Greater Role for Faculty in Support of the New Majority Student


The purpose of the Student Needs Survey was to identify the needs of ethnic and language minority students to assist faculty in the development of methods and measures to prepare for the changing demographics of the 1990's, wherein ethnic and language minority students will compose a "new majority" in their classrooms. The purpose of the Faculty Development Programs Survey was to determine faculty opinion as to the current status and direction of faculty development programs in addressing the issue.


New Majority Student Recommendations
I. Strategies for teaching new majority students:

1. Collaborative/Cooperative learning activities in the classroom

2. Multi-Modality methods of teaching (variety of techniques).

3. Teaching techniques to improve student self-image such as:

4. Personal contact beyond classroom:

5. Publication by the Academic Senate of successful strategies for teaching "new. majority" students.

6. Building bridges between "old majority" and "new majority" students in between classes.
7. Effective use of all campus resources affecting "new majority" students

8. Frequent assessment and feedback and positive reinforcement

II. Student Self Image:
In order to improve the self-image of the "new majority" student the following actions are recommended:

1. Establish student mentor programs:

2. Develop relevant curriculum including:

3. Provide N.M. role models including visiting lecturers and N.M. faculty role models

4. Provide support groups

5. Provide campus activities

6. Re-emphasize to the faculty their responsibility in building self-image of the N.M. student.

7. Participate in educating the "old majority"

III. Educating the "Old Majority" Faculty:
We recommend

1. A clearinghouse of information for N.M. materials to be established in the state and on each campus

2. The use of tele?communications concerning the N.M. be emphasized

3. Appealing for professionalism concerning the N.M. by encouraging continuing education and the use of sabbaticals.

4. The use of flex days for faculty development

5. The use of videotapes of California colleges to show obstacles to learning

6. N.M. students surveys be taken and the results be made available to all faculty

7. Faculty leaders be responsible for the distribution of all N.M. material

8. Required time for faculty on committees concerning the N.M.

9. ISW, mini-Great Teacher Seminars and Mastery Teaching techniques as on-going activities.

10. Awarding credit for participation in N.M. activities

11. Involvement on the N.M. in evaluation methods.

12. Survey of faculty opinions concerning behavior of N.M. students that may interfere with learning.

IV. Curriculum For Cultural Diversity:

1. Large Goal: Develop integrated curriculum, which includes ethnic studies across the curriculum.

2. Second Goal: Strengthen ethnic studies courses and programs.

3. Third Goal: Recognize ethnic concerns in all classes

V. Retention
In order to improve Retention...

1. Collect data on retention of students by ethnic make-up and on each faculty member (divided if should be sent to total faculty/or keep individually).

2. Faculty mentor programs be established where faculty members are assigned several N.M. students

3. Develop a program to assign peer mentors to N.M. students (e.g., 2nd year students for entering students)

4. Establish a retention clinic on each campuses where N.M. students can find support and resources and can be referred to other resources

5. Encourage faculty members to incorporate the following retention techniques:

6. Certificated professional support be encouragement for club and campus life activities (part of load)

7. Success courses be offered N.M. students on a regular basis

8. Each campus develop a written policy regarding its commitment to the retention of the "new majority" student

9. Support be sought on a district and statewide level to develop a written policy regarding commitment to the retention of the N.M. student that would be implemented on each campus.

10. Each campus develop a skill center funded by the college that would provide tutors, peer advisors and fac