Engaging Faculty to Lead: Adaptable Models for Organizational Change Caroline Geary Kristin Plessel Professor of Chemistry Associate Prof. of Chemistry Degree Reimagining Coordinator Institutional Assessment Coordinator caroline.geary@uwc.edu kristin.plessel@uwc.edu Joseph Foy Kristi Wilkum Associate Vice Chancellor Associate Prof. of Comm. & Theatre Arts of Academic Affairs Institutional IRB Coordinator joseph.foy@uwc.edu kristi.wilkum@uwc.edu
Associate of Arts and Science Degree and Curricular Reimagining Projects 2-year project Faculty-led Informed by Remains true to national best the mission of practices in access, degree and affordability, curricular design and transfer
Institut Inst itutiona ional l Str Struc uctu ture e an and d Stu Stude dent nt De Demo mograph phics ics 58% 35% 37% 1ST- LOW INCOME NON-TRAD- GENERATION AGED 17% 43% 18% STUDENTS OF ENROLLED HAVE COLOR PART-TIME DEPENDENTS 81% 5% 4% ACTIVE ARE WORKING NON-NATIVE DUTY/VETERAN ENGLISH
Question Set A • Where are you in your reform or assessment efforts? • What specific challenges are you having or foresee?
Sha Shared ed Vision ision for or Su Sust stain ainable ble Tran ansf sfor orma matio tion UWS UWC Equity- Functional/ Communication Pedagogy Longevity Initiatives Mission minded pragmatic Do practices How does this Is it easily Majors, readiness Are we aligned Does it fit with enhance Is it doable? look in 5, 10, 15 understood by a of students, with System transfer, access, student Is it student years? wide range of demographics, standards? and quality? learning and friendly? Fit with national constituents? etc. success? trends?
Disciplinary Disciplinar y Inpu Inputs ts Stu Stude dent nt Out Outco comes mes Adjusting Practices through Team- Effective Knowledge Knowledge Based Learning Communication of the of the Natural Human World Cultures Intercultural Indiv., Social, Critical and Knowledge and Envir. Creative and Responsibility Thinking Competence
Disciplinary Disciplinar y Inpu Inputs ts Stu Stude dent nt Out Outco comes mes Adjusting Practices through Team- Effective Knowledge Knowledge Based Learning Communication of the of the Natural Human World Cultures Intercultural Indiv., Social, Critical and Knowledge and Envir. Creative and Responsibility Thinking Competence
Disciplinar Disciplinary y Inpu Inputs ts Stu Stude dent nt Out Outco comes mes Adjusting Practices through Team- Effective Knowledge Knowledge Based Learning Communication of the of the Natural Human World Cultures Intercultural Indiv., Social, Critical and Knowledge and Envir. Creative and Responsibility Thinking Competence Activity developed by Bill Bultman and Kim Kostka
Disciplinar Disciplinary y Inpu Inputs ts Stu Stude dent nt Out Outco comes mes Adjusting Practices through Team- Effective Knowledge Knowledge Based Learning Communication of the of the Critical and Creative Thinking Natural Human Courses in Critical and Creative Thinking extend the students’ abilities to analyze issues, and produce responses World Cultures that are both logical and innovative. Students in CC classes can expect to 1) investigate problems; 2) execute analytical, practical, or creative tasks; and 3) combine or synthesize existing ideas, images, or expertise in original ways. Intercultural Indiv., Social, Critical and Knowledge and Envir. Creative and Responsibility Thinking Competence Activity developed by Bill Bultman and Kim Kostka
Ma Mapp pping ing th the e Cur Curricu riculum lum Inclusive Process with Diverse Practitioners GEMs Comm. Of Teaching & Dept./Program Dept. Teams/ Practice Learning Center Representatives Committees • • • • High participating Met with GEMs Attended training Developed course- faculty, staff, & group and listened workshop level learning • instructional to challenges Served as point of outcomes • • designers Designed and contact Revised course • • Experimented delivered training Led department guides and with process workshop through mapping developed • • Identified tools Modified process proposals for and the need for workshop to online governance training format approval
Question Set B • What resources/tools/models do you have to start building a common vision? • What are areas where tools are needed to build capacity in general education reform and assessment?
Ass Asses essme sment nt Red edes esign ign External Organization Action Plan Influences Adopters Change Focus on fewer Build curiosity & Offer professional Use social Create labeling SLOs permit mental development network of that is amenable and hands-on assessment for marketing and Create actionable Small tryout faculty persuasive data multidisciplinary purposes Listen to faculty group to Level experiences Keep assessment concerns: time- create plan using through training Build culture to faculty driven, on-task, misuse VALUE rubrics as on norming and record evidence student centered, of rubrics starting point signature of meaningful flexible assignment action Sample student Continue selection work directly dialogue and Participation in from curriculum: demonstration of Encourage national dialogue variability in use to all department Communication comfort assessment chairs to make with transfer faculty use of data- partners increase depth & richness Students!
Question Set C • To obtain meaningful data, what perspectives do you need to consider? • As you think about your upcoming project, how will you build support for the change?
Leveling HIP Experience • First-Year Seminars and Experiences Problems we faced: • Common Intellectual Experiences • Enacted as HIP • Learning Communities • Parity within & across • Writing-Intensive Courses • Collaborative Assignments & Projects • Measurement of impact • Undergraduate Research • Path of least resistance • Diversity/Global Learning • Service Learning • Internships • Capstone Courses & Projects
HIP taxonomy: a multifunction tool Audience Use Faculty Faculty Universal or specific Administration Administration Course design Course design Students Students Institutional planning Interdisciplinary or STEM Interdisciplinary or STEM Institutional planning Institution Institution Learning outcomes Nationally or locally tailored Learning outcomes Nationally or locally tailored External partner External partner Course approval Citizen or portfolio Course approval Citizen or portfolio Quality assurance Universal HIPs or category Quality assurance Universal HIPs or category Intellectual or practical skills Intellectual or practical skills
Universal HIP Taxonomy Anatomy Milestone 2 Element Milestone 1 Milestone 3 Milestone 4 High impact practices Good teaching prac. Students engage in higher order thinking Active learning with purposeful intent Interactions with instructors, peers, and/or community (others) Summative and Summative and Varied forms of summative Students receive frequent Summative one- formative feedback, and formative feedback, formative one-way feedback: provides direction way feedback both one-way and two- including rich two-way feedback for improvement way dialogues regarding progress
Frame amewor ork k of of our our ta taxon onomy omy Universal HIP elements Research Breadth Research Depth Undergraduate Research HIP experience with high student involvement
Element Milestone 1 Milestone 2 Milestone 3 Milestone 4 Non-HIP practices High impact practices Originality of research No research-related course Answer to research question is Answer is unknown to student Answer is unknown to projects thus no role for known to student and but known to instructor student and instructor students in research process instructor Systematic disciplinary Student inquiry into trivial, Student inquiry into Systematic student inquiry Systematic and significant, inquiry rote, and/or random avenues purposeful avenue of research into purposeful avenue of student inquiry into of research research purposeful avenue of research Graded research process Only ungraded research Opportunity for a graded Opportunities for 2 - 3 graded Opportunities for 4+ graded work activities segment* of research process segments segments Assignments emphasize Only ungraded research Minimal percentage of overall Meaningful percentage of Entire, or nearly so, overall research activities or no assessments grade from graded research overall grade from graded grade based on graded directly related to research activities research activities research activities Required course project No research-related course Short research-related course Longer research-related Full-term project(s) projects project course project(s) *Research segment = literature review, formulating question, method design, data collection, data manipulation, data analysis, drawing conclusions, or preparing manuscript/presentation
Question Set D • Which high-impact practices are you already engaged in? Which are likely to move forward in your reform work? • If you design HIP taxonomies - who will use them? For what purpose? What information do you want the taxonomy(ies) to generate?
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