Developing a Center for Innovative Teaching and Learning at a Baccalaureate Institution SACS Summer Institute July 2008

1. Developing a Center for Innovative Teaching and Learning at a Baccalaureate InstitutionSACS Summer Institute July 2008 Phyllis Worthy Dawkins Interim Vice President for Academic Affairs Former Director of Faculty Development Johnson C. Smith University pdawkins@jcsu.edu

2. Outline Campus Workshop Structure Timing and Location of Workshops Recruiting and Retaining Faculty Administrative Support Faculty Engagement Activities Program Training Funding Assessment

3. HBCU, private, undergraduate institution Liberal Arts Located in Charlotte, North Carolina 103 Faculty Enrollment around 1488 National Initiatives Freshman Academy – Learning Community Model Sophomore Initiative – Learning Community Model Faculty Development Program Service Learning and Community Service ThinkPad U - Mobile Computing Dr. Dorothy Cowser Yancy, President Emeritus Dr. Ronald Carter, President 3

4. Our Mission http://www.jcsu.edu …The University endeavors to produce graduates who are able to communicate effectively, think critically, learn independently as well as collaboratively, and demonstrate competence in their chosen fields… 4

5. Campus Workshop Structure Fall and Spring Semester Teacher Training Institutes Pre and Post-School Teacher Training Institutes – after faculty contractual period Summer Workshops December Workshops Online Workshops (TLT Group)

6. Campus Workshop Training Strands New Faculty Workshops General Pedagogy Instructional Technology FTAs for Jenzabar & Moodle Tutors Faculty Learning Communities SoTL Research Retreat Teaching Consultations or Small Group Instructional Diagnosis (SGID) Department Workshops Discussion Series Program Training Learning Across the Curriculum Service Learning Learning Communities Liberal Studies or General Education Degree Program Assessment (SACS)

7. New Faculty Workshops Academic Preparation Course Syllabus Development Managing a Roll Book Classroom Management Gradekeeper Microsoft Office Suite Kolb’s Learning Style Professional Preparation Faculty Handbook Faculty Evaluation Merit and Promotion Research and Grantsmanship Service

8. General/Pedagogy Training: Teaching Strategies/Styles Cooperative Learning Collaborative Learning Kolb’s Learning Styles Classroom Assessment Techniques Case Studies Problem-Based Learning Critical Thinking Interdisciplinary or Integrated Teaching Classroom Management Syllabus Development

9. Discussion Series Book and journal article discussions Teaching with Your Mouth Shut Scholarship Reconsidered AAU&C Essential Learning Outcomes Video clips and discussions at Faculty Meetings Declining by Degrees, PBS Special about today’s classrooms A vision of students today http://www.youtube.com/watch?v=dGCJ46vyR9o Slide presentations of international conference projects Taxes Performing Arts Presentation by Faculty (art projects, poetry readings

10. Time and Location Develop schedule of monthly workshop times – e.g. Mondays, 4:00 p.m. – Technology Training Tuesdays, 12:30 p.m. – Discussion Series Wednesdays, 4:00 p.m. – Pedagogical Training Thursdays, 3:00 p.m. – New Faculty Workshops Saturdays, 9:00 – 2:00 – Workshop Initiatives

11. Mentoring New Faculty to Senior Faculty outside of the department (match genders) New Administrator to Experienced Administrator Diverse Faculty to Diverse or Regular Faculty International Faculty to International or Regular Faculty

12. Workshop Leaders Consultants Train the Trainers Model Campus faculty with expertise for a particular skill set Visiting Scholars Project Leaders Faculty Technology Assistants Faculty Learning Communities Team Leaders Tech Tutors – in the faculty members office

13. Faculty Engagement Activities Active learning Problem based learning

14. Core Practices Using active learning pedagogy to engage students (technology, cooperative learning activities, peer teaching) Creating a sense of community Designing and implementing integrated assignments Promoting diversity Building in reflections Assessing the components of the program and assignments to promote continuous improvement

15. Bloom’s Taxonomy This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above. Evaluation Graduate School Making decisions and supporting views; requires understanding of values. Combining information to form a un ique product; requires creativity and originality. Synthesis Identifying components; determining arrangement, logic, and semantics. Analysis Undergraduate Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Application Restating in your own words; paraphrasing, summarizing, translating. Comprehension High School Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material. Knowledge Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872  www.cas.lsu.edu

16. Active learning strategies Cooperative learning techniques (base groups, visual diagrams, think/pair/share, write/share, jigsaw, affinity diagrams, team discussion, vision exercise, etc.) Collaborative learning (consensus groups, peer writing, peer tutoring, etc.) Technology helps students manage all the different aspects of the activity Word processing Presentation tools Spread sheets Hypermedia Chat rooms Chickering and Ehrmann Cases Mini lectures

17. Basic Technology Training Learning Basic Technology Skills for the Workplace Gradekeeper Course Management Packet (Moodle, Blackboard, etc.) Microsoft Office Suite (World Ware)-Word, Excel, Access, Excel Email and Outlook SPSS Writely, Google, Wikki, etc Integrating Technology into Courses Syllabi Lesson Plans Classroom management (Excel or Access) Electronic Portfolios and Rubrics Online & hybrid courses Clickers Bloggs for journaling Wikkis

18. Clickers- Beyond Question -enhances the teacher's ability to interact with the students to further the educational process Teachers can quickly determine what percentage of the class understands the current material. Students who are having difficulty can be more rapidly and accurately identified. Student attention can be more effectively focused on the task at hand. Student participation can be greatly increased thereby raising the level of interest among the students.

19. Recruiting Faculty to Participate in the Program

20. Faculty Involvement Create committees to coordinate program offerings Select or appoint (by President) different faculty (consider skills and contributions) to each committee Seek faculty volunteers as workshop leaders, tutors, and Recruit faculty to attend workshops, serve on committees, write mini grants, develop programs, etc. Survey faculty needs for technology training

21. Recruiting Techniques: Needs Send announcements by email and slow mail about technology project Have all faculty to complete a survey to determine skill levels http://flashlightonline.wsu.edu Send survey twice http://ctlsilhouette.ctlt.wsu.edu/CTLSilhouette2_5/Mode/analyst/AnalyzeHTMLSurvey.asp Target and invite those you really want to participate Get invitees to recruit others from their department

22. Administrative Techniques for Recruiting Faculty Seek faculty and staff appointments from the President, Provost, or Academic Dean Seek recommendations from the Department Chair or Program Coordinators about faculty recommendations and technology needs Allow faculty to self-nominate to Director

23. Faculty Development Structure Faculty Development Director (release time and stipend) Professional Development Coordinator (release time and stipend) Administrative Assistant (1/2 time) Faculty Development Steering Committee-Representatives from The College of Professional Studies The College of Arts and Sciences The Honors College Resources: Associate VPAA, Directors of Educational Technology, Freshmen Academy, IPAER, Sophomore Initiative, Center for Civic Engagement and Community Partnerships, etc.

24. Retaining Faculty

25. Retaining Faculty Incentives Mini Grants Stipends Summer Pay Release Time Resources (Books, videos, software, etc.) Travel Recognition Certificates Plaques Newspaper Announcements

26. Retaining Faculty continued… Professional Growth Opportunities Serving as a Faculty Technology Assistant (FTA) on Campus Presenting in Campus Workshops Presenting on Outcomes of Projects at Conferences Attending and Participating in Conferences Publishing Results Serving as an Expert Consultant Joining Faculty Learning Communities

27. Mini Grants: Offer to Build Skills Provide incentives to: Enhance changes in programs, courses, and faculty Yield quicker results Types Institutional Mini Grants Department Mini Grants Individual Mini Grants SoTL Research Mini Grants

28. Benefits of Mini Grants Enhance changes in programs Inspire course revisions Contribute to faculty growth Provide incentive Yield quicker results

29. Retaining Faculty continued… Personnel Decisions Promotion Tenure Post-tenure Review Merit Salary increases

30. Program Training Models

31. Program Training Instructional Technology Workshops Learning Communities Student-Centered Learning Service Learning Learning Across the Curriculum General Education or Liberal Studies New Faculty Workshops Integrated Studies Department Technology Programs Faculty Learning Communities

32. Faculty Learning Communities (FLC) A faculty learning community (FLC) is a cross disciplinary group of 8-15 faculty and staff engaging in an active, collaborative, yearlong curriculum program about enhancing teaching and learning. Milton D. Cox, Miami University, Ohio, 2004

33. Types of FLCs Milton D. Cox, Miami University, Ohio, 2004 • Topic-based learning communities • Addresses teaching, learning need, issue, or opportunity • Focuses on a specific theme or topic • Recruits interested faculty/staff by topic/theme • Cohort-based learning communities • Addresses teaching, learning, & developmental needs of a cohort of faculty/staff • Includes a curriculum that addresses a range of teaching learning areas and topics

34. Scholarship of Teaching and Learning: Definitions an activity that is problem based, intentionally designed, theoretically grounded, peer evaluated, and accountable. must not only be reflective, systematic, and replicable, but should be public, susceptible to critical reviewandevaluation, and accessible for exchange and use by other members of one’s scholarly community Etc. ---Lee Shulman

35. Faculty Learning Communities at JCSU Scholarship of Teaching and Learning (SoTL) New Faculty Laptop and Classroom Assignments Yoga and Wellness Grant Writing Teams Freshman Academy

36. JCSU: Other FLCs Student Engagement and Active Learning Trainers (SEALs) - Cohort Peer and Active Learning Mentors (PALMs) - Students Clickers Hybrid-8 faculty ePortfolios-8 faculty Course management (Moodle)-5 faculty

37. Off-Campus Faculty Development Conferences NYU Faculty Resource Network (FRN) Institute on General Education Association of American Colleges and Universities (AAC&U) Association of General and Liberal Studies (AGLS) HBCU Faculty Development Network Professional and Organizational Development Network (POD) The Collaboration for the Advancement of College Teaching and Learning (The Collaboration) American Council on Education (ACE) Teaching and Learning with Technology Group (TLT) – Online Workshops EduCause

38. Connecting Faculty Development to Student Learning/Outcomes

39. Assessing FA/SI Operations The Objective of FA is to have students Return as sophomores Fulfill the General Education requirements Move into major courses of study The foci of assessment are Monitoring students’ academic progress Monitoring the quantity and quality of the services to the students Identifying the issues/areas that need improvement Three-level assessment structure Course-level assessment Program-level assessment University-level assessment

40. Assessing FA/SI Operations (cont.) Three level assessment structure Course-embedded assessment Assignment, mid- and final tests (measured by term grades and GPA) Course Portfolios Program level assessment Semester-end surveys on students, Faculty, and staff using Flashlight Survey University level assessment Academic Profile (AP) or Measure of Academic Proficiency and Progress (MAPP) College Student Inventory (CSI) National Survey of Student Engagement (NSSE) Faculty Survey for Student Engagement (FSSE) Classroom Survey for Student Engagement (CLSSE) Student Satisfactory Inventory (SSI)

41. Use of Data for Improvement We must: Improve our internal communication to better coordinate various services to our students Improve our communication with students and their parents Continue to assess operation Develop a comprehensive operation plan and an implementation guideline to ensure the planning, organization, and management align with the University Strategic plan and assessment plan. Streamline data collection

42. Some Challenges Trying to measure everything that moves Being overly rigorous or too precise Not focusing on really meaningful outcomes Lack of collaboration and public sharing Evidence should be cumulative and be collected throughout a program (Curriculum Matrix) Encouraging multiple perspectives, judgments, dimensions of student learning Developing a consensus of assessment tools and reflective practices Transforming “folklore” and “anecdotes” into “evidence” 42

43. Continuous Improvement 43

44. Assessment Tracking the impact of a faculty development activities by: Collecting data on attendance at workshops Keeping a record on the number of student participants Conducting Pre and Post Assessments Measuring for faculty, student and institutional outcomes (Programs, SACS, etc.) Collecting data on traditional (tests, quizzes, homework assignments, etc.) evaluation tools Collecting authentic assessment results (portfolios, writing rubrics, projects, experiental experiences, etc)

45. Outcomes: Quantitative results Faculty Percent of faculty participating in the program Percent of faculty utilizing skills learned in the classroom Percent of faculty revising syllabi Student Percent of students participating in the program Percent of students successfully passing Assignments Courses Standardized tests

46. Outcomes: Qualitative Portfolios Electronic Portfolios Anecdotal Reports Authentic Assessments (Alverno College) Focus Groups

47. Evaluation Interpreting assessment results Providing feedback to students, faculty and the institution Closing the loop by responding to the feedback

48. Think – Group - Share List on a stick pad workshop strands for your campus program Share with a group of 3-5 people Combine strands into one list Report list to the audience

49. Resources

50. Funding and Support Supported by an endowment, grants, and institutional funds Yearly operating budget: varies according to needs and grants awarded Reports to the Associate Vice President for Academic Affairs Located in the Faculty House