Engaging Faculty to Lead: Adaptable Models for Organizational Change - - PowerPoint PPT Presentation
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 Professor of Chemistry Degree Reimagining Coordinator caroline.geary@uwc.edu Joseph Foy Associate Vice Chancellor
joseph.foy@uwc.edu Kristin Plessel Associate Prof. of Chemistry Institutional Assessment Coordinator kristin.plessel@uwc.edu Kristi Wilkum Associate Prof. of Comm. & Theatre Arts Institutional IRB Coordinator kristi.wilkum@uwc.edu
Associate of Arts and Science Degree and Curricular Reimagining Projects
2-year project Faculty-led Informed by national best practices in degree and curricular design Remains true to the mission of access, affordability, and transfer
58%
1ST- GENERATION
35%
LOW INCOME
37%
NON-TRAD- AGED
STUDENTS OF COLOR
ENROLLED PART-TIME
HAVE DEPENDENTS
81%
ARE WORKING
5%
NON-NATIVE ENGLISH
4%
ACTIVE DUTY/VETERAN
Inst Institut itutiona ional l Str Struc uctu ture e an and d Stu Stude dent nt De Demo mograph phics ics
Sha Shared ed Vision ision for
Su Sust stain ainable ble Tran ansf sfor
matio tion
UWS Initiatives UWC Mission Communication Pedagogy Equity- minded Functional/ pragmatic Longevity
Are we aligned with System standards? Does it fit with transfer, access, and quality? Is it easily understood by a wide range of constituents? Do practices enhance student learning and success? Majors, readiness
demographics, etc. Is it doable? Is it student friendly? How does this look in 5, 10, 15 years? Fit with national trends?
Adjusting Practices through Team- Based Learning Intercultural Knowledge and Competence Knowledge
Natural World Knowledge
Human Cultures Critical and Creative Thinking Effective Communication
Disciplinar Disciplinary y Inpu Inputs ts Stu Stude dent nt Out Outco comes mes
Indiv., Social, and Envir. Responsibility
Adjusting Practices through Team- Based Learning Intercultural Knowledge and Competence Knowledge
Natural World Knowledge
Human Cultures Critical and Creative Thinking Effective Communication
Disciplinar Disciplinary y Inpu Inputs ts Stu Stude dent nt Out Outco comes mes
Indiv., Social, and Envir. Responsibility
Adjusting Practices through Team- Based Learning Intercultural Knowledge and Competence Knowledge
Natural World Knowledge
Human Cultures Critical and Creative Thinking Effective Communication
Disciplinar Disciplinary y Inpu Inputs ts Stu Stude dent nt Out Outco comes mes
Indiv., Social, and Envir. Responsibility
Activity developed by Bill Bultman and Kim Kostka
Adjusting Practices through Team- Based Learning Intercultural Knowledge and Competence Knowledge
Natural World Knowledge
Human Cultures Critical and Creative Thinking Effective Communication
Disciplinar Disciplinary y Inpu Inputs ts Stu Stude dent nt Out Outco comes mes
Indiv., Social, and Envir. Responsibility
Activity developed by Bill Bultman and Kim Kostka
Critical and Creative Thinking Courses in Critical and Creative Thinking extend the students’ abilities to analyze issues, and produce responses 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.
GEMs Comm. Of Practice Teaching & Learning Center Dept./Program Representatives
Committees
Ma Mapp pping ing th the e Cur Curricu riculum lum Inclusive Process with Diverse Practitioners
faculty, staff, & instructional designers
with process
and the need for training
group and listened to challenges
delivered training workshop
workshop to online format
workshop
contact
through mapping process
level learning
guides and developed proposals for governance approval
common vision?
general education reform and assessment?
Ass Asses essme sment nt Red edes esign ign
Create labeling that is amenable for marketing and persuasive purposes Build culture to record evidence
action Participation in national dialogue Communication with transfer partners Students!
External Influences
Use social network of assessment faculty Level experiences through training
signature assignment selection Encourage department chairs to make use of data- increase depth & richness
Organization
Offer professional development Small multidisciplinary faculty group to create plan using VALUE rubrics as starting point Continue dialogue and demonstration of use to all assessment faculty
Action Plan
Build curiosity & permit mental and hands-on tryout Listen to concerns: time-
Sample student work directly from curriculum: variability in comfort
Adopters
Focus on fewer SLOs Create actionable data Keep assessment faculty driven, student centered, flexible
Change
consider?
support for the change?
Leveling HIP Experience
Problems we faced:
Audience
Faculty Administration Students Institution External partner
Faculty
Administration Students Institution External partner
Use
Course design Institutional planning Learning outcomes Course approval Quality assurance
Course design
Institutional planning Learning outcomes Course approval Quality assurance
Universal or specific
Interdisciplinary or STEM Nationally or locally tailored Citizen or portfolio Universal HIPs or category Intellectual or practical skills
HIP taxonomy: a multifunction tool
Interdisciplinary or STEM
Nationally or locally tailored Citizen or portfolio Universal HIPs or category Intellectual or practical skills
Universal HIP Taxonomy Anatomy
Element Milestone 1 Milestone 2 Milestone 3 Milestone 4 Good teaching prac. High impact practices
Students engage in higher
Active learning with purposeful intent Interactions with instructors, peers, and/or community (others) Students receive frequent feedback: provides direction for improvement Summative one- way feedback Summative and formative one-way feedback Summative and formative feedback, both one-way and two- way Varied forms of summative and formative feedback, including rich two-way dialogues regarding progress
Undergraduate Research HIP experience with high student involvement Research Depth Research Breadth Universal HIP elements Frame amewor
k of
taxon
Element Milestone 1 Milestone 2 Milestone 3 Milestone 4 Non-HIP practices High impact practices Originality of research No research-related course projects thus no role for students in research process Answer to research question is known to student and instructor Answer is unknown to student but known to instructor Answer is unknown to student and instructor Systematic disciplinary inquiry Student inquiry into trivial, rote, and/or random avenues
Student inquiry into purposeful avenue of research Systematic student inquiry into purposeful avenue of research Systematic and significant, student inquiry into purposeful avenue of research Graded research process work Only ungraded research activities Opportunity for a graded segment* of research process Opportunities for 2 - 3 graded segments Opportunities for 4+ graded segments Assignments emphasize research Only ungraded research activities or no assessments directly related to research Minimal percentage of overall grade from graded research activities Meaningful percentage of
research activities Entire, or nearly so, overall grade based on graded research activities Required course project No research-related course projects Short research-related course project Longer research-related course project(s) Full-term project(s) *Research segment = literature review, formulating question, method design, data collection, data manipulation, data analysis, drawing conclusions, or preparing manuscript/presentation
are likely to move forward in your reform work?
purpose? What information do you want the taxonomy(ies) to generate?
Summa Summary y of
Strate tegies gies an and Le d Less sson
s Le Lear arne ned
Develop a shared vision to sustain project Meaningful collaboration across departments Leverage social networks for spreading change Adjust practices with team-based learning Use data for decision-making and communication Adapt national models to institutional context Clearly define charges and responsibilities Empower and support change leaders
the future?
Teaching & Learning Center
Institutional Administration
Assessment Leaders
Undergraduate Research High-impact Practice Team
Reimagining Project Leadership Team
GEMs Community of Practice