Learning and Teaching Advisory Committee Meeting Minutes

Learning & Teaching Advisory Committee Minutes – September 18, 2017

Present: Angela Checkley, Beverlie Dietze, Carla Whitten, Darrell Skinner, Erin Dreyer (minutes), Eva Gavaris, Jane Muskens, Ryan Ebner

Regrets: Luke Skulmoski, Mary Kline, Yvonne Moritz

Welcome: Ryan Ebner is joining us as co-chair until the director of IT begins his position.  

  1. Terms of Reference will be circulated today for reference.

  2. Suggestions for professional development workshops, promotions of workshops, and needs of development amongst faculty.

  3. No additional comments were made.

Review of minutes from previous meeting:

There were no changes to the minutes from May 31, 2017.

Changes to Learning and Applied Research:

  1. ‘Learning and Teaching’s’ department name has changed to ‘Learning and Applied Research’.

  2. Changes in staffing: Erin Dreyer has taken over Carol Dorn’s position as part time program assistant in Learning and Applied Research.

Joint discussion:                                                  

1) Should we change the name of our advisory committee to ‘Learning and Applied Research Advisory Committee’, or keep it as ‘Learning and Teaching Advisory Committee’?

a) Our name should reflect what we do and keep it as ‘Learning and Teaching Advisory Committee’.

b) In future, if we use this meeting for applied research we will look at adjusting our name to ‘Learning and Applied Research Advisory Committee’. 

 

2) Based on feedback received from our door prize ballets, participants provided the following information on the types of workshops that they would like to have available.

    1. Multicultural presentations

  • How to deal with different types of students.

  • International students and how students deal with mental health and anxiety.

  • Focusing on body language and words.

  • Cultural norms (example our idea of plagiarism could be considered collaboration).

  • We currently offer a workshop offered by Cynthia Garcia on Intercultural.

  • Communication, but perhaps touching base with International and elaborating on our multicultural training.

     

  1. Curriculum instructional design

  • Curriculum instruction – Summative and formative assessment.

     

  1. Workshops targeting new instructors or instructors new to teaching

  • Planting the Seeds – Two day workshop is in place for new instructors.

  • LCI is six modules and developing a student centered approach – teaching strategies, technology. etc.

  • LCI is coming up; therefore, we need to get the message out and promote this program.

  • LCI has a piece on multiculturalism but could be expanded.

     

  1. Classroom management and curriculum mapping

  • Some programs have faculty mentor “buddy” system where a senior instructor and new instructors visit each other’s classrooms. 

  • Have faculty offer their top 10 tips and tricks to managing a classroom and curriculum mapping.

  • Create an easy to read document or blog on these top 10 tips and tricks.

     

  1. Promoting professional development within OC

    1. Current strategies used to promote workshops:

  • brochure
  • Inside OC
  • Connections table
  • College Matters
  • display cases
  • OCAD (email distribution)
  • website (okanagan.bc.ca)
  • brochure which is distributed through inter-office mail.

 

b)   Self-Identifying professional development needs

  • Have an assessment test or placement test where people can complete themselves to find out what workshop would be best suited for them.

c)   Website

  • Have a link on our website asking (for example): Are you interested in learning more about Adobe Pro? And this link will take them to a website or source to learn more about the program.

  • New portal to open up on College Matters

  • Promotion in website - use key words to allocate search results.

  • Be able to search ‘Learning and Teaching’ or ‘Learning and Applied Research’ and the search engine direct the person to our webpage.

  • Have a tab for each professional development course such as Planting of the Seeds and LCI etc.

  • Have a section on our website which describes what Learning and Applied Research does.

  • Have tips and tricks for easy, quick, engaging resources. Have 25 at the most to not overwhelm people.

d)   Other forms of promotion

  • Have a generic slide added to each presenter’s power point that outlines upcoming workshops.

  • Change the wording for our workshops to catch the eye of new faculty.

  • Have professional development workshops on the campus- wide TVs.

  • Penticton library services circulates a weekly email to the staff, perhaps include our list of workshops to the emails they send out.

  • Have information on bulletin boards in lunchroom.

  • Send out emails a day or two before a workshop starts.

  • Agreeance that this cannot be done as people will get email fatigue, and we have to limit our emails we send out. We are allowed to send one final email through OCAD.

Future projects:

  1. Explore the opportunities to create a one day conference based on series of topics related to diversity in the learning environment.

    1. Collaboration

  • Have someone from each department participate in the planning process. Including international, and the various taskforces.

  • Leverage other institutions to help us with a starting point.

  • Circulate a call for proposals.

  • Have different sponsors for each of the workshops.

b) Focus

  • On multicultural and inclusive classrooms.

  • Should be about reducing barriers to learning and inclusive classrooms with the increase of diverse students.

  • Figure out which topics and learning outcomes we need to get first as a starting point.

c)  Attendance

  • Historically people would register for our workshops and then not attend. To avoid this we could have a fee such as $100.

  • Create a survey to find out participants’ needs.

  • Best time to have this conference will be right after exams at the end of April.

2) Learning and Applied Research purchased five each of the following textbooks: Collaborative Learning Techniques, Student Engagement Techniques, and Learning Assessment techniques.

a)   Have groups of five instructors have an exchange of the material.

b)   More informal such as “OC Book Club”.

c)   Have a “Social” in our office.

 

Other Projects:

a)   Increase in collaboration between Connections and Learning and Applied Research.

  • For the next Connections seminar, when the staff select which sections they would like to take, have that section say where it came from.

  • Have a joint committee meeting with LTAC and Connections.

  • Identify who is on the advisory committee on our website and College Matters.

  • Have a sign made up for LTAC members to put on their door indicating they are on the committee.

Summary:

    1. Achievements

  • Came up with a spring event.

  • Website suggestions.

     

    1. Benefits

  • Concrete reference where we can move forward.

     

    1. Concerns

  • Duplicating efforts – make sure we don’t duplicate what we are planning to do next time.

  • Learning and Applied Research consists of two and a half people therefore we do not have enough time to do it all.

  • Chose one thing and do it well.

     

    1. Next Steps

  • Recirculate the Terms of Reference.

  • Change the February 12 meeting date as that is Family Day.

  • Have something created for the LTAC members doors to identify they are on the committee.

Next Learning and Teaching Advisory Committee Meeting:

    1. Next LTAC meeting will be on Monday, February 19 from 10:00 – 12:00 in room S103B.

Adjournment