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1
Quality Enhancement Challenge
S. David Stamps, Provostand Vice President for Academic Affairs
University of South Florida
2
SACS Reaffirmation
• Compliance Certification Report
Due August 2004
• Quality Enhancement Plan
Due January 2005
6
We would have improved General Education.
• Reasons– These have changed since originally
conceived.– Exit courses were never funded or
adequately supported.– It is just time for a re-examination.
7
Broader Approach
• Look at how we deliver undergraduate curriculum
• Raise questions and introduce
ideas for consideration
8
Reinvention Center Stony Brook
Reinventing Undergraduate Education– Bruce Cochrane– Georg Kleine– Stu Silverman– David Stamps
http://naples.cc.sunysb.edu/pres/boyer.nsf
9
Boyer Commission Report 1998
• Research-Based Learning
• Inquiry-Based• Freshman
Foundation• Interdisciplinary• Communication
Skills
• Information Technology
• Capstone Experience
• Apprentice Teachers• Faculty Reward
Systems• Community
10
Why is this important to USF?
• Research 1 status
• Evidence-based decision making
• Undergraduate students for graduate school
• Research-based community engagement
• High technology and information-based society
11
Why do we hear?
• Graduates are not independent thinkers
• They don’t make rational choices
• They don’t pursue their aspirations
13
The Challenge of Liberal Education• Go beyond the traditional conception
• Lagemann: “the practical liberal arts”
http://www.gse.harvard.edu/news/features/lagemann02012003.html
14
Carnegie
• Higher education is far more oriented to professional and technical degrees than in 1970s.
• 1970s – over 50% in liberal arts
• 2000 – over 60% in pre-professional & technical fields
15
Many Students
• I need to get a job!• I just want a degree!
• Students: – Seek relationship between
course of study and job
– Graduate without a clear sense of direction
16
Question
• Are colleges and universities developing narrowly designed professional and technical fields of study with liberal arts components that are without direction?
17
USF – Research 1 University
• Prepare students for graduate study?
• Provide insights and skills necessary for career entry and change?
• Provide learning experiences for better appreciation/understanding of world?
18
Practical Liberal Arts (Lagemann)
• Having a calling . . . Knowing who one is• Beliefs, values, where one stands• Choices• Social interconnectedness• Civic responsibility• Respect for tolerance• Evidence-based decision-making• Respect for values of due process
19
This is not about one individual’s calling but about one’s calling in society and across societies.
21
What Conditions
• What conditions currently exist that would enhance an undergraduate research program?
22
What Changes
• What policies, structures, expectations, etc. need to be changed to establish an undergraduate research program?
23
Research 1 quality
• How does the quality of instruction differ in a Research 1 university from that of a comprehensive university?
27
Assumption
• The undergraduate research program will be comprehensive in approach and conceptual in nature.
28
Assumption
• Undergraduates will receive a value-added education if they have a research experience even if they do not continue to graduate school.
29
Assumption
• The undergraduate research experience will provide an emphasis on evidence-based decision-making.
30
Assumption
• The undergraduate research experience will provide opportunities for research that is community-based.
32
Possible Gen Ed Core
Levels Approach
1. Writing, argumentation, and library skills
2. Oral presentation skills
3. Writing in the major
33
Undergraduate Research is Developmental
• Beginning – ideas & interests
• Intermediate – experience & skills
• Advanced – independent research
34
- Our Challenge -- Our Challenge -- Our Challenge -- Our Challenge -
How to overcome faculty and students’ lack of
concern or appreciation of the value of
undergraduate research.
37
Curriculum Aspects
• Intellectual Skills– Critical thinking– Critical reading– Problem-solving– Analyzing, integrating, etc.– Writing effectively– Ability to formulate questions
38
Curriculum Aspects
• Broad Definitions/Understanding– Epistemological sophistication– Cross cultural understanding– Scientific/qualitative literacy– Collaboration– Civic and social responsibility– Life-long learning self-regulated
39
Pedagogy Change
• Process of inquiry• Make observations• Pose questions• Learners engaged in questions
posed by faculty• Directed to collect certain data• Learners select among questions and
pose new questions
40
Pedagogy Change
• Directed to collect data• Guided in process of evaluating data
collected• Identify sources of information• Analyze• Identify assumptions• Propose explanations• Guiding learning should be role of faculty