Summer Academy
Mt Snow, Vermont
July 16-21, 2002
|
 |
Campus Team Members
Name |
Department |
| Sarah Boeh |
Kinesiology |
| Milton Clark |
Undergraduate Studies |
| Sunny Hyon |
English |
| James Kaufman |
Psychology/Learning Research Institute |
| Lloyd Peake |
Management |
| Jerrold Pritchard |
Academic Programs |
| Barbara Quarton |
Library |
| Cherryl Riggs |
History |
| Rowena Santiago |
Teaching Resource Center |
| Alayne Sullivan |
Education |
Tasks Completed at 2002 AAHE
Summer Academy
1. Resolve name
for research arm of Teaching and Learning initiative
Result: Agreed to call it the "CSUSB
Learning Research Institute"
2. Clarify Role and Relationship
of Teaching Resource Center to Learning Research Institute
Result: Recommend they will be parallel
and equal with close interaction of Directors. Both will report to Associate
Provost Academic Program
3. Clarify Role and Relationship
of Teaching Academy and Instructional Quality Committee
Result:
i. Recommend IQC continue to have separately-appointed
membership and act as advisory body to Teaching Resource Center, developing
procedures and criteria for instructional improvement grants, reviewing
proposals, and identifying issues and projects. In the early years it
will be helpful to have some overlap in membership of IQC and Teaching
Academy.
ii. Teaching Academy will focus on promotion of a campus environment
that supports broad discussion of improvement of instruction, emphasis
on teaching outcomes, and development the campus as a learning community.
This group will be more active than IQC in identifying, formulating,
recommending and participating in campus-wide projects, programs, events,
and initiatives designed to encourage that faculty and students are
actively engaged in critical issues of teaching and learning. (See Mission/Charge
below)
4. Develop Charge/Mission for new Teaching Academy
Result: Developed Mission
Statement:
5. Develop Organizational Structure
for the Teaching Academy
Result:
i. The members will be designated as
"Academy Fellows" (Note: Appropriate means of recognizing
and denoting this status need to be explored.)
ii. Membership will include representatives
from each of the Colleges and the Library, administrative representatives,
and a student representative.
iii. Note: Founding fellows will work
on the details of organizational structure and membership.
iv. The convener will be Associate Provost
for Academic Programs
v. Ex-officio members: Director of Teaching
Resource Center
Director of Learning Research Institute
Dean of Undergraduate Studies
Dean of Graduate Studies
vi. Staff Assistants will make meeting
arrangements, distribute and prepare agenda, take minutes, distribute
notes, maintain web page, and complete other clerical assignments.
The full Academy membership will meet
at least quarterly and more frequently as needed during developmental
phase.
6. Develop Operational Plan for
Teaching Academy
(Goals and Objectives -- Deliverables and Measurables)
The Academy will identify issues/areas
of inquiry, formulate measures/action plans, recommend, and/or participate
in the following recommended areas of interest:
# Campus understanding of "Learning
Community" concept
# Faculty Learning Communities
# Student Learning Communities
First year Seminar
Honors Program
Topical Special Interest groups
# GE Interdisciplinary Learning Communities
# Revision of Student Orientation/Transition
programs. Develop Academic Values and Skills Component and Peer Social
Cohorts for Orientation and Transitional points for new students.
# Relationships among Faculty Development
units
# Visibility, Recognition and Legitimacy
of the Teaching Academy
--Carry out Open Forums and campus conversations
--Hold Workshops and Events
--Bring in Speakers
--Involve and Train new Academy fellows
--Make reports and presentation to President's Administrative Council,
Academic Affairs Council, Faculty Senate, Department Chairs Council,
etc.
# Faculty input on key issues to investigate
and focus activities on Honor Programs to Develop Learning Community
pilot projects
Time line for specific activities:
Fall 2002
Announce formation, goals and objectives
of Teaching Academy at General Faculty Meeting and at TRC Luncheon in
September
Bring Consultant(s) to campus. Hold Workshop
on Developing and Maintaining Learning Communities
Winter 2003
Hold "Celebration" and Showcase
of existing formal and informal Learning Communities, based on recent
WASC inventory of departmental activities
Develop Budget Request for on-going funding
of activities
Develop new Faculty Learning Communities
based on special areas of interest, e.g. Diversity, Technology, Problem-based
Learning, Interdisciplinary Connections, Cooperative Learning, Case
Studies, Socratic Method, etc.
Develop new structure and focus for student
orientation and advising programs for incoming first year students
Spring 2003
Make call and review proposals for Major
Initiatives for 2003-04
Fund and initiate projects
Participate in the development and implementation
of New Student Orientation Program
Summer 2003
Send additional Teaching Academy Fellows
to AAHE Summer Academy or other training workshop.
Hold on-campus workshops on topics related
to Themes and Learning Communities developed and identified.
7. Develop Mission/Charge for
Learning Research Institute (LRI)
Result: Developed Mission
Statement.
TEAM
RESULTS
2002 AAHE SUMMER ACADEMY
ASSIGNMENT #4
DUE SATURDAY, JULY 20-6:00PM
The purpose of this assignment is to give other teams a glimpse at what
you've accomplished these past few days and what's left to do in the
near future.
Please limit your response to two pages - the questions for this assignment
are on the next two pages.
2002 AAHE Summer Academy Team Results
CAMPUS TEAM: CSU,
San Bernardino
In a sentence or two, please describe your campus
(location, size, student population, etc) |
| CSUSB is a large (17,000 students/13,700 FTES),
moderately selective, comprehensive, regional public university
located 65 miles east of the gigantic metropolitan area of Los
Angeles and Orange Counties. We have some characteristics of an
urban, service-oriented campus, but we are located in small city
in a sprawling suburban area on the edge of a very large (27,000
square miles) service region, with high mountains, expansive deserts,
and small rural towns. The University has established branch campuses,
employs distance learning, and employs some non-traditional scheduling.
The student body is split between a majority of full-time, younger
students enrolling primarily during the day and a large population
of part-time evening and weekend students. The campus is highly
diverse in age and background of students, with no ethnic group
being a majority. |
At the Academy
In a sentence or two, describe your Summer Academy Project (including
major goals) |
| Our campus goal was to provide time away from
campus to allow a large team of faculty time, training and support
needed to develop short-term and long-term plans and structures
for a newly established Teaching Academy and a proposed Institute
for Research on Teaching and learning, both of which are called
for in a recent revision of the campus mission statement and strategic
plan. A secondary goal was for the team members to get acquainted,
developed common language, vision, and goals so that we can return
to campus ready to implement a large number of initiatives designed
to improve instruction, develop learning communities, revise first
year orientation and transition programs, focus campus attention
on improvement of instruction and evidence of student learning.
|
What are your team's
most significant accomplishments at this Academy?
|
We developed a workable but fairly detailed
and ambitous plan for the new Academy and Institute. In addition,
we resolved some issues regarding terminology, nomenclature, and
definition of concepts, which provided a better common understanding
to what needs to be done in the near term and over the next five
years. In addition, we addressed the organization, membership,
and mission of the Academy and Institute.
The Team gained a mutual understanding of key concepts regarding
Scholarship of Teaching and Learning, Learning Communities, Planning,
Student Learning Outcomes Assessment and First-year Experience
Seminars. Team members bonded, learning to work together effectively
and intensely while having an enjoyable time. |
Over the next year:
What do you hope to accomplish by the end of this coming academic
year? |
| We expect to have established the organizational
structure and programs of the Teaching Academy and Institute for
Research on Teaching and Learning, publicized our work, and gained
acceptance and legitimacy on campus. We have great hopes of fulfilling
the many, many concrete goals and objectives set forth in the
plan developed while at the AAHE Summer Academy. |
|
How will you measure
the success of your project? |
| The campus will begin to operate as a learning
community in the larger sense and more specific intentional learning
communities will be established to assist retention efforts, increase
student engagement and participation in university academic life
while taking more responsibility for their education, and improve
our results on NSSE, Academic Profile, Student Needs and Priorities
Survey, Graduating Student Surveys, program reviews, and General
Education program and departmental major assessment plans recently
implemented. |
In retrospect:
How has the Summer Academy shaped the work of your team? |
Participation in the AAHE summer Academy allowed
our team to have time and a supportive place to carry out our
work. The team gained from the presentations and workshops a background
and context for our work, which would have been impossible to
attain even if sequestered at home.
The Summer Academy allowed interaction of our team with other
campuses involved in similar issues and efforts. This gave our
team a validation and confidence that we are not in this alone
and not attempting something impossible or unusual. |
