Presentation on theme: "Beth E. Barnett Scott E. Evenbeck Sara B.Varhus AAC&U General Education and Assessment 3.0: Next Level Practices Now March 3, 2011 Chicago, Illinois Pre-Conference."— Presentation transcript:
Beth E. Barnett Scott E. Evenbeck Sara B.Varhus AAC&U General Education and Assessment 3.0: Next Level Practices Now March 3, 2011 Chicago, Illinois Pre-Conference Workshop 5
Contacts Beth E. Barnett Provost and Academic Vice President Ramapo College of New Jersey 505 Ramapo Valley Road Mahwah, NJ Scott E. Evenbeck President The New Community College The City University of New York 101 West 31 st Street, 14 th Floor New York, NY Sara B. Varhus Vice President for Academic Affairs Nazareth College 4245 East Avenue Rochester, NY
Deans 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. Contexts for Collaboration and Support of Student Learning: The Roles of Deans and Administrators Sponsored by the American Conference of Academic Deans
Presentation Welcome and Introduction Ramapo Nazareth College New Community College The Role of Deans and Administrators Lessons Learned Discussion Resources
RAMAPO COLLEGE Beth E. Barnett
Ramapo College Curricular Enhancement Project Move to a 4-credit-course curriculum (need to redesign all program curricula) Redesign general education Align with refreshed mission statement Incorporate suggestions from AAC&U – LEAP Provide foundational skills in the liberal arts Make additional use of the FT faculty Teaching load adjustment
Ramapo 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 Jerseys 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.
Ramapo College All College Learning Goals Mission Pillars Interdisciplinary Analysis Experiential Learning Intercultural/International Perspectives Skills Critical Inquiry Communication Knowledge In-Depth Knowledge (major) Understanding of the World in Which We Live Values and Responsibilities Awareness Engagement
LEAP Essential Learning Outcomes Knowledge of Human Cultures and the Physical and Natural World Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts Intellectual and Practical Skills, Including Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving Personal and Social Responsibility, Including Civic knowledge and engagement local and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Integrative and Applied Learning, Including Synthesis and advanced accomplishment across general and specialized studies
Structure of General Education at Ramapo College Required Courses First Year Seminar (100 level) College English (100 level) Social Issues (100 level) Readings in Humanities (200 level) Categories History (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)
Challenges Conflict 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.
The Ramapo College Case Scope of the Project. Shared Governance. Generalized concerns vs. unique concerns. Take away …
NAZARETH COLLEGE Sara B. Varhus
Core Revision from the Perspective of the VPAA
2013 Core Reflects College Mission and Vision Incorporates national best practices Provides for connection between LAS and Professional Study Connects academic learning to experience Is intentionally integrative
affairs/documents/Approved.Master.doc.16Apr 10.pdf Can also be found on the Academic Affairs web page, under For Faculty
Challenges Organization of higher education institutions Faculty expertise and experience Characteristics/history of the institution The lens of Bolman and Deal
Role of VPAA Inspire and educate Attend to process Adhere to a few broad goals Open the purse
The Process: Phase one: Mission and Vision, Strategic Plan, Discovery and Development, Model for discussion Phase two: Reorganizing the process, Discovery and Development, Student Learning Outcomes approved Spring 2009 Core model approved, spring 2010 Implementation,
Studying the Nazareth Case Credibility of the Process Faculty Leader Building Expertise Broad Input vs. Consensus Implementation as Program Development Comprehensive Reform vs. Incremental Change
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
NEW COMMUNITY COLLEGE Scott E. Evenbeck/Tracy Meade
New Community College Model Pre-College & Transition Engagement Pre-college Specialized Outreach College Now, At Home in College, CUNY Prep CBO Partnerships Other Transition to College Recruitment (High School Diploma or GED)* Admissions Required Information Session & Next Step Meeting Required FAFSA Completion (for eligible students) Summer Bridge Program Learning how to learn; Building Effective Teams; Team Project; Math, Reading, Writing & Self Reflection (ePortfolios); Community Building Recruitment Programs and schools relevant to each major offered at the NCC have been identified as potential sources of recruitment. NCC will work with CUNY Collaborative Programs to build off of their existing relationships with the New York City public high schools.
New Community College First-Year Program Required Full-time Enrollment in the First Year Learning Communities, Contextualize Skills Instruction, Embedded Student Support, ePortfolio First-year Core Curriculum City Seminar (NYC-based case-study curricula;12 hours/week) Statistics (6 hours/week); Ethnographies of Work (3 hours/week) Curricular Links to Programs of Study Curricular Links to Careers Context & Connections Theme of Sustaining a Thriving NYC Office of Partnerships (Experiential & Career Connections to NYC) Center for College Effectiveness (Faculty Development & Assessment)
INDIANA UNIVERSITY- PURDUE UNIVERSITY Scott E. Evenbeck
Sustaining a Mature General Education Program Indiana University-Purdue University Indianapolis RISE to the IUPUI Challenge Personal Development Plans (PDPs)
RISE to the IUPUI Challenge IUPUI developed goals for excellence in: Teaching and learning Research, scholarship, and creative activity Civic engagement Consistent 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
RISE to the IUPUI Challenge Research International Study Abroad Service Learning Experiential Learning The challenge: Every student earning a bachelors degree will complete at least two of the four types of educational experiences which qualify for appearing on the students transcript.
Why 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.
Personal 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.
The 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 seminar Student development for students in the first year and beyond.
PDP Components Each PDP will have three components: Semester in Review – reflection on individual strengths, goals, challenges and strategies for success Principles of Undergraduate Learning – identification of how the PULs are explicitly connected to academic and career goals Peak Performance Plan – A plan for specific action steps, courses, and experiential activities leading to the achievement of academic and career goals
Questions 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?
Questions 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?
Questions 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?
Questions 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?
Questions during the Process: Building a Sustainable General Education Program Are we discussing courses or learning goals?
Questions during the Process: Building a Sustainable General Education Program Are we creating vertical and horizontal integration?
Questions 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?
Questions during the Process: Building a Sustainable General Education Program How will we know if the new program is successful (building the assessment program)?
Questions for Implementation: Comprehensive vs. Incremental Change What impact will the new general education have on each major/minor program?
Questions for Implementation: Comprehensive vs. Incremental Change What time frame will be used for implementation?
Lessons Learned AAC&U is Right Student Learning Outcomes Principles of Excellence
Lessons Learned Student Learning Outcomes Knowledge of Human Cultures and the Physical and Natural World Intellectual and Practical Skills, including Personal and Social Responsibility, including Integrative and Applied Learning, including
Lessons Learned Principles of Excellence Aim High – Make Excellence Inclusive Give Students a Compass Teach the Arts of Inquiry and Innovation Engage the Big Questions Connect Knowledge with Choices and Action Foster Civic, Intercultural, and Ethical Learning Assess Students Ability to Apply Learning to Complex Problems
Lessons Learned AAC&U is Right Again Its often about high impact practices Its not about individual courses
Lessons Learned The curriculum and the co-curriculum have to be of a piece
Lessons Learned Avoid false dichotomies
Lessons Learned It really is all about student learning
DISPROPORTIONAL IMPACT OF ENGAGED PRACTICES
Source: Kinzie & Evenbeck, Setting up Learning Communities That Connect with Other High Impact Practices, Washington Center, Learning Community Summer Institute.
Resources: Managing Gen Ed Reform Bolman, Lee G., and Terrence E. Deal. Reframing Organizations: Artistry, Choice, and Leadership. Third ed Bolman, Lee G., and Gallos, Joan V. Reframing Academic Leadership Gaston, Paul J., and Jerry G. Gaff. Revising General EducationAnd Avoiding the Potholes: A Guide for Curricular Change Kegan, Robert, and Lisa Laskow Lahey. The Real Reason People Wont Change. Harvard Business Review. November, Morrill, Richard L. Strategic Leadership: Integrating Strategy and Leadership in Colleges and Universities Schneider, Carol Geary, and Robert Schoenberg. Habits Hard to Break. Change. March/April,
Resources: Models and Paradigms AAC&U Carnegie Foundation for the Advancement of Teaching and Learning Sullivan, 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.