Converging on Transformative Learning Dr. John Barthell Dr. Ed Cunliff Dr. Kathryn Gage -14,000 undergraduate students - 2,000 graduate students - 400 fulltime faculty - 10 undergraduate degrees - 6 graduate degrees In The Beginning • Shiny Objects – Not Really • Academic Plan (Inclusive Process) – Leadership – Undergraduate Research – Service Learning – American Democracy Project – Globalization Burrito Buddies • From Dashboard • To Convergence • To Transformative Learning Transformative Learning @ UCO • A UCO education links academic excellence with experiences that make a difference...to students, to the future, and to the world in which we live. Our university community is dedicated to transformative learning within a context of global and diverse perspectives. Transformative Learning @ UCO • Leadership • Research, Scholarly & Creative Activities • Service Learning & Civic Engagement • Global & Cultural Competencies Converging on Transformative Learning: A Dean’s Perspective Fall Semester Enrollments 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 91 01 11 21 31 41 51 61 71 81 91 01 11 18 19 19 19 19 19 19 19 19 19 19 20 20 Student Enrollment ------------------------------- Undergraduates 2175 Graduate Students 99 ------------------------------- Total 2274 All data as of Fall 2006 Research, Scholarly & Creative Activities Global & Cultural Competencies College of Mathematics and Science Priority => 1 2 3 4 5* Academic Priority Transformative Learning Valuing People Quality and Assessment Centers Space UG Research/Creative Studies Increase faculty time to commit to UG Support specialized Forensic Sci Inst Classroom Space Internships Research/ Creative Studies by: accreditations and School of Nursing New Fac Offi ce Service Learning - Increasing number of T/TT fa culty similar externally Distance Ed Space Leadership - Reduce faculty workload monitored program Sci & Math Ed New Adj Off ice Increase financial support for students improvement efforts Space Faculty/staff market/merit/COLA Dedicated research Chair position development space (12 mo/salary) Completion of HOH Labs Faculty Position See “Valuing People Short term: Phase I conversion of See “Valuing People See “Valuing People N/A continuing NTT to FT TT: 4 Bio, 1 Chem, 2 Comp Sci, 3 Math & Stat, 1 Phy & Eng $398,000 Long term: Add 25 additional positions to bring T/TT fa culty to FTE $1,360,000 Total Investment: N/A $398,000 N/A N/A N/A Operating Needs Indirect costs agreement ePortfolios - fac/dept annual reports to Separate dedicated travel Allow Science Ed faculty Continued use of Website w/ links to stakeholders facilitate assessment, data gathering. funds to support to again serve on “Entry UCO staff to work $80,000 to support release time and Development cost $10,000. assessment – ACS, Year” committees. on small room student centered research CMS Scholarship Campaigns NLNAC, OBN, ABFSE, Release for Sci Fair renovation projects Grants/fees secretary - $30,000 coordinated through the CMS Director ABET, CUR, AAFS- director - $5,000/yr (savings) from Course Fees/indirect costs of Development FEPAC. Additional Institutionalize operating Input/continued Dedicated college grant writer Operational department control over $2,000/dept = $14,000 costs for Science Fair - communication on $30,000 GA/TA/RA’s Annual release time for cover current $10,000 new buildings and School of Advanced Studies – Increase in “ 101030” fu nds to cover assessment coordinators cost through UCO and campus master plan $200,000 student wages, TA/RA stipend in spec accred eventually move to a Additional “ 101030” fe es $5,000/dept= $35,000 lower cost facility (such according to CMS fe e plan. as new Center for Card-key access fo r students in UG Transformative Studies) research (course fe es) Total Investment: $340,000 $10,000 $49,000 $15,000 N/A Capital Needs Allocate course fees and request Additional offices for new fa culty (the See “Transformative Addition to CHS $100,000 toward A&E funds to renovate existing only immediate solution is to develop Learning,” “ Valuing building [$2.5 million] completion of space according to CMS Facilities space for current part time fa culty in the People,” and “Space” (Nursing) or replacement unfinished labs in & Equipment List (non-prioritized new Classroom Building) as well as [10.0 million] HOH (10 yrs old) list available) capital needs recommendations under Addition to MCS building Center for Additional research space: “Transfo rmative Learning.” [$2.5 million] (Math) or Transformative - Move forensic labs and classes to replacement [10.0 Studies Building Forensic Sci Inst million] CHS Building - -Move classrooms to Classroom $2.5-10 million Building. MCS Building - - Move eLearning Algebra Lab to $2.5-10 million Classroom Building. See CMS Facilities New Building - Center for & Equipment List Transformative Studies - $25 for capital million improvements Total Investment: N/A N/A N/A N/A $30-45 million TOTAL: $340,000 $408,000 $49,000 $15,000 $30-45 million Faculty Development “Student- Centered” New Student Knowledge Learning (Elgren, 2004) AY2007 Faculty Development Funds: College Allocations 1. Faculty development funds to support Academic Long-term Goals. 2. Request directly from dean’s office. – Requests/allocations: ANYTIME – Emphasize support for Tenure Track Faculty: • Developing external grants. • Developing transformative learning activities for students: UG research, etc. • Supporting specialized accreditation. • Presenting papers with students. • Publication with students - Page charges. None of this money will be applied to expenses in the dean’s office. (Seymour et al. 2004 - from Lopatto, 2004) College Competitive External Funding 600,000 500,000 400,000 300,000 200,000 100,000 0 2004 2005 2006 2007 Federal Grants • NSF SURE-STEP - Recruitment and Integration of undergraduates into “STEM” disciplines (Science, Technology, Engineering, Mathematics) • Summer Bridge • Supplemental Instruction • NSF “REU” - Research Experiences for Undergraduates (International Site in Summer) • NIH INBRE - Biomedical Research (Summer Research) “The goal of this program [NSF REU] is to involve undergraduate students in the ‘scientific process’ . . . so that the participating students witness the interplay of different scientific perspectives on the same ecological problems. We depend on these intellectual contrasts to demonstrate to our students how intellectual diversity positively impacts scientific problem-solving.” (Barthell & Wells, 2007) UCO 1st Year Retention vs Summer Bridge 140 UCO Overall Retention * 120 UCO Overall STEM Retention * STEM Students (%) 100 Bridge STEM Student Retention 80 60 40 20 0 1st Year Retention UCO Supplemental Instruction Fall 2004 to Spring 2007 - 29 Sessions SI Non SI Total Group* Group** Number of Students 437 519 956 Combined A, B, & C 77% 55% 65% Combined D, F, & W 23% 44% 35% Average GPA 2.46 2.17 2.32 * Including the students who attended only one session of SI. ** Including only the students in the same classes where SI available. "There was a time not so long ago when the great faculty divide was between faculty who performed research and faculty who did not. Now, however, with most faculty engaged in research, the new line of demarcation is instead between faculty who engage students in their research and those who do not.” (Malachowski, 2006) On Work and Meaning…. • Boomers at work • Appeal to Millenials and Xers The Epiphanic Moment Learning Reconsidered and Learning Reconsidered 2 Transformative Learning Reasons to Collaborate • A focused, intentional direction for Student Affairs • “Powerful partnerships” for more complex learning outcomes • Integrated approach to assessing student performance • Fosters inclusiveness • Brings varying perspectives to bear on problems • Affirms shared educational values Barriers to Collaboration • Historically Distinct Roles • A Habit of Isolation • Different “Languages” and Cultures • Poor Communication Barriers continued….. • Lack of Mutual Understanding • Lack of a Clear and Compelling Mission • A Culture of Disjoined Incrementalism • Lack of an Impetus for Change • Inability to Model Best Practices The Outcomes To-Date… • Volunteer and Service Learning Center • Incorporation of American Democracy Project • Centre for Global Proficiency • NSSE Standards Utilized in Student Affairs • Expectation of Student Learning Outcomes in Student Affairs Divisional and Departmental Goals Continued…. • Invitations to Planning Retreats / Staff Development • Student Engagement Committee • Assessment and Certification standards in place or in development (Student Development Transcript, Global Proficiency Certificate, Service Medallion) CQI Principles • Focus on Core – Helping Students Learn • Alignment • Collaboration – Systems Thinking • Efficient and Effective Questions • Contact Information: • Dr. John Barthell email@example.com • Dr. Ed Cunliff firstname.lastname@example.org • Dr. Kathryn Gage email@example.com http://www.ucok.edu/planning_and_analysis/ References • Dungy, G., Evans, N., Fried, J., Komives, S., McDonald, W., & Salvador, S. (2004) . Learning Reconsidered: A Campus-Wide Focus on the Student Experience (NASPA) and (ACPA). • Bonfiglio, R., Borrego, S., Dungy, G., Forrest, C., Fried, J., Hanson, G., Komives, S., Mullendore, R., Roberts, G., Schoper, S., Skinner, J., & Steffes, J. (2006) . Learning Reconsidered 2: Implementing a Campus- Wide Focus on the Student Experience. (ACPA), (ACUHO-I), (ACUI), (NACADA), (NACA), (NASPA), and (NIRSA). • Ardaiolo, F., Caruso, R., Clayton-Pederson, Cook, J., Dungy, G., Eaker, R., Ghering, A., Lewis, C., Morales, T., O’ Halloran, Osters, S., Schmidt, J., Sells, Shenk, E., D., & Stein, J. (2007 ) . The Divine Comity: Student and Academic Affairs Collaboration. National Association of Student Personnel Administrators (NASPA). • M. Freedman (2007 ) . Encore: Finding Work That Matters in the Second Half of Life. New York, NY: PublicAffairs. References • Sesan, R. What’s in a Psychologically Healthy Workplace? Psychology at Work Committee. Delaware Psychological Association. Retrieved July 13, 2007 from <httb://depsych.org/displaycommon.cfm?an=1&subarticlenbr=22>. • Heubeck, E. Workplace Stress and Your Health. WebMD. Retrieved July 10, 2007 from <http://men.webmd.com/guide/work-stress?page=1>. • Lavelle, M. Work May Add MEANING to your Later Life. (2006) . U.S. News and World Report. Retrieved July 16, 2007 from <http://usnews.com/usnews/biztech/articles/060612/12meaning_print.htm>. • Perry. S. (2007) . Baby Boomers Seek a Purposeful Direction in Later, Life, Study Finds. Chronicle of Philanthropy. Retrieved July 16, 2007 from <http://philanthropy.com/pcgi2- bin/printable.cgi?article=http://philanthropy.com/free/article>. • Butterfield, B. The Generational Joust. The Forbes Group. Retrieved July 18, 2007 from <http://www.forbesgroup.com/resources/articles/index.cfm/fuseaction/viewArticle/artic le_i>. References • Barthell, J.F. & Wells, H. (2007) Honey bee globalization: why the world should not be flat. Journal of St. Joseph's College of Business Administration In Press. • Elgren, T. (2004) Successful collaborative research with undergraduates requires balancing objectives. Council on Undergraduate Research Quarterly 25:52. • Elgren, T. (2004) Successful collaborative research with undergraduates requires balancing objectives. Council on Undergraduate Research Quarterly 25:52. • Malachowski, M. R. (2006) Undergraduate research as the next great faculty divide. Peer Review, Vol. 8, Winter 2006. • Seymour, E., Hunter, A.B., Laursen, S.L. & DeAntoni, T. (2004) Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study. Science Education 88:493-534.
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