Developing a Center for Innovative Teaching and Learning at a Baccalaureate Institution SACS Summer - PowerPoint PPT Presentation

Loading...

PPT – Developing a Center for Innovative Teaching and Learning at a Baccalaureate Institution SACS Summer PowerPoint presentation | free to view - id: 30044-NDk2N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

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

Description:

Microsoft Office Suite. Kolb's Learning Style. Professional ... Microsoft Office Suite (World Ware)-Word, Excel, Access, Excel. Email and Outlook. SPSS ... – PowerPoint PPT presentation

Number of Views:113
Avg rating:3.0/5.0
Slides: 79
Provided by: fpar
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Developing a Center for Innovative Teaching and Learning at a Baccalaureate Institution SACS Summer


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_at_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
  • Department Workshops
  • Discussion Series
  • Program Training
  • Learning Across the Curriculum
  • Service Learning
  • Learning Communities
  • Liberal Studies or General Education
  • Degree Program Assessment (SACS)
  • 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)

7
New Faculty Workshops
  • Academic Preparation
  • Course Syllabus Development
  • Managing a Roll Book
  • Classroom Management
  • Gradekeeper
  • Microsoft Office Suite
  • Kolbs 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
  • Kolbs 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
  • AAUC Essential Learning Outcomes
  • Video clips and discussions at Faculty Meetings
  • Declining by Degrees, PBS Special about todays
    classrooms
  • A vision of students today http//www.youtube.com/
    watch?vdGCJ46vyR9o
  • 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, 400 p.m. Technology Training
  • Tuesdays, 1230 p.m. Discussion Series
  • Wednesdays, 400 p.m. Pedagogical Training
  • Thursdays, 300 p.m. New Faculty Workshops
  • Saturdays, 900 200 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
Blooms 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-Representat
    ives 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
  • 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
  • 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

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 review
    and evaluation, and accessible for exchange and
    use by other members of ones 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
    (AACU)
  • 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

51
Andrew Mellon Endowed Grant
  • Conference, Workshop, and Professional Meeting
    Travel
  • Curriculum Development
  • Research
  • Graduate School

52
Books to Issue
  • Faculty
  • Classroom Assessment Techniques, Tom Angelo and
    K. Patricia Cross
  • Collaborative Learning Techniques, Barkley,
    Cross, etc.
  • Active Learning, Mel Silberman
  • Committee
  • A Guide to Faculty Development (2004), Kay Herr
    Gillespie, Linda R. Hilsen, Emily C. Wadsworth
  • Drewry, H.N. Doermann, H. (2001). Stand and
    prosper Private black colleges and their
    students. Princeton, New Jersey Princeton
    University Press.
  • Faculty Development Needs at HBCUs Perspectives
    from a National Study, Dawkins, P.W., Beach, A.,
    Rozman, To Improve the Academy, Anker
    Publishers, 2005

53
Equipment Facilities
  • Central location Faculty House, Office,
    Technology Training Lab, etc.
  • Media Equipment Laptops for data collection and
    presentations, data projectors, digital cameras,
    clickers for formative feedback, copier, fax
    machine, scanner
  • Faculty Give equipment to faculty as an
    incentive (thumb drives, laptops, digital
    cameras, etc.)
  • Resources Library of FD resources (books,
    journals, videos, CDs, etc.)

54
Our Faculty Development Networks
  • UNCF/Mellon, UNCF Curriculum Faculty
    Enhancement Program
  • Council on Independent Colleges (CIC)
  • The Washington Center for the Improvement of
    Undergraduate Education ( Learning Communities
    Curriculum Planning Retreats)
  • Building Engagement and Attainment for Minority
    Students (BEAMS)
  • NYU Faculty Resource Network (FRN)
  • HBCU Faculty Development Network (HBCUFDN)
  • Professional and Organizational Development
    Network in Higher Education (POD)
  • The Collaboration for the Advancement of College
    Teaching and Learning (The Collab)
  • Teaching Learning with Technology-Group (TLT)
  • Consortium for Innovation and Environmental
    Living (CIEL)


54
55
Conferences
  • Conducting or Co-Hosting the following
    Conferences
  • JCSU Educational Technology Conference
    (conducted)
  • UNCF Mellon Learning Communities Summer Institute
    (conducted)
  • HBCU Faculty Development Symposium (co-host)
  • Association for Integrative Studies Conference
    (co-host)
  • Association for Liberal Studies Conference
    (co-host)
  • NYU Faculty Resource Network National Symposium
    Advancing Women and the Underrepresented in the
    Academy (co-sponsored)
  • Curriculum Planning Retreat on Learning
    Communities (conducted)
  • Participating in Online Workshops and Conferences

56
Build Relationships with other Grantors
  • Join grant writing groups (Faculty Learning
    Community)
  • Serve on Grant Advisory Committees
  • Include other grant activities in your program
  • Seek support from other grantors to fund
    components of your program
  • Advertise other grant programs in your program
  • Collect related data and send to other grantors
  • Share resources

57
General Funding Sources
  • Federal Grants Faculty Development Components
  • Department of Education
  • National Science Foundation
  • http//www.nsf.gov/home/grants/grants_opps.htm
  • National Endowment for the Humanities
  • http//www.neh.gov/grants/grants.html
  • National Endowment for the Arts
  • http//www.nea.gov/guide/GAP04/GAPindex.html
  • NASA
  • http//www.nasa.gov
  • Department of Defense, FIPSE, Title III, others
  • NIH MARC Ancillary Training Grants
  • http//grants1.nih.gov/grants/index.cfm
  • Federal Improvement for Post Secondary Education
    (FIPSE)
  • http//www.fipse.gov

58
General Funding Sources continued...
  • Foundation Grants
  • Bush-Hewlett Foundation
  • Ford Foundation
  • Andrew Mellon Foundation
  • Title III
  • Lilly Foundation
  • Kellogg Foundation
  • Philip Morris
  • Lumina Foundation
  • Keck Foundation
  • Bell South Foundation and other Bell Foundations
  • Carnegie Foundation
  • Private foundations within the city, across the
    state, and nationally
  • Southern Education Foundation
  • Others

59
Thank-You for Participating
  • Email pdawkins_at_jcsu.edu
  • Voice 704-378-1287
  • Fax 704-378-1281

60
Learning Communities
  • Freshman Academy and the Sophomore Initiative

61
Definition of Learning Communities
  • Consist of a variety of approaches that link or
    cluster classes during a given term, often around
    an interdisciplinary theme, that enroll a common
    cohort of students. This represents an
    intentional restructuring of students time,
    credit, and learning experiences to build
    community, and to foster more explicit
    connections among students, among students and
    their teachers, and among disciplines. At the
    heart of LCs is the integrated assignment.
  • Jean MacGregor, Barbara Leigh Smith, Emily
    Lardner and Gillies Malnarich, The Washington
    Center for Improving Undergraduate Learning

62
OrganizationLearning Communities
63
OrganizationLearning Communities Support
64
JCSU Model Learning Communities
  • 21 linked blocks/cohorts (all freshmen)
  • 30 (maximum) students per block
  • 5 five full-time faculty teaching in each block
  • Case manager for each block
  • Orientation leaders for each block
  • Peer Active Learning Mentors (PALMs)
  • 15-16 credit hour loads per block
  • Tutors
  • Student Engagement Active Learner (SEAL) Trainers

65
JCSU Per Block (20) Organization
66
Block Themes (JCSU) 2005-2006
  • Ethics in the Civic Realm We Are Our World's
    Keeper
  • Ethics in the Civic Realm The Creation of
    Community through Common Culture and Values
  • Closing the Achievement Gap An Educational
    Imperative
  • Minority Health Disparities Complex Issues,
    Complex Solutions
  • Belonging(s) Family Re-unions
  • Hipping the Hype The Social, Ethical,
    Scientific, and Political Dimensions of Keeping
    Our World Healthy
  • What Is the Nature of Success?
  • Discipline and Desire Inspiration to
    Improvisation
  • Who Am I Community, Culture, and Identity
  • Discovering Self through Service
  • We Are Here Together The Pros and Cons of
    Becoming a Multi-Cultural Society
  • Cultural Awareness and Critical Creativity What
    Is It?
  • Quality of Life Water, Water Everywhere and Not
    a Drop to Drink

67
2006-2007 Cluster Themes
  • Blocks 1-4
  • Communication or (Miss)Communication Lessons
    for Life
  • Blocks 5 8
  • This I Believe
  • Blocks 6 7
  • The Browning of America Are we a Melting Pot or
    a Tossed Salad?
  • Blocks 9-12
  • A Global Outlook Survival Skills and Concepts
  • Blocks 13 14
  • Leadership for Life
  • Blocks 15-19
  • What Do You Know About That? The Social, Ethical,
    Scientific, and Political Dimensions of Keeping
    Our World Healthy
  • Block 20
  • Its Goin Down Health in Your Culture

68
  • The Sophomore Initiative Learning Communities
    Program
  • Marilyn Sutton-Haywood
  • Vice President for Academic Affairs

69
Sophomore Slump
  • What is it? Students are bored in classes their
    GPAs take a nosedive (facing many courses they
    have delayed in the first year) they exhibit
    overall poor performance and they are plagued
    with apathy or lack of motivation.
  • National statistics show that a large proportion
    of these students leave college altogether or
    transfer.

70
Sophomore Slump continued
  • Many of those who stay suffer from reduced
    motivation, and lower GPAs. This leads to a
    higher than expected attrition rate from the
    second to the third year.
  • National research and data suggests that the
    sophomore slump warrants our attention.

71
Sophomore Initiative Structure
  • Dean of Freshman and Sophomore Learning
  • Coordinator
  • SI Team consisting of Faculty and Case Managers
  • 9-10 linked Sophomore Blocks
  • LS 238 World Civilizations I is blocked with
    English 232 World Literature or LS 235 Studies in
    Society (Fall)
  • LS 239 World Civilizations II is blocked with
    English 232 World Literature or LS 235 Studies in
    Society (Spring)
  • 30 (maximum) students per block
  • 2 full-time faculty teaching in each block
  • Case managers (Career Services and Service
    Learning)

72
SI Learning Community Block
73
Block Theme (JCSU) 2006-2008
  • The Human Experience Culture and the Individual
  • Cross-Curricular Interdisciplinary Integrated
    Assignments (CCIIA)Reflective Essays
  • Fall China
  • SpringSouth Africa

74
Career Development
  • Focus Assessment
  • Career Fair
  • Career Convocations

75
Civic Engagement
  • LS 235 is a service-learning class. Students are
    required to do 10 hours of community service to
    meet course objectives.

76
Sense of Community
  • Sophomore Convocation
  • Sophomore Picnic
  • SI T-Shirts
  • Co-curricular activities Gullah Trip African
    Food
  • End-of-Semester Celebration Dinners
  • Prizes for best CCIIA Reflective Essay
  • NewsletterThe Sophomore

77
Sophomore Initiative Use of Data for
Improvement
  • Focus attention on critical thinking and writing
  • Integrate the strands within the SI
  • Continue to assess SI operation
  • Ensure that SI planning, organization, and
    management align with the University Strategic
    plan and assessment plan.
  • Refine the scheduling process
  • Streamline data collection

78
References
  • Butler, K. Dawkins, P.W. (2007). Developing
    learning communities in health and human
    performance. American Journal of Health
    Education,38 (4), 230-236.
  • Dawkins, P., Froneberger, B., Sutton-Haywood, M.,
    Jeter, P. (2007). Engaging faculty in a
    Freshman Academy Learning Community. Journal of
    Learning Communities Research, 2 (1), pp. 1-19
  • Dawkins, P. (2006). Learning communities growing
    at historically black colleges and universities.
    Washington Center for the Improvement of
    Undergraduate Learning Olympia, Washington.
  • Dawkins, P. W. (2006). Faculty Development
    Opportunities and Learning Communities. In N.
    Simpson and J. Layne (Eds.), Student learning
    communities, faculty learning communities,
    faculty development (pp. 63-80). Stillwater, OK
    New Forums Press Inc.
  • Malnarich, G. Lardner, E.D. (2003, Winter).
    Designing integrated learning for students A
    heuristic for teaching, assessment and curriculum
    design (Washington Center Occasional Paper for
    Improving the Quality of Undergraduate Education,
    Number1). Olympia, WA Evergreen State College.
  • Learning Communities Website http//learningcommon
    s.evergreen.edu
  • Smith, B.L., J. MacGregor, R.S. Matthews, and F.
    Gabelnick. 2004. Learning communities Reforming
    undergraduate education. San Francisco
    Jossey-Bass
About PowerShow.com