Faculty Retreats

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Faculty Retreats

• February 1999 Teaching Excellence at NGCSU
• April 2000 Assessment Strategies
• January 2001 Transforming to a Culture of
  Teaching Learning
• January 2002 Leadership Across the Curriculum
• September 2002 Ethics Decision-Making
• September 2003 Developing Leadership through
  Community

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Faculty Retreats

• NGCSU has hosted six faculty retreats in the
  past five years.
• We present the highpoints of the NGCSU Teaching
  and Learning Faculty Retreats.

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Faculty Retreats

• February 1999 Teaching Excellence at NGCSU
• April 2000 Assessment Strategies
• January 2001 Transforming to a Culture of
  Teaching Learning
• January 2002 Leadership Across the Curriculum
• September 2002 Ethics Decision-Making
• September 2003 Developing Leadership through
  Community

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Teaching Excellence at NGCSU
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Teaching Excellence at NGCSU

• 45 participants including faculty, department
  heads, deans, Associate and Vice President for
  Academic Affairs, President, and Vice Chancellor

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Teaching Excellence at NGCSU

• Retreats Primary Focus -
• Learning and Teaching Styles

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Teaching Excellence at NGCSU

• Participants
• explored characteristics of global and analytic
  learners
• investigated the impact of different learning
  styles on how students engage in the learning
  process
• recognized the importance of creating classroom
  learning experiences that attend to varied
  learning styles

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Teaching Excellence at NGCSU

• Participants explored ways to incorporate
  knowledge of varied learning styles into their
  instructional practices.
• Begin each lesson/unit by providing a big
  picture and proceed with activities that develop
  the concepts and basic idea.
• Reformat evaluation tools to account for both
  global and analytic learning styles.

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Teaching Excellence at NGCSU

• Use learning styles as a tool in the Advisement
  Center.
• Try little things and implement slowly this
  should not be an all or nothing approach.
• When students come to faculty for help, attempt
  to identify the students learning style before
  offering advice.
• Have students discuss techniques that are helpful
  to them, rather than have the instructor provide
  all the answers.

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Teaching Excellence at NGCSU

• Significant outcomes
• Organization of a community of learners
• Opportunity for cross-disciplinary discussions
  related to teaching and learning
• Faculty Bulletin Board for Teaching and Learning
  on WebCT.

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Assessment Strategies
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Assessment Strategies

• Retreat attendance included 41 faculty members
  representing every department and school across
  campus.

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Assessment Strategies

• Panels
• A variety of NGCSU faculty members volunteered
  to present assessment strategies.
• Presentations ranged from rubrics to portfolios.
  

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Assessment Strategies

• Other faculty members were given an opportunity
  to present an assessment problem they have
  encountered.
• Small groups then worked on providing suggestions
  for that person to take back to campus.

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Assessment Strategies

• Evaluation
• Many faculty members have reported using the
  assessment strategies presented in their
  classrooms.

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Transforming to a Culture of Teaching Learning
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Transforming to a Culture of Teaching Learning

• Deep Learning
• or
• How do we put student
• and faculty learning
• at the center of the culture
• at NGCSU?

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Transforming to a Culture of Teaching Learning

• We want to develop an environment and
  approaches in which "deep" learning takes place.
• Deep learning is a process, which leads to
  self-education and involves risk-taking.

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Transforming to a Culture of Teaching Learning

• Deep learning involves
• Reinforcement of knowledge from one course to
  another,
• Assessment which demands that the student
  demonstrate deep learning,
• Integration of materials across disciplines, and
• Application by demanding students apply what is
  learned in their own words.

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Transforming to a Culture of Teaching Learning

• To embrace deep learning, we, as faculty, will
  need to accept the possibility of change.
• We will need assurance that the administration
  will recognize and support our effort to change.

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Transforming to a Culture of Teaching Learning

• Cultivating a culture of deep learning for
  students will involve changing INTRO, advising,
  Strategies for College Success, and the Core
  Curriculum.

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Transforming to a Culture of Teaching Learning

• Deep learning requires changing our culture away
  from mechanistic work toward a qualitative,
  holistic, and integrative approach that involves
  critical thinking.
• Deep learning downplays learning for the
  immediate goal instead faculty teach for
  long-term learning that will carry over into a
  variety of tasks.

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Transforming to a Culture of Teaching Learning

• How do faculty and students recognize when and
  how deep learning has occurred?
• Cultivate self-reflection as a habit.
• Challenge students to put new idea into their own
  words.
• Require students to put new ideas into the
  context of what they already know.
• Build on what students already know and are
  interested in.

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Transforming to a Culture of Teaching Learning

• Plans for change will have to address the
  following
• For faculty
• How do we assess what we do?
• How do we assess ourselves?
• How do we document learning?
• How are we rewarded for learning?
• For students
• How do students assess what they do?
• How do students assess themselves?
• How do students document learning?
• How are students rewarded for learning?

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Leadership Across the Curriculum
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Leadership Across the Curriculum

• Affirming a Culture of Leadership at NGCSU
• Provide public and private affirmation for
  existing leadership activities.

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Leadership Across the Curriculum

• Affirming a Culture of Leadership at NGCSU
• Teach Leadership Across the Curriculum.

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Leadership Across the Curriculum

• Affirming a Culture of Leadership at NGCSU
• Develop faculty, staff, and students.

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Leadership Across the Curriculum

• Affirming a Culture of Leadership at NGCSU
• Focus on ethics and personal responsibility.

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Leadership Across the Curriculum

• Affirming a Culture of Leadership at NGCSU
• Establish an NGCSU Leadership Institute.

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Leadership Across the Curriculum

• Affirming a Culture of Leadership at NGCSU
• Implement leadership research at NGCSU.

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Leadership Across the Curriculum

• Affirming a Culture of Leadership at NGCSU
• Declare 2002-2003 as The Year of Leadership.

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Ethics Decision-Making
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Ethics Decision-Making

• What do we do to begin process to improve the
  ethical environment?

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Ethics Decision-Making

• Administration must actively encourage ethical
  environment, but everyone must behave in an
  ethical manner.
• No one should shift blame for unethical behavior
  because everyone has a role.

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Ethics Decision-Making

• Faculty must model ethical behavior and be aware
  of their own behaviors that are, or may be
  perceived to be, unethical.

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Ethics Decision-Making

• We must change our mindset because we evaluate
  student performance individually yet often have
  students working in groups.
• Teamwork is valued in the "real world" and we
  often engage students in team projects.
• We should examine ways to evaluate reward
  students through team evaluations or team exams.

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Ethics Decision-Making

• Foundation Values
• student excellence
• conformity

• Goal Values
• ethical perspective
• trust of colleagues and students
• tolerance
• diversity
• environmental ethics
• innovative instruction

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Developing Leadership through Community

• September 12-13, 2003
• WELCOME!