrial needs.
• Talking and listening to concerns of the community with implementation of ideas etc… for improvement.
• Provide opportunities (regularly) for discussions.
• By offering times of sharing - informal gatherings of faculty and students to discuss what works and what doesn't. A discipline specific resource handbook that is updated each semester.
• Work together for a common goal.
• By encouraging faculty and staff to share professional experiences in each other's classes.
• Classes visit industry; staff and faculty work with certain "assigned" corporate entities ensure constant contact and search for success with workforce development; undecided students (major) could meet with faculty and industry in certain rooms (1-2 days) a semester.
• Make technology equal to all faculty and put labs in every building and for each division.
• Provide opportunities for the members to interact in scholarly/practical instructional ways through dialogue, training, etc.
• One method to strengthen our relationship with the community is to increase the involvement of advisory committee's for departmental programs.
• Collaborative sessions.
• We need to do more interdiscipline activities.
• Team teaching/collaboration between divisions; forums at all sites, not just on the main campus; input/members from most disciplines and sites.
• Team teaching across disciplines; Observation of each other's classes; Utilization of each other's strengths to develop our areas of interest.
• Dialogue and sharing - across departmental lines; Support; Recognition; we have some wonderful resources within our own faculty.
• Frankly, I think CSTCC is very short on opportunities for fellowship across the campus. I know very few people outside my own department. I think fellowship in a relaxed forum will foster better exchanges of ideas and relationships later on.
• More student-teacher campus activities -- chances to mingle more informally. More seminars for faculty on innovative teaching techniques.
• More experts brought in for faculty development in campus presentations. Increased awareness of trends in fields and more opportunities for professional development. (Let's find people from outside to help us)
• Encourage CSTCC to continue its focus on promoting opportunities for open forum discussions and focus groups.
• Communication! Let the "community" know what programs are available. Be flexible. Meet the learning needs of the "community".
• Make the learning community feel they are an important part of CSTCC. Provide the very latest methods of instruction available to the learning community.
• Training opportunities/workshops with representation from all groups (in same). Research project teams involving representation from all groups.
• Inter-divisional social/intellectual events; team teaching.
• At CSTCC, we need to make sure our own full-time and adjunct faculty ensure students attain certain skill levels. I think we have successful and innovative teachers already on staff. If those teachers could do some training or modeling, with other less effective teachers REQUIRED to attend, it might have some affect. I think our learning community should be very involved with K-12. It is here that our problems and successes begin. We need to support high academic standards among graduates in education and lobby for these changes. I think we need to support, and maybe even provide, training for K-12 teachers, particularly in our transitional subject areas. We need to work and lobby principals to ensure that students attain specific skills before moving up a grade level.
• Salary equity based on the industry you teach in and the qualifications required to work within that industry, not some other TBR or state school. After all, we are a "Technical" school. Stop muddying the issues/content/processes by becoming so wrapped up in the "correctness" of things that the true meaning or intention gets lost. Simplify and streamline the various procedures one must go through to get ANYTHING done. From ordering supplies and equipment to having to place a work order to get you classroom floor cleaned. Come on, why should you have to place a work order to get your classroom floor cleaned or the computers and monitors in a lab cleaned at the end of the semester? Aren't those types of things in someone's job description? As instructors we do a heck of a lot of things that aren't in our job descriptions. Not only are we expected to do them (or usually they don't get done) but I've never had anyone place a work order with me to teach a lecture or perform a demonstration of something that is within my job description. For the amount of salary we get paid versus the hours we put in we end up working for less than half of what industry typically pays for the same qualifications. AND especially simplify and streamline the evaluation process and all these committees.
  
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Comments:

• I think it would be helpful if every computer on campus had the same programs on them as far as word processing, access to e-mail, etc. Currently someone can ask for help regarding a computer problem and when I see their computer it is not configured the same as I have or the program they are working in is a different version from what I am accustomed.
• Hire more full-time staff to provide continuity, a greater sense of community, and evidence of commitment to the full-time staff who are now carrying an overwhelming load. Many 27-hour adjuncts are performing as a full-time staff member, without any of the recognition or benefits of full-time staff.
• This is an outstanding start to a wonderful campus venture!
• A great concern for me are the students' self-motivation; it seems students want the easy road these days. Technology does not appear to change attitudes in certain students.
• It would be really nice that when someone is new to the CSTCC family that a welcoming party is held for that person and others that are new in any given semester. During the three months that I have been here I have met people across campus in various settings. Often someone will say that they knew I was here or heard my name, but didn't know it was me when they saw me.
• Thank you for the opportunity to share my thoughts.
• I certainly hope the ITL can reach many of its goals.
• I know Nursing holds an "Advisory Breakfast" each semester to meet the key folks who assist them/the faculty in using the hospitals, community agencies, long term care, Health Dept., etc. This is great feedback which helps focus our curriculum and clinical objectives. I wonder if this idea could be branched out the "community learning" concept?
• I am excited about the development of the Institute for Teaching and Learning at Chattanooga State. Thank you for the opportunity to share within the learning community.
• Thanks!
• All video materials be made accessible to the hard of hearing and deaf community and the ESL community through captioning
• Open this learning community to educators, staff and qualified people with an interest in "transforming lives."
• Thanks for the stimulus to make me think about these questions and for the opportunity to share my thoughts with the ITL. I would like to know more about ITL - it sounds great & exciting and I would love to have an opportunity to do more than just participate in a survey.
• If this is going to happen the timeline for the development of something real, visible, practical must be short.
• While it should be very broad based, the institute must have a location (office) and staff (director, development staff, implementation staff) that will be accountable for accomplishing something.
• Assist Chamber of Commerce and other economic development groups in attracting new technology employers to Chattanooga.
• Let's make sure Institute is fully accessible to all who desire to use it.
• Joint Department meetings/socials/coffees/picnics
• We have many, many "opportunities" to participate in workshops or activities to help make us better teachers. We can get funding for that! Why can't we get funding for better pay for the better teachers?
• Sorry -- I still don't understand what ITL is and why we need it. It still sounds like vague educ-babble to me. But I'll reserve judgment until I see what the ITL actually does in the future.
• This institute is a great idea; however, please make sure that it does not become mired in a bureaucratic bog!
• On learning and responsibility: Make the student, not the teacher, more responsible for their own success and motivation. I would like to quit feeling (and being held) responsible for a student being in class and/or getting something done.

I would like to get back to "education", transferring my knowledge of something to someone else. I am not an "entertainer" and I don't feel education should be handled as "entertainment" because "that's the way they learn". This "entertainment approach" to learning has "come back to haunt us". Don't take this to mean all classes should be boring and taught on the chalkboard without technology. However, Maybe that is the best way for some things to be learned. Call me old fashioned, or contrary to high technology, but I feel there is no substitute for the printed word on "paper" in the traditional (or digital) form, book, newspaper, laser print, correspondence, web page, whatever. There is also no substitute for putting the written word on paper whether that be in the traditional form or it's digital counterpart. Quite simply, if you don't read you can't write. You can't even speak at a level of competence typically expected in business today. If you can't write or speak, you can't articulate very effectively either. In today's world that means you can't communicate, at least on a level that is being taken seriously. It's that simple. After all, students are adults and should be treated as such. They (students) have decided to go to college to "get an education" and should, at this point in their lives, be responsible for the decisions they make. They need to GROW UP and ACT LIKE ADULTS. If they don't wish to come to class or do the homework and projects, fine, so be it, but they should also accept the consequences. As instructors we should not have to "tow the line" for their decisions. We shouldn't have to call them to remind them to come to class or find out why they haven't been there. They know by now they have access, all they have to do is pick up the phone, drop us an e-mail, stick a note on the door, have another student tell us, heck, even send us a letter, God forbid they should have to write something on their own initiative.

My personal proof of what I feel lies at the root of all this in my own junior and high school education. I grew in this so-called Gen X group and have discovered that the group of individuals I was personally educated with (these are not all personal friends) have all been fairly successful not only their careers but in their lives. As a group we all went to public school in Tennessee and took all the traditional classes, read the various classics, wrote the term papers, gave the speeches, take math through algebra and geometry, take chemistry, biology and a foreign language to boot. We learned how to think analytically, tackle tough assignments, solve problems and deal with "life's little difficulties" because we were expected to. Not just by our parents and teachers but also because of what seemed an innate desire to get ahead in life and the "peer pressure" to one-up our buddies grade wise. We wanted to succeed.

During this same period "new" forms of education were introduced. A fair number of this group took the "new" forms of education because it was viewed as being progressive, an easier way to learn, etc. (eg: new math, social sciences, everybody is a winner/star #@!!, etc.) As a group these folks don't seem to have fared as well. Somewhere in all of this the motivation to achieve was seemingly degraded or really down played. Today a large percentage of them would not be called successful in terms of life in general. They don't have what typically would be referred to as a "career", are what most employers refer to as "unmotivated, or lazy, unprofessional" and most haven't ever really applied themselves to successfully complete any kind of goal. Dare I say most have never even set any personal goals and, on a side note, probably even be late for their own funeral. Why, this is my theory, because they were not required to in high school or junior high. Nowhere outside the home, and maybe not even there. I can however name a few exceptions but….

In my opinion, for what it's worth, the reason for this is that these folks never had to deal with any real difficulties in terms of "learning" things "they" thought were not necessary; they never had to deal with a teacher they didn't really care for because the teacher was "too hard" or required you to do "too much work outside class or on your own" or you had to write a term paper with footnotes, etc. They never got to see class grades posted on the wall for all to see or dealt with the "peer pressure/competition in the classroom" or developed the desire to achieve anything beyond "what they had to". Rather they would ask, "Is this ok?" Translated, that meant doing the least amount they could get away with and letting someone else take the responsibility for the decision to do so. Looking back I'm glad my parents had the foresight to explain to me what they thought the short comings of this "new" form of education might be. Even though I didn't necessarily agree at the time I had the faith to believe in what they were saying. I vividly recall several consistent reactions from friends in regard to why I took the "hard classes"; "why do you put up with that, why do you work so hard on that, my teacher don't care what I do as long as I'm there, I watched another crappy movie or TV show today about some dumb…., what do you mean you have to read Steinbeck's… or Upton who?, we get to watch stuff on TV instead!" In short I feel these people never really developed any self discipline or a sincere interest in anything to the point of being motivated to accomplish it. They never read anything and as a result they didn't write much either (the ones I know personally anyway). They never developed any RESPONSIBILITY. Why, I'm not sure, but my suspicion leads me to suspect it was because they never had to be responsible or were never held responsible, especially during their formative years of schooling.

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