Engaging Faculty to Lead: Adaptable Models for ... · Citizen or portfolio Universal HIPs or category Intellectual or ... • Abbey Fischer • Laura Lee • Kathy Phillippi Immel

Caroline GearyProfessor of Chemistry

Degree Reimagining [email protected]

Joseph FoyAssociate Vice Chancellor

of Academic [email protected]

Kristin PlesselAssociate Prof. of Chemistry

Institutional Assessment [email protected]

Kristi WilkumAssociate Prof. of Comm. & Theatre Arts

Institutional IRB [email protected]

Engaging Faculty to Lead: Adaptable Models for Organizational Change

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

17%STUDENTS OF

COLOR

43%ENROLLED

PART-TIME

18%HAVE

DEPENDENTS

81% ARE WORKING

5%NON-NATIVE

ENGLISH

4%ACTIVE

DUTY/VETERAN

Institutional Structure and Student Demographics

Question Set A• Where are you in your reform or assessment efforts?

• What specific challenges are you having or foresee?

Shared Vision for Sustainable Transformation

UWS Initiatives

UWC Mission

Communication PedagogyEquity-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 of students,

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 of the

Natural World

Knowledge of the

Human Cultures

Critical and Creative Thinking

Effective Communication

Disciplinary Inputs Student Outcomes

Indiv., Social, and Envir.

Responsibility



and Competence

Knowledge of the

Natural World

Knowledge of the

Human Cultures





Responsibility



and Competence

Knowledge of the

Natural World

Knowledge of the

Human Cultures





Responsibility

Activity developed by Bill Bultman and Kim Kostka



and Competence

Knowledge of the

Natural World

Knowledge of the

Human Cultures





Responsibility

Activity developed by Bill Bultman and Kim Kostka


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

Dept. Teams/ Committees

Mapping the Curriculum

Inclusive Process with Diverse Practitioners

• High participating faculty, staff, & instructional designers

• Experimented with process

• Identified tools and the need for training

• Met with GEMs group and listened to challenges

• Designed and delivered training workshop

• Modified workshop to online format

• Attended training workshop

• Served as point of contact

• Led department through mapping process

• Developed course-level learning outcomes

• Revised course guides and developed proposals for governance approval

Question Set B• What resources/tools/models do you have to start building a

common vision?

• What are areas where tools are needed to build capacity in general education reform and assessment?

Assessment Redesign

Create labeling that is amenable

for marketing and persuasive

purposes

Build culture to record evidence

of meaningful action

Participation in national dialogue

Communication with transfer

partners

Students!

External Influences

Use social network of

assessment faculty

Level experiences through training on norming and

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-on-task, misuse

of rubrics

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

Question Set C• To obtain meaningful data, what perspectives do you need to

consider?

• As you think about your upcoming project, how will you build support for the change?

Leveling HIP Experience

• First-Year Seminars and Experiences• Common Intellectual Experiences• Learning Communities• Writing-Intensive Courses

• Collaborative Assignments & Projects• Undergraduate Research• Diversity/Global Learning• Service Learning• Internships• Capstone Courses & Projects

Problems we faced:

• Enacted as HIP

• Parity within & across

• Measurement of impact

• Path of least resistance

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

order thinking

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

Framework of our taxonomy

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

of research

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

overall grade from graded

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

Question Set D• Which high-impact practices are you already engaged in? Which

are likely to move forward in your reform work?

• If you design HIP taxonomies - who will use them? For what purpose? What information do you want the taxonomy(ies) to generate?

Summary of Strategies and Lessons Learned

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

Wrap-up Question• What is one item you can take from this session to implement in

the future?

Acknowledgements

Teaching & Learning Center• Jennifer Heinert • Jill Rinzel• Julianna Alitto

Institutional Administration• Chancellor Cathy Sandeen• Provost Greg Lampe

Assessment Leaders• Greg Ahrenhoerster• Jill Halverson• Holly Hassel• Christa James-Byrnes• Breeyawn Lybbert• Kristin Plessel• Jill Rinzel• Jeff Suarez• Paul Whitaker

Undergraduate Research High-impact Practice Team• Kristi Wilkum• Abbey Fischer• Laura Lee• Kathy Phillippi Immel• Nathaniel Maddox

• Jayant Anand • Rich Barnhouse• Bill Bultman• Jessica Cole• Joseph Foy• Larry Graves• Caroline Geary

• Jennifer Heinert• Ann Herda-Rapp • Craig Hurst• Tom Klubertanz • Kim Kostka• Melissa Stutz

Reimagining Project Leadership Team

• Rebecca Abler• Kevin Forgard• Lee Friederich• Caroline Geary• John Hollenbeck• Tammy Ladwig

• Berel Lutsky• Michelle Pietrzak• Jeff Suarez• Carrie Tirel• Angela Williamson

GEMs Community of Practice

Engaging Faculty to Lead: Adaptable Models for ... · Citizen or portfolio Universal HIPs or category Intellectual or ... • Abbey Fischer • Laura Lee • Kathy Phillippi Immel

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