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The Chicago Diaries

Linda and I arrived in Chicago on Friday afternoon, April 17, 2009.  The flight was uneventful (Yeah!).  By that I mean the turbulence was very little this year.  Adventurous Linda persuaded me to take the train from O’Hare to Clarke-Lake terminal.  Her professional development students had provided maps highlighted with the best walking route from the blue line to the Hyatt.  It was a beautiful day to walk and the proof was in our dry but worn luggage wheels.  (I finally figured out the easiest way to get the luggage on the escalator, but never mastered getting it through the turnstile at the train stations.)

After we ate at our favorite Corner Bakery, checked into the hotel, and registered for the conference, we set off down Michigan Avenue.  After making our way down the Magnificent Mile north to the residential area, we found the tunnel that led to the beach.  We heard gorgeous violin music being played by two young girls.  The girls had their violin cases open at their feet to collect money.  Linda came to the conclusion that the money was for a trip, maybe a European tour.  The acoustics were wonderful in the tunnel that took us below the street to beachside.  The walk along the beach was beautiful except for the constant threat of being hit by a bicyclist or walking in front of a runner.  Our walk took us by clean sandy beaches, cobalt blue water, one lonely gull, and a park.  We walked all the way back to a favorite tourist destination, Navy Pier. The trick then became how to get from where we were to two levels up, where our hotel was located.  After walking what had to be at least a 5K, we found freshly painted metal stairs to get us where we needed to go.

This little excursion out of doors prepared us for what proved to be 3.5 days of nonstop meetings in a basement. No cell phone reception would have been a problem if we were moderate-to-average cell phone users.  We attended interesting, informative meetings all day Saturday, April 18, and heard great information about the PEAQ self-study process.  Our colleagues joined us that afternoon after a tiring ordeal with American Airlines (more to come in the next edition of the Chicago Diaries).

For Your Information

  • What is PEAQ?
    Program to Evaluate and Advance Quality
    The PEAQ Self-Study is the process that UACCM is following for reaccreditation.
  • Did you know that the Department of Education in Washington, D.C. looks at an institution’s AIDU (Annual Institutional Data Update) reports on the NCA/Higher Learning Commission’s website for accuracy and to verify the information in financial aid reports and IPEDS (Integrated Postsecondary Education Data System) data?  (Taylor, 2009, The Role of Staff in Self-Study)
  • When will we start writing the self-study report?
    Each committee will start writing its part of the study during the Spring 2010 semester.
  • What is the self-study report?
    The Self-Study document is not a narrative about UACCM.  The self-study indicates how UACCM meets all of the Core Components under the Five Criteria (Solomon & Evans, 2009, Evaluative Writing in the Self-Study).
  • What should the Self-Study include?
    • How UACCM “lives” its mission
    • Supportive, evaluative statements indicating how the Core Components are met
    • Normative and/or longitudinal evidence plus direct and indirect measures (include hard data; not all data should be from surveys)
    • Identification of major findings and future issues
  • Who is responsible for the data and where can I find it?
    This is a question that committee members should be thinking about this fall.  During the Fall 2009 semester, Criterion Committees One, Two, Three, Four, and Five will be determining what data is needed for the report.  You should be asking yourself what information you need to prove that UACCM is meeting the Core Components.  Each committee should decide what data are needed.  The Committee Co-Chairs will bring the list of needed data to the steering committee meetings to determine if the data is already available, location, and the person responsible for the data (Crawmer, Mealy, & Devier, 2009, All Aboard the HLC Express!).

If you have any questions about the self-study process, please direct them to Nanette Berry or Linda Zambrano.

Another Edition of “Family Feud”

On February 17, 2009, the staff and administration team composed of Darren Jones, VC Student Services; Diana Arn, VC for Academic Services; Nathan Crook, Chancellor; Mandy Gottsponer, Accounting Tech; and Bobbi Yarbrough, Administrative Assistant faced a team made up of five students, Stephanie Yancey, General Education; Earnest Yancey, Petroleum Technology; Dustin Taylor, Surveying; Denise Caldwell, Computer Information Systems; and Tim Boggs, Computer Information Systems.  The staff and administration team started fast winning the first three rounds.  The student team made up the difference in round five and six, but lost in the final round 234 to 247.  It seems that the staff and administration team knew the faculty a little better than the students.

As usual, the audience consisted of supportive, enthusiastic participants, including Karen Caig, Danae Watson, and Dennis White who won snack packs for attending the event.  Thanks to the 49 faculty that completed the survey and 40 plus people who attended the Second Edition of UACCM Family Feud.

If you missed the fun event, read the questions below and see if you know the number one faculty responses.  I hope to see you at Family Feud next semester!

  1. Name something faculty do on the first day of class.
    Syllabus 63%, Ice breaker 19%, Attendance 13%, Teach 2%, Study tips 2%, and Pass out candy 2%
  2. Name a favorite job duty of the faculty.
    Teaching 53%, Class discussion 31%, Helping/tutoring 4%, Advising 4%, and Graduation 2%
  3. Name the number of years faculty have taught at UACCM.
    One 13%, Four 10%, Six 10%, Twelve 10%, Three 8%, Ten 8%, and Eight 6%
  4. Name something that faculty forget to bring to class.
    Markers 46%, Attendance sheet 18%, Handouts 14%, Stapler 14%, Textbook 7%
  5. Name a teaching method that faculty use other than lecture.
    Class discussion 26%, Group work/projects 26%, Activities 13%, PowerPoint 13%, Case studies 6%, Games 6%, Question/answer 6%
  6. Name something on our campus that frequently does not work.
    Copier 71%, Parking 19%, Light bulbs 4%
  7. Name the first thing faculty do when they get in their vehicle.
    Put key in ignition 61%, Put on seat belt 31%, Call spouse 6%, and Turn on heat/air 2%