Presentation on theme: "Pre-Conference Workshop 5"— Presentation transcript:
1Pre-Conference Workshop 5 Beth E. BarnettScott E. EvenbeckSara B.VarhusAAC&U General Education and Assessment 3.0:Next Level Practices NowMarch 3, 2011Chicago, Illinois
2Contacts Beth E. Barnett Scott E. Evenbeck Sara B. Varhus Provost and Academic Vice PresidentPresidentRamapo College of New JerseyThe New Community College505 Ramapo Valley RoadThe City University of New YorkMahwah, NJ 04730101 West 31st Street, 14th FloorNew York, NY 10001Sara B. VarhusVice President for Academic AffairsNazareth College4245 East AvenueRochester, NY 14618
3Sponsored by the American Conference of Academic Deans Contexts for Collaboration and Support of Student Learning: The Roles of Deans and AdministratorsDeans and other administrators are partners with faculty in the design, implementation, and assessment of general education; the articulation of learning outcomes; and the development of curricular and cocurricular connections. This workshop will use multi-institutional case studies to focus on the role deans and other administrators can play in fostering innovative practices and policies to enhance student learning. Participants will contextualize approaches to their own campus contexts.Sponsored by the American Conference of Academic Deans
4Presentation Welcome and Introduction Ramapo Nazareth College New Community CollegeThe Role of Deans and AdministratorsLessons LearnedDiscussionResources
6Ramapo College Curricular Enhancement Project Move to a 4-credit-course curriculum (need to redesign all program curricula)Redesign general educationAlign with refreshed mission statementIncorporate suggestions from AAC&U – LEAPProvide foundational skills in the liberal artsMake additional use of the FT facultyTeaching load adjustment
7Ramapo College of New Jersey Mission Statement Ramapo College of New Jersey is a comprehensive institution of higher education dedicated to the promotion of teaching and learning within a strong liberal arts based curriculum, thus earning the designation “New Jersey’s Public Liberal Arts College.” Organized into thematic learning communities, Ramapo College provides academic excellence through its interdisciplinary curriculum, international education, intercultural understanding and experiential learning opportunities.
8Ramapo College All College Learning Goals Mission PillarsInterdisciplinary AnalysisExperiential LearningIntercultural/International PerspectivesSkillsCritical InquiryCommunicationKnowledgeIn-Depth Knowledge (major)Understanding of the World in Which We LiveValues and ResponsibilitiesAwarenessEngagement
9LEAP Essential Learning Outcomes Knowledge of Human Cultures and the Physical and Natural WorldPersonal and Social Responsibility, IncludingThrough study in the sciences and mathematics, social sciences, humanities, histories, languages, and the artsCivic knowledge and engagement— local and globalIntercultural knowledge and competenceIntellectual and Practical Skills, IncludingEthical reasoning and actionInquiry and analysisFoundations and skills for lifelong learningCritical and creative thinkingWritten and oral communicationIntegrative and Applied Learning, IncludingQuantitative literacySynthesis and advanced accomplishment across general and specialized studiesInformation literacyTeamwork and problem solving
10Structure of General Education at Ramapo College Required CoursesFirst Year Seminar (100 level)College English (100 level)Social Issues (100 level)Readings in Humanities (200 level)CategoriesHistory (100 level)Mathematical Reasoning (100 level)Science with experiential component (100 level)Intercultural North America ( level)International Issues ( level)Topics: Arts and Humanities/Topics: Social Science ( level)Major Capstone Course (400 level)
11ChallengesConflict between “Public Liberal Arts College” designation and mission classification as a comprehensive institution.Focus on outcomes (student learning) vs. inputs (courses).Projected staffing of courses.National model vs. home grown model.Time, leadership, and governance.
12The Ramapo College Case Scope of the Project.Shared Governance.Generalized concerns vs. unique concerns.Take away …
152013 Core Reflects College Mission and Vision Incorporates national best practicesProvides for connection between LAS and Professional StudyConnects academic learning to experienceIs intentionally integrative
16(Structure of Core) Foundations Perspectives/Enduring Questions Integrative StudiesReflective Portfolio
17http://www. naz. edu/academic-affairs/documents/Approved. Master. doc Can also be found on the Academic Affairs web page, under “For Faculty”
18Challenges Organization of higher education institutions Faculty expertise and experienceCharacteristics/history of the institutionThe lens of Bolman and Deal
19Role of VPAA Inspire and educate Attend to process Adhere to a few broad goalsOpen the purse
20The Process:Phase one: Mission and Vision, Strategic Plan, Discovery and Development, Model for discussionPhase two: Reorganizing the process, Discovery and Development, Student Learning Outcomes approved Spring 2009Core model approved, spring 2010Implementation,
21Studying the Nazareth Case Credibility of the ProcessFaculty LeaderBuilding ExpertiseBroad Input vs. ConsensusImplementation as Program DevelopmentComprehensive Reform vs. Incremental Change
22“Such is the nature of strategic thinking in the academic sphere “Such is the nature of strategic thinking in the academic sphere. As a form of leadership, it moves through conflicts and disagreements to find the shared values and concepts to which people are willing to make commitments.” Richard L. Morrill, Strategic Leadership
23Scott E. Evenbeck/Tracy Meade New Community CollegeScott E. Evenbeck/Tracy Meade
24New Community College Model Pre-College & Transition Engagement Summer Bridge ProgramSpecialized OutreachLearning how to learn; Building Effective Teams; Team Project; Math, Reading, Writing & Self Reflection (ePortfolios); Community BuildingCollege Now, At Home in College, CUNY PrepCBO PartnershipsOtherRecruitmentTransition to CollegePrograms and schools relevant to each major offered at the NCC have been identified as potential sources of recruitment.Recruitment (High School Diploma or GED)*AdmissionsNCC will work with CUNY Collaborative Programs to build off of their existing relationships with the New York City public high schools.Required Information Session & Next Step MeetingRequired FAFSA Completion (for eligible students)
25New Community College First-Year Program Required Full-time Enrollment in the First YearLearning Communities, Contextualize Skills Instruction, Embedded Student Support, ePortfolioFirst-year Core CurriculumCity Seminar (NYC-based case-study curricula;12 hours/week)Statistics (6 hours/week);Ethnographies of Work (3 hours/week)Curricular Links to Programs of StudyCurricular Links to CareersContext & ConnectionsTheme of Sustaining a Thriving NYCOffice of Partnerships (Experiential & Career Connections to NYC)Center for College Effectiveness (Faculty Development & Assessment)
27Indiana university-purdue university Scott E. Evenbeck
28Sustaining a Mature General Education Program Indiana University-Purdue University IndianapolisRISE to the IUPUI ChallengePersonal Development Plans (PDPs)
29RISE to the IUPUI Challenge IUPUI developed goals for excellence in:Teaching and learningResearch, scholarship, and creative activityCivic engagementConsistent with those goals, IUPUI is challenging each student to have at least two curricular learning experiences that augment the typical curriculum and that fall within the four areas of curricular excellence that are consistent with the mission of IUPUI
30RISE to the IUPUI Challenge ResearchInternational Study AbroadService LearningExperiential LearningThe challenge: Every student earning a bachelor’s degree will complete at least two of the four types of educational experiences which qualify for appearing on the student’s transcript.
31Why RISE?RISE emphasizes four critical dimensions of experiential learning that are the hallmarks of an IUPUI degree— integrating important high impact programs into the student experience in an intentional way, while advancing the Principles of Undergraduate Learning.RISE will brand an IUPUI degree as unique and in touch with “Employer Identified Skills” for new graduates (AAC &U, 2007) and will be an integral part of “My IUPUI Experience.”
33Personal Development Plan (PDP) Personal development planning is a process which will enable first year students at IUPUI to understand, implement, and mark progress toward a degree and career goal by creating and following a personalize plan that is open to revision and reevaluation every semester in collaboration with an academic advisor or faculty member.
34The PDP is designed to foster: Goal commitment (student commitment to earning a degree)Academic achievement (through goal setting and planning)Curricular coherence and meaning in the first-year seminarStudent development for students in the first year and beyond.
35PDP Components Each PDP will have three components: Semester in Review – reflection on individual strengths, goals, challenges and strategies for successPrinciples of Undergraduate Learning – identification of how the PULs are explicitly connected to academic and career goalsPeak Performance Plan – A plan for specific action steps, courses, and experiential activities leading to the achievement of academic and career goals
37Questions before the Process: Understanding the Institution and Building Expertise How does the mission and vision of the institution “describe” the core educational values of the institution? How few learning goals can we use to address the institutional mission and vision?
38Questions before the Process: Understanding the Institution and Building Expertise What national models are available and may any of these be used as a foundation for the new general education? What unique/distinctive characteristics (historic, mission or location driven) of the institution must be incorporated into a national model?
39Questions before the Process: Understanding the Institution and Building Expertise What governance structures must be involved in the consultative/consensus building process? In the decision making process? Who will be key players in the process?
40Questions before the Process: Understanding the Institution and Building Expertise What external or internal factors will delimit the process or the product (fiscal, human, and capital resources, student recruitment pool, and current faculty experience/expertise)? What resources/support is needed to initiate the process?
41Questions during the Process: Building a Sustainable General Education Program Are we discussing courses or learning goals?
42Questions during the Process: Building a Sustainable General Education Program Are we creating vertical and horizontal integration?
43Questions during the Process: Building a Sustainable General Education Program What resources/ support will be needed to implement the new general education? Can we find these resources?
44Questions during the Process: Building a Sustainable General Education Program How will we know if the new program is successful (building the assessment program)?
45Questions for Implementation: Comprehensive vs. Incremental Change What impact will the new general education have on each major/minor program?
46Questions for Implementation: Comprehensive vs. Incremental Change What time frame will be used for implementation?
48Lessons Learned AAC&U is Right Student Learning Outcomes Principles of Excellence
49Lessons Learned Student Learning Outcomes Knowledge of Human Cultures and the Physical and Natural WorldIntellectual and Practical Skills, includingPersonal and Social Responsibility, includingIntegrative and Applied Learning, including
50Lessons Learned Principles of Excellence Aim High – Make Excellence InclusiveGive Students a CompassTeach the Arts of Inquiry and InnovationEngage the Big QuestionsConnect Knowledge with Choices and ActionFoster Civic, Intercultural, and Ethical LearningAssess Students’ Ability to Apply Learning to Complex Problems
51Lessons Learned AAC&U is Right Again It’s often about high impact practicesIt’s not about individual courses
52Lessons LearnedThe curriculum and the co-curriculum have to be “of a piece”
59Resources: Managing Gen Ed Reform Bolman, Lee G., and Terrence E. Deal. Reframing Organizations: Artistry, Choice, and Leadership. Third ed. 2003Bolman, Lee G., and Gallos, Joan V. Reframing Academic LeadershipGaston, Paul J., and Jerry G. Gaff. Revising General Education—And Avoiding the Potholes: A Guide for Curricular ChangeKegan, Robert, and Lisa Laskow Lahey. “The Real Reason People Won’t Change.” Harvard Business Review. November, 2001.Morrill, Richard L. Strategic Leadership: Integrating Strategy and Leadership in Colleges and UniversitiesSchneider, Carol Geary, and Robert Schoenberg. “Habits Hard to Break.” Change. March/April, 2000.
60Resources: Models and Paradigms AAC&UCarnegie Foundation for the Advancement of Teaching and LearningSullivan, William M. A New Agenda for Higher Education: Shaping a Life of the Mind for Practice. (Jossey- Bass/Carnegie Foundation for the Advancement of Teaching.) 2008.