Chabot College
Basic Skills Committee
MINUTES
November 10, 2009
Present: Carolyn Arnold and Rachel Maldonado Aziminia, co-chairs, Marcia Corcoran, Tom
DeWit, Katie Hern, Hisake Hintz, Dhruv Joshi, Alisa Klevens, Deonne Kunkel, Matt
Kristcher, Jennifer Lange, Rani Nijjar, Pedro Reynoso, Rajinder Samra, Tram Vo-Kumanoto,
Kristina Young, Anniqua Rana (guest)
CALL TO ORDER
The BSC was called to order at 12:10 p.m. Carolyn welcomed everyone and introductions
were made—a guest was Anniqua Rana from the Bay Area Learning Network.
M/S/P (Thompson/Klevens) that the October 27, 2009, minutes be approved with
corrections of typographical errors.
PRESENTATIONS
Carolyn reiterated the purpose of the presentations.
Chemistry: Study Skills – Dhruv Joshi
Dhruv distributed and reviewed a summary report on a project that was completed in spring
2009. The participants were one physics and two chemistry instructors.
The Faculty Inquiry Group tested two hypotheses:
1. Improve understanding of patterns and their predictive power supports learning.
2. Improve student performance that deepens their understanding of the learning
process.
The methods used were:
1. Students performed a lab exercise to improve understanding of patterns and their
predictive powers.
2. Students carried out three to four study method experiments to improve their
understanding. A study method experiment involves the following:
a. The quiz is administered.
b. The quiz score does not affect a student’s grade.
c. Students immediately correct their own quiz.
d. Students write down how they studied for the quiz.
e. Classroom discussions are augmented with handouts and a questionnaire on
study methods.
Results of the findings:
1. After performing the lab activity about patterns and the periodic table, chemistry
students significantly improved their understanding of patterns in the periodic table
and performed better. But the effect was localized to the periodic table. The students
continued to behave as if learning is largely memorizing unrelated facts regurgitated
during exams.
2. Physics students significantly improved their grades after carrying out study method
experiments. However, a significant decline was observed after students stopped
experimenting.
3. Three out of 25 evening Chemistry 31 students improved their grade by two grade
levels. No improvements were seen at the end of the semester in the other three
classes.
4. The physics instructor believes that the experiments have made a positive
contribution to student success. He is continuing the experiments in fall 2009.
5. Oral and written comments strongly indicated that many students improved their
understanding of the learning process. However, they had difficulty changing their
behavior.
The project participants offer three hypotheses:
1. Improved performance involves deeper understanding of the learning process and
the ability to change student habits.
2. The more mature the student and the less entrenched the study habit, the more likely
it is to change study habits.
3. To make a lasting change in students’ study habits and performances, the
participants recommend that a consistent message about efficient study skills and the
importance of organization be delivered over and over again in all classes.
The project participants’ recommendations:
1. Because students tend to wait to see what their grades are in the first two midterm
exams to decide if they need to change study habits, it is recommended to give the
first test no later than the fourth week.
2. Let students perform study method experiments (whose result affects their grades)
with the first two tests and discuss the need to improve study skills with at-risk
students.
Bay Area Learning Network – Anniqua Rana
Anniqua, a Cañada College ESL and English instructor, did not provide a handout because
she wanted those present to visit the BALN website, www.baln.edulounge.net. She provided
an overview of the network concept which was developed to create a space where
professionals can discuss among themselves what they are learning about student success
and which was developed to connect faculty with each other from the four geographical
areas in an informal but professional way. It can be a clearinghouse for all the research
being done in the community colleges. It provides an opportunity to learn about the great
work that is being done across the state. She is trying to connect with colleges in the bay
area through the Bay Area Learning Network. Chabot through its work in basic skills has
much to offer other colleges and being involved in the network would help Chabot as well.
Network communications is mostly done among the basic skills coordinators, but Anniqua
would like feedback on how to engage others into the network.
She provided an example of networking being done between Cañada and CCSF librarians;
Canada invited CCSF librarians to set up basic library skills workshops. Diablo Valley
College also is involved. She stated that the longer it takes students to complete the basic
skills level courses the more likely they will drop out of school.
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Using www.polleverywhere.com, Anniqua asked the question: Are you interested in sharing
professional development opportunities with your colleagues across the state? Those
present who voted with their cell phones voted yes.
Napa Valley College used the logic model to create a basic skills plan that focused on
student outcomes. The logic model provides a common language to discuss issues. Carolyn
stated that Chabot BSC might want to consider using this model next semester.
She encouraged those present to fill out the faculty development survey on the network.
ADJOURNMENT
The BSC adjourned at 12:57 p.m.
Respectfully Submitted by
Rachel Maldonado Aziminia
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