Creating the Environment that Aids in the Transition to Student Learning Centeredness San Diego State University Center for Educational Leadership, Innovation and Policy Assessment of Student Learning Conference - PowerPoint PPT Presentation

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Creating the Environment that Aids in the Transition to Student Learning Centeredness San Diego State University Center for Educational Leadership, Innovation and Policy Assessment of Student Learning Conference

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Figure 1.4 Some Contributors to Student Learning. Source: Adapted from P.Maki, Learning ... Fall Conference 2005 Convocation. INSTITUTIONALIZATION PLANS ... – PowerPoint PPT presentation

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Title: Creating the Environment that Aids in the Transition to Student Learning Centeredness San Diego State University Center for Educational Leadership, Innovation and Policy Assessment of Student Learning Conference


1
Creating the Environment that Aids in the
Transition to Student Learning Centeredness San
Diego State University Center for Educational
Leadership, Innovation and Policy Assessment of
Student Learning Conference Evaluating
Institutional Learning CenterednessJuly 13,
2007
  • Tomas Morales
  • Provost
  • Cal Poly Pomona

2
Assessing For Learning
  • Figure 1.4 Some Contributors to Student Learning.
    Source Adapted from P.Maki, Learning contexts
    inside and outside of the academy (AAHE Special
    Report. www.aahe.org/specialreports/part2.htm.
    Reproduced with permission.

3
Timeline of Change at CPP
University Learning-Centered Task Force
2006
2005
2004
Assessment Café
AAHE Assessment Conference
2003
4
January 2004, Faculty Learning Community
  • 8 Full-Time, Tenure Track Faculty selected from
    30 applications. Cross-campus communication.
  • Sponsored by the Office of the Provost and
    Faculty Center for Professional Development.
  • Attends AAHE/WASC Conference Building
    Learning-Center Institutions Developing
    Institutional Strategies for Assessing and
    Improving Student Learning.
  • Develops plan to Transform Cal Poly Pomona into a
    Learning-Centered University.

5
2003-04 has been a unique exciting year at Cal
Poly Pomona
  • First time ever!
  • 3 Major Events Focused on Teaching Learning
  • Assessment Café Fall 2003
  • Student Exchange Lounge Winter 2004
  • All-University Exchange on Learning Teaching
    Spring 2004

6
January 21, 2004 Student Exchange Lounge
  • 149 Students representing all Colleges and
    Schools were asked
  • What is good teaching?
  • What can faculty do to encourage you to
    learn?
  • What kinds of feedback help you to learn the
    most?
  • OUTCOME Students and faculty do not always agree
    on what helps students to learn.

7
May 20, 2004 All-University Exchange
  • 111 Students, Faculty, Staff and Administrators
  • OUTCOMES
  • Importance of enthusiasm and passion in good
    teaching
  • Intentionally bring faculty, students and staff
    together to discuss teaching and learning
  • Critical role of assessment in effective teaching
    and learning.

8
A Learning-Centered University
  • Establishes measurable outcomes for learning, as
    well as for all university services, programs
    activities
  • Uses assessment feedback to modify activities for
    continuous improvement
  • Engages the entire campus community
  • In the classroom
  • Focuses on what is learned, not what is
    taughtIncorporates Learn-by-doing activities
  • Encourages students to take charge of their
    learning
  • Recognizes and rewards successes.

9
University Learning-Centered Task Force Charge
  • Improve communication and increase collaboration
    throughout the university.
  • Identify and recommend linkages for increased
    collaboration.
  • Identify and recommend changes to university
    structures and/or processes.
  • Increase engagement of the university community.
  • Showcase best learning-centered practices.

10
Promoting Cultural Change
RESTRAINERS

DRIVERS 1. WASC Standards 2. Accreditation 3.
National movement 4. Need for improvement 5.
Desire to lead change
1. Create impetus to change 2. Reach a critical
mass 3. Build consensus 4. Everyone is already
busy 5. Scarce resources 6. Faculty autonomy 7.
Wariness about change 8. Clear definitions/goals
11
April 22, 2005 BECOMING LEARNING-CENTERED A
RETREAT FOR STUDNETS, FACUTLY STAFF
  • 104 Students (40), Faculty (35) Staff (29)
  • What are the changing roles of students, faculty,
    and staff in a Learning-Centered University?
  • What are the Core Values of a Learning-Centered
    University?
  • How can we work together more effectively to
    promote learning continuous improvement?

12
April 29, 2005 BECOMING LEARNING-CENTERED A
RETREAT FOR CAMPUS LEADERS
  • 68 Campus Leaders (including the President, Vice
    Presidents, Associate Vice Presidents, Deans
    Associate Deans)
  • Focused Discussions and Planning
  • What are the Drivers and what are the Restrainers
    for CPP becoming a learning-centered university?
  • What important things did we learn from the
    student, faculty staff retreat?
  • How does each of us translate the vision into
    action?
  • Issues to address now Improve student advising.
    Build Community. Strengthen Communication. Track
    Progress. Keep Momentum Going.

13
7 Core Values of a Learning-Centered University
  • Willingness to learn
  • Shared responsibility
  • Nurturing environment
  • Commitment (engagement)
  • Continuous improvement
  • Fostering intentional learning
  • Transparency

14
Early Winter 2004
Pockets of Excellence
Student Affairs
Academic Affairs
Advancement
I I Technology
Not Learning Centered
Administrative Affairs
15
Winter 2006
Pockets of Excellence
Student Affairs
Student exchange lounge
Academic Affairs
I I Technology
Becoming Learning Centered
Advancement
Administrative Affairs
16
Winter 2008
Pockets of Excellence
Student Affairs
Academic Affairs
I I Technology
Learning-Centered University
Advancement
Administrative Affairs
17
Main Elements of a Learning-Centered University
  • Assessment/results
  • All decisions are made with learning outcomes as
    central to the decision
  • Entire organization (all individuals) are
    learners
  • Greater recognition that all that we do
    contributes to student learning

18
A learning-Centered University
  • Optimizes teaching learning (by)
  • Engaging all members of the campus community
    (which)
  • Provides dynamic cross-current exchanges of
    knowledge (that)
  • Sparks
  • Synergy
  • Collaboration
  • Collective construction of knowledge
  • All focused on how to improve learning

19
7 Strategies for Success
  • 1. ENGAGE campus leaders in a discussion of
    transforming Cal Poly Pomona into a
    learning-centered university
  • 2. IDENTIFY keys to success
  • 3. INVOLVE unofficial leaders and resistors
  • 4. KEEP MOMENTUM GOING (disseminate comparison
    of the results of the Assessment Café Student
    Exchange Lounge)

20
7 Strategies for Success
  • 5. CREATE learning-centered web site
  • 6. CONVENE town hall meeting
  • Celebrate exemplary teaching/learning practices
  • Compare faculty and student perceptions on
    teaching and learning
  • 7. DEVELOP learning-centered plans for all
    units on campus

21
Indicators of Success
  • Progressive increase in level of participation
  • Leaders identified in all university divisions
  • Learning-centered plans completed, shared and
    implemented
  • Resources reallocated to support
    learning-centered transformation
  • New organizational structure supports
    learning-centeredness

22
Indicators of Success (cont.)
  • All decisions preceded by a discussion of the
    impact on learning
  • Program reviews centered on learning
  • RTP rewards learning-centered activities
  • Continuous analysis of evidence of increased
    student learning

23
Measures of Progress
  • Formation of a University Task Force on
    Transformation
  • Establishment of a University Center for Learning
    (Assessment)
  • Engagement of Learning-Centered Task Forces at
    all university levels

24
October 2006 Month-Long Focus on Becoming More
Learning Centered
  • By the end of the MONTH-LONG FOCUS, Cal Poly
    Pomona students, faculty, and staff will
  • Understanding how becoming more learning centered
    improves student success and institutional
    excellence
  • Be able to establish measurable outcomes
  • Understand how assessment is used for continuous
    improvement
  • Identify opportunities for collaborating with
    colleagues on campus
  • See themselves as an active learner of the campus
    community.

25
Week 1 We Are Learning-Centered, Arent We?
  • October 2
  • 1. OPENING SESSION What does it mean to be
    Learning Centered?
  • October 3
  • 1. FACULTY SUPPORT CENTERS OPEN HOUSE
  • 2. TAKE CHARGE New Student Roles in a
    Learning-Centered University
  • October 4
  • 1. WASC REPORT Building a Learning-Centered
    Model of a Polytechnic University
  • 2. CRICAL ROLE OF STAFF IN A LEARNING-CENTERED
    UNIVERSITY
  • October 5
  • 1. IM ALREADY LEARNING-CENTERED. ARENT I?
  • 2. STUDENT EXCHANGE LOUNGE II

26
Week 2 Outcomes Assessment
  • October 9
  • 1. ACADEMIC PROGRAMS ASSESSMENT PANEL
  • October 10
  • 1. TAKE CHARGE OF YOUR OWN LEARNING Writing a
    Learning/Assessment Plan
  • October 11
  • 1. COLLEGIATE LEARNING ASSESSMENT STUDY
  • 2. STAFF CHALLENGE Establishing Goals and
    Measurable Outcomes
  • October 12
  • 1. CLOSING THE LOOP Making Assessment Work

27
Week 3 My Role in a Learning-Centered University
  • October 16
  • 1. THE TEACHING PERSONA
  • October 17
  • 1.THE LEARNING-CENTERED MANAGER
  • 2. STUDENT EVALUATION OF TEACHING
  • October 18
  • 1. STUDENT EVALUATION OF TEACHING
  • 2. ROLE OF TECHNOLOGY IN A LEARNING-CENTERED
    UNIVERSITY
  • 3. TRANSLATING VISION INTO ACTION
  • October 19
  • 1. LEARNING-CENTERED PARTNERSHIPS
  • 2. TAKE CHARGE 1ST Year Experience at Cal Poly
    Pomona

28
Week 4 Continuous Improvement for Student
Success Institutional Excellence
  • October 23
  • 1. COMMON TEACHING CHALLENGES SOLUTIONS
  • October 24
  • 1. ROLE OF ADVANCEMENT IN A LC UNIVERSITY
  • 2. CLASSROOM ASSESSMENT TEACHNIQUES
  • October 25
  • 1. STUDENT SUCCESS THROUGH e-LEARNING
  • October 26
  • 1. DOLCE Continuous Improvement Through Course
    Redesign
  • 2. LEARN-BY-DOING Max Success for Student
    Workers
  • October 27
  • 1. TAKE PRIDE Poster Session of
    Learning-Centered Successes

29
February 15, 2007
  • This is my vision. I want Cal Poly Pomona to be
    recognized for programs of distinction that will
    serve our students and the State in a
    learning-centered environment. A place where the
    things that we do well, we do better
  • President Ortiz
  • Fall Conference 2005 Convocation

30
INSTITUTIONALIZATION PLANS
  • Each Division and College develops an
    Implementation Plan by February 15, 2007
  • Each Plan describes how the Division or College
    will institutionalize Cal Poly Pomonas progress
    toward becoming a learning-centered organization.
    All plans will be reviewed by external experts
    for feedback and recommendations.
  • Each Plan will address how faculty, staff and
    students will become aware and promote the
    learning-centered paradigm.
  • Expected Outcome Create a Tipping Point so
    that learning-centeredness becomes
    institutionalized at Cal Poly Pomona.

31
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