1. Learning Initiatives to Improve Undergraduate Education at a Research-Oriented Institution Robin R. Rastani * and Michel A. Wattiaux Department of Dairy Science University of Wisconsin-Madison

2. The Research-Oriented University What is a research-oriented university? –“offer a full range of baccalaureate programs, are committed to graduate education through the doctorate, and give a high priority to research.” (Carnegie Foundation for the Advancement of Teaching, 1994) –84 Research I universities and 37 Research II universities –Only 3% of higher education institutions “The Research Universities have too often failed, and continue to fail, their undergraduate programs.” (Boyer Commission, 1998) Can Universities be both student-centered and research-centered?

3. Initiatives to Improve Undergraduate Education at U.W.- Madison 28,217 Undergraduates 2064 faculty and 1420 instructional staff > 20 Centers and support organizations 2 key initiatives to improve undergraduate education at U. W. Madison –Delta Program –Teaching Academy

4. What is Delta? Background: A multi-million $, multi-state NSF initiative (2002-2007)Background: A multi-million $, multi-state NSF initiative (2002-2007) Mission:Mission: to develop a national STEM (Science, Technology, Engineering, and Mathematics) faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of their professional careers The Three Pillars (principles) are: Learning through diversity Teaching-centered vs. Learning centered classroom Learning communities Peer-support system Teaching as research Scholarship of teaching and learning.

5. 80% of faculty with Ph.D.’s Are trained at Research Univ. 100 Research Universities Nation-wide Undergraduate Education 2-yr College Liberal Arts Masters University Comprehensive University Research University What does this mean for the nation?

6. Expanding the Principles of Delta Example of Delta Activities (working with both graduate students and faculty): –“regular” courses on “nuts and bolts” of course development –Classroom exploration –Round Table dinner (seminar) –Teaching Internships The directors of Delta are creating a network of research universities who will work together to prepare graduate students and post-docs with the same principles as Delta. Currently in the network: –University of Wisconsin –Colorado State University –Howard University –Michigan State University –Pennsylvania State University Discussions with: –Vanderbilt University –Georgia Tech University –Stanford University

7. Delta Numbers, 2005 Delta Participants*: 17.3% Faculty 13.7% Instructional Staff 13.8% Post-docs 55.1% Graduate Students CALS Participation in Delta (23.4%) 17.4% Faculty 17.4% Instructional Staff 20.4% Post-docs 44.9% Graduate Students 11.2% of CALS take part in Delta 13.2% of STEM take part in Delta * A participant is someone who has participated in at least one Delta activity.

8. What is the Teaching Academy? Background: Created by UW-Madison faculty senate in 1993 (limited funds) Mission: To provide University-wide leadership to strengthen undergraduate, graduate, and outreach teaching and learning at UW­Madison. Basic Functions:  Provide a forum for dialogue on effective teaching and learning.  Disseminate good practices of teaching and learning.  Link individuals interested in improving the teaching and learning process.  Sponsor professional development events.  Analyze issues and make recommendations on University policies affecting teaching and learning.

9. Teaching Academy Numbers, 2005 Teaching Academy Members*: 65.1% Faculty 12.7% Instructional Staff 1.6% Post-docs 20.6% Graduate Students CALS Participation in TA (11.6%) 72.7% Faculty 13.6% Instructional Staff 4.5% Post-docs 9.1% Graduate Students 1.5% of CALS take part in TA 1.4% of UW take part in TA * A member is someone who has been nominated and inducted.

10. One Pathway through Delta/ Teaching Academy Summer 2003: Heard about Delta Program - in 3 rd year of Ph.D. program Fall 2003: 1. Took a Delta course, “Teaching in Science and Engineering” 2.Participated in Roundtable Dinners 3.Participated in graduate student discussion Spring 2004: Continued to participate in Roundtable Dinners and discussions Selected as a Future Faculty Partner of the Teaching Academy Fall and Spring 2005: 1.Continued to participate in previous activities 2.Participated in “Creating a collaborative learning environment”

11. Impact Numbers Impact numbers are measured as number of students affected by changes in courses as a result of the programs. Delta Program From IMDC (Instructional Materials Development Class) and Internships Faculty team up with graduate students to focus on improving one aspect of teaching and learning 2004-2005 Teaching Academy From the Summer Institute, a week long program to assist faculty in course development, curriculum assessment, and other topics relative to teaching and learning. 2000-2004

12. Impact of IMDC and Internship (Delta Program, 04 & 05) School Total Undergraduate Students Impacted % of Total Students (over 2 years) Agric. & Life Sciences90 5.0% Engineering50 2.8% Letters & Sciences1660 92.2% TOTAL1800 95 % of Delta projects affect undergraduate education.

13. Summer Institute Participants ( Teaching Academy, 00-04) Classification of Participants ParticipantsParticipants from CALS Participants from Teaching Academy NumberPercentageNumberPercentageNumberPercentage Faculty 62 72.1 11 91.7 16 80 Instructional Staff 21 24.4 1 8.3 3 15 Graduate Student 3 3.5 0 0 1 5 Total 86100.012100.020100

14. Impact of Summer Institute Projects by School for Undergraduate Education School Total Undergraduate Students Impacted % of Students (over 4 years) Agric. & Life Sciences1576 6.0% Education39 0.1% Engineering152 0.6% Human Ecology4572 17.5% Letters & Sciences18585 71.2% Medical5 0.0% Nursing1776 6.8% Pharmacy293 1.1% TOTAL26998 88 % of Summer Institute projects affect undergraduate education. * Average yearly participation in the Summer Institute = 22

15. Conclusions The initiatives at UW-Madison are distinctly different, but affect undergraduate education directly and indirectly. –Participation from the College of Agriculture and Life Sciences is on par with that of other schools and colleges at the University. Teaching initiatives at research-oriented institutions contribute in placing emphasis on undergraduate education, although their impact remains limited.