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An Academic Vision for Mitchell College. Why an Academic Vision? Pathway Through Whitewater: a.Intense Competition b.Price Inelasticity c.Indistinct Profile.

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Presentation on theme: "An Academic Vision for Mitchell College. Why an Academic Vision? Pathway Through Whitewater: a.Intense Competition b.Price Inelasticity c.Indistinct Profile."— Presentation transcript:

1 An Academic Vision for Mitchell College

2 Why an Academic Vision? Pathway Through Whitewater: a.Intense Competition b.Price Inelasticity c.Indistinct Profile d.Brand inflexibility and student draw Why not programs? No sweet spot a.Generic fields owned by publics and for-profits b.Technical fields owned by the community colleges c.Short windows of dominance

3 Whither Mitchell? Think: Alverno (Assessment-based Curriculum) Deep Springs (Study/Work balance) St. John’s, MD (Great Books) Evergreen College (Collaborative learning) All are known beyond their range. Mitchell can be known beyond its range for its teaching model.

4 Parameters of the Vision Collective Commitment Long-term Commitment Guidance for Academic program development Review Professional development Future appointments

5 Six Statements to Frame a Vision A collective model of teaching/learning at Mitchell, driven by… The belief that the goal is the achievement of learning and that the pathways our students may take will vary by their needs

6 Six Statements to Frame a Vision A collective model of teaching/learning at Mitchell, driven by… The belief that the goal is the achievement of learning and that the pathways our students may take will vary by their needs A living/learning model that backs each student’s learning goals

7 Six Statements to Frame a Vision A collective model of teaching/learning at Mitchell, driven by… The belief that the goal is the achievement of learning and that the pathways our students may take will vary by their needs A living/learning model that backs each student’s learning goals A classroom culture that nurtures learning, supported by a student-owned contract that empowers their inquiry, calls all of us to an honor code, and regulates disruptive behaviors

8 Six Statements to Frame a Vision A collective model of teaching/learning at Mitchell, driven by… The belief that the goal is the achievement of learning and that the pathways our students may take will vary by their needs A living/learning model that backs each student’s learning goals A classroom culture that nurture learning, supported by a student-owned contract that empowers their inquiry, calls all of us to an honor code, and regulates disruptive behaviors Major outcomes that “demonstrate” or “speak to”

9 Six Statements to Frame a Vision A collective model of teaching/learning at Mitchell, driven by… The belief that the goal is the achievement of learning and that the pathways our students may take will vary by their needs A living/learning model that backs each student’s learning goals A classroom culture that nurture learning, supported by a student-owned contract that empowers their inquiry, calls all of us to an honor code, and regulates disruptive behaviors Major outcomes that “demonstrate” or “speak to” The professional development to make the model live

10 To Realize the Vision, We Need To Assure that the Mitchell expectation of what needs to be learned in each content area reaches the same level of achievement Identify the student pathways we will embrace and create an instructional toolbox Implementation Will Be a multi-year process Occur in increments as we reinvent parts of courses and programs Be supported

11 Digital Tools Video tutorials Portfolios Adaptive learning software iTunes University, et al Pedagogical Tools Mastery learning Project-based learning Dual-format assignments Flipped classroom formats Learning-disability- sensitive techniques Contracts Team-centric learning Peer models Honors-enriched curricula Some Toolbox Options

12 Next Steps Full-time Faculty Commitment Spring 2014: Each FT faculty member will implement one toolbox innovation into at least one course Will allow MC to plant a public stake Expectations of Students Contract Extended First-Year Seminar Initial Planning for Adjuncts to Participate

13 Commitments to Date FacultyCourseToolbox Karen WardGC105Peer Model Robert BrandtTBDPeer Model Bob ForcierH110,HT301Dual Format, Project, iTunesU Vicky BrennanCH112 and BI143Voice Annotated Power Point(s) Catherine WrightPY313, PY332, BS331Video (iTunes, OER, etc) Links George WeznerCJ247YouTube, iTunesU, OER and Project Based Sections Pat Phillips Blogs and Pintrest (Collage Dev) Marc GoldsmithCO300iTunesU, OER and/or MERLOT Jeff Van KirkCj332 Res Meth 2Lecture to Project Based Dean Roberts PE121 Video links (iTunes, OER, etc), Video Tutorials (Student Dev) Dan Kresge PE199 Video links (iTunes, OER, etc), Video Tutorials (Student Dev) Denise BraleyHT130Peer Model

14 The Vision, When We’re There A multiple-learning-style college for top performers and the learning challenged A communitarian college where student-to-student support is incentivized and valued A college where full-time and extended faculty partner to propagate learning across the campus


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