FOURTH ANNUAL REPORT 2015-2016 - Oakland University€¦ · FOURTH ANNUAL REPORT 2015-2016 Prepared by Judith Ableser, Ph.D – CETL Director with support from Suzanne Flattery, Christina

FOURTHANNUALREPORT2015-2016

PreparedbyJudithAbleser,Ph.D–CETLDirector

withsupportfromSuzanneFlattery,ChristinaMooreandVictoriaKendziora

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CENTERFOREXCELLENCEINTEACHINGANDLEARNING(CETL)atOU

TABLEofCONTENTS

Part1–CETLOverviewExecutiveSummary..................................................................................................4PurposeofThe4thAnnualReport............................................................................5Mandate...................................................................................................................5Goalsfor2015-2016.................................................................................................6StaffandFacultyFellows..........................................................................................7OrganizationalChart................................................................................................8NewInitiatives*AndHighlights................................................................................9

1. StrategicPlan*..............................................................................................92. ChairsResources*.........................................................................................93. NewFacultyChanges....................................................................................94. Provost’sEvidenceofTeachingEffectivenessInitiative*.............................95. UDLInitiative*..............................................................................................96. 10thAnnualTeachingandLearningConference...........................................10

RestructuringAnnualReporttoAlignwithCETLStrategicPlan...............................10Part2–Goal#1:FosteringStudentSuccessThroughPedagogicalDevelopment

Consultations............................................................................................................11Workshops...............................................................................................................12CoffeeandConversations........................................................................................15Collaborations..........................................................................................................16VirtualResources......................................................................................................16FacultyDevelopmentInstitutes...............................................................................17LearningCommunities..............................................................................................19GraduateStudentTeachingAssistantSeries............................................................21Conference...............................................................................................................23TeachingTips............................................................................................................33UDLInitiative............................................................................................................34

Part3–Goal#2:FosteringFacultySuccessThroughProfessionalDevelopment

MentoringandConsultations...................................................................................35NewFacultyOrientations.........................................................................................35TeachingGrants........................................................................................................43LillyConference........................................................................................................45Provost’sInitiativeOnEvidenceofTeachingEffectiveness.....................................47

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Part4–Goal#3:FosteringUniversitySuccessThroughLeadershipDevelopmentChairs’Retreat..........................................................................................................50Chairs’AdvisoryTeam..............................................................................................52Chairs’Corner...........................................................................................................52ChairUpdates...........................................................................................................53ChairResourceGuide...............................................................................................53Chairs’Forums..........................................................................................................54ChairFellow..............................................................................................................55

Part5–Goal#4:FosteringCETLSuccess

StrategicPlan............................................................................................................56AdvisoryBoard.........................................................................................................58FacultyFellows.........................................................................................................58StudentsforExemplaryTeaching.............................................................................58Collaborations..........................................................................................................59Marketing.................................................................................................................60Brochure...................................................................................................................61

Part6–Conclusions

NextYear’sGoals......................................................................................................62Conclusions..............................................................................................................62Acknowledgements..................................................................................................62

AppendixA:StrategicPlan...................................................................................................63AppendixB:WorkshopParticipation...................................................................................81AppendixC:FDIMid-Semester&Year-EndFeedback.........................................................88AppendixD:GradSeriesMid-Semester&Year-EndFeedback............................................94AppendixE:NewFacultyReflectionFormResponses.........................................................96AppendixF:10thAnnualConferenceFeedback...................................................................100AppendixG:Chairs’RetreatFeedback.................................................................................106AppendixH:CallforChairFellow:JobDescriptionandApplication....................................111AppendixI:Provost’sEvidenceofTeachingEffectivenessInitiative:DraftSuggestions......112AppendixJ:Provost’sInitiative:FocusGroupThemes.........................................................115AppendixK:Provost’sEvidenceofTeachingEffectivenessInitiativeTaskForces...............116

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PART1–CETLOVERVIEW

EXECUTIVESUMMARY

ThethemeofTransformativeTeachingandLearning(10thAnnualInternationalConferenceonTeachingandLearning)seemstocapturetheworkandaccomplishmentsofCETLasitcompletesits4thfullyearofoperations.CETL’smission,forthefirst4years,focusedonenhancingexemplaryteachingandlearningthroughfacultydevelopmentresources.Althoughthisisstillcentraltothemission,CETL’snewstrategicplannowmoreaccuratelyreflectsthecurrentandfutureaspirationsofthecenter.CETL’srevisedmandateistocultivateacultureofsuccessforallstudents,faculty,andtheuniversitycommunitythroughpedagogical,professionalandleadershipdevelopmentopportunities.Themissionistosupport,promoteandenhancestudent,facultyanduniversitysuccessinourdiverseacademiccommunity.CETLenhancesstudentsuccessandlearningbysupportingtheoverallsuccessofthefacultyandtheuniversitycommunitythroughpedagogical,professionalandleadershipdevelopmentopportunities.

CETLcontinuedtoprovidetraditionalfacultydevelopmentopportunitiesincludingworkshops,coffeeandconversations,consultations,facultydevelopmentinstitutes,learningcommunities,teachinggrantsandconferences.Thisyear’sparticipationwasthehighesttodatewith1124enrollingin36workshops,comprisedof504differentindividuals(comparedtothepreviousyearof902registrantsand410differentparticipants).Inaddition,therewere114consultations(comparedto108inthepreviousyear).VirtualResourceshitanall-timehighofmorethan8,000views.Thisyear’steachingandlearningconferenceheldatOUonMay18thand19thattractedarecord230registrants.CETLawarded20facultyatravelgranttoattendtheLillyTeachingConferenceinTraverseCitytotalingmorethan$1,200.00perperson.SixfacultywereawardedTeachingGrantsfocusingonenhancingstudentsuccessandthescholarshipofteachingandlearning.Eachawardeewillreceiveastipendof$3,000.00uponcompletionoftheirfinalreport.

ThetransformationofCETLcanbeseenintheinitiativesundertakenthisyearincludingtheexpansionofsupportsandresourcesfocusingonfaculty,leadershipanduniversity-wideinitiatives.Thisyear,numerousadditionswereaddedforNewFacultyincludingafullPre-ConferenceWorkshopDay,aNewFacultyDinnerandaSocialEventforfamiliesnewtothearea.CETLorganizedandimplementedthefollowing:1stAnnualChairsRetreat,participatedinthecreationofResourceManual,addedresourcesandsupportsthroughtheChairs’Corneronthewebsite,MonthlyChairUpdates,Chairs’ForumsandcreatedaChairsAdvisoryTeamandaproposalforafutureChairFellowtosustaintheseleadershipservices.

CETLbegantwocampus-widelongterminitiativesthisyear.TheUniversalDesignofLearning(UDL)Initiativeisaimedatincreasingstudentsuccessbyreducingbarriersandincreasingaccessoflearningforalldiverselearnersintheclassroomandacrosscampus.TheProvost’sEvidenceofTeachingEffectivenessInitiativeisa3-to5-yearproject;thegoalofthisprojectistoreviseandenhancethe“courseevaluation”(studentendofsemestersurvey)andtopromoteevidence-basedpracticesthatareusedtodemonstrateteachingeffectivenessforformative(growthandimprovementofteaching)andsummative(decision-making,tenure,promotionandmerit)assessments.BothoftheseinitiativesaredirectoutcomesofboththeCETLandUniversity’sStrategicPlans.

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PURPOSEOFTHE4THANNUALREPORT

Thepurposeofthe4thAnnualReportfortheCenterforExcellenceinTeachingandLearningistohighlightandoutlinetheprograms,servicesandresourcesthatCETLhasdevelopedandimplementedduringthefourthfullyearofoperations(August2015-July2016).

MANDATEofCETL

Thisyear,withthedevelopmentofthenewStrategicPlan,CETL’srevisedmissionis:Tocultivateacultureofsuccessforallstudents,faculty,andtheuniversitycommunitythroughpedagogical,professionalandleadershipdevelopmentopportunities.

TheMISSIONofCETListosupport,promoteandenhancestudent,facultyanduniversitysuccessinourdiverseacademiccommunity.CETLenhancesstudentsuccessandlearningbysupportingtheoverallsuccessofthefacultyandtheuniversitycommunitythroughpedagogical,professionalandleadershipdevelopmentopportunities.

1. CETLenhancesstudentsuccessbyprovidingpedagogicaldevelopmentonexemplarylearningandteachinggroundedinevidence-basedpractices.

2. CETLprovidessupportforfacultysuccessthroughprofessionaldevelopment.

3. CETLprovidessupporttoenrichthesuccessoftheUniversityasaninstitutionthroughleadershipdevelopment.

Inaddition,cultivateCETLsuccess:InorderforCETLtosupportstudent,facultyandinstitutionalsuccess,weneedtoensuretheoverallsuccessofCETL’songoingprogramsandfuturegoals.

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GOALSFOR2015-2016andAchievementofGoals

1. ToworkwiththeOaklandUniversitytofurtherdevelopandbegintoimplementtheUniversitiesStrategicPlanwithafocusonGoal#1:

Successfullyachieved—participatedinOaklandUniversityGoal#1Committee,metthroughouttheyear.MainaccomplishmentofparticipationwasthatitprovidedafoundationanddirectionforCETL’sownstrategicplanandensuredthatCETLandOUarealignedinthefocusonstudentsuccessandrobustteachingandlearning.

2. Todevelopafive-yearstrategicplanforCETLusingtheOUstrategicplanasafoundation.Successfullyachieved—CreatedfullstrategicplanalignedtoOU’sstrategicplan.

3. TodevelopagrowthplanforCETLaspartofCETLsstrategicplan.Successfullyachieved—Aspartofthestrategicplan,includedasectiononCETL successwithaplanforgrowthoverthenext5years.

4. TocontinuetoredefineteachingevaluationsandwhatconstitutesevidenceofteachingeffectivenessasanoutgrowthofworkingwiththestrategicplanningcommitteeandtheProvost’sOfficeandAcademicAffairs.

Successfullyachieved&Ongoing—EstablishedtheProvost’sInitiativeonEvidenceofTeachingandLearning.Thiswillbea3-to5-yearprojectthatwillbeco-chairedbySusanAwbrey(SeniorAssociateProvost)andJudyAbleser.

5. Tocontinuetoprovideeffectiveservicesandprogramstoenhancenewfacultyorientations,mentoringandsupportfortheirtransition.

Successfullyachieved—ContinuedtodevelopandenhanceNewFaculty Orientationsandservicesfornewfaculty.

6. ToworkwithAcademicAffairsandtheProvost’sOfficetodevelopsupportandtrainingforchairsanddepartmentdirectors.

Successfullyachieved—Developedandimplemented1stAnnualChairsRetreat,createdchairsadvisoryteam,chairscorneronwebsite,monthlyupdatestochairs,chairsmanual,chairsforumsandresourcesanddevelopedproposalforaChairFellow.

7. Tocontinuetodevelopandimplementprogramsandservices,includingayear-longseriesforGraduateStudentstoserveasteachingassistantsandfuturefaculty.

Successfullyachieved—Implementedyear-longGraduateSeriesforTeachingAssistantsandfuturefaculty

8. Toplan,organizeandimplementthe10thAnnualInternationalTeachingandLearningConferencewiththeUniversityofWindsorwhichwillbehostedatOaklandinMay2016.

Successfullyachieved—SuccessfullydevelopedandranconferenceonMay18-19.

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STAFFANDFACULTYFELLOWS

JudithAbleser,Ph.D,istheDirectorfortheCenterforExcellenceinTeachingandLearning.Sheispassionateaboutteachingandlearningandislookingforwardtoworkingwithfacultyinthisnewposition.HerPh.D.isinCurriculumandInstructionfromWayneStateUniversity.ShewasanassociateprofessorattheUniversityofMichigan-FlintandservedasthedirectorofgraduateprogramsinEducationandascoordinatoroftheMasterofArtsinSpecialEducation.Priortothat,shewasanassistantprofessorattheUniversityofWindsor.Dr.Ableser'sareaofexpertise,researchandteaching,focusesonexemplaryteachingandlearningpracticesfrompreschoolthroughgraduateschool.YoucanreachJudyat:(248)[email protected]

SuzanneFlattery,AdministrativeAssistantYoucanreachSuzanneat:(248)[email protected]:(248)370-4106

MarianMcClellan,AccountingClerkYoucanreachMarianat:(248)[email protected]:(248)370-4106

ChristinaMoore,MediaManagerYoucanreachChristinaat:(248)[email protected]

VictoriaKendziora,MediaandMarketingAssistantYoucanreachVictoriaat:(248)[email protected]

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JohnCorso,AssociateProfessorinArtHistory,obtainedhisPh.D.fromCornellUniversity,wherehealsocompletedandthenco-taughtagraduate-levelcourseonWritingintheDisciplines.Johnincorporateswritingprojectsinallofhisclassroomsandsubscribestothe"writingtolearn"philosophy.HeisanartcriticwhoseessaysandartreviewshaveappearedinHyperallergic,ART21Magazine,ArtinAmerica,ArtPapers,BEMagazineandtheHuffingtonPost,aswellasinacademicjournals.Hiscriticismrelatescontemporaryartpracticetosocial,politicalandglobalconcerns.

KathleenWalshSpencer,SpecialInstructorinSchoolofNursingSpencercametoOUtoearnherDoctorofNursingPracticedegreeaftermanyyearsinclinicalnursingpracticeinadulthealth.SheearnedaMasterofScienceinNursingdegreeatWayneStateUniversityandaMasterofArtsinJournalismatMichiganStateUniversity.Herclinicalinterestsarenursingcareofveteransandcareofthehomeless.Herresearchinterestsrelatetotheuseofimaginativeliteratureinteachingstudentsempathy,ethics,andprofessionalism.Inherteaching,Kathleenisinterestedinintegrationofthehumanitiesintothesciences,technologyintheclassroom,usingthenewspaperintheclassroom,andprofessionalwritingandediting.

ORGANIZATIONALCHART

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NEWINITIATIVES*ANDHIGHLIGHTS

1. CETL’sStrategicPlan*

OneofthesignificantgoalsforCETLthispastyearwasthedevelopmentofafive-yearstrategicplan.Thiswasaverysuccessful9-monthprojectthatinvolvedtheCETLteamandAdvisoryBoardtoalignCETL’smissionandgoalswiththatofthenewlydevelopedUniversityStrategicPlan.ThefocuswascenteredonOUsGoal#1offosteringstudentsuccessthrougharobustteachingandlearningenvironmentandcomprehensivestudentservices.CETL’snewstrategicplanfocuseson“Creatingacultureofsuccessforallstudents,facultyanduniversitycommunitythroughpedagogical,professionalandleadershipdevelopmentopportunities.CETL’snewstrategicplancontinuestocenteronexemplaryteachingandlearningpracticesthroughpedagogicaldevelopmenttoenhancestudentsuccess.ThestrategicplannowreflectsmoreoftheadditionalresourcesandservicesthatCETLofferssuchassupportingfacultysuccessthroughprofessionaldevelopment,universitysuccessthroughleadershipdevelopmentandtheongoingsuccessandgrowthoftheCenter.(DetailsofCETL’sStrategicPlancanbefoundonpages56-57andinAppendixA).

2. ChairsResources*

TheProvost’sOfficeandAcademicAffairsaskedCETLtoprovideresourcesandservicesforChairsandProgramDirectors.ThispastyearCETLdevelopedandimplementedaChairs’Retreat,aChairsResourceGuide(createdbyLeanneDeVreugd),Chairs’CornerontheCETLwebsite,monthlyChairs’Updates,Chairs’ForumsandaChair’sAdvisoryTeam.Inaddition,aproposalwasdevelopedandacceptedtoestablishaChairFellowbeginninginfall2016.Seepages50-55formoredetailsonallChairs’Resources.

3. ChangesforNewFacultyServices*

CETLaddednumerousresourcesandservicesforNewFacultythispastyearincludingafulldayPre-OrientationWorkshop,NewFacultyDinner,WelcomeCard,efficientlinktocreatepictureandbiofortheNewFacultyProgram,updatedNewFacultyHandbookandSocialGuide,WelcomeEventforPartnersandFamiliesnewtotheareaandenhancedwebsiteresources.Seepages35-42formoredetails.

4. Provost’sEvidenceofTeachingEffectivenessInitiative*

Thisinitiativeisalong-term3-to5-yearprojectinvolvingchangingthecultureandvalueofteachingandlearningoncampus.Thegoalofthisprojectistoreviseandenhancethe“courseevaluation”(studentendofsemestersurvey)andtopromoteevidence-basedpracticesthatareusedtodemonstrateteachingeffectivenessforformative(growthandimprovementofteaching)andsummative(decision-making,tenure,promotionandmerit)assessments.Seepages47-49formoreinformation.

5. UDLInitiative—UniversalDesignofLearning*

UniversalDesignofLearningisanoverarchingpedagogicalapproachtoreducingbarriersandincreasingaccessibilitytoenhancethesuccessofalllearners.WiththenewfocusofOU’sstrategic

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planonstudentsuccessandacommitmenttodiversityoflearningoncampus,thisyearCETLformedtheUDLInitiativetoexplorehowourcampuscouldembraceandimplementUDLatOakland.AnadministrativeteamwasestablishedthisyearandmetmonthlytolearnmoreaboutUDLandsetaplanofaction.OurplanistorollthisouttothegeneralOUcommunitywithinthecomingyear.Wewillestablishamissionandvaluesstatementandpresentittotheexecutive.AmandaNicholsHess,whowillbeservingasaCETLFacultyFellowwillbeleadingaFacultyDevelopmentInstituteonUDLthiscomingyear.Duringwinter2017aseriesofworkshopswillbeprovidedthroughCETL.TheUDLteamwillexpandtoincludefacultyrepresentation.Seepage34formoredetails.

6. 10thAnnualTeachingandLearningConference

The10thAnnualTeachingandLearningConferencewasheldatOaklandUniversityonMay18andMay19,2016.ThethemewasTransformativeTeachingandLearningwithAmandaPeet(UniversityofMichigan)andJeffKing(UniversityofCentralOklahoma)asthekeynotespeakers.Approximately230registeredfortheconference,includingover130facultyandadministrators,staffandstudents.138werefromOakland,75fromWindsorand17externalparticipants.Therewereatotalof65concurrentandpostersessions.Thehighlightsoftheconferenceincludedthetheme,keynotespeakers,specialadministrators’session,organization,andengagingconversation.Amoredetaileddescriptionoftheconferencecanbefoundonpages23-32.

RESTRUCTURINGANNUALREPORTTOALIGNWITHCETLSTRATEGICPLAN

Thisyear’sAnnualReportisrestructuredinformattoalignwiththenewlydevelopedCETLStrategicPlan.Ratherthanorganizethesectionsbasedonfacultydevelopment,resourcesandpromotingteachingandlearningashadbeendoneinthepast,thisreportwillnowbeorganizedbasedonthefollowing:

• Goal#1:EnhancingStudentSuccessthroughPedagogicalDevelopment• Goal#2:SupportingFacultySuccessthroughProfessionalDevelopment• Goal#3:PromotingUniversitySuccessthroughLeadershipDevelopment• Goal#4:CultivatingCETLSuccess

Eachprogram,serviceorresourcewillbehighlightedunderoneofthosecategories,yetinreality,thesecategoriesarenotmutuallyexclusiveandcouldbehighlightedinseveralsections.

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PART2—GOAL#1:FOSTERINGSTUDENTSUCCESSTHROUGHPEDAGOGICALDEVELOPMENT

CONSULTATIONS

ConsultationsthisyearcontinuetorepresentasignificantroleatCETL.Therewereatotalof114consultations(108in2014-2015).Eachschoolparticipatedinconsultations,withCASrepresentingthemostvisitsat68.Thisyearweincludedvirtualconsultationsviaemailandphone.Themajorityofsuchconsultationsincludedreviewingsyllabiorassignments.

Themajorityofconsultationswerewithnewandemergingfacultyrepresenting53/114contactswhichsuggeststhatwearereachingnewfacultyandhelpingthemtransitionintotheirteachingroleasfacultymembers.

ConsultationbyRank ConsultationbyYears

ConsultationRequest Count AssistantProfessor 53 AssociateProfessor 9 FullProfessor 6 SpecialInstructor 8 SpecialLecturer 24 Lecturer 2 Administration 4 Staff 5 Student 3 TOTAL 114

TypeofConsultationRequest

ConsultationRequest Count DiscussionofTeachingPractices 18 SyllabusDevelopment 15 AssistancewithGrantDevelopment 12 PersonalandCareer/Professional 12 ClassroomIssues 9 DepartmentorAdministration 8 Mentoring(notincludingFDImentoring) 7 ObservationsandFollow-up 6 ReviewingCourseEvaluations 5 ProgramPlanning 5 AssignmentDevelopment 5 StudentIssues 4 ProgramandCurriculum 3 TimeManagementandOrganization 3 TOTAL 114

ConsultationRequest Count Lessthan1year 53 1-3years 15 3-5years 22 6yearsorgreater 24 TOTAL 114

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WORKSHOPS

Duringthe2015-2016academicyear,CETLoffered17fallworkshops,15winterworkshopsand4summerworkshopsforatotalof36workshops.Wecontinuedprovidingworkshopseriesthisyearasthefeedbackwaspositiveforthisformat.Ifaparticipantattendsallsessionsinaseries,wepresentthemwithacertificate.WealsocontinuedtocollaboratewiththeWISEteamwhoofferedseriesonSTEMTeachingeachsemesterandincludedaseriesinthefallandwinterbasedontheCASLiteracythemefortheyear.EachfallwedorepeattheNutsandBoltsseriesthatprovidesafoundationofteachingpedagogyfornewfaculty.Althoughitisaimedatnewandemergingfaculty,moreexperiencedfacultydoalsoattend.InthewinterwecontinuetoofferaseriesonClassroomandCampusBehaviorandSafetyIssuesaswefeelthatneedstobeaddressedeachyear.

Fortunately,thisyearwedidnothavetocancelanyworkshopsduetoweather.Wedonote,however,thatweatherdoesplayapartinattendance.Whentheweatherisbad,lesspeoplewhohaveregistereddoactuallyattend.Attendanceingeneralthisyearwasstrong.Wedidhavetoreschedulesomesessions,however,duetoconflictswithotheruniversitywideevents.

Thisyear’stotalregistrationforourworkshopsandcoffeeandconversationswas1124participantsrepresenting504differentindividuals.Thisisasignificantincreaseoverthepastyear.In2014-2015wehadatotalof902registerrepresenting410differentindividuals.AbreakdownofparticipantsattendingcanbefoundintheAppendixB.

Werecordalloftheworkshops(usingPanopto)andpostthemonourwebsitesothatfacultywhocouldnotattend,particularlypart-timefaculty,havetheopportunitytoviewthesessions.

Thefeedbackcontinuestobeextremelystrong(althoughlimitedresponsesaresubmitted).Eachworkshopscoresbetweena4and5outofa5withveryfewindividualratingsbelowa3.

WecontinuedtousetheFeedbackRequestformthatalsoincludedalinktothehand-outsandrecordingsandalinktoregisterforthenextworkshop.ThisRequestform(shownattheright)andtheWeeklySchedulerwithadirectlinktoregisterforworkshopsaidsineaseofregistrationandparticipationasitisveryfacultyfriendly.

Followingeachworkshop,eachparticipantreceivesafeedbackformthatalsoincludeslinkstotherecordingoftheworkshopandanyhandoutsorPowerPoints.Alistofworkshopsorganizedbyseriescanbefoundonthefollowingpages.

WorkshopintheNuts&BoltsSeries

Sampleworkshopfeedbackrequest

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CETLWORKSHOPSERIES—FALL2015ScheduleORIENTATIONTOFACULTYDEVELOPMENTINSTITUTE(FDI)

Title Date FacilitatorOrientationtoMentoringSupportforEmergingFaculty Wed.Sept.9 JudyAbleser

OrientationtoTeam-BasedLearning(TBL) Thurs.Sept.10 RichardSabina&DavidThomas

OrientationtoTeachingwithTechnologyforTechnophobes Wed.Sept.16 KathleenSpencer

SUPPORTINGSTUDENTSSERIESTitle Date Facilitator

FacultyFeedback:ProvidingEarlyFeedbacktoStudents Thurs.Sept.17 JudyAbleser,SaraWebb&KristaMalley

LearningtoLearn Thurs.Sept.24 JudyAbleser

SupportingStudentstoSucceedintheSTEMFields Thurs.Oct.1 WISEGroup&AnnaMarieSpagnuolo

NUTS&BOLTSOFTEACHINGSERIESTitle Date Facilitator

LearningOutcomesandConstructiveAlignment Wed.Oct.7 JudyAbleserAuthenticAssessmentandRubrics Wed.Oct.21 JudyAbleser

ActiveLearningStrategies Wed.Oct.28 JudyAbleser

EffectiveLessonPlanning Wed.Nov.4 JudyAbleser

KEEPINGYOURTEACHINGFRESHSERIESTitle Date Facilitator

TeachingSquares Tues.Oct.20 JudyAbleser

TeachingTips Tues.Oct.27 JudyAbleser

TheUn-workshop–UsingTeachingandLearningBooks&Resources Tues.Nov.3 JudyAbleser

TeachingAwardWinners Tues.Nov.10 TanyaChrist&PeterMarkus

CASTHEME:LITERACYSERIESTitle Date Facilitator

AchieveYourGoalsThroughImprovedStudentReading Tues.Sept.29 AliceHorning

ReadingAcrosstheCurriculum Wed.Nov.11 AliceHorning

STEMSERIESTitle Date Facilitator

SupportingStudentstoSucceedintheSTEMFields Thurs.Oct.1 WISEGroup&AnnaMarieSpagnuolo

BalancingTeachingandResearchintheSTEMFields Tues.Nov.24 WISEGroup

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CETLWORKSHOPSERIES—Winter2016Schedule

ACADEMICSERVICELEARNING(ASL)SERIES

Title Date FacilitatorOverviewofAcademicServiceLearning(ASL)andtheOUInitiatives Tues.Jan.12 BobMaxfield,Tanya

Christ&KristaMalleyAcademicServiceLearning(ASL)-ShareYourExperiences,AskYourQuestions(Coffee&Conversation12:00–1:00pm) Tues.Jan.19 ScottCrabill&

KristaMalleyEnhancingYourCoursewithASL–TipsforEffectivelyDesigning&ImplementingASLIntoYourCourse/Program Tues.Jan.26 TanyaChrist

GRANTS/PROPOSALSERIES

Title Date FacilitatorTransformativeTeaching&LearningConferenceTheme:WritingaWinningProposal Wed.Jan.20 JudyAbleser

WritinganEffectiveTeachingGrant Tues.March1 JudyAbleser

CreatingLearningCommunitiesforStudentSuccess Thurs.March17 JudyAbleser

CLASSROOMBEHAVIORS&CAMPUSSAFETYSERIES

Title Date FacilitatorDealingwithClassroomBehaviorChallenges Wed.Feb.3 JudyAbleserEmergencyPreparednessandReport/SupportBehaviorConcerns Wed.Feb.10 ChiefMarkGordon&

NancySchmitzTheActiveShooteronCampus Wed.Feb.17 ChiefMarkGordonGunsonCampus(Coffee&Conversation12–1:00pm) Wed.March2 ChiefMarkGordon

SUPPORTINGSTUDENTSWITHSPECIALNEEDSONCAMPUSSERIES

Title Date FacilitatorSupportingStudentswithSpecialNeeds&DisabilitySupportServices Tues.March29 LindaSisson&

DSSteam

StudentswithAutismSpectrumDisorderinCollege Tues.April5 J.Graetz,L.Sisson&DSSteam

PromotingADA(AmericanswithDisabilitiesAct)andUDL(UniversalDesignofLearning)atOU Wed.April13 JudyAbleser&

e-LIS

STEMSERIESTitle Date Facilitator

ModelsforFacultyMentoring Thurs.Jan.28 KathleenMoore

Work-LifeBalance:ManagingYourServiceCommitments Thurs.April7 WISEGroup

LITERACY—CASTHEMESERIES

Title Date FacilitatorHelpingStudentsDevelopReadingExpertise Tues.Feb.16 AliceHorningTl;dr(TooLong;Didn’tRead):WhyReading&WritingMatter Wed.March23 AliceHorning

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CETLWORKSHOPSERIES—SUMMER2016Schedule

Title Date Facilitator

SocialMediaTipsforTeachingandLearning Thurs,May26 JessicaTess-Navarro

MeditationintheClassroom:HelpingYourStudentsFindPeaceinanAnxiousTime Wed,June1 KatieJostock&

ThomasFerrariMindfulnessintheClassroom:ExercisesforYourStudentstoFocusonClassContent Tues,June7 KatieJostock&

ThomasFerrari

StudentSuccessStrategies Wed,June15 KristaMalley

COFFEEandCONVERSATIONS

CoffeeandConversationsareamoreinformalopportunityforfaculty/stafftoengageinaconversationbasedonatheme.TheProvostandPresidentagreedtofacilitateanotherseriesduringthewinterwheretheyaddressedtheimportanceofTeachingandLearningatOaklandandhowitisreflectedintotheuniversitiesStrategicPlan.Thisyearweofferedthefollowingsessions.

CETLCOFFEEandCONVERSATION—FALL2015Schedule

Title Date FacilitatorCASLiteracyTheme:WritingontheWallbookbyTomStandage Tues.Sept.22 JudyAbleser

StrategicPlan–Goal#1:StudentSuccess&Teaching&Learning Thurs.Oct.8 JudyAbleserChairsForum

Mon.Oct.26 JudyAbleser

FacultyFeedbackFocusGroup Thurs.Nov.5 JudyAbleser

TenureandTeachingEffectiveness Thurs.Dec.3 JudyAbleser

CETLCOFFEEandCONVERSATIONwiththePresident&Provost—2016Schedule

AnopportunitytoengageininformaldiscussionswiththePresidentandProvostregardingtheroleofexcellentteachingandlearningatOUandhowitfitsintowhatwedoatadoctoral

researchuniversity.

Title Date Facilitator

C&CwiththeProvost:Teaching&LearningExcellenceatOU Thurs.March10 ProvostLentini

C&CwiththePresident:Teaching&LearningExcellenceatOU Wed.March30 PresidentHynd

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COLLABORATINGwithNEWFACULTYFEEDBACK

UndergraduateProgramscreatedanewFacultyFeedbackSystemthispastfall(replacingtheEarlyAlert).Facultyaretonotifystudentswhoarenotprogressingwellwithinthefirst½ofthesemesterthroughanemailtemplate.Thenotificationispersonalizedandidentifieswhattheissuesareandpossiblewaystoremediatetheconcern.CETLfacilitatedtrainingthrougha“quicknote”and“trainingvideo”andposteditonourwebsite.

COLLABORATINGwithREGISTRAR’SOFFICE—GRADESUBMISSIONTRAINING

Theregistrar’sofficerevisedthegradesubmissionprocessthispastfallandweworkedwiththemtoprovidesometrainingsessionforfaculty.

FinalGradeSubmission—Tutorial&OpenLabSessionDate Time

Thursday,December10 10:00–11:00a.m.Wednesday,December16 2:00–3:00p.m.

DEPARTMENT/SCHOOLWORKSHOPSCETLprovidedspecificallydesignedworkshopsfortheDepartmentofWritingandRhetoric,SchoolofMedicineandtheBRIDGEProgram(summerprogramforfutureat-riskfreshmanstudents).VIRTUALRESOURCESCETLrecordsallworkshopstoprovideaccesstothosewhoarenotabletoattendthesessions.Themainfocusistoreachouttopart-timefacultywhotypicallyarenotoncampusduringtheworkshoptimes.Inadditiontorecordings,thewebsiteincludesonlinemodulesandadditionalvirtualresources.CETLhasbeguntomakeshortinstructionalvideosincludingrecordingsofour“QuickNotes”(summaryandhighlightsofimportantpedagogyandpractices)whichareavailableonourYouTubechannel(https://www.youtube.com/user/CETLatOU).Thispastyeartherewerenearly8,000viewsofthesevideos,with7,080viewsofthe"Goals,Objectives,andLearningOutcomes"video.AsCETLgrows,theintentionistodevotemoretimetocreatingthesevideos.

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FACULTYDEVELOPMENTINSTITUTES

ThisyearweranthreeFacultyDevelopmentInstituteswhichincludedMentoringforEmergingFaculty,TechnologyforTechnophobes,andTeamBasedLearning.Themid-yearandyear-endfeedbackshowedsupportandpositiveimpactoftheseyear-longinstitutes(seeAppendixC).

TeamBasedLearningwasfacilitatedbyRichardSabinaandDavidThomasfromtheSchoolofMedicine.Traditionally,CETL’sFacultyFellowsfacilitatetheseFDI’s.RichardandDavidofferedtoleadthisgroupoutoftheirownprofessionalcommitmenttoTeamBasedLearningandtoworkcollaborativelyonbehalfofSchoolofMedicineasthisisapedagogicalmodelthatisusedwithintheschool.TheFDIhadsevenfacultywhoparticipatedonaregularbasisandfivewhomattendedoccasionallycomprisedofacombinationofSOManduniversity-widefaculty.Thefollowingtopicswerecontentandskillswerecoveredduringthefallsemester:Orientation&TBL101;Creatingan

EffectiveTBLModule;WritingReadinessAssuranceMCQsThatMatchYourObjectives;EffectiveTBLClassroomFacilitationandEducationalScholarship.Thewinterfocusedontheparticipantsdeveloping,implementingandreflectingonTBLmodulesfortheirownclassrooms.

RichardSabinaprovidedthesereflectionsontheFDI:“AscertifiedTrainer-ConsultantsfortheTeam-BasedLearningCollaborative(TBLC),theFacilitatorshavefolloweda‘bestpractice’structureforthefirstfourworkshopsusingtheirowntried-and-trueresources,orthosedevelopedandsharedbyotherTBLpractitioners.SinceallactiveparticipantshavebeentaskedwithdevelopingtheirownTBLmodule(dueby5/31),afifthworkshoponmakingyourteachingcounttwice(EducationalScholarship)wasoffered,duringwhichparticipantslearnedaboutsubmissionstandardsfortwoelectronicrepositoriescontainingpeer-reviewedTBLmodules(MedEdPORTALandtheTBLC)andreceivedseveralhandoutsdesignedtohelpthempursuethisopportunitytomaketheirteachingcounttwice.TheFacilitatorsarepublishedauthorsofTBLmodules,andoneisalsocurrentlyservingasanAssociateEditorforMedEdPORTAL.Asixthworkshopisthenplanned,duringwhichparticipantswillbringtheirmodules-in-progresstosharewithteammates,thenintra-teamandinter-teamdiscussionswillenableparticipantstoprovideandreceiveeffectivefeedbackontheseprojects.

ProvidingworkshopsinaTBLformatisagoodwaytoillustrateandreinforcethepotentialofthispedagogytopromotedeeperlearning.ItwasevidenttotheFacilitatorsthatparticipantswereengagedduringthesesessions.AlthoughtheywerenotruninaTBLformat,thelasttwoworkshops

FDIOrientationsflyer

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weredesignedtoenableactivelyengagedparticipantstorealizethefullpotentialofTBLformakingtheirteachingcounttwice.TheFacilitatorsarehopefulthatseveraloftheparticipantswillultimatelypublishtheirTBLmoduleononeofthesepeer-reviewedplatforms.Moreover,wehopethatthisexperiencewillpropelparticipantsintolonger-termeffortsasTBLpractitioners.

TheFacilitatorsaresomewhatdisappointedinthelossofnearlyhalfoftheparticipantswhoinitiallycommittedtothisyear-longinitiative.Althoughthisisalikelyby-productofmostlonger-termcommitments,theFacilitatorswouldspendmoretimeattheoutsettryingtobetterexplaintheprogramandoffermoresupporttothosewhoaresomewhatreluctanttofullyengageinthisinitiative.

TheCETLDirectorcontinuedtofacilitatetheMentoringforEmergingFaculty.ThisFDIisofferedeachyeartofacultywhoareintheirfirstthreeyearsofteaching.Themajoritywhoparticipateareintheirfirstyear.Thisyear,15facultyparticipatedwith12/15beingfirst-yearfacultymembers.Thismentoringgroupistocomplimentandsupplementmentoringofferedatthedepartmentallevelasitdoesnotaddressspecifictenureandpromotionguidelinesbutratherassistsinthegeneraltransitiontolifeasanewfacultymember.ManyoftheseparticipantsattendednumerousotherCETLprogramsandmet1:1forconsultations.

TheTechnologyforTechnophobesFDIwasfacilitatedbyKathleenSpencer,aCETLFacultyFellowforthisacademicyear.TheintentionwasforKathleentoattractparticipantswhowantedtogainknowledgeandskillsinusingtechnologyintheclassroomandintheirprofessionalcareerbutwhohadbeenresistanttodosointhepast.Kathleenadmitsthatshefallsintothatcategoryandherhopewasthatshewouldlearnthroughthisexperience.Shewasnotto“teach”thesessionsbutfindothersine-LearningandInstructionalSupportandClassroomTechnologywhowouldinstructtheparticipants.Topicsincludedusinggradebook,googleforms,digitalorganization,workinginthecloud,onlinesearchesandresources,paperlessgradingandmanagingemail.Kathleenalsofoundthattheparticipationwaslowasthesemesterprogressed.Sheworkedtoreorganizethegroupforthewintersemester.

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LEARNINGCOMMUNITIES

ThisyearweranfourLearningCommunities;TeachingEthicsacrosstheDisciplines,P4Research,Inter-professionalEducationintheHealthProfessions,andHuman-AnimalInterventionsinEducationandResearch.AllfourLearningCommunitiesmetregularlythroughouttheyearandaccomplishedtheirintendedgoals.Thecommonchallengetheyallexpressedwasfindingtimetomeetandtohavecontinuedengagementandcommitmentonbehalfoftheparticipants.

Belowaresummariesofthehighlightsofeachlearningcommunity:

“TeachingEthicsacrosstheDisciplinescontinuedforasecondyear,thisyearbeingfacilitatedbyElyseWhitefromPhilosophy.Thislearningcommunitywasaimedatidentifyingwhatfacultywhoteachprofessionalethicsfeeltheyneedtobesuccessfulandcomfortableteachingethicsintheirrespectivefieldsandtobegintofindwaystomeetthoseneeds.Theaimwastobegintodeveloppedagogy;toolsandapproachestohelpstudentslearn.Studentswereinvolvedaswell,learninghowtoutilizeourapproachesandaddthemtotheirresearchandopportunitiesaswell.

Therewere14regularmembersfromdisciplinesasdiverseasphysicaltherapy,nursing,rhetoricandbusiness.Sinceeachdisciplinehasspecificneeds,andhassomewhatdifferentapproachesgiventhestructureoftheirmajor,weendeduphavingtosplitupintodifferentgroups.Duringthosemeetingswediscussedtheroleofmoraltheoryinpreparingfutureprofessionalstofaceethicalissues.Butwealsodiscussedthelimitationsofappealingonlytophilosophicaltheoryandtalkedaboutfillingin

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thosegaps.Wespokeabouttheimportanceofcodesofethics,regulations,law,standardofcare,organizationalethics,psychology(particularlyaboutrelationships),andcommunicationethics.Wediscussedtheroleofself-interestintheworkplaceanditsrelationtoethicalconduct.”

“P4Research:PeerProcrastinationPreventionProgramforResearchwasfacilitatedbySamSrauyfromCommunicationandJournalism.ThislearningcommunityprovidednewfacultymembersatOaklandUniversitywithascholarshipsupportgroupastheyestablishtheirindividualresearchprograms.Thegroupsoughttoreducetheanxietyassociatedwiththeresearch,publication,andtheteachingprocessesbyprovidingasafe,supportive,andconstructiveforuminwhichtodevelopprojects,workshopin-progressprojects,andshareadviceonthepublicationprocess.Becauseteachingisanimportantpartofjuniorfacultymembers’success,andbecausedevelopingabalancebetweenteachingandresearchisaparticularchallengefornewfaculty,thislearningcommunityalsoencouragespeersharingofteachingandlearningstrategies.Asaresultofthislearningcommunity,acoupleoffacultymembershadtheirworkspublishedinscholarlyjournals.”“InterprofessionalEducation(IPE)inthehealthprofessionswasfacilitatedbyCherylRiley-Doucet,DeborahDohertyandStephenLoftus,PhD.Thereweresixregularparticipants.ThemaingoalsfortheLearningCommunityweretoestablishanetworkofinterestedindividualsfromdifferentdisciplineswhoarecommittedtoexpandingtheamountofIPEatOU;cometotermswiththecomplexitiesofundertakingIPEandexplorewaysofdealingwiththesecomplexitiesandtoplanIPEactivitiesacrossthehealthscienceschoolsincollaborationwithcolleaguesfromthoseschools.

Thegroupmettentimesthroughouttheyear.AsaresultofthisLearningCommunity,severalinitiativeswerecompleted:

1. surveyoffaculty2. presentationofaposterat2015annualMIPERCconference3. TwospeakersbroughttoOUcampus(BrendaPawlandAnneKinsella)4. SecuredmembershiptoMIPERCforOUapprovedbyProvost5. WroteaproposalforanIPECenteronOUcampus.”

“TheHAILearningCommunitywasacollaborationoffacultyandstafflocatedinSEHSandOUCARESonresearch,grantproposals,workshopsandconferences.ItiscurrentlyintheprocessofdevelopinganobservationalresearchopportunitywiththeOUCAREScommunity.Thisopportunityisthefirststepinsolidifyingthemethodologytobeusedforourgrantproposal.TheLearningCommunitycontributedtotheOUCARESfamilyworkshopswithalifeskillseventsettotakeplaceinNovemberof2016.Thefocusishowanimalassistedactivities,animalassistedtherapies,andhumananimalbondcanhelpstrengthentheskillsetofthosediagnosedwithASD.HAILearningCommunityLectureSeriesisunderwaythatbringsindustryleaders,researchers,andcommunityorganizationstocampustodiscussthetopicsandcurrentpracticesinthefieldofanimalwelfare,humananimalbond,andanimalassistedtherapies.ThisLearningCommunitywasintegralinorganizingworkshopsandconferencesonthetheme.”

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GRADUATESTUDENTTEACHINGASSISTANTSERIES

JohnCorso,oneofthisyear’sFacultyFellowsfacilitatedatwosemesterseriesforGraduateStudentsbuildingonthepreviousyears’program.Asinthepreviousyear,althoughmanystudentsinitiallyshowedinterestonlyfourstudentsattendedthefullseries.Theirfeedback,however,demonstratedthattheyfelttheyexperiencewasveryworthwhile.Asummaryoftheirmidsemesterandyear-endfeedbackisincludedinAppendixD.BelowisasummaryofhighlightsfromJohnCorso.

“Drawingontherichmaterialsdevelopedby2014-15FacultyFellowByungwonWoo,Isetouttoexpandtheseriesintoaten-session,two-semesterseries.EndeavoringtomodelthepedagogyIwouldteach,Ibeganthecoursedesignbydraftinglearningobjectives.RealizingthatmypotentialseminarparticipantswouldcomefromavarietyofdisciplineswhosejobsasTA’swouldbeequallyvaried,Isetouttolookforcommonalities.ReflectingonmypastexperienceasaTA,clearcommunicationquicklysurfacedasoneofthemostcrucialelementsinasuccessfulTA-facultyrelationship.Asthefirstlearningobjective,Iwantedustopracticetheskillsneededtolayoutclearjobresponsibilities.

Havingestablishedagoodbasisinopencommunication,Iwantedtheseriestocoverpedagogicalphilosophiesthatinspiremyownteaching,namelyactivelearningandconstructivism.IsurmisedthatestablishingsomebasicsharedlanguagetodescribeactiveinconstructivistpedagogywouldhelpallprospectiveTA’s.Finally,merelyintroducingtermsfromthescholarshipofteachingandlearningwouldnotsuffice.Thisseries,Ireasoned,neededtoofferampletimetopracticeteachingitself.Ithusdesignedseveralopportunitiesintheseriestopracticeskillsinrealisticsettingstoreinforcethepedagogicaltheorywithconcreteaction.Withthesevaluesandconceptsinhand,Idrafteda“syllabus”forour“course”tomodelexactlythekindsofskillsaTAmightneed.

Idividedtheten-sessionseriesintotwogroupsoffive,inwhichthefirstsemesterwouldfocusonintroducingallconceptswhilethesecondsemesterwouldaimtodevelopthoseconceptstoagreaterlevel.Allbasicvocabularyandconceptswouldbeintroducedandpracticedinthefirstsemester.Thiswouldallowusinthesecondsemestertoworkshopteachingmaterialsandgomoreindepthwithin-classteachingpracticums.Myreasoning(andthisturnedouttobetrueinpractice)wasthatforstudentswhodidnotcontinueinthesecondsemester,havingabroadoverviewinthefirstsemesterwouldofferthemmaximumexposuretotheconcepts.

Thefallsemesterseriesbeganwith“understandingyourjob.”Herewepracticeddialoguetohelpteachingassistantstoelicitfromtheirfacultysponsorsacleardescriptionofjobresponsibilities.Thesecondseminardealtwithactivelearning,constructivisttheory,andthedifferencebetweendeep,strategicandsurfacelearning.Inthethirdsession,wetalkedabouttheTA’sroleinrespondingtostudentwork.Webrainstormedbestpracticesthattranscenddiscipline.Wealsoenumerateddiscipline-specificchallengesinrespondingtostudentwork.Weweresurprised–myselfespecially–thatthecommonalitiesinrespondingtostudentworkfaroutnumberdisciplinaryspecificities.Thefifthandfinalseminarforthefallseriessoughttorecaplessonslearnedfromthesemester.Tobringthisalltogether,Irequiredstudentstodraftateachingportfoliosothattheymightrehearsethislanguageinthecontextoftheirownphilosophiesonteaching.Thiswasasuccessfulwaytoendthesemester,anditbroughtamuch-neededopportunitytoreflectontheentirefallsemester.

Havingintroducedallofthekeyconceptsinthefirstsemester,thewintersemesteraffordedusaluxuriousamountofin-classworkshoppingandpraxis.Thegoalofthesecondsemesterwasto

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developasyllabus,twolessonplans,assignments,acoverletterandteachingportfoliowithwhichagraduatestudentmightobtainateachingassistantship.Eachstudentwastochooseacoursetopicthattheywouldmostlikelyteachasateacher’sassistant.Webeganwithsyllabusdesign.Inthesecondseminarwediscussedtheimportanceofanactivefirstdayofclassandworkshopsandpracticeddeliveringthatclass.Inthethirdseminar,weworkshoppedthefirstsixweeksofcourseplanningandassignments.Thefourthseminarofferedusanotheropportunitytoteach,andweofferedeachpersonfeedbackandcritiqueontheirlessons.Finally,inthelastclass,weputtogetherafullteachingportfoliothattiedinallofthesematerialswithajobapplicationcoverletterandarevisedversionoftheteachingphilosophyfromthefirstsemester.Thissimilarlyofferedagreatopportunitytoreflectontheyear’swork:italsobroughtasenseofaccomplishmentandclosuretotheseries.”

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CONFERENCE—10thAnnualInternationalTeachingandLearningConference

Summary

The10thAnnualTeachingandLearningConferencewasheldatOaklandUniversityonWednesday,May18thandThursday,May19th2016.ThethemewasTransformativeTeachingandLearningwithAmandaPeet(UniversityofMichigan)andJeffKing(UniversityofCentralOklahoma)asthekeynotespeakers.Approximately230registeredfortheconference,130ofwhomwerefaculty,whileotherparticipantsincludedadministrators,staffandstudents.138werefromOakland,75fromWindsorand17externalparticipants.Therewereatotalof65concurrentandpostersessions.Thehighlightsoftheconferenceincludedthetheme,keynotespeakers,specialadministrators’session,organization,andengagingconversation.

ThemeandKeynotes

TransformativeStudentLearning.“Theessenceoftransformativelearningisthatstudentsarechanged.”(JeffKing,ExecutiveDirectorfortheCenterforExcellenceinTransformativeTeaching&LearningatUniversityofCentralOklahoma).Transformativelearningexpandsstudents’perspectivesoftheirrelationshipswithself,others,communityandenvironment.Studentsneedtoacquireskillsbeyonddiscipline-specificcontentiftheyaretobetheinformed,engagedcitizens,productiveemployeesandcompetentandcompassionatehumanbeings.Transformativeteachingcreatesopportunitiesforstudentstomeetsuchchallengesand,insomecases,gobeyondtheir“comfortzone”tothink,rethink,reflectandactontheirperceptionsandunderstandingsofthemselvesandtheworldaroundthem.Bybuildingonstudents’priorknowledgeandexperience,andprovidingopportunitiestoconfrontandresolvetheirowncognitivedissonance,wecanpromotepowerful,meaningful,learningexperiences.

TransformingOurTeaching.Inadditionto“transforming”howstudentsthinkandlearn,facultyandouracademicinstitutionsatlargemayexperiencenewinsightsorculturalchangethatinspiresthemtotransformtheirownapproachestoteachingandlearning.Examplesinclude,butarenotlimitedtoembracingtechnologyandonlinelearning,shiftingtoanactivelearningorinquiry-basedpedagogy,globaleducation,servicelearning,supportingdiversityandinclusivepractices.Whatdoweasfacultyneedtodotoembrace,developandimplementsuchchangesinourownpractice?

ConferencePresentationOpportunities

1. Whatistransformativeteachingandlearning?Whatstrategiesandtechniquespromotetransformativelearning?

2. Howdowecreatetransformativeteachingandlearningatthecourse,programdepartmentandinstitutionallevel?

3. Whoareourlearnersandhowwillthisimpactthemintheircourses,intheiruniversityexperience,life,careerandroleasengagedcitizen?

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KeynoteSpeakersOurkeynotespeakersincludedJeffKingfromtheUniversityofCentralOklahomaandMelissaPeetfromtheUniversityofMichigan.

MelissaPeet

TransformativeandIntegrativeLearning:FosteringCompetent,Caring,EngagedandProductiveCitizens

Althoughagrowingbodyofresearchshowsthatembodied(unconscious)knowledgeisessentialtothedevelopmentofeffectiveworkers,practitionersandleadersinallfields,thisknowledgeisrarelyaddressedinhighereducation.Dr.Peet’sworkonIntegrativeLearningandGenerativeKnowledgeaddressesthisgapthroughthedevelopmentofmethodsthathelpstudentsidentify

hiddenmomentsoflearning,andconnectthosemomentstoacademicknowledge.“GenerativeKnowledge”referstothehiddenstrengths,capacitiesandsourcesofresiliencepeopledevelopunconsciouslyastheylearn,grow,andadapttochangingconditionsacrosstheirlifespan.Thisknowledgeis“generative”(resourcegenerating)becauseitprovidespeoplewithasenseofengagement,purposeanddirection,whichinturn,supportsthedevelopmentofdifferenttypesofcapacities.MelissaPeetistheDirectorofIntegrativeLearningandKnowledgeManagementattheUniversityofMichiganAnnArbor’sRossSchoolofBusiness.

JeffKing

ThatVoodooThatYouDo:TransformativeLearninginYourClassrooms

TransformativeLearning(TL)canseemanarcaneconcepttoputintopractice,evenmagicalinordertoaccomplishsuccessfully,butitcanbemadeexplicit—themagicalartofTLonlyseemsthatwaybecausebydefinitionitmustinvolvestudents’(andteachers’)limbicsystemprocessing,andthelimbicsystemisnotthepartofthebrainthatprocesseslanguagetodescribewithwordsthetransformativemoment.Aswithalllearning,youcan’t“make”

studentslearn.Youcanleadahorsetowater,butyoucan’tmakehimdrink.WithgoodTLpractice,though,youcansalttheoats.Thereareexplicit,replicable,andeffectivemethodsandtoolsyoucanusetomakeTLmorelikelytohappeninyourclassroomthansimplyleavingittochance.Manyfacultyintuitivelyknowsomemethodstoaccomplishthis(whichitselfisagoodexampleoflimbicsystemknowledgeandskillkickingin!).Dr.King’sinstitutionoperationalizesTLbyhavingfacultyintentionallyadaptatleastoneassignmenttoincludetheproductionofastudentlearningartifactdesignedtopromptaTLexperience.Theteachingscienceliesinscaffoldingthatexperience.TLisn’tvoodoo,butthedramaticimpactonstudentscanseemmagical.JeffKingistheExecutiveDirectoroftheCenterforExcellenceinTransformativeTeachingandLearningatUniversityofCentralOklahoma.

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Inadditiontothetwokeynotes,KingfacilitatedaSpecialSessionforAdministratorsonWednesdaymorning:OperationalizingTransformativeLearning:InstallingToolsandProcessestoDo“TL”onCampus.Belowisadescriptionofthesession.TheUniversityofCentralOklahomahasimplementedauniversity-wideprocessforensuringthatallundergraduateshaveatransformativelearningexperience.TheirStudentTransformativeLearningRecord(STLR)trackseacheducationbasedonprovenmeasuresoftransformativeexperiences.Learnaboutthedevelopment,challenges,andstrategiesforsustainabilityUCOhasimplementedtoensureeachstudentisutterlytransformedbytheireducation.JeffKing,UCO’sDirectoroftheCenterforTransformativeTeachingandLearning,willguideusthroughtheprocess,sharingeverythingdowntoexamplesofstudentwork.

ScheduleandConcurrentSessions

TheconferenceranonWednesday,May18thandThursday,May19thfrom8:30amto5:00pmbothdays.Duringthetwodayswehadatotalof65sessionsincluding13workshopsof75minutes,36presentationsof35minutesand16posterpresentations.Wehadcloseto90submissions.Theselectionwasbasedonablindreview.Eachproposalwasreviewedandscoredusingarubricby2reviewers.Iftherewasalargediscrepancy,athirdreviewwascomplete.

JeffKingduringtheSpecialSessionforAdministrators MelissaPeetduringherkeynotepresentation,TransformativeandIntegrativeLearning.

ParticipantsstrategizingduringJustinTeeuwen’ssession:TakingMathtotheNextDimension.

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ScheduleofEvents

Wednesday,May188:30a.m.–5:00p.m.8:30-9:15a.m. RegistrationandBreakfast(OaklandCenter,BanquetRooms)

9:15-10:00a.m. WelcomeandInteractiveSession

10:00-10:15a.m. Break

10:15-11:30a.m.ConcurrentSessions:75-minuteand35-minutesessions(SouthFoundationHall);SpecialSessionforAdministrators:“HowtoDoTL,”JeffKing(OaklandRoom,OaklandCenter)

11:30a.m.-12:30p.m. Lunch(OaklandCenter,BanquetRooms)

12:30-1:45p.m. KeynotePresentationwithActivity–MelissaPeet

1:45-2:00p.m. Break

2:00-3:15p.m. ConcurrentSessions:75-minuteand35-minutesessions;“OpenConversationwithMelissaPeet”(SouthFoundationHall)

3:30-5:00p.m. PosterSessionandReception(OaklandCenter,BanquetRooms)

Thursday,May198:30a.m.–5:00p.m.8:30-9:00a.m. RegistrationandBreakfast(OaklandCenter,BanquetRooms)

9:00-9:30a.m. Welcome

9:30-10:45a.m. ConcurrentSessions:75-minuteand35-minutesessions(SouthFoundationHall)

10:45-11:00a.m. Break

11:00a.m.-12:15p.m. ConcurrentSessions:75-minuteand35-minutesessions(SouthFoundationHall)

12:15-1:00p.m. Lunch(BanquetRooms)

1:00-2:15p.m. KeynotePresentationwithActivity–JeffKing

2:15-2:30p.m. Break

2:30-3:45p.m. ConcurrentSessions:75-minuteand35-minutesessions;“OpenConversationwithJeffKing”(SouthFoundationHall)

3:45-4:00p.m. Break

4:00-5:00p.m. TakeawaysandReflectingontheConference:AnInteractiveSession(BanquetRooms)

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PosterSessions

Session PosterTitle Presenters

451 DialogicalNarrativeApproachtoEnhanceAnalyticalThinkingandStudentEngagementDuringLecture-BasedClasses

B.Ghiam*(OU);S.Loftus*(OU);S.ElSayed(OU)

467 CreatingaWriting-IntensiveCourseforaTechnicalProgramwithLargeEnrolment

J.Stagner(Windsor);D.Bourne(Windsor)

473 TheOutlineActivity G.Allar(OU)

478 “Can3MinutesMakeaDifference?”:BringingBriefMeditationPracticetotheUndergraduateClassroom

C.Miller*(Windsor);K.Elder(Windsor)

487 HybridMolecularModel/VideoTeachingTool:MakingOrganicChemistryEasier S.Martic(OU)

490 EvaluatingEffectivenessofIntimatePartnerViolenceEducationinClinicalClerkships

J.Truong(OUWB);D.Jung*(OUWB);V.Lucia*(OUWB);N.Afonso*(OUWB)

492 ReflectingonReflections:APhenomenographicApproachtoCurriculumStudies

D.Silva(WayneStateU);D.Gardner(WSU)

495TheImpactofApplyingthePrinciplesoftheNewTeacherInductionProgram(NTIP)onMentoringNewEarlyChildhoodEducators

S.Shahbazi(Windsor)

496 PlayingtoMotivateEngagementJ.OlivaresAguila(Windsor);Z.J.Pasek*(Windsor);E.Ntake(Windsor)

498 Front-endEvaluationPlanning:ArticulatingPurposeandKeyQuestions

J.Singh(QualitativeAdvantage,LLC)

507GATANetwork:StrategiesUsedtoPromoteTransformativeTeachingandLearningamongGraduateandTeachingAssistants

L.Chittle(Windsor);E.Ismail(Windsor);P.Boulos(Windsor)

513 PermacultureandTransformativeLearning:ItIsAllAboutInteractingRelationships J.Hotte(Windsor)

518

IdentifyingStudentApproachestoLearning:UndergraduateStudentPerceptionsofTeachingandLearningattheUniversityofWindsor

B.Sabourin(Windsor)

528 BuildingOnlineCommunityandContentSkillsUsingClassCitizenshipBehaviors C.Moore(OU)

532 EmployingAudioFeedbacktoTransformAssessmentandRevisionofTechnicalWriting C.Wilson(OU)

533 TransformUndergraduateResearchTeachingtoPromoteMetacognitiveSkillsBuilding L.Yao(OU)

*authornotpresenting

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SanelaMarticdiscussingherposteronorganicchemistrywithErikaKustra.

PosterSessionWinnerandHighlights

ThewinneroftheDr.WilliamMcKeachiePosterCompetitionwasJenniHottefromtheUniversityofWindsoronPermacultureandTransformativeLearning:ItIsAllAboutInteractingRelationships.

JenniHotte,PosterCompetitionWinner,andAlanWright,Vice-ProvostatWindsor

TheDr.WilbertJ.McKeachieInternationalPosterPrizeestablishedin2009fortheUniversityofWindsor(ON)andOaklandUniversity(MI)AnnualTeachingandLearningConference.

JessicaOlivaresAguilaandEvelynNtakewiththeirposter"PlayingtoMotivateEngagement."

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Registration

Thisyearweclosedtheregistrationwhenwereached230participantsrepresenting215forWednesdayand187forThursday,with217attending.

Thebreakdownofthe230areasfollows:

• OaklandUniversity138• Windsor75• External/other17

Theparticipantsincluded:

• Faculty131• StaffandAdmin35• GradStudents42• Undergraduates16• Other6

Ofthe13no-shows8weregraduatestudentsfromOakland.

Feedback

Thefeedbackfortheconferencewasextremelypositivewithexcellentandgoodratingsforallareasincludingconferenceadministrationandconferencesessions.Thefeedbackhighlightsmentionedincludethekeynotespeakers,engagingconversations,organizationandfood.Themainsuggestionsforfutureconferencesincludedtechnologyimprovements(i.e.somesessionroomshadaudiodifficultieswiththerecordings)andrestructuringtheclosingsessionastoofewpeopleattend.AfulllistofhighlightsandrecommendationscanbefoundinAppendixF.

Highlights

Theconferencewasaresoundingsuccessthisyear.Someofthehighlightsaresummarizedbelow:

1. Excellentthemeandkeynotespeakers2. Extremelywellplanned,organizedandimplementedbyCETLteam3. Engagingconversationsandinteractions4. Strongconcurrentsessions

ItcontinuestoamazemeathoweffectiveourCETLteamisinorganizingandimplementingaconferenceofthisscopewithourlimitedpersonnelresources.AppendixBprovidesa10-pagedetailedlistofalltasksrequiredtoruntheconference.Thischecklistdemonstrateshowcomprehensiveandtime-consumingthisconferencewas.CETLhasafull-timedirectorandassistant,twohalf-timestaff,andthreeverypart-timestaff,comparedwiththeWindsorCenterthathasmorethan10full-timestaffmembers.

Participantsfromdifferentuniversitiesnetworkingbeforetheconcurrentsessionsbegin.

SuzanneFlatteryandMarianMcClellanwelcomingparticipants.

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TEACHINGTIPS

WeeklyTeachingTipsweresentoutduringthefallandwintersemesterto361facultyandstaff(thosethathadregisteredtoreceivethem).TheweeklyTeachingTipincludedtheinfographicandoverviewwithalinktothewebsitethatincludedamoreindepthexplanationofthetip.Ofthe22teachingtipsposted,7weredevelopedbyOUfaculty.Theseincludedthefollowing:

1. TeachingSquares:IdeasfromPeerObservation,JudyAbleser2. ReflectivePractice:SKAP–Skills,Knowledge,Attitudes,Practice,JudyAbleser3. TheBenefitsofCollaborationActivity,KatieJostock4. SynthesizingandAnalyzingLegos,JessicaTess-Navarro5. PeerReviewProtocol,ChristinaMoore6. MindfulnessBell,KatieJostock7. 4SimpleWaystoTweettheClass,JessicaTess-Navarro

Herearesomesamplesofthisyear’stips:

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UDLINITIATIVE—UniversalDesignofLearning

TheUniversalDesignInitiativeasoutlinedinPart1asanexampleofauniversity-wideinitiativesponsoredbyCETLthatwillfosterstudentsuccessthroughpedagogicaldevelopment.UniversalDesignofLearningisanoverarchingpracticetoreducebarriersandincreaseaccessibilitytoincreasethesuccessofalllearners.Whereasaccommodationsarecreatedtoaddressstudentswithspecialneeds,UDLisdesignedtoaddressthediverseneedsofalllearners.Examplesofcampus-wideUDLmightincluderecordingofalllecture/classsessionssothatstudentscanre-watchthelecturestotakefurthernotesortohelpstudyforatest.Anotherexamplemightbetoprovidethecontentinmultipleformats(i.e.closedcaptiononvideos,voiceovers,etc.).Manypracticesmightinvolveusingclassroomtechnologyineffectiveandefficientways.Anon-technologyexample,however,mightbetoofferstudentsarangeofduedatesoravarietyoftypesofclassassignments.

UniversalDesignbeganasanarchitecturalinnovation.Asanexample,streetcornerrampsmayhavebeendesignedtoassistthoseinwheelchairs,butinrealityithelpsthosepushingbabystrollers,luggageorshoppingcarts.UDLwasthenimplementedinK-12settingsandisnowbeingembracedinhighereducation.ThetwomainprofessionalorganizationsthatpromoteandsupportUDLareCAST(CenterforAppliedSpecialTechnology)andtheNationalCenterforUniversalDesignofLearning.

WiththenewfocusofOU’sstrategicplanonstudentsuccessandacommitmenttodiversityoflearningoncampus,thisyearCETLformedtheUDLInitiativetoexplorehowourcampuscouldembraceandimplementUDLatOakland.ThedirectorexplainedtheprinciplesofUDLtotheCouncilonDiversityandreceivedtheirendorsement.AnadministrativeteamhasbeenformedandhasmetmonthlytolearnmoreaboutUDLandhowwecanmoveforward.

Theteamcurrentlyiscomprisedof:

• JudyAbleser,CETLDirector• ShaunMoore,e-LISDirector• NancySchmitz,DeanofStudents• JoiCunningham,DirectorofDiversity,EquityandInclusion• TeresaRowe,ChiefInformationOfficer,UniversityTechnologyServices• LindaSisson,DirectorofDSS• AdamGordon,SystemsAnalyst&SupportSpec,ClassroomSupport/TechServices• RustyPidsosny,SystemsAnalyst&SupportSpec,ClassroomSupport/TechServices• AmandaNicholsHess,Library• RodNyland,SOM• StudentRepresentative

OurplanistorollthisouttothegeneralOUcommunitywithinthecomingyear.Wewillestablishamissionandvaluesstatementandpresentittotheexecutive.AmandaNicholsHess,whowillbeservingasaCETLFacultyFellow,willbeleadingaFacultyDevelopmentInstituteonUDLthiscomingyear.Duringwinter2017,aseriesofworkshopswillbeprovidedthroughCETL.TheUDLteamwillexpandtoincludefacultyrepresentation.

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PART3—GOAL#2:ENHANCINGFACULTYSUCCESSTHROUGHPROFESSIONALDEVELOPMENT

MENTORINGandCONSULTATIONS

BothMentoringandConsultationshavebeendescribedundertheprevioussectionofFosteringStudentSuccessunderPedagogicalDevelopment.Yetbothoftheseservicescrossovertoenhanceandsupportfacultysuccess.DuringConsultationssessions12ofthe114(10%)identifiedtheirprimaryreasonforseekingsupportwasdirectlyduetoprofessionalandpersonalissues.Yetalargepercentageofotherconsultations,althoughinitiallyrequestingsupportforateachingissue,infact,wantedtodiscussconcernstheymaybehavingwithcolleagues,theinstitution,ortheircareerchoice.Thishasbeenathemeeachyear;manyfacultyneedtheopportunitytobeheardandvalidatedinordertofeelsuccessfulandtocreateasenseofidentityandbelonging.

InadditiontotheMentoringforEmergingFacultyFDIcohort,1:1mentoringwasofferedtothisgroupandtoothernewfacultymemberstoassistthemintheirtransitiontotheroleoffacultyandmanagingtheirnewposition.

NEWFACULTYORIENTATIONS

NewFaculty

Thispastyearwehad40newfulltimefacultythatwereinvitedtotheNewFacultyOrientations;32facultyattendedtheNewFacultyDinnerand28attendedtheFullDayOrientation.

Pre-OrientationWorkshopDay

ThispastyearweofferedafulldayofPre-OrientationWorkshopsinearlyAugust(August4th)toallowtimefornewfacultytolearnandimplementsomeimportantaspectsofteachingandlearning.Inpreviousyearsweofferedshortersessionsonteachingandlearning(effectivesyllabus,Moodle,etc)duringtheNewFacultyOrientationwhichwasonly10dayspriortothebeginningofthesemester.Basedonfeedback,facultyhadsaidthatitdidnotgivethemenoughtimetoplantheirsemesterwhenthetrainingwassoclosetothestartofclasses.WerecordedandpostedthePre-OrientationWorkshopsonourwebsiteaswerealizedthatnotallfacultywouldbeableattendtheearlyAugustdateastheywerenotundercontractandmaynothavemovedtotheareayet.Yet,ofthe37newfulltimefaculty,approximately25didattend.

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Thefeedbackandimpactfromthedaywasclearlyevident.Theoverallratingofthe“valueofthepre-orientationworkshopswas4.86/5.Commentsincluded:“Thepre-orientationworkshopswereveryhelpfulandthetimingwasexcellent.Itgivesmetimetogoovermyownsyllabus;everyonewasverykindandhelpful.”And“IamgladthatIattendedthisinformativeevent.”

Weoffer1:1consultationsandfeedbacktoallfacultyontheirsyllabi.Inpreviousyears,therewasnotenoughtimetoprovidethissupporttonewfaculty.Thisyear,numerousnewfacultysubmitsamplesyllabiforreview.

Theratingsfromeachsessionarelistedbelow:

TeachingandLearning–4.86/5EffectiveSyllabus–5.0/5IntroductiontoMoodle–4.71/5TechnologyintheClassroom–4.71/5BasedonthesuccessofthePre-Orientationworkshops,weplantoofferthiseachyear.

NewfacultyduringthePre-Orientationsessions

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NewFacultyLinkonWebsiteNewfacultyarerequiredtocompletenumerousformsandsubmitabio/pictureforthenewfacultybookletthatissharedatOrientation.Inthepast,eachofthesestepshadtobedoneseparately.Thisyearwecreateda“one-stopshop”forallNewFacultytousetofindimportantresourcesandinformationandtosubmittherequiredformsanddocumentation,andaspottoregisterfortheOrientationsessions.Thesitealsoprovideslinkstoallresources,documents,handbooksandPowerPointsfromtheOrientation.Facultyseemedveryappreciativeofthis.

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NewFacultyDinnerTheotherinitiativethatweimplementedthisyearwastoofferaNewFacultyDinnerthenightbeforethefullOrientation.Inpreviousyears,weofferedatwo-dayOrientationsession.ThefirstdaywasanoverviewofOUandtheseconddaywasfocusedonteachingandlearning.Basedonfeedbackfromthepreviousyear,facultyfeltthattoomuchtimewasdevotedtotheorientationtooclosetothestartofthesemesterandthetimewouldhavebeenbetterusedpreparingforclasses.Westreamlinedthisbyofferingaone-dayOrientationproceededbyaneveningdinnertowelcomeandintroducethenewfaculty.Thedinnerincludedopeningwelcomeremarksfromdifferentsenioradministrators,introductionofeachfacultymember,picturewithfacultymemberandpresidentandprovost,giftbags,grouppicture,copyoftheFacultyHandbookandtwopresentationsbyAcademicHumanResourcesandEmergencyPreparedness.

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FullDayOrientationOnTueday,August25ththeFullDayTeachingandLearningOrientationwasheld.ThisyearwestructureditsothattheSOMfacultyonlyattendedthetopicsofrelevancetothem(i.e.theyuseadifferentRegistrarsystemanddonothavethesameTenureandPromotionguidelines).ThefeedbackontheDinner/FullDayOrientationwasverypositive.TheoverallratingofthevalueoftheOrientationswas4.73/5.Aperfect5/5wasratedfortheOrientationsandPre-OrientationworkshopstobewelcomingandhelpfulintheirtransitiontoOaklandUniversity.Commentsincluded:

• “IappreciatedthatthePresident,ProvostandDeanstookthetimetovisitwithusattheWelcomedinner.Itfeelswonderfultobewelcomedandtreatedwithsuchcare.”

• “IhighlyenjoyedtheOrientationandreceivedalotofgoodinformation,aswellastheopportunitytonetworkwithothernewcolleagues.Itwasverycomprehensiveandwelcoming.”

OnesuggestionforfutureOrientationsthatwashelpfulwastoletfacultyknowaheadoftimethataformalpicturewillbetakenatthedinnersotheycandressappropriately.

PresidentHynd ProvostJamesLentini

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SocialGatheringforFamiliesNewtotheAreaAnotherinitiativethatwasaddedthisyearforNewFacultywasasocialgatheringattheCETLDirector’sHomeforNewFacultyandtheirfamilieswhowerenewtothearea.ThiswasheldontheSundayoftheLaborDayweekend.About20attendedincludingfaculty,partnersandchildren.

FeedbackonNewFacultyOrientation “IwouldalsoliketoshareanotherobservationIhad.Allofthenewstaffwhichwerepresentforthemeetingwerewonderful.IfeelasthoughImadesomenewfriendsandcolleaguesthatIcancallonwhenIhaveaquestion.AsIwaspreparingforthesemester,Ihadtogoandgetthebasicssuchasaroomkey,GrizzlyID,etc.EveryOUstaffmemberthatImetwithwasextremelyhelpfulandpatient.Suchapositiveworkenvironment!!!Well,IknowyouarebusybutIhaveonelastcomment.Basedonmyexperiencesofar,IthinkitisgoingtobeanexcitingandgreatyearatOU!!!”

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Part-TimeOrientationThePart-TimeOrientationwasheldonWednesday,August26thfrom5:00-9:00p.m.Thisyearwehadafullgroupofcloseto30facultyattendtheevent.Theformatwassimilartopreviousyears.

FeedbackcontinuedtobeverystrongforthePart-TimeOrientation.Theoverallvaluefortheeveningwasratedasa4.5/5.Infact,allparticipantswhorespondedtothefeedbacksurveyratedtheeveningasa5/5exceptforoneindividualwhomscoredeverythingverylow,whichimpactedtheresults.Commentsincluded:Thesessionwasworthwhileandgreatlyappreciated.Theentireeveningwaswellplannedandveryuseful.Theonefacultymemberwhowasnegativefelttheeveningwastoolong.

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CommentonOrientationfromaNewPart-TimeFacultyMember

“IwouldliketotakeamomentandsharemyfeelingsoropinionsabouttheorientationmeetingbackonAugust26.Ithoughtthemeetingwasoutstanding.AsanewlectureratOU,Ifoundittobeveryinformativeandworthwhile.IreallylikedthewayOU'spoliciesandprocedureswereintroduced.Theguestspeakerswereontargetwiththeirsubjectmatter.Thematerialtheypresentedgavemeplentytothinkaboutanddo,asIprepareformyfirstdayofclassonAugust14.Moreimportantly,thewaythingswerepresentedtookawaymyfeelingsofbeing"lost"atOU.By"lost,"Ireallymeanoverwhelmed.Itisveryeasyforanewmemberofthestaff,especiallypart-timestaff,togetlostinthemazeofrules,policiesandlogisticsthatalargeuniversitysuchasOUcanpresent.WhenIleftthatmeeting,IfeltasthoughIwasappreciatedandnotjustanotherbodyoncampus.You,alongwithalltheotherspeakersprovidedsomuchinsightandadvicethatIwasfranticallytakingnotesattheend.WhichiswhyIpassedwhengivenanopportunitytocomment.”

NewFacultyWelcomeCard

ThefinalinitiativethatCETLaddedfornewfacultythisyearwasthecreationofa2-sidedlaminatedWelcomeCardthatistobedistributedtoallnewhiresbytheirdepartment.Thecardsummarizeswhattheyneedtodotogetstartedandprovideslinksandresources.CopiesofthiscardweredistributedtoeachdepartmentoncampusinearlyJanuary.

NewFacultyBreakfast

TheNewFacultyBreakfastwasheldonTuesday,March29thwith32peopleinattendanceincluding21newfacultyand11administrators.Inadditiontoreflectingontheirfirstyearexperience,weaskedthattheysharetheirfeedbackonline.Alltheresponsesatthebreakfastandonlinewereverypositive.Thenumberofonlineresponses,however,veryminimal.FacultycommentedthattheyvaluedthesupportfromtheirdepartmentsandfromCETLinhelpingwiththeirtransitiontoOakland.Duetoamildwinter,noonethisyearcommentedonissueswithcoldorsnow!

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TEACHINGGRANTS

Thefocusofthisyear’sTeachingGrantsaimedatincreasingstudentsuccessandthescholarshipofteachingandlearning.Therubricandcallforgrantsweresimilartolastyear’swiththemedicationoffocusinginstudentsuccess.Thegrantstipendremainsat$3,000($1,000beingatthetimeoftheawardandtheremaining$2,000beingawardedoncethefinalreportissubmittedthefollowingyear)totaling$18,000.00.

Thisyearweawarded6outof11TeachingGrants.FourawardeesarefromCAS,onefromSEHSandonefromNursing.Theranks/positionsincludethreespeciallecturers,oneassistantprofessorandtwoassociateprofessors.Thefollowingfacultywereawardedthegrants:

• TanyaChrist,AssociateProfessor(Reading&Lang.Arts,SEHS)• JessTess-Navarro,SpecialLecturer(Writing&Rhetoric,CAS)• RachelSmydra,SpecialInstructor(English,CAS)• CatherineJostock,SpecialLecturer(Communication,CAS)• LanYou,AssistantProfessor(Nursing)• LisaLevinson,AssociateProfessor(Linguistics,CAS)

Belowaresomehighlightsfromthepreviousyear’sawardeesfinalreports.

“Thepurposeofthisprojectistoexaminetheviewsofpre-serviceteachersinregardstowhattheyconsidertobeequitablemathematicsteachingandhowitisreflectedinthedevelopmentandcritiqueofmathematicslessons.Theaimoftheseeffortsistoimprovetheeffectivenessofthecourseaswellastosharetheresultswithabroadermathematicseducationcommunity.Inparticular,theinvolvementofpre-serviceteachersintwo2countries(USandKorea)providedtheopportunitytoexaminecommonalitiesanddifferencesbetweenpre-serviceteachers’conceptionsofequitablemathematicsinstruction.Morespecifically,thisprojectintendedtoaccomplishthefollowinggoals:

• Deepeningunderstandingofequitablemathematicsteachinginthecontextofmathematicseducation

• Increasingawarenessofindividualneedsofchildrenfrommultipleculturalandsocioeconomicbackgrounds

• Trackingprofessionalgrowthofpre-serviceteachersregardingtheequityprincipleforschoolmathematics

PreliminaryresultsshowKoreanandAmericanpreserviceteachers’emergingunderstandingofequitablemathematicsinstructionandtheirpotentialsofintegratingequityissuesintheclassroom.Althoughunanimoussupportfortheimportanceofequitablemathematicsteachingshowedinmultiplesurveysthroughoutthesemester,theystillneedsubstantialtimeandsupportinenvisioninghowequitablemathematicsteachinglooks.Thenotedpatternsunderlyingcollaborativelessondevelopmentreportedinthesepreliminaryresultsoffersomeimplications.Preserviceteacherstendedtoofferneutralizedcontexts/tasksratherthancontexts

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thatproblematizeinequityissues.Thisimpliesthatmanyofthembelievethatremovingproblematiccontentintermsofequityismoredesirableapproachthanemployingitintheinstruction.Also,preserviceteachersemphasizedsupportforallstudentsintheinitialphaseofthisproject,butwhenitcomestotheactuallessonplanning,theyrevealedlimitedknowledgeofastudentorstudents’community.TwocasesaddressedinstudentworkincludedADHDstudentsandmathematicallylow-achievingstudents.Otherfactorswerenotreadilybroughtintothelessondevelopment.Majoraccommodationsforthesecasesimplythedeficitviewthatpreserviceteachersmayholdthatequitableteachingisawayformorecapableandadvancedpeopletohelplesscapablestudents.Itwasalsonotabletoseethesubstantialdifferencesingroupingstrategiesbetweentwosites.Thedebatesontheeffectivenessbetweensame-abilitygroupingandmixed-abilitygroupingwerepersistentinmultiplephasesofthisproject.Thedatafromotherphasesoftheprojectshowdifferentpastexperiencesandperceptionsofthestudenttrackingissues.Instructorshypothesizethatthisdifferencemaybeintandemwithpreserviceteachers’pastlearningexperiencesintheirowneducationalsettingandculture,andin-depthinvestigationisneeded.Withfurtheranalysisofthedatainorder,wehopeitwillhelpusexplainmissinglinksandtoidentifywaystosupportpreserviceteachers’abilitiesinsuccessfullyteachingmathematicsequitably.”

Ji-EunLee,AssociateProfessorDepartmentofTeacherDevelopmentandEducationalStudies,SEHS

“ThisworkdescribestheimplementationofaReconfigurableComputingcourseforbothseniorundergraduatestudentsandgraduatestudents.Thisclassprovidesstudentswiththetheoryandtechniquestodesignhardware/softwaresystemsthatcanbereconfigured(usuallyatrunningtime).Studentswereevaluatedintheirabilitytosuccessfullypartitionasystemintohardwareandsoftwarecomponentstoimplementareconfigurablesystem.Weelaborateonthecoursestructure,listenhancementsforfurthercourseimplementations,andprovidedetailsonthefinalprojectsdevelopedbythestudents.Resultsareencouraging:studentssuccessfullycompletedtheassignmentsandfinalprojects,andwerehighlysatisfiedwiththeoverallcourselearningexperience.Thecoursematerial(lecturenotes,assignmentsandtutorials)isfreelyavailableonline.Themainaimofthiscourse(offeredasanelective)istomotivatestudents,fostercollaboration,andprovidefurtherresearchopportunities.”

DanielLlamocca,AssistantProfessorinElectricalandComputerEngineering,SECS

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LILLYCONFERENCE

ThisyearCETLsponsored20facultytoattendtheLillyConferenceinTraverseCityonOctober15-17.Wehadmorethan30travelgrantapplications,selected18anddidaraffleattheNewFacultyOrientationfortwoinewfacultytoattend.Nine*oftheselectedawardeespresentedattheconference.Eachtravelgrantisworthover$1,200.00andcoversthefullcostofregistration,hotelandtransportation.Thetotalamountgrantedwasapproximately$24,000.00.Inadditiontoattendingtheconference,CETLorganizedareceptionandadinnerforallOUfacultytonetworkwitheachother.

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Theattendeesthisyearincluded:

• KathleenSpencer,Nursing,SpecialInstructor• OsamahRawashdeh,Electrical&ComputerEngineering,Assoc.Professor• StephenLoftus,SchoolofMedicine,Assoc.Professor*• RodneyNyland,BiomedicalSciences(OUWB),Asst.Professor• MaryAnneCukr,HealthSciences• EileenJohnson,OrganizationalLeadership,Assoc.Professor• ChristinaMoore,Writing&Rhetoric,SpecialLecturer*• MaryDereski,BiomedicalSciences(OUWB),Assoc.Professor*• JosephineWalwema,Writing&Rhetoric,Asst.Professor*• CrystalVanKooten,Writing&Rhetoric,Asst.Professor*• AmandaNicholsHess,UniversityLibraries,Asst.Professor*• KieranMathieson,Decision&InformationSciences,Assoc.Professor• FeliciaChong,Writing&Rhetoric,Asst.Professor*• JohnCorso,Art&ArtHistory,Assoc.Professor• JennaKatz,Writing&Rhetoric,SpecialLecturer*• JudyAbleser,CETL,Director• SusanAwbrey,ProvostOffice,Sr.Assoc.Provost• KatieMyson,Nursing,FullTimeAdjunct*• LarryBuzas,NewFaculty,SEHS,AssistantProfessor• LanYao,NewFaculty,Nursing,AssistantProfessor

*conferencepresenter

Inadditiontothe20awardees,anothereightOaklandfacultyattendedresultingin28OUparticipantsattheLillyConference.

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PROVOST’SINITIATIVEONEVIDENCEOFTEACHINGEFFECTIVENESS

TheProvosthasindicatedthathewouldlikeathoroughreviewandrevisionofthecurrent“courseevaluations”usedatOakland.“Courseevaluations”inthiscontextreferstothestudentsurveygivenattheendofeachsemester.Thisisnottrulya“courseevaluation”butitismostfrequentlycalledthatatOU.TheProvostwouldliketheuniversitytodevelopandimplementbestevidencebasedpracticesfor“courseevaluations.”CurrentlyeachdepartmentintheCollegeandeachSchoolhasadifferentcourseevaluation,thequestionsrangeacrosssurveys,asdoestheratingscales,waysinwhichitisgivenandways,analyzedandused.

WhentheProvostdiscussedthiswithCETL,theDirectorindicatedthatifOUistoreviewandrevisethe“courseevaluations”itshouldbedoneinconjunctionwithreviewingotherevidencethatcouldbeusedforevaluationofteachingeffectivenessforformative(improvementandgrowthofteaching)andsummative(decision-making,tenure,promotion,merit)assessmentsasresearchhasclearlyindicatedinevaluatingteachingeffectiveness“studentcourseevaluations”shouldonlybeusedasoneofmultiplemeasuresastheyreallymeasurestudentsatisfactionandstudentperceptionsofteaching/courses.

Afterreviewingtheprocessthatotherinstitutionshaveusedinrevisingtheir“evaluations”itwasdeterminedthatthisisa3-to5-yearlong-termprojectasitrequiresfacultybuy-inandashiftinculturetovalueteachingandlearning.TheDirectoragreedtoco-chairthisInitiativewiththeSeniorAssociateProvost.Twotaskforceswillbecreatedwithrepresentationfromfacultyacrossthecampus.Thefirsttaskforcewillexplore“CourseEvaluations”andthesecondtaskforce(inthefuture)willexplore“AdditionalEvidenceofTeachingEffectivenessusedforFormativeandSummativeAssessment”(seeAppendixK).

Phase1:toreviewcurrentcourseevaluations/processinwhichtheyareused

o Identify/develop10commoncorequestions(withadditionalquestionsthatcanbedevelopedbyeachdepartment/school/college/individualfaculty)

o Identifyprocessincluding:§ Howinformationisobtained(online,onground)§ Whoreceivestheinformationandinwhatform(analyzed,rawdata)

o Targetpilotimplementationwithinyear(fullyfunctioningacrosscampusinfuture)

Phase2:createacommitteetoreviewanddevelopatriangulatedreviewsystemofmultipleevidenceofteachingeffectiveness

Goalsofthisprojectinclude:

1. Enhancingthecultureandvalueofteachingandlearningoncampus2. Establishingevidencebasedpracticefor“CourseEvaluations”and“Otherevidenceof

teachingeffectiveness”3. Renaming“CourseEvaluations”toreflectwhattheyare(i.e.Studentcoursesurveys)

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4. Standardizingthe“ratingscales”(i.e.5=highest;1=lowest-currently1ishighestinsomedepartments)

5. Creatingasetofuniversity-widequestions/statements6. Addingdepartment/school/individualfacultyquestions7. Creatingasystemforsurveys(i.e.online)8. Creatingrecommendedpracticestoincreaseonlineresponserates9. Creatingrecommendedpracticesofhowsurveyscanbeusedforformativeand

summativepurposes10. Createrecommendedpracticeoftriangulationofevidencetodemonstrateteaching

effectiveness11. Createrecommendedpracticeforschoolsanddepartmentstoreviewtheirpromotion

andtenuredocumentsandotherdecision-makingasitrelatestoteaching

Thispastyearthefollowingtaskswereaccomplished:

• Reviewofliteratureandbestresearchbasedpractices• IntroductiontoDean’sCouncil,ChairsandAcademicCouncil• MeetingswithProvostandSeniorAssociateProvost• CreationofFacultyFocusGroupontheirperceptionsof“courseevaluations”(see

appendix)• Plansfor2taskforcesoffaculty(seeAppendixK)• SurveyofChairsoncurrentcourseevaluationsandotherevidenceofteaching

effectivenessbeingusedcurrently• Meetingwithe-LISandInstitutionalResearchandAssessmenttodiscussonline

evaluationoptions

Nextstepsandtasksforthiscomingyearinclude:

• AnalysisofChairsurvey• Chairinterviewandfocusgroup• CreationofTaskForce1withfacultyrepresentationfromacrosstheuniversity• WorkinggroupofTaskForce1• Workshopson“CourseEvaluations”andother“EvidenceofTeachingEffectiveness”• TomoveforwardwithTaskForce1on:

o PartA:CourseEvaluationQuestions§ Rename(moveawayfromCourseEvaluation)§ Ratings:5highest,1lowest§ Demographicquestions§ 12questionsforall§ Additionalquestionsperschool/department/individualfaculty§ PilotTestit

o PartB:CourseEvaluationSystem

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§ Format:online,Scantron,other§ Howresultsareanalyzedandsummarized§ Ifonline,howtoensureadequateresponserate§ Whereitis“housed,”i.e.InstitutionalResearchandAssessment§ Whoatschool/departmentlevelisinvolved§ Howtopromotetostudentsandfacultyvalue/importanceinsystem§ Howitispromoted,i.e.reminderstostudenttocomplete

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PART4—GOAL#3:PROMOTINGUNIVERSITYSUCCESSTHROUGHLEADERSHIPDEVELOPMENT

CHAIRS’RETREAT

Oakland’sadministrationhasbeendiscussingsupportsandservicesforChairsandProgramDirectorsforanumberofyears.Inthewinter2015,agroupofadministrators(includingtheprovost,seniorassociateprovost,CETLdirector,WISEdirector)wenttoMSUtolearnabouttheirinstitutionalleadershipprogramsincludingsupportsforchairs.Inearlysummer2015,ourSeniorAssociateProvostcontactedCETLtoindicatethattheProvostwouldliketomoveforwardwithChairs’TrainingandindicatedthatshewouldlikeitfacilitatedthroughCETL.AftermeetingswiththeProvost’sOffice,WISE,Deansandrepresentativechairs,wedevelopedandimplementedthe1stAnnualChairs’RetreatonTuesday,August11th,2015.Weweredelightedtoseemorethan37ofthe42chairs/programdirectorsattend.Alldeansandassociatedeanswereinvitedtoparticipateinthemorninginteractivesession.

Ourgoalsforthedaywere:

1.Tosetapositive,collegialandsupportivetoneforongoingsupports/resourcesforChairs/ProgramDirectors.2.Tobegintoprovideimportantinformationandresources.3.Toprovideanopportunitytoengage,interactandreflectonyourroleasChair/ProgramDirector.

Thedaywasdividedintomorningdiscussionandreflections:

• Theroleofthechair:facilitatedbyCASDean(KevinCorcoran)andAssociateDeanforSBA(NiveditaMukherji)

• Leadershipskillsforchairs:facilitatedbyWISEP.I.(KathyMoore)• Challengesthatchairsface:panelofexperiencedchairsandsmallgroupdiscussion

Theafternoonwasfocusedoninformationsharingincluding:

• InstitutionalPoliciesandManagementforChairs/ProgramDirectors• UsingtheOUStrategicPlanasaFramework(T&L,Research,Service)

Inaddition,weprovidedacopyoftheFacultyHandbooktoeachchair.Wealsoallowedthemtoorderacopyofabook(9booksondisplay)thattheywouldfindhelpfulintheirrole.WecreatedaChairs’CornerontheCETLwebsitethatwillhouseimportantinformationandupdatesforchairs.

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SummaryofFeedbackonChairsRetreatbasedonthefeedbackfromtheChairs’Retreat(19responses):

• Overalltheretreatwaswellreceivedandappreciated(4.11/5)• Chairsseemedtopreferthemoreinteractivemorningsessions,ratherthanthe

“afternooninformationsessions”(whichwasexpected)• Feedbackdidnotaskiftheywere“new”or“seasoned”chairsbutbasedonthe

commentsitseemsasthoughthe“newchairs”wouldlikemoresupportandinformation,whereasthe“seasonedchairs”appreciatedthediscussionsandofferingsupporttothenewerchairs.

• Somefeltitwastoolong(alsoexpectedandagreewiththat)• Wellorganized• Majoritywouldliketocontinuetohavesupports/sessions(14yes,2no,3noresponse)• Mostrequestedadditionalsessions

o Dealingwithdifficultstudents,faculty,staff(14yes,5no)o Helpfulhintfornewchairs(9yes,10no)keepinmindonlyabout10are

new/relativelynewo SupportandMentoringfornew/mid-careerfaculty(yes10,no9)o SupportingandCommunicatingwithpart-timefaculty(yes11,no8)o CreatingaCollegialdepartment(11yes,8no)o Researchsupport(9yes,10no)

• Frequencyofmeetings:monthly5,onceasemester8,onceayear6• Typeofsupport

o Workshops(yes10,no9)o ChairsManual(yes13,no6)o GuestSpeaker(yes9,no10)

RecommendationsforFuture-Basedonfeedbacksurveyandexperienceofdayandcomments,Iwouldsuggestthefollowing:

1. AnnualChairsRetreat:wholegrouptogetherforinteractivemorningdiscussionsandthenbreakintoworkshopsthatchairscanselectifinterestedintheafternoon(i.e.newchairs,howtosupportfaculty,managementetc.)basedoninterest

2. DefinitelydevelopchairsManual3. Haveplaceforchairsinformation,i.e.Chairs’Corner4. Offer1-2workshops/forumsasemester

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CHAIRS’ADVISORYTEAM

WhenCETLwasaskedtotakeontheroleoforganizingtheChairs’Retreatandotherchairresources,thedirectorindicatedtoAcademicAffairsthatitwouldbebeneficialtoheardirectlyfromchairsastowhattheyfeelisimportantandshouldbeincludedintheretreat.TheDirectorcontactedsomechairsandaskediftheywouldbewillingtomeettoprovidesomeinsightsandideas.Theinitialintentionwastoonlyplantheretreat,however,whenitbecameapparentthatongoingresourcesandservicesweregoingtobedeveloped,thedirectorfeltthatitwouldbeimportanttohaveateamofchairstoprovidetheirfeedbackandperspectiveintheplanningstages.Theinitialteamagreedtoserveinthiscapacityandhavecontinuedtomeetthroughouttheacademicyear.Inadditiontorecommendingideasandresources,theyhavecarefullyeditedtheResourceManualandsupportedthenotionofcreatedaChairFellowrole.CETLandAcademicAffairsaregratefultothefollowingchairsfortheirtimeandcommitment:

• DavidDulio,PoliticalScience,CAS• MarkRigstad,Philosophy,CAS• KristineThompson,PhysicalTherapy,SHS• BrianSangeorzan,MechanicalEngineering,SECS• LisaHalley,Counseling,SEHS

CHAIRS’CORNER

CETLhascreatedasiteontheCETLwebsitetohouseimportantinformationandupdatesrelevanttochairs/programdirectors.Itcanbeaccessedat:http://wwwp.oakland.edu/cetl/chairs-corner/

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CHAIRS’UPDATES

TheCETLDirectorisactivelysendingamonthlyupdatetoallchairsandprogramdirectorsregardinginformationaboutprogramsandservicesthatwouldbeusefulforthemandtheirfaculty(right).Theseupdatesarealsohousedonourwebsiteforeaseofaccess,asseenbelow.

CHAIRS’RESOURCEGUIDE

Duringtheacademicyear,CETLandtheProvost’sOfficeworkedwiththeWISEAssistanttocreateaResourceGuide.ThiscanbeaccessedonlinetheChairs’Corner.Thisguideismeanttobea“livingdocument”thatwillevolveovertime.Itincludesacomprehensivelistofpolicies,contacts,resourcesandotherinformationthatchairsandprogramdirectorsfeelaremosthelpful.Itisnotmeanttobereadfromcovertocover;ratherrefertoitwhenyouneeddirection,clarificationorinformation.Itisasinteractiveaspossiblesothatitcansearchedforinformationusingthesearchtaborhoveringoverthelivelinkswithacurser.

LeanneDeVreugd,WISEAssistant,workedextensivelythroughouttheyeartocreatetheResourceManual.InadditiontotheChairs’AdvisoryTeam,KathyMoore,LailaGuessousandAndreaEisassistedintherevisionsandeditingofthemanual.

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CHAIRS’FOURMS

TheChairs’Forumswereexpandedinthewinterfrom1hourto1½hoursandincludedlunchbasedoninterest.Theattendanceincreasedsignificantlythisyearwithanaverageof10chairs/programdirectorsattending.Lastyearthesessionsaveragedonly4chairs.TheselectionoftopicswasbasedonthefeedbackfromthechairsandtheChairAdvisoryTeam’srecommendations.

Chairs’Forum–Winter2016Schedule

Theme/Topic Date Time

ManagingtheRoleofChair:LearningfromourPeers

Mon.Feb.8 12:00pm–1:30pm

DealingwithDifficultPeopleandSituations

Tues.March22 12:00pm–1:30pm

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CHAIRFELLOW

AstheyearprogressedandmoreandmoreresourcesandserviceswerebeingdevelopedforChairsandProgramDirectorsitbecameapparentthathavingadditionalsupportwouldaidinthequalityandbreadthofresourcesbeingoffered.TheCETLdirectorproposedthecreationofaChairFellowtoAcademicAffairs.ThemodelwouldbesimilartothatoftheFacultyFellowsthatCETLhaseachyear.ThefollowingProposalwassubmittedtoAcademicAffairsandapproved:

ProposalforChairFellow

Purpose:The“ChairFellow”positionwillsupportthecoordinationofservicesandresourcesforchairs/programdirectorsandotherleadershiptrainingopportunitiesthroughtheCETLoffice.

FundingofChairFellowposition:ThemodelforthispositionwouldbesimilartothatoftheFacultyFellowpositionsthatCETLcurrentlyuses.TheChairFellowwouldprovideapproximatelyonedayofservicetoCETLperweekinexchangeforonecoursereleaseinthefallandwinter(orequivalent).Thedepartmentwouldreceivefundingforthecourserelease.

RationaleandNeed:CETLiscommittedtoprovidingsupportandresourcesforchairs/programdirectorsandwouldliketoofferfutureleadershiptrainingopportunities.Wecurrentlydonothavetheavailablestaffresourcestomeettheseneeds.Wefeelitisimportanttohavesomeonewhoisexperiencedandknowledgeableintheroleofachair/programdirectortooffermentoringandexpertisetoothers.

JobDescription:TheChairFellowwouldworkwiththeCETLDirectorandCETLofficeto:

• OrganizeandimplementAnnualChairsRetreat(inAugust)• Organizeandimplement1-2workshops/forumsforchairs/programdirectorseach

academicsemester• Developadditionalresourcesforchairs/programdirectors(chair’smanual,

recommendedguidelines)• OverseetheChairs’CornerWebsite• Providementoringsupporttonewchairs/programdirectors• Supportotherinitiativesasneeded

CETLannouncedthecreationoftheChairFellowroleinthewinterChairs’MonthlyUpdatesandaskedfornominations(SeeAppendixHforCallandApplication).CETLispleasedtoannouncethatforthe2016-2017academicyear,Albert(Jay)MeehanfromSociology,AnthropologywillserveastheinauguralChairFellow.Jayservedaschairofhisdepartmentfrom2006-2015.

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PART5—GOAL#4:CULTIVATINGCETLSUCCESS

STRATEGICPLAN:CETL2016-2021

CultivatingaCultureofSuccessforAllStudents,Faculty,UniversityCommunitythroughPedagogical,ProfessionalandLeadershipDevelopmentOpportunities


1. CETLenhancesstudentsuccessbyprovidingpedagogicaldevelopmentonexemplarylearningandteachinggroundedinevidence-basedpractices.CETLworksinpartnershipwiththeUniversitycommunitytopromoteOaklandUniversity’sStrategicGoal#1:“tofosterstudentsuccessthrougharobustteachingandlearningenvironmentwithcomprehensivestudentsupportservices.”Inadditiontoretentionandprogramcompletionasmeasuresofstudentsuccess,CETLaimstopromoteauniversityculturethatvaluesandpromotesdeeplearning,whichmovesbeyondcontentknowledgetoincludecriticaldecision-making,effectivecommunication,personalandprofessionaldispositions,andconflictmanagementskills.Deeplearningfostersresilient,life-longlearnerswhoareproductiveandengagedglobalcitizens.

2. CETLprovidessupportforfacultysuccessthroughprofessionaldevelopment.CETLviewsfacultysuccessasonenecessarycomponentforstudentsuccess.Inadditiontoprovidingopportunitiestodeveloptheirpedagogicalpracticesandcreatestudent-centeredlearningenvironments,wesupportthetotalprofessionalwellnessofOUfacultyandgraduatestudents.Weprovidefacultymemberssupportthroughouttheiracademiccareer,includingtheirtransitionintotheuniversityandacademiclives,theirmid-careerengagement,andtheirrolesasleadersintheuniversity,profession,andcommunity.

3. CETLprovidessupporttoenrichthesuccessoftheUniversityasaninstitutionthroughleadershipdevelopment.CETLpromotestheUniversity’ssuccessbycollaboratingwithotherunitsandprogramstoexecuteitsstrategicplan.CETLaspirestofacilitateanintegratedumbrellaofservicestoenhanceorganizationalandacademicleadershipacrosstheinstitution.

CULTIVATECETLSUCCESS:InorderforCETLtosupportstudent,facultyandinstitutionalsuccess,weneedtoensuretheoverallsuccessofCETL’songoingprogramsandfuturegoals.InadditiontoongoingCenteroperations,marketing,communication,needsassessments,andevaluationandimpactofourprograms,additionalresources(staffpositionsandfunding)andtheProvost’ssupportwillberequiredtomeetaspirationalgoals.

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ThecompleteCETLStrategicPlancanbefoundintheAppendixAwhichincludesthechartswithactionplansandtheassessmentplan.

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ADVISORYBOARD

Thisyear’sAdvisoryBoardwasinstrumentalinguidingandsupportingthedevelopmentoftheStrategicPlan.Inaddition,theyreviewedTeachingGrantProposalsandConferenceProposals.Themembersofthe2015-2016CETLAdvisoryBoardincluded:

JudithAbleser,CETLDirectorChristinaMoore,CETLMediaManagerSuzanneFlattery,CETLAssistantJohnCorso,ArtandArtHistory/CETLKathleenSpencer,SON/CETLDanArnold,eLISSusanAwbrey,SeniorAssociateProvostDavidHammontree,CAS,Writing/RhetoricKimHolka,SON

ChrisKobus,SECSTomRaffel,CAS,BiologyRodneyNyland,SOMJuliaRodriguez,LibraryMarkSimon,SBAWilliamSolomonson,SEHSSaraWebb,AdvisingKristaMalley,StudentSuccess

FACULTYFELLOWS

Aslistedpreviously,thisyear’sFacultyFellowswereJohnCorso,AssociateProfessorfromArtandArtHistoryandKathleenSpencer,VisitingAssistantProfessorfromNursing.JohnranasuccessfulTeachingAssistantSeries,wasinstrumentalinthedevelopmentoftheStrategicPlanandwasresponsibleforalltheProposalsubmission,reviewsandselectionforthe10thAnnualTeachingandLearningConference.KathleenfacilitatedtheTechnologyforTechnophobesFacultyDevelopmentInstituteandassistedinthevolunteerselectionandpostersessionsattheconference.CETLcouldnothavebeenassuccessfulthisyearwithouttheirsupport,commitmentandassistance.

STUDENTSFOREXEMPLARYTEACHING

ThisyearweheldtwosessionsinthefalloftheSETForum;StudentsforExemplaryTeaching.Eachsessionhadbetween4-8studentparticipants.Thefirstsessionfocusedonwhattheyfeltwaseffectiveteachingstrategiesintheclassroomandintheonlineenvironment.Thethemethatcontinuedtoemergewasthe“relationship”buildingthatexemplaryfacultycreatewithstudents.Theyfeelthatwhen“professor’sgotheextramile”byconnectingtostudentsinsomepersonalwayitstrengthensstudents’commitmenttowanttolearnandbeengaged.Thesecondsessionfocusedontheirviewsofthecourseevaluations.Studentscommentedthattheyhaveconcernswiththerangeofevaluationsandfeelthattheyarenotreadortakenseriously.

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COLLABORATIONS

CETLstrivestocollaboratewithdifferentprogramsandservicesacrosstheuniversity.ThisyearcollaborativeworkshopsincludedworkingwithSenateCommitteeonTeachingandLearning,WISE/STEMprogram,CASLiteracyTheme,RegistraronGradingSubmission,NewFacultyFeedback,TeamBasedLearningFacultyDevelopmentInstitutewithSOMfaculty,Technologysessionswithe-LISandClassroomTechnologyandSupport.Inaddition,CETLande-LIScontinuetomeetonaregularbasistoensurecoordinationofservicesandconsistentpedagogyforteaching.

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MARKETING

CETLcontinuestopromoteitsprograms,servicesandresourcesthroughtheirwebsiteandweeklyschedulers(asshowntotheright).Theschedulersprovidearegistrationlinktomakeparticipationseamlessandeasy.Theweeklyschedulerissentouttoabout1,320facultyandstaff.Inaddition,CETL’sservicesarealllistedintheFridayAnnouncements.

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BROCHURE

TheCETLbrochurewasredesignedthisyeartoreflectandincorporatethenewStrategicPlan.

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PART6-CONCLUSIONS

NEXTYEAR’SGOALS

ThenewCETLStrategicPlanlaysoutapathforCETLtomoveforwardinsupportingandenhancingstudentsuccessandteachingandlearningacrossthecampus.Nextyear’sgoalsinclude:

1. TofurtherdevelopandimplementtheProvost’sInitiativeonEvidenceofTeachingandLearning

2. TodevelopandimplementUniversalDesignofLearningasaninstitutionalpractice3. Todevelopresourcesandservicesthatalignwithstudentsuccesspedagogy.4. Todevelopresourcesandservicesthatpromotefacultysuccess.5. Todevelopresourcesandservicesthatenhanceuniversityleadership.6. TodevelopdetailedproposalsforCETL’sgrowthandtobegintoimplementtheplan.

CONCLUSIONS

2015-2016provedtobea“transformative”yearforCETL.WetransformedthegoalsandaspirationsofthecenterfromitsoriginalmandatetoreflectthenewUniversity’sstrategicplanwithafocusonstudentsuccess.WeworkeddiligentlytocreateastrategicplanforCETLandarewellonourwayinimplementingmanyofthegoals.TheothermajortransformationisthatCETLisnowmovinginitiatingandengaginginmoreuniversity-wideinitiativesthatwetrustwillhaveasignificantimpactonenhancingthecultureandvalueofteachingandlearningacrosstheinstitution.

ACKNOWLEDGEMENTS

IamcontinuallyinaweoftheworkthattheCETLteamproduces.Wetrulyarea“leanyetefficientgroup”whogothatextramile.Iamforevergratefulfortheinsights,actionsandcommitmentoftheentireteamandhowwellweallworktogether.SuzanneFlatterytrulyanamazingCETLassistantandservesinamuchstrongercapacitythanaclericalstaffmember.MarianMcClellanmanagestokeepourfinancesstraightandbalanced.ChristinaMooremanagestodofulltimeworkina19-hourposition.BasedonthequalityofworkandthematurityofourstudentemployeeVictoriaKendziora,wesometimesforgetthatsheisastudentassistantandnotafulltimestaffemployee.ThisyearweareparticularlythankfultotheAdvisoryBoardforalltheirinsightsandexpertiseaswedevelopedourStrategicPlan.Theconferenceandeventsthisyearcouldnothavebeenassuccessfulwithouttheexemplaryworkofourfacultyfellows,JohnCorsoandKathleenSpencer.

MyappreciationisextendedtotheProvost’sOfficeandAcademicAffairs,andmostsignificantlytoSusanAwbrey,SeniorAssociateProvostforyourguidanceandsupport.Sheisthetruechampionofstudentsuccessandexcellenceinteachingandlearning.

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APPENDIXA:StrategicPlan2016-2021

CenterforExcellenceinTeachingandLearning(CETL)atOUCultivatingaCultureofSuccessforAllStudents,Faculty,UniversityCommunitythroughPedagogical,ProfessionalandLeadershipDevelopmentOpportunities


1. CETLenhancesstudentsuccessbyprovidingpedagogicaldevelopmentonexemplarylearningandteachinggroundedinevidence-basedpractices.CETLworksinpartnershipwiththeUniversitycommunitytopromoteOaklandUniversity’sStrategicGoal#1:“tofosterstudentsuccessthrougharobustteachingandlearningenvironmentwithcomprehensivestudentsupportservices.”Inadditiontoretentionandprogramcompletionasmeasuresofstudentsuccess,CETLaimstopromoteauniversityculturethatvaluesandpromotesdeeplearning,whichmovesbeyondcontentknowledgetoincludecriticaldecision-making,effectivecommunication,personalandprofessionaldispositions,andconflictmanagementskills.Deeplearningfostersresilient,life-longlearnerswhoareproductiveandengagedglobalcitizens.

2. CETLprovidessupportforfacultysuccessthroughprofessionaldevelopment.CETLviewsfacultysuccessasonenecessarycomponentforstudentsuccess.Inadditiontoprovidingopportunitiestodeveloptheirpedagogicalpracticesandcreatestudent-centeredlearningenvironments,wesupportthetotalprofessionalwellnessofOUfacultyandgraduatestudents.Weprovidefacultymemberssupportthroughouttheiracademiccareer,includingtheirtransitionintotheuniversityandacademiclives,theirmid-careerengagement,andtheirrolesasleadersintheuniversity,profession,andcommunity.

3. CETLprovidessupporttoenrichthesuccessoftheUniversityasaninstitutionthroughleadershipdevelopment.CETLpromotestheUniversity’ssuccessbycollaboratingwithotherunitsandprogramstoexecuteitsstrategicplan.CETLaspirestofacilitateanintegratedumbrellaofservicestoenhanceorganizationalandacademicleadershipacrosstheinstitution.

CULTIVATECETLSUCCESS:InorderforCETLtosupportstudent,facultyandinstitutionalsuccess,weneedtoensuretheoverallsuccessofCETL’songoingprogramsandfuturegoals.InadditiontoongoingCenteroperations,marketing,communication,needsassessments,andevaluationandimpactofourprograms,additionalresources(staffpositionsandfunding)andtheProvost’ssupportwillberequiredtomeetaspirationalgoals.

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Figure1-ExamplesofrelationshipsamongCETLresponsibilitiesandinitiativesrelatedtoCETL'sstrategicplan.

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CETLStrategicPlanTable1–Overview

MissionStatementGoal Outcomes

1. ENHANCESTUDENTSUCCESSCETLenhancesstudentsuccessbyprovidingpedagogicaldevelopmentonexemplarylearningandteachinggroundedinevidence-basedpractices.

CETLworksinpartnershipwiththeuniversitycommunitytopromoteOaklandUniversity’sStrategicGoal#1:“tofosterstudentsuccessthrougharobustteachingandlearningenvironmentwithcomprehensivestudentsupportservices.”

Inadditiontoretentionandprogramcompletionasmeasuresofstudentsuccess,CETLaimstopromoteauniversityculturethatvaluesandpromotesdeeplearning,whichmovesbeyondcontentknowledgetoincludecriticaldecision-making,effectivecommunication,personalandprofessionaldispositions,andconflictmanagementskills.Deeplearningfostersresilient,life-longlearnerswhoareproductiveandengagedglobalcitizens.

1. Toprovidesupportinevidence-basedpracticetoenhancelearningandteachingpedagogy(e.g.servicelearning,experientiallearning,student-centeredlearning,inquiry-basedlearning,activelearning,team-basedlearning,problem-basedlearning,engagedlearning,facultyconnectionswithstudents).

2. Topromoteaculturethatfocusesonstudentlearningthrougharobustteachingandlearningenvironment.

3. Topromotedeeplearningthatincludescontentknowledge,skillsandprofessionaldispositions(e.g.criticalthinking,problem-solving,effectivecommunication,conflictresolution,stressreduction,resiliency).

4. Tocreatepartnershipsandcollaborationswithstudentsupportservices(e.g.advising,DisabilitySupportServices[DSS],studentsupportinitiatives,WritingCenter,TutoringCenter,DeanofStudents)toprovidetrainingforfacultyonwaystoenhancestudentsuccessinclassesandatOU.

5. Tobeanactivepartnerwithstudentsupportservices,studentsuccessprogramsandDeanofStudentstocreateinitiativesthatwillfosterstudentsuccess.

6. Toprovidetrainingandsupporttodepartments,programs,andschools/collegerelatingtolearningandteaching.

7. Toworkincollaborationwithe-LearningandInstructionalSupport(e-LIS)tomodeleffectivelearningandteachingpedagogyusingevidence-basedpractice.

8. Topromoteandsupportdiverselearningneedsinaninclusiveenvironment.

9. Tolistentostudentvoicesastowhathelpsthemlearnmosteffectively.

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2. SUPPORTFACULTYSUCCESSCETLprovidessupportforfacultysuccessthroughprofessionaldevelopment.

CETLviewsfacultysuccessasonenecessarycomponentforstudentsuccess.Inadditiontoprovidingopportunitiestodeveloptheirpedagogicalpracticesandcreatestudent-centeredlearningenvironments,wesupportthetotalprofessionalwellnessofitsfacultyandgraduatestudents.

Weprovidefacultymemberssupportthroughouttheiracademiccareer,includingtheirtransitionintotheuniversityandacademiclives,theirmid-careerengagement,andtheirrolesasleadersintheuniversity,professionandcommunity.

1. TocreateandpromoteacultureatOUthat

valuesandrecognizesexcellenceinlearningandteaching.

2. ToworkwiththeOfficeoftheProvost,AcademicAffairs,chairs/departmentsandschools/collegetocreatebestpracticesinassessmentofteachingeffectiveness.

3. Toprovidesupporttonewfull-andpart-timefacultytoaidintheirsuccessinteaching,transitioningtoanacademiccareerandtotheOaklandcommunityculture.

4. ToenhancetheScholarshipofTeachingandLearning(SoTL)asavaluedandrecognizedmethodofresearchandtoimproveone’sownteachingpedagogythroughthissystematicscholarlyprocess.

5. Topromotereflectivepracticeforongoingenhancementofteachingandlearning.

6. Toenhancevirtualresourcesinordertoincreasefacultyaccessibilitytosupport.

7. Tovalueandsupportpart-timefaculty.8. Toprovidetrainingandsupportforgraduate

teachingassistantsandfuturefaculty.9. Toprovideopportunitiesfornetworkingand

socialinteraction.

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3. PROMOTEUNIVERSITYSUCCESS

CETLprovidessupporttoenrichthesuccessoftheUniversityasaninstitutionthroughleadershipdevelopment.

CETLpromotestheUniversity’ssuccessbycollaboratingwithotherunitsandprogramstoexecuteitsstrategicplan.CETLaspirestofacilitateanintegratedumbrellaofservicestoenhanceorganizationalandacademicleadershipacrosstheinstitution.

1. ToreinforceandpromoteOaklandUniversity’s

missionandstrategicplan.2. Tohaveanexpandedvoiceoncampus,and

collaboratewithotherprogramsthatarticulate“successforall.”

3. Toprovideresourcesandsupportforacademicleadership.

4. Topromoteadiverse,inclusivelearningenvironmentthatrespectsandvaluesindividualdifferences,andworkstosupportsuccessforstudents,facultyandstafffromunderrepresentedandmarginalizedgroups.

5. TopromoteOU’scommitmenttostudentsuccessintheacademicandgeneralcommunity.

6. Tocoordinatecentral,integratedservicesforFacultyDevelopmentandAcademicLeadership.

7. Toprovidesupporttodepartmentsandschools/collegeinprovidingmodelstosupportaligningcurriculum,curriculummappingandassessmentplans.

CULTIVATECETLSUCCESSInorderforCETLtosupportstudent,facultyandinstitutionalsuccess,weneedtoensuretheoverallsuccessofCETL’songoingprogramsandfuturegoals.InadditiontoongoingCenteroperations,marketing,communication,needsassessments,andevaluationandimpactofourprograms,additionalresources(staffpositionsandfunding)andtheProvost’ssupportwillberequiredtomeetaspirationalgoals.

1. TocontinuetopromoteandmarketCETL

programsandservices.2. Tocontinuetoassessanddisseminatetheimpact

ofCETLanddevelopandreviseprogramsandservicestomeettheneeds,requestsandinterestsofthefaculty,studentsanduniversity.

3. ToexpandtheCenter’sinvolvementinresearch,scholarlyactivityandseekingofgrants.

4. ForCETLande-LIStocollaboratecloselyforfacultysupportandservices(separatecentersbutcoordinationofservicesandlocationnexttoeachother).

5. ToexpandCETLtobeabletomeettheongoingandfutureneedsofOU.

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CETLStrategicPlanTable2–Outcomes,Deliverables,TimelineandOutcomeMeasures

OutcomesandDeliverablesarerankedaccordingtopriority,startingwiththosemostessentialtoCETL.

MISSIONSTATEMENTGOAL1:ENHANCESTUDENTSUCCESSCETLenhancesstudentsuccessbyprovidingpedagogicaldevelopmentonexemplarylearningandteachinggroundedinevidence-basedpractices.CETLworksinpartnershipwiththeuniversitycommunitytopromoteOaklandUniversity’sStrategicGoal#1:“tofosterstudentsuccessthrougharobustteachingandlearningenvironmentwithcomprehensivestudentsupportservices.”Inadditiontoretentionandprogramcompletionasmeasuresofstudentsuccess,CETLaimstopromoteauniversityculturethatvaluesandpromotesdeeplearning,whichmovesbeyondcontentknowledgetoincludecriticaldecision-making,effectivecommunication,personalandprofessionaldispositions,andconflictmanagementskills.Deeplearningfostersresilient,life-longlearnerswhoareproductiveandengagedglobalcitizens.

Outcomes DeliverablesTimeline

*additionalfundingrequired

OutcomeMeasures

1.Toprovidesupportinevidence-basedpracticetoenhancelearningandteachingpedagogy(e.g.servicelearning,experientiallearning,student-centeredlearning,inquiry-basedlearning,activelearning,team-basedlearning,problem-basedlearning,engagedlearning,facultyconnectionswithstudents).

a.Workshops Ongoing -Qualitativeanalysisoftopics/contentofresources/workshopsshowingevidencethisoutcomeaslistedinCETLAnnualReport

-Successfulparticipation(meanof10+participants)

-Successfulworkshopfeedback(valueofsession-meanscore4/5)

-CETLsurveysofperceivedimpactofresources(meanscore4/5).SurveyallCETLparticipantsevery3years

-Additionalformsofevidenceofimpactofresourcesasappropriate(asappropriatetoindividualparticipants)

b.FacultyDevelopmentInstitutes(year-longprograms)

Ongoing

c.LearningCommunities Ongoingd.ConfidentialConsultations Ongoinge.VirtualResources Ongoingf.QuickNotes Ongoingg.Conferences Ongoingh.InstructionalFairs

Ongoing

2.Topromoteaculturethatfocusesonstudentlearningthrougharobustteachingandlearningenvironment.

a.Provideworkshops,resources,support,templates,andguidelinesthatfocusesonlearningoutcomes,constructivealignment,authenticactivitiesandassessments,rubrics,highimpactpractices,reducingDFWI(D[grade],F[grade],withdraw[registrationstatus],incomplete[grade]),

Ongoing

-CETLsurveysofperceivedimpactofresources(meanscoreof4/5).SurveyallCETLparticipantsevery3years

-Additionalformsofevidenceofimpactofresources(asappropriatetoindividualparticipants)

-OU-widesurveystoincludeperceivedimpactofCETL(tobedevelopedat

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improvingsuccessingatewaycourses.

institutionallevel)-(meanvalue4/5)

b.Createanintensivefacultydevelopmentcourseoneffectiveteachingandlearning,bothinon-campusandonlineformats 3-5years*

-HighlightcoursedevelopmentinCETLAnnualReport

-Feedbacksurveyofcourse(4/5)

-Evidenceofimpactthroughanalysisofchangesimplementedbyfaculty

3.Topromotedeeplearningthatincludescontentknowledge,skillsandprofessionaldispositions(e.g.criticalthinking,problem-solving,effectivecommunication,conflictresolution,resiliency).

a.LearningtoLearnworkshops Ongoing -Qualitativeanalysisoftopics/contentofresources/workshopsshowingevidencethisoutcomeaslistedinCETLAnnualReport

-Successfulparticipation(meanof10+participants)

-Successfulworkshopfeedback(valueofsession-meanscoreof4/5)

-CETLsurveysofperceivedimpactofresources(meanscore4/5).SurveyallCETLparticipantsevery3years

-Additionalformsofevidenceofimpactofresources(asappropriatetoindividualparticipants)

b.Workshopsfacilitatedbyfacultywhoexhibitstrengthsinlearner-centeredteachingandstrongcontentdelivery.

Ongoing

c.TeachingTipsthatapplystudent-centeredteachingstrategiestospecificcontentareas.

Ongoing

d.LearningCommunities(allowforinterdisciplinaryandcontent-specificapproachestoteachingandlearning)

Ongoing

e.EstablishingDepartmentMentorswhospecificallyhelpcolleaguesestablishbestpracticesinteachingandlearningwithintheirdiscipline.

3-5years*

4.Tocreatepartnershipsandcollaborationswithstudentsupportservices(e.g.advising,DSS,studentsupportinitiatives,WritingCenter,TutoringCenter,DeanofStudents)toprovidetrainingforfacultyonwaystoenhancestudentsuccessinclassesandatOU.

a.StudentSuccessWorkshopSeries(e.g.LearningtoLearn) Ongoing -Annuallistofpartnerships

andcollaborationsbetweenCETLandotherstudentsupportservices

-OU-widesurveystoincludeperceivedimpactofCETL(tobedevelopedatinstitutionallevel)-(meanvalueof4/5)

b.SupportingStudentswithDiverseandSpecialNeedsWorkshopSeries

Ongoing

c.AddressingBehavioralIssuesWorkshopSeries

Ongoing

5.Tobeanactivepartnerwithstudent

a.Inviteandincludeprofessionalstaff(e.g.studentsupport Ongoing -Annuallistofpartnerships

andcollaborationsbetween

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supportservices,studentsuccessprogramsandDeanofStudentstocreateinitiativesthatwillfosterstudentsuccess.

staff)inallCETLprogramsandservices

CETLandotherstudentsupportservices

-OU-widesurveystoincludeperceivedimpactofCETL(tobedevelopedatinstitutionallevel)-(meanvalue4/5)

b.Beanactivecommitteememberofstudentsuccessinitiatives Ongoing

6.Toprovidetrainingandsupporttodepartments,programs,andschools/collegerelatingtolearningandteaching.

a.OrganizeChairsRetreat Ongoing -Annuallistofsupportprovidedtodepartments/schools

-Focusgroupfeedbackfromchairsonsupportandtraining(meanvalue4/5)

b.SupportChairs’Cornerwebpage Ongoing

c.Workwithchairsandprograms/unitstodevelopspecificsessionstomeetneeds

1-3years*

7.Toworkincollaborationwithe-LIStomodeleffectivelearningandteachingpedagogyusingevidence-basedpractice.

a.Meetwithe-LISmonthlytostreamlineeffortsandcollaborateonworkshopsandevents

Ongoing

-Annuallistofcollaborationswithe-LIS

-Qualitativeanalysisofintegrativecollaborationbetweene-LISandCETLasdescribedinannualreport(i.e.usingconsistentterminologyinsyllabi)

b.Expandcollaborationsandintegratedservices 1-3years*

8.Topromoteandsupportdiverselearningneedsinaninclusiveenvironment.

a.Createateamtoaddressanddevelopaninclusive,accessibleandADAcompliantlearningenvironmentthatsupportsUniversalDesignofLearning(UDL)

1-3years*

-Successfulcreationofcampus-wideteam

-Annuallistofinitiativesthatcampuswideteamhasestablishedandimplemented

-InCETLsurvey(every3years)andOUsurvey(tobedevelopedatinstitutionallevel)measureperceivedimpactofADA/UDLinitiatives(successifresultsshowpositiveincreaseofimpactovertime)

b.WorkwithDSS,e-LIS,TechnologySupportClientServices,DeanofStudentsandAcademicAffairstoestablishpoliciesandproceduresthatpromoteADAcomplianceandprinciplesofUDL

1-3years*

c.Developworkshopsthatpromotediverselearningneedsandinclusivelearningenvironments

Ongoing+1-3years*

9.Tolistentostudentvoicesastowhathelpsthemlearnmosteffectively.

a.StudentsforExemplaryTeaching(SET)Forum Ongoing -Focusgroupfeedbackfrom

studentsb.Whenobservingfaculty,ask

studentshowtheinstructorpromotesorcouldpromotetheirsuccess

Ongoing

c.Memberofstudentsuccessinitiatives Ongoing

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MISSIONSTATEMENTGOAL2:SUPPORTFACULTYSUCCESSCETLprovidessupportforfacultysuccessthroughprofessionaldevelopment.CETLviewsfacultysuccessasonenecessarycomponentforstudentsuccess.Inadditiontoprovidingopportunitiestodeveloptheirpedagogicalpracticesandcreatestudent-centeredlearningenvironments,wesupportthetotalprofessionalwellnessofitsfacultyandgraduatestudents.Weprovidefacultymemberssupportthroughouttheiracademiccareers,includingtheirtransitionintotheuniversityandacademiclives,theirmid-careerengagement,andtheirrolesasleadersintheuniversity,profession,andcommunity.

Outcomes DeliverablesTimeline

*additionalfundingrequired

OutcomeMeasures

1.TocreateandpromoteacultureatOUthatvaluesandrecognizesexcellenceinlearningandteaching.

a.Promoteincreasedvalueofteachingandlearningintenurereviewdocuments

1-5years

-Successfulinclusionoflanguageintenurereviewdocuments

-InclusionoflistofCETLparticipationincludedintenuredocuments

b.CollaboratewiththeSenateCommitteeforTeachingandLearninginsupportingandrecognizingtheTeachingExcellenceAwardwinners

Ongoing

-HighlightinCETLAnnualReporttheworkshopledbyTeachingAwardwinnersanddata/infoonFacultyFellow,workshops/eventstheyfacilitatedc.Recognizeteachingexcellence

throughtheFacultyFellowsprogram

Ongoing

d.Engageexemplaryfacultytoleadworkshops,instructionalfair,conferencesandotherCETLprograms

Ongoing

e.Createasystemforstudentsto“recognize”facultyexcellencethroughcommentcertificates

3-5years* -Successwhensystemisdevelopedandimplemented

-Feedbackfromstudentsandfacultyastovalueofsystem

2.ToworkwiththeOfficeoftheProvost,AcademicAffairs,chairs/departmentsandschools/collegetocreatebestpracticesinassessmentofteachingeffectiveness.

a.Createataskforceforcourseevaluationsandteachingeffectiveness

1year -Taskforceestablishedin2016

-Establishmentofpilotcourseevaluationestablishedandpilottestedin2016

-Revisedcourseevaluationadoptedbyuniversitywithin2-5years

-Policiesandproceduresdevelopedandimplementedwithin2-5years

-Triangulationofevidenceofteachingeffectiveness

b.Torecommendbestpracticesincourseevaluations

1year

c.Developrevisedcourseevaluationquestions

1-2years

d.Torecommendasystemincludingpoliciesandproceduresforcourseevaluations

Ongoing+1-3years

e.Torecommendbestpracticesintriangulationofevidenceofteachingeffectiveness

Ongoing+1-5years

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f.Torecommendbestpracticesinprotocolclassroomobservations

1-5years adoptedandreflectedintenuredocumentwithin3-5years

g.Torecommendbestpracticesinreflectivenarrativesandteachingdossierstobeusedfortenureandreviewpurposes

Ongoing+1-5years

3.Toprovidesupporttonewfullandpart-timefacultytoaidintheirsuccessinteaching,transitioningtoanacademiccareerandtotheOaklandcommunityculture.

a.WelcomeDinner(forfull-timefaculty)

Ongoing -Feedbacksurveys(mean4/5)oneffectivenessofprogramsandservices

-HighlightsreflectedinCETLAnnualReports

-Assessmentincludedonvalueoftheseprogramsin3-yearCETLSurvey

-FrequencyofnewfacultyparticipationinCETL

b.NewFacultyOrientation Ongoingc.Pre-Orientationworkshops

(forfull-timefaculty)Ongoing

d.NewFamilyOpenHouse(meetthefamilies)

Ongoing

e.VirtualNewFacultyOrientation

1-3years*

f.Part-TimeFacultyOrientation Ongoingg.FacultyHandbook Ongoingh.NewFacultyWebResources–

NewFacultypageOngoing

i.TipsforNewFaculty–ToGetYouGoing

Ongoing

j.MentoringProgram(forfirstthreeyearsatOU)

Ongoing

k.NewFacultyBreakfast(toreflectonfirstyear)

Ongoing

l.TocoordinateandcollaboratewithAHR

1-3years

4.ToenhancetheScholarshipofTeachingandLearning(SoTL)asavaluedandrecognizedmethodofresearchandtoimproveone’sownteachingpedagogythroughthissystematicscholarlyprocess.

a.Resources(comprehensiveSoTLwebpage)

Ongoing -EvidenceofSoTLreflectedinteachinggrants,conferencepresentations,publications

-ListoffacultypublicationsonSoTL

-HighlightslistedinCETLAnnualReport

-EstablishmentofCETLpublication(i.e.book,journal)

b.TeachingGrants Ongoingc.Providesupportforfacultyto

attendLillyTeachingandLearningConferenceandadditionalconferenceopportunities

Ongoing

d.FacultyresearchandpublicationsfromCETL

3-5years*

e.ToworkwithOfficeofResearchAdministrationtostreamlineIRBproceduresforSoTL

1-3years

5.Topromotereflectivepracticeforongoingenhancementofteachingandlearning.

a.Provideclassroomobservations(formativefeedback)toindividualfacultywithconfidentialfeedback

Ongoing -CETLsurvey(every3years)andfocusgroupsonvalueofreflectivepractice(mean4/5)

73

b.Topromoteamodelofformativeassessmentforongoinggrowthanddevelopment

Ongoing

6.Toenhancevirtualresourcesinordertoincreasefacultyaccessibilitytosupport.

a.Website Ongoing -ListedinCETLAnnualReport-CETLsurvey(every3years)assessmentofvirtualresources(4/5)

-Participationinvirtualresources,measuredbywebtraffic,views,attendanceandactiveparticipation.

b.Onlinemodules Ongoingc.Instructionalvideos Ongoing+

1-3years*d.QuickNotes Ongoing+

1-3years*e.Handbooks Ongoing+

1-3yearsf.InteractiveVirtualFaculty

DevelopmentOngoing+1-3years*

g.VirtualNewFacultyOrientation

3-5years*

h.InteractiveVirtualMentoring 3-5years*i.Additionalvideos 1-3years*j.Linkstootherresources Ongoing+

1-3years*k.Socialmedia Ongoing+

1-3yearsl.Editedrecordingofworkshops 1-3years*m.Webinars 1-3years*

7.Tovalueandsupportpart-timefaculty.

a.Providepart-timefacultyorientation

Ongoing -Feedbacksurveys(mean4/5)oneffectivenessofprogramsandservices


-Assessmentincludedonvalueoftheseprogramsin3yearCETLSurveys

-Participationinresourcesoncampusandonline,measuredbywebtraffic,views,applications,attendanceandactiveparticipation.

b.Providevirtualaccesstoallworkshopsandresourcesduetolimitedopportunitytoattenddaytimesessions

Ongoing

c.Enhanceandexpandvirtualresourcesforpart-timefaculty

3-5years*

d.Virtualconsultationsbyphoneorintheeveningwithpart-timefaculty

3-5years*

e.Toinviteandincludepart-timefacultyinallCETLprograms/services

Ongoing

f.Toinvitepart-timefacultytoapplyforteachinggrantsandtravelgrants

Ongoing

g.Developnewprogramsandeventsspecificallyforpart-timeinstructors

3-5years* -Feedbacksurveys(mean4/5)oneffectivenessofprogramsandservices


74

-Assessmentincludedonvalueoftheseprogramsin3yearCETLSurveys

8.Toprovidetrainingandsupportforgraduateteachingassistantsandfuturefaculty.

a.ProvideyearlongTAseries Ongoing -FeedbacksurveytoGTAsofvalueofservices(4/5rating)b.Teachingresourcesfor

GraduateStudents3-5years*

c.CreateahandbookforGraduateTeachingAssistants(GTAs)

3-5years*

d.WorkwithfacultywhohaveGTAstocoordinatetrainingandsupport

3-5years

e.WorkwithGraduateStudytoenhancetrainingandsupportforGTAs

3-5years

f.Todevelopandimplementa3-or4-creditcourseinTeachinginHigherEducationforGraduateTeachingAssistantsandFutureFaculty(creditsgrantedthroughSEHS)

3-5years*

9.Toprovideopportunitiesfornetworkingandsocialinteraction.

a.FacultyandStaffSocialHours Ongoing -HighlightsreflectedinCETLAnnualReport

-Assessmentincludedonvalueoftheseprogramsin3-yearCETLSurvey

b.Futurefacultylounge 3-5years*c.SocialHandbook Ongoing

75

MISSIONSTATEMENTGOAL3:PROMOTEUNIVERSITYSUCCESSCETLprovidessupporttoenrichthesuccessoftheUniversityasaninstitutionthroughleadershipdevelopment.CETLpromotestheUniversity’ssuccessbycollaboratingwithotherunitsandprogramstoexecuteitsstrategicplan.CETLaspirestofacilitateanintegratedumbrellaofservicestoenhanceorganizationalandacademicleadershipacrosstheinstitution.

Outcomes Deliverables Timeline*additionalfunding

requiredOutcomeMeasures

1.ToreinforceandpromotetheOaklandUniversity’smissionandstrategicplan.

a.CreatestrategicplanthatalignswithOUstrategicplanfocusingonstudentsuccess

Ongoing+1year

-CETLstrategicplancompletedin2016

-AnnualReportsandCETLsurveystodemonstrateevidenceofprogramsandservicestosupportOUstrategicplan

2.Tohaveanexpandedvoiceoncampus,andcollaboratewithothersprogramsthatarticulate“successforall.”

a.TointeractwithProvost,AssociateProvostandAcademicAffairs

Ongoing+1-5years

-CETLstrategicplancompletedin2016


b.Tointeractwithchairsanddeansoninitiatives

1-3years

c.TointeractwithGeneralEducation

1-3years

d.TointeractwithAssessmentCommittee

1-3years

3.Toprovideresourcesandsupportforacademicleadership.

a.ChairRetreats Ongoing+1-3years*


b.Chairresources(e.g.Chair’sCorneronwebsite)

Ongoing+1-3years*

c.Guestspeakers 1-3years*d.ChairsResourceGuide 1-3years*e.Additionalleadership

opportunities3-5years*

f.TocreateandfundaChairsFellow(onedayaweek)positiontocoordinateleadershiptrainingandsupport

1-2years*

4.Topromoteadiverse,inclusivelearningenvironmentthatrespectsandvaluesindividualdifferences,andworkstosupportsuccessforstudents,facultyandstafffromunderrepresentedandmarginalizedgroups.

a.WithinCETLprogramsintegrateinclusive/diversecontent,languageandservices

Ongoing -HighlightinAnnualReports

76

5.TopromoteOU’scommitmenttostudentsuccessintheacademicandgeneralcommunity.

a.ProvideOU-WindsorTeachingandLearningConference

Ongoing -Feedbacksurveyfollowingconference(4/5rating)

-HighlightinAnnualReportsb.Takealeadershiprolein

regionalfacultydevelopmentopportunities

Ongoing

c.Additionalopportunitiesfordisseminationofresourcestosupporttheacademiccommunity

1-3years

6.Tocoordinatecentral,integratedservicesforFacultyDevelopmentandAcademicLeadership.

a.Unifiedregistrationforallworkshops,training(CETL,e-LIS,technology,Library,Researchsessions)

3-5years* -Establishmentofuniversitywide-servicesovernext5years

b.Unifiedmarketingandpromotion(e.g.weeklyregistrationscheduler)

3-5years*

c.Unifiedcalendarofevents/programs

3-5years*

d.FacultyandStaffresourcescentrallylocatedonwebsite

3-5years*

7.Toprovidesupporttodepartments,schools/collegeinprovidingmodelstosupportaligningcurriculum,curriculummappingandassessmentplans.

a.Offercurriculummappingandresourcesfordepartmentsasrequested

3-5years* -ListedinAnnualReports-Surveysofdepartmentsafterservicesprovided(4/5ratings)

77

ESSENTIALMISSION:CULTIVATECETLSUCCESSInorderforCETLtosupportstudent,facultyandinstitutionalsuccess,weneedtoensuretheoverallsuccessofCETL’songoingprogramsandfuturegoals.InadditiontoongoingCenteroperations,marketing,communication,needsassessments,andevaluationandimpactofourprograms,additionalresources(staffpositionsandfunding)andtheProvost’ssupportwillberequiredtomeetaspirationalgoals.

Outcomes Deliverables Timeline*additionalfunding

requiredOutcomeMeasures

1.TocontinuetopromoteandmarketCETLprogramsandservices.

a.WeeklyScheduler Ongoing -HighlightsandlistsinAnnualReportsb.Newsletter Ongoing

c.Website Ongoingd.SocialMedia Ongoinge.Additionalmarketingandcommunication

1-3years*

2.TocontinuetoassessanddisseminatetheimpactofCETLanddevelopandreviseprogramsandservicestomeettheneeds,requestsandinterestsofthefaculty,studentsanduniversity.

a.NeedsAssessments Ongoing -Feedbacksurveysofworkshopsandprograms(mean4/5ratings)-CETLSurvey(every3years)–(ratings4/5)-OUsurveysthatincludequestionsaboutCETL

b.Feedbackonprograms Ongoingc.University-widesurveys 3-5yearsd.Feedbackon“impact” Ongoinge.AnnualReport

Ongoing

f.EstablishexternalreviewofCETL

3-5years -IncludeinHLCandaccreditationreports-SendCETLAnnualReviewtopeerinstitutionsforreview

3.ToexpandtheCenter’sinvolvementinresearch,scholarlyactivityandseekingofgrants.

a.Increasedpublicationsonteachingandlearning,andprogramevaluation

3-5years* -ListofSoTLpublicationsovernext5years-SuccessfulfundinggranttoexpandCETLservicesin5years

b.WritingofgrantstoenhanceCenter

3-5years*

4.ForCETLande-LIStobecomeamoreintegratedone-stopserviceforfacultysupportandservices(separatecentersbutcoordinationofservicesandlocationnexttoeachother).

a.Createajointproposalwithe-LIStocreatealigned,integrateservices

1year -SubmitproposaltoOfficeoftheProvostandbegintomoveforwardwithin1year

b.Increasecoordinationofservicesandmarketing

1-3years -Increasedcoordination

c.MoveCETL’sphysicallocationbesidee-LIS

3-5years* -Completerelocationnexttoe-LIS

5.ToexpandCETLtobeabletomeettheongoingandfutureneedsofOU.

a.AddChairFellowposition(1dayaweek)

1year* -Establishandfillpositionwithin1year

b.Model#1–Createfull-timeMediaSpecialist/Manager

1-3years* -Establishandfillpositionswithin1-3years

78

(expand½timetofulltime)+fulltimeAssistantDirector+fulltimeEventPlanner=2½newfull-timepositions),plusexistingdirectorandclericalstaff

c.Model#2–Createfull-timeAssistantDirector(virtualtrainingandresources,additionalsupportforworkshopsandconsultations)+EventPlanner/MediaManager(tocontinuedoingallmediaandmarketingpromotions,includingwebsite,scheduler;doalleventplanning/coordinationofscheduling=2full-timepositions),plusexistingdirectorandclericalstaff

1-3years*

d.Restructureclericalpositiontofocusonclericalrolesincludingfinancialmanagement(currentlyourclericalassistantisoureventplanner)

3-5years* -Establishandfillpositions

e.Relocatetoprovideadditionalspaceandofficesinacentrallocation(i.e.nearorinlibrary);neare-LIStocontinuecollaborations

3-5years* -AdditionalofficespaceatCETL-Relocatetonewsite(libraryextension)

79

80

Acknowledgements

ItiswithgreatprideandgratitudethattheCenterforExcellenceinTeachingandLearning(CETL)atOaklandUniversitypresentsourStrategicPlan2016-2021.ThiswasoneofthebestexamplesofeffectivecollaborationthatIhavebeeninvolvedwith.WewouldliketothanktheProvost’sOffice,andinparticular,SeniorAssociateProvost,SusanAwbreyforhercontinualguidance,leadershipandsupportofCETLandhercommitmenttoteachingandlearningatOakland.

OurstrategicplanisourwayofactualizingtheOaklandUniversity’sStrategicPlan,andinparticularGoal#1:Fosterstudentsuccessthrougharobustteachingandlearningenvironmentandcomprehensivestudentservices.

WeextendourappreciationfortheoverallleadershipoftheUniversity’sStrategicPlantoPresidentGeorgeHynd,ProvostJimLentiniandVicePresidentforStrategicPlanning,BettyYoungblood,andtotheStrategicPlanGoal#1CommitteechairedbyPatriciaWrenandherentireteam.

Thisplantookmorethanninemonthsindevelopment.OurthankstotheCETLAdvisoryBoard(SusanAwbrey,JohnCorso,DavidHammontree,KimHolka,SuzanneFlattery,ChrisKobus,KristaMalley,ChristinaMoore,RodneyNyland,ThomasRaffel,JuliaRodriquez,MarkSimon,WilliamSolomonson,KathleenSpencer,SaraWebb,andDianeUnderwood)fortheircontinualdiscussions,insights,revisionsandrecommendations.WearegratefultoourFacultyFellows(JohnCorsoandKathleenSpencer)andtheothersontheAdvisoryBoardStrategicPlanSub-Committee(DianeUnderwoodandThomasRaffel)fortheirhoursofworkinensuringeverywordwascheckedanddoublechecked.Andfinally,andmostimportantly,toChristinaMooreforhernever-endingandtirelesswork.Shewasabletotransformgoalsandideasintoanarticulatelywritten,comprehensive,welldesignedplan.

Wearelookingforwardtoimplementingthisplanoverthenextfiveyears!

Respectfully,

JudyAbleser,PhDDirectoroftheCenterforExcellenceinTeachingandLearning(CETL)[email protected]

81

APPENDIXB:WorkshopParticipationEnrollment

Report for dates : 7/1/2015 - 6/30/2016

Course Name Total Scheduled Instances

Total Enrollments

Academic Service Learning(ASL) - Share your Experiences, Ask Questions

1 4

Achieve Your Goals Through Improved Student Reading 1 7

Active Learning Strategies 1 14

Authentic Assessment and Rubrics 1 10

Balancing Teaching & Research in the STEM Fields 1 20

CAS Literacy Theme: Writing on the Wall, book by Tom Standage 1 4

Chair and Program Director Retreat (for Chairs, Program Directors, Deans & Assoc. Deans only)

1 61

Chairs Forum 1 10

Chairs Forum: Dealing with Difficult People and Situations 1 18

Chairs Forum: Managing the Role of Chair - Learning from our Peers 1 13

Classroom Technology - New Faculty 1 23

Coffee & Conversation with the President on Teaching and Learning 1 24

Coffee & Conversation with the Provost on Teaching and Learning 2 36

Creating a New Learning Community 1 5

Dealing With Classroom Behavior Challenges 1 14

Developing Your Syllabus - New Faculty 1 19

Digital Organization 1 2

Digital Organization 1 2

Effective Lesson Planning 1 15

Emergency Preparedness and Report/Support Behavior Concerns 1 16

Enhancing Your Course with ASL - Tips for effectively designing & implementing ASL into your course/program

1 13

Faculty Feedback: Focus Group 1 8

Faculty Feedback: Providing Early Feedback to Students 1 21

82

Google Forms 1 5

Grade Book 1 2

Graduate Teaching Assistant Series Orientation 1 28

Guns on Campus? 1 11

Helping Students Develop Reading Expertise 1 11

Learning Outcomes and Constructive Alignment 1 11

Learning to Learn 1 11

Managing Email 1 6

Meditation in the Classroom: Helping Your Students Find Peace in an Anxious Time

1 14

Mindfulness in the Classroom: Exercises for Your Students to Focus on Class Content

1 21

Models for Faculty Mentoring 1 26

Moodle: OU's Learning Management System - New Faculty 1 22

New Faculty Breakfast - March 29, 2016 1 31

New Faculty Workshop Lunch 1 23

New Full-time Faculty Orientation (August 25, 2015) 1 54

New Full-time Faculty Welcome Dinner (August 24, 2015) 1 65

New Part-time Faculty Orientation (August 26, 2015) 1 44

Operationalizing Transformative Learning: Installing Tools and Processes to do "TL" on Campus

1 34

Organizing References for Research 1 7

Orientation to Mentoring Support for Emerging Faculty FDI (Faculty Development Institute)

1 18

Orientation to Teaching with Technology for Technophobes FDI (Faculty Development Institutes)

1 7

Orientation to Team-Based Learning (TBL) FDI (Faculty Development Institute)

1 11

Overview of ASL and the OU Initiatives 1 20

Paperless Grading 1 4

Promoting ADA (Americans with Disabilities Act) and UDL (Universal Design of Learning) at OU

1 2

Reading Across the Curriculum 1 13

Social Media Tips for Teaching and Scholarship 1 16

83

Strategic Plan - Goal #1: Student Success & Teaching and Learning 1 8

Student Forum (SET) - Session I - Fall 2015 1 3

Student Forum (SET) - Session II - Fall 2015 1 0

Student Forum (SET) I - Winter 2016 1 4

Student Success Strategies 1 14

Students with Autism Spectrum Disorder in College 1 16

Supporting Students to Succeed in the STEM Fields 1 22

Supporting Students with Special Needs & Disability Support Services 1 14

Teaching and Learning at OU - New Faculty 1 22

Teaching Award Winners 1 30

Teaching Squares 1 8

Teaching Tips 1 10

Tenure and Teaching Effectiveness -CANCELLED 1 1

The Active Shooter on Campus 1 27

The Un-workshop: Using Teaching and Learning Books and Resources 1 8

Tl;dr (Too Long; Didn't Read): Why Reading & Writing Matter 1 12

Transformative Teaching & Learning Conference Theme: Writing a Winning Proposal

1 21

Work-Life Balance: Managing your Service Commitments 1 21

Working in the Cloud 1 9

Writing an Effective Teaching Grant 1 21

Totals: 71 1147

84

OrganizationSummary

Organization Total Enrollment

Total Unique Students

not resolvable 201 186

2154 - Academic Affairs 7 4

0460 - Accounting & Finance 3 3

2609 - Admissions 1 1

3529 - Alumni Engagement 1 1

0138 - Art & Art History 19 10

0020 - Arts & Sciences 20 6

8787 - Arts & Sciences Advising 7 3

0305 - Biological Sciences 26 11

0030 - Business Administration 10 5

0012 - CAS Continuing Education 0 0

5337 - Campus Rec-Member Sales HRS Adm Org 1 1

5330 - Campus Recreation 3 3

3348 - Career Services 4 3

2163 - Center - Excellence in Teach/Learng 26 2

0289 - Center for International Programs 19 4

0107 - Center for Student Activities 4 4

0542 - Chemistry 19 5

2372 - Classroom Support/Tech Services 1 1

1664 - Communication & Journalism 34 6

7159 - Communications & Marketing 2 1

2064 - Computer Science & Engineering 20 5

1770 - Counseling 5 3

0880 - Decision & Information Science 12 5

6227 - Dept of Organizational Leadership 17 8

3210 - Disability Support Services 1 1

0645 - E-Learning & Instructional Support 5 1

0630 - Economics 11 5

85

0040 - Education & Human Services 8 3

1332 - Educational Resource Laboratory 1 1

2185 - Electrical & Computer Engineering 9 5

0050 - Engineering & Computer Science 15 9

0666 - English 27 8

0683 - Exercise Science 3 1

0060 - Eye Research Institute 3 1

3154 - First Year Advising Center 8 6

2347 - Graduate Study 2 1

0070 - Health Sciences 47 13

0763 - History 11 4

0120 - Honors College 1 1

2055 - Human Development & Child Study 8 5

0414 - Inclusion & Intercultural Initiatvs 1 1

2095 - Industrial & Systems Engineering 4 3

2669 - Institutional Research 1 1

0080 - Library 43 11

0957 - Linguistics 10 6

0780 - Management & Marketing 32 6

1038 - Mathematics & Statistics 32 9

2102 - Mechanical Engineering 31 5

1107 - Modern Languages & Literatures 13 7

1203 - Music, Theatre & Dance 6 3

0090 - Nursing 66 12

5379 - Oakland Center 1 1

0109 - Oakland Post HRS Adm Org 1 1

2701 - Office of Research Administration 1 1

2164 - Office of the Senior Assoc Provost 9 4

1233 - Philosophy 12 6

0738 - Physical Therapy 15 4

1283 - Physics 9 4

86

7439 - Planned Giving 1 1

1346 - Political Science 15 7

4285 - President 2 2

1461 - Psychology 21 8

2800 - Reading & Language Arts 15 8

2621 - Registrar 1 1

1037 - SHS - Health Sciences Program 4 1

0100 - School of Medicine 55 21

1495 - Sociology & Anthropology 18 12

3138 - Student Affairs 2 2

6226 - Teacher Develop & Educ Studies 12 6

3102 - Tutoring Center 3 3

1663 - Writing & Rhetoric 64 15

ParticipantTypeSummary:Workshops

Participant Type Total Enrollment


Faculty - Assistant Professor 300 72

Faculty - Associate Professor 138 59

Faculty - Dean 16 7

Faculty - Full Professor 95 29

Faculty - Part Time Faculty 47 20

Faculty - Special Instructor 47 12

Faculty - Special Lecturer 116 33

Graduate Assistant 27 23

Other 2 2

Staff - Administrative 133 57

Staff - Clerical Technical 12 5

Student Employee 8 6

Unassigned 185 179

87

PositionSummary:Workshops

Position Total Enrollment


not resolvable 201 186

GA - Graduate Assistant 34 21

ST - Student 9 7

AA - WD-Academic Administrator 48 13

DD - WD-Academic Dean 18 9

PF - WD-Admin Professional FT 80 46

PP - WD-Admin Professional PT 3 1

CA - WD-Casual 6 4

CF - WD-Clerical Tech Full-Time 11 4

CP - WD-Clerical Tech Part-Time 1 1

EE - WD-Executive 4 3

FF - WD-Faculty 470 146

IF - WD-Individual Contract FT 2 2

LL - WD-Part-time Faculty 60 23

FM - WD-School of Medicine Faculty 45 15

LS - WD-Special Lecturers 108 32

TE - WD-Temporary 0 0

VF - WD-Visiting Faculty 26 12

88

APPENDIXC:FacultyDevelopmentInstitutes(FDI)Feedback

MentoringEmergingFaculty:FDIMid-YearFeedback(3Responses)

Ratevalueofseries:

Aspectsyouvalue: Anychanges: Specifictopics/skillstoaddress:

Additionalcomments:

4 DiscussingexperienceswithotherfacultymembersandlearninghowtheyresolvedissuesthatIhavebeen

having.

N/A Dealingwithproblemstudents.

N/A

4 IvaluebeingabletomakeconnectionswithotherearlycareerfacultyoutsideofmydepartmenthereatOU,andhavingasafespacetodiscussconcernsorissuesImaybe

having.

Ithinkitwouldbehelpfultosettleonalistoftopicsfortheremainderoftheseriesbeforethesecondhalfgets

started(whichmaybeabletobe

accomplishedviaemailoraquick

survey).It'shelpfultoknowinadvancewhatwillbediscussedateachsession,soIcanplanmyownschedule

accordingly.

SomepotentialtopicsIcouldsee

beingusefulwouldbe:

preparingforthefirstreview(forthoseofusonthetenure-

track);discussingstrategiesforcarvingoutwritingtime;

howoneactuallygoesabout

findingapositivementor(howdoyouactuallyknowwhothe

'door-opener'vs.the'door-

closers'are?).

N/A

4 Timewithotherfacultytodiscusshighsandlows

N/A N/A N/A

89

MentoringforEmergingFacultyFDI:Year-EndSurvey(3Responses)

1. Ihave/willbeabletoapplyconceptsandskillslearnedthroughthisFDI.• 4• 5• 4

2. HowwouldyouratetheFDIgenerally?• 4• 5• 4

3. IwillcontinuetoparticipateinprogramsandservicesofferedthroughCETL.• Maybe• Yes• Yes

4. Listanddescribesomeconcepts,skills,andstrategiesthatyouhavebeenabletouse(orwillbeabletouse).

• N/A• Lookingfordooropenersandclosers,Work-lifebalance,Usingresourcesoncampus• Classroommanagementskills,timemanagementskills,goaldevelopmentskills

5. WhatwerethehighlightsandstrengthsofthisFDI?• GettingtoknowotherpeoplenewtoOaklandwasprobablythebiggestbenefitof

thisFDI.• Receivingmentorshipfrommoreexperiencedfacultyandsharingperspectiveswith

othernewfaculty• Beingabletomeetothernewfacultyacrosscampus;alsobeingabletocarveout

timeformyownpersonalandprofessionaldevelopment6. WhatrecommendationscanyouofferforchangestothisFDI?

• N/A• Ican'tthinkofanyrightnow!Itservedmewell• WhiletherewasanattempttoprovidesomestructuretotheFDI,Ioftenfound

myselffeelingasthoughIwassittinginoncounselingsessionsforvariousotherparticipants.Forexample,onemembermightmentionaveryspecificissuethattheyweredealingwith,whichwouldleadtoalengthybackandforthbetweenthatonepersonandthefacilitator.Itmightbehelpfultostructuresomesessionslikeabook/articleclub,ortaketurnshaveparticipantsleaddiscussionsonvarioustopicsthroughouttheyear.

7. Whatfutureworkshops,programsorservicesshouldCETLoffer?• N/A• N/A• N/A

8. Othercomments• N/A• N/A

90

• Thankyou!IamgladthatItookpartinthis,andengaginginboththisFDIaswellasotherCETLworkshopsreallyhelpedmetostartfeelinglikepartoftheOUcommunity.:)

9. ThismentoringgroupsupportedmytransitiontoOaklandUniversity• 5• 5• 5

91

Team-BasedLearning:FDIMid-YearFeedback(5Responses)

Ratevalueofseries:


Additionalcomments:

5 Theknowledgeoftheinstructorsandthe

materialsprovided.Also,makingusgothroughtheexcerciseofcreatingour

ownTBLmaterial

N/A Iamlookingforwardtothefacilitationandscholarshipsessions.

MaybeincludehowtofindcurrentlyavailableTBLson

theTBL-CandMedEdPortalwebsitesinoneofthesessions(probablynotnecessarytomakethatits

ownsession)

N/A

4 Simulatingteambasedlearningintheworkshops.

AdditionalresourcesalthoughIunderstandwehavenowhaveaccesstoonline

resources.Additionalexamples.

ClassroommanagementGrading

Overallimplementationreview

5 TheTBLformatoflearningaboutTBL

N/A N/A

5 Allaspects. N/A N/A

5 LearningthemechanicsofTBL.

Moreflexibilityinmeetingtimes.Icouldnotmakeittothelast

meeting.

N/A

92

Team-BasedLearningFDI:Year-EndSurvey(3Responses)

1. Ihave/willbeabletoapplyconceptsandskillslearnedthroughthisFDI.• 5• 5• 5

2. HowwouldyouratetheFDIgenerally?• 5• 4• 5

3. IwillcontinuetoparticipateinprogramsandservicesofferedthroughCETL.• Yes• Yes• Yes


• CreateaTBLmodule,SubmitTBLmoduleforpublication• WritingiRATSandtRATSandimplementingteam-basedstrategies• All.

5. WhatwerethehighlightsandstrengthsofthisFDI?• SeeingexampleofTBLbylearningaboutTBLinaTBLformatmostofthetime• Simulatingteam-basedlearninginworkshops.Goodoverviewofeachstep.• 1)Experiencedtrainers

2)Conveniencetotraninees3)Effectiveness4)ImmediateUsefulness

6. WhatrecommendationscanyouofferforchangestothisFDI?• N/A• Mostoftheinfowasdirectedtowardsmedicalschoolfaculty,soitwouldhave

beenhelpfultoseematerialsandexamplesoutsideofthisconcentration.• N/A

7. Whatfutureworkshops,programsorservicesshouldCETLoffer?• N/A• N/A• N/A

8. Othercomments• N/A• N/A• ThisTBLtrainingworkshopisexactlywhatIneed.Iappreciateyourofferingthis

convenientopportunity.

93

TeachingforTechnophobes:FDIMid-SemesterFeedback(0Responses)

Ratevalueofseries:


Additionalcomments:

TechTipsforFacultyFDI:Year-EndSurvey(1Response)

1. Ihave/willbeabletoapplyconceptsandskillslearnedthroughthisFDI.• 5

2. HowwouldyouratetheFDIgenerally?• 5

3. IwillcontinuetoparticipateinprogramsandservicesofferedthroughCETL.• Yes

4. Listanddescribesomeconcepts,skills,andstrategiesthatyouhavebeenabletouse(orwillbeabletouse).• labelsfore-mails,Googledocs

5. WhatwerethehighlightsandstrengthsofthisFDI?• Technicaloptionswhichareconsideredgeneralknowledgewerediscussed.

6. WhatrecommendationscanyouofferforchangestothisFDI?• Consistentremindersofupcomingofferingswouldhelp.

Thereweresomelocationchangeswhichcausedconfusionanddelaysinattendance.

7. Whatfutureworkshops,programsorservicesshouldCETLoffer?• Exceluses

SPSSQualtrics

8. Othercomments• N/A

94

APPENDIXD:GraduateStudentTeachingAssistantSeriesFeedback

GradTeachingAssistantSeries:Mid-YearFeedback(2Responses)

Ratevalueofseries:


Additionalcomments:

5 Ivaluetheinteractivediscussionswhichprovideopportunitiestoencourageactivelearning.Themore

informationthatyougatheraboutteachingthemoreyoucanmakeinformedchangesthatwillbebeneficialtoyouasyoudevelopasateacher.Ialsovaluethepersonwhoisleadingdiscussionsandwho

createsacomfortableclassroomenvironment.

Nochanges.Everythinglooksgreat.

Jobinterviewtips.Resume

tips.

Noadditionalcomments.

4 Ivaluethepracticalaspectsoftheseries.Mylong-term

careerplansincludeteaching,sotrainingintheareasoflessonplans,syllabuspreparation,teaching

philosophy,andinterviewprepareallveryimportantto

me.

Iwouldmaketheseriesevenmore

"technical".Whilethephilosophicalaspects

ofteachingandlearningarecertainly

important,thepracticallessonsare

muchmoreimmediatelyapplicable.

Iwouldlikethemechanicsofactualin-classteachingtobeexamined.

Sofar,thisserieshasproved

enlighteninganduseful.I'mgladI

signedupandstuckwithit.

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GraduateTeachingAssistantSeries:Year-EndSurvey(1Response)

1. Ihave/willbeabletoapplyconceptsandskillslearnedthroughthisseries.• 5

2. HowwouldyouratetheGTAseriesgenerally?• 5

3. IwillcontinuetoparticipateinprogramsandservicesofferedthroughCETL.• Yes


• TheresourcesprovidedbytheProf.touseforteachingathigherlevel.1)ThebestconceptwastoworkwithstudentsasateamwhilekeepingthestatusofInstructor.2)Understand,andvalueculturalbackgroundofstudents.3)Communicatewithstudents.4)Explainandbeclearaboutassignmentswhilemakingsyllabus.5)KeepateachingJournalforyourownanalysisofteaching.

5. Whatwerethehighlightsandstrengthsofthisseries?• Groupdiscussionsandteachingdemonstration.

Supportandprof.'sfullcommandonthesubjectofteaching.6. Whatrecommendationscanyouofferforchangestothisseries?

• Inviteandprovideawarenessofthisprogramtomorestudents.Studentsdonotunderstandthevalueofthisclass.ItshighlyvaluableclassforGraduateassistantsandnewteachers.

7. Whatfutureworkshops,programsorservicesshouldCETLoffer?• Providelittlemoreindepthinformationabouthowtoaccessjobopportunities

andapply.Infact,helpstudentsfindthejobsrelatedwiththeirfieldofwork/study.

8. Othercomments• Itwasanamazingandfullofinformationclass.Verywellplannedandtaughtby

theprof.Thedinnerwasabighelpasithelpedeveryonefeelateaseandworkbetteroneveryone’spart.

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APPENDIXE:NewFacultyYear-EndFeedbackNewFacultyReflectionFormResponses(5Responses)

Position/Rank:AssistantProfessor

1. Highlights:ThebreadthofsupportI'vereceivedfrombothmycolleagues,aswellasvariousofficesacrosscampus,particularlyCETL.I'vealsocompletedtwonewpreps(acrossthreeclassesthisyear),publishedanotherarticle,andobtainedgrantfundingforasummerresearchproject.

2. Challenges:Somechallengeshaveincludedfindingbalanceacrossmyresearchandteachingresponsibilities,navigatingdepartmentalpolitics,andstandingmygroundintheclassroomwithstudents.

3. Didyoureceivesupport?Fromwhom?:Yes!Thenewfacultyorientationwasfantastic,andIhavealsoreceivedstrongsupportwiththeprogramsandmentoringFDIatCETL.Mydepartmenthasalsobeenverysupportive-inparticular,myfacultymentor,LizabethBarclay,anddepartmentchair,KarenMarkel.

4. Additionalsupportthatshouldbeoffered:Ithinkthatthereisawealthofsupportinregardstoteachingoncampus,butIhavenotfeltthatsamelevelofsupportwhenitcomestogettingmyresearchoffthegroundandnavigatinganewIRBprocess.Ingeneral,itseemsasthoughCETLismuchmoreproactiveingettingoutthewordaboutresources(whichisfantastic)andconductingawiderangeofworkshops,butit'ssomethingIdon'tnecessarilyseefromresearch-relatedofficesoncampus.

5. Newtothearea?:Iamreturning.IgrewupinMichiganandlefttheareain2010forthePacificNorthwest,andhavenotlivedinMichiganfull-timesincethen.It'sbeenwonderfultobenearmyfamilyandlocalfriendsagain,andthankfully,thewinterwasquitemildthisyear!ThethingsI'vestruggledwithincludere-adjustingtoalongercommutetimeinthecar,andfewer(andfarther)outdooropportunitiesthanIhadaccesstoinOregon.

Position/Rank:VAP

1. Highlights:Workingwithnewcolleagues.GettingtoknowmoreaboutOU'suniquestudentpopulationandtailoringmylessonstofitwithourstudent'sgoalsandcareerobjectives.

2. Challenges:Asonewouldexpect,itcanbedifficulttoenterintoadepartmentasanewfacultymember,especiallyifoneisnottenure-track.Thisbeingsaid,mycolleagueshavebeengenerous,andIfeelverysupported(bothwithinandbeyondtheclassroom).Onechallenge,however,hasbeenworkingwithstudentswhoareusedtohavingonly1-2professorsduringtheirstudieshereatOU;asanewcomer,itcanbedifficulttobuildrelationshipsinashortamountoftime.

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3. Didyoureceivesupport?Fromwhom?:Yes.MyDepartmentChairhasbeenverysupportive,ashavemynewcolleagues.Theorientationsessionsatthebeginningofthesemesterwerealsohelpfulinmytransition.

4. Additionalsupportthatshouldbeoffered:Itwouldbenice(andhelpful)ifallnewfacultymemberswereassignedamentor.Whilemanyofusworkcloselywithournewcolleagues,amoreformalprocessinthisregardwouldbeappreciated.

5. Newtothearea?:No.6. Additionalcomments:Thankyoufortheopportunitytoparticipateinthissurvey.

Position/Rank:AssociateProfessor

1. Highlights:Workedwithfellowfacultyonimprovingteaching,startedmyownresearchprojectinlabincollaborationwithotherfaculty,proposedanewelectivecourse,acceptedtotheFellowshipinmedicaleducation,andjoinedfacultydevelopmentsessions.

2. Challenges:Nothingserious3. Didyoureceivesupport?Fromwhom?:Yes,excellentsupportfromday1,resources

madeavailable.4. Additionalsupportthatshouldbeoffered:Nothingsignificant.5. Newtothearea?:No.6. Additionalcomments:Excellentworkenvironment,goodfollowupandsupport.

Position/Rank:AssistantProfessor

1. Highlights:Opportunitytoconductscholarlyresearchandsubmitmanuscriptforpeerreview.

2. Challenges:Accesstoinformationregardingtheoverallstructureoftheuniversityandaccesstoparticularinformationthatwouldbevaluabletoknow.Forexample,accesstothissite,https://sail.oakland.edu/PROD/bwckgens.p_proc_term_dateDidnotknowaboutitsexistence;wouldbenicetohaveanintroductiontoresourceslikethisbepartofnewfacultyorientation.

3. Didyoureceivesupport?Fromwhom?:Informalinformationsharingfromcolleagues.4. Additionalsupportthatshouldbeoffered:Answertoquestion2--"Accessto

informationregardingtheoverallstructureoftheuniversityandaccesstoparticularinformationthatwouldbevaluabletoknow.Forexample,accesstothissite,https://sail.oakland.edu/PROD/bwckgens.p_proc_term_dateDidnotknowaboutitsexistence;wouldbenicetohaveanintroductiontoresourceslikethisbepartofnewfacultyorientation."applieshereaswell.TherecouldbemanysimilarlybasicresourcesthatIdon'tevenknowaboutthatwouldbegoodtoincorporateintoanewfacultyorientation.

5. Newtothearea?:No.

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Position/Rank:SpecialLecturer

1. Highlights:DefinitelyallofthewonderfulpeopleI'vemetandworkshopsI'vetakenatCETL!Whatawonderfulresource!

2. Challenges:So.Much.Lessonplanning.Iendedupteaching4newcoursesallwithinmyfirstyear.Exhausting.

3. Didyoureceivehelp?Fromwhom?:I'vehadsomesupportfromcolleaguesinmydepartment,butintermsofmyprofessionaldevelopment,I'vereceivedalmostallofthoseopportunitiesfromCETL.

4. Additionalsupportthatshouldbeoffered:I'dliketoseemoresupportfordiversityandinclusionatOU.IknowtherearesomeinitiativesbutI'dreallyliketoseeaSPACEdevotedtothispurpose,especially.

5. Newtothearea?:I'mnotnewtothearea.6. Additionalcomments:IrememberthisasanalumnithatOUhassomeofthemost

inefficientandconfusingbureaucracyI'veeverseenineverypocketandcorner(andthat'sevenspeakingforauniversity).Itcanmakecommunicationandtryingtostartnewthingsverydaunting.

Position/Rank:VisitingAssistantProfessor

1. Highlights:Day1throughtoday(Apr.5).MytimeatOaklandhasbeenpersonallyandprofessionallygratifying.I'veenjoyedbeingpartofacommunityofscholars,havingtheopportunitytomentorandencouragestudents,andchallengingmyselftothinkcreativelyinsharingmyknowledgewiththestudents.I'vealsocometoenjoycollaboratingwithcolleagues(somethingIhaven'tdoneforyears,whatwithbeingself-employedfor15years).I'velearnedalotfromthestudents,too...

2. Challenges:Mostlylearningtobalancemytime...esp.whenitcomestogradingpapers(Iwouldliketofindaquickerwaytodothis).Mysyllabusisveryassignmentheavy...Idowishtherewerehealthierfoodoptionsoncampus...orperhapsajuicebarintheRecCenter.I

3. Didyoureceivehelp?Fromwhom?:Ido....thestaffatELIShavebeenextremelyhelpfulandpatient,ashavethemysailsupportstaff.

4. Additionalsupportthatshouldbeoffered:AtthistimeIcan'tthinkofany....5. Newtothearea?:Iamnot.

Position/Rank:VisitingAssistantProfessor

1. Highlights:WorkingwithadiversepopulationofstudentshasbeenthemostrewardingpartofmyfirstyearatOU.Studentswithmanydifferentbackgroundsandexperienceshavebroughtanumberofinterestingnewperspectivestomycourses.

2. Challenges:ManystudentsatOaklandUniversityareill-preparedforthecollege-levelwritingassignments.IoftenfindthatImusttaketimethatcouldbespentoncourse

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materialtoteachmystudentsbasicwritingskillsthattheydidnotreceiveinhighschoolortheircollegewritingcourses.

3. Didyoureceivehelp?Fromwhom?:MycolleaguesandmydepartmentchairhavebeenextremelysupportiveandhelpfulasIadjusttolifeatOU.Myfacultymentor,Dr.HenriGooren,hasprovidedexcellentinsightintothepoliticsofuniversitylife.Drs.GrahamCassanoandLoriBurringtonhavealsoprovidedexcellenttipstohelpmeintheclassroom.

4. Additionalsupportthatshouldbeoffered:Ithinkstudentswouldbenefitfromacourseonwritingandresearch(i.e.howtofindpeer-reviewedsources,howtocorrectlyciteacademicsources,etc.)beforetheytakeupperlevelclasseswithawritingcomponent.

5. Newtothearea?:Iamnewtothearea,butIgrewupansimilarsuburbansetting.I'vehadaprettyeasyadjustment.

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APPENDIXF:OU-WindsorConferenceFeedback

Q1:PleaseratetheConferenceAdministration

101

Q2:PleaseratetheConferenceSessions

102

Q3:Highlights

103

104

Q4:RecommendationsforFutureConferences

105

106

APPENDIXG:Chairs’RetreatFeedbackDatafromChairRetreatFeedback:19responses

107

108

Yes(14)

No(2)

Mon.12-1:30(8)

Friday12-1:30(6)

Thurs.3:30-5(1)

Onceamonth(5)

Onceasemester(8)

Onceayear(6)

109

110

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APPENDIXH:CallforChairFellow—JobDescriptionandApplicationPurpose:The“ChairFellow”positionwillsupportthecoordinationofservicesandresourcesforchairs/programdirectorsandotherleadershiptrainingopportunitiesthroughtheCETLoffice.

FundingofChairFellowposition:ThemodelforthispositionwouldbesimilartothatoftheFacultyFellowpositionsthatCETLcurrentlyuses.TheChairFellowwouldprovideapproximatelyonedayofservicetoCETLperweekinexchangeforonecoursereleaseinthefallandwinter(orequivalent).Thedepartmentwouldreceivefundingforthecourserelease.

RationaleandNeed:CETLiscommittedtoprovidingsupportandresourcesforchairs/programdirectorsandwouldliketoofferfutureleadershiptrainingopportunities.Wecurrentlydonothavetheavailablestaffresourcestomeettheseneeds.Wefeelitisimportanttohavesomeonewhoisexperiencedandknowledgeableintheroleofachair/programdirectortooffermentoringandexpertisetoothers.

JobDescription:TheChairFellowwouldworkwiththeCETLDirectorandCETLofficeto:

• OrganizeandimplementAnnualChairsRetreat(inAugust)• Organizeandimplement1-2workshops/forumsforchairs/programdirectorseach

academicsemester• Developadditionalresourcesforchairs/programdirectors(chair’smanual,

recommendedguidelines)• OverseetheChairs’CornerWebsite• Providementoringsupporttonewchairs/programdirectors• Supportotherinitiativesasneeded

Qualifications:

• Recent(withinthepast5years)chair/programdirector/administrator-whowillnotbeservingaschairinthecomingacademicyear

• Knowledgeandskillsinroleandresponsibilitiesofchair/programdirector• Excellentcommunicationandleadershipskills

Application:DuebyJune1st,[email protected]

• 1-2-pagecoverletterhighlightingwhatyoucanbringtothepositionandyourexperience

• C.V.• Letterofsupportfromthe2016-2017chairindicatingthata“coursereleasecanbe

granted”

Forfurtherinformation-PleasecontactJudyAbleser–[email protected]

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APPENDIXI:Provost’sEvidenceofTeachingEffectivenessInitiative(Draft)

Process

1. Developrationaleforchange2. Reviewexistingpolicyandpractice3. Addressissuesandconcerns4. Reviewbestpracticeresearch5. CreateateamtoaddressFacultyEvaluationofTeaching6. Conversationswithfaculty,administratorsandunionneedtooccurtogatherinputandto

developanunderstandingandconsensusontheprocess.7. CETLcanprovideguidanceandresearchbuttheimplementation,administrationandoversight

shouldcomefromanothersource.8. Administrationofcourseevaluationsneedtobehostedthroughanappropriatesite(i.e.

InstitutionalAssessment)9. Therewillbecostsinvolvedtodevelop,implementandsustainingprogram(i.e.summarizing,

analyzing,typingupcomments)10. Transformationwilltaketime

InitialIssuesPresentedatthisTime

1. ConcernsregardingTenuredecisions2. Issueswithonlyusingcourseevaluations-donottrulyevaluate“teachingeffectiveness”but

morefocuson“studentsatisfaction3. Extremevariationincourseevaluationsacrosscampus

a. Differentforms(differentquestions,somestrongquestions,others)b. Differentformats(multiplechoice,toessayformat)c. Differentsubmission(online,in-class)d. Somefacultygive“extracredit”forcompletion–(bribe?unethical)e. Somefacultyaregivenactualformsback,nosummaries,noanalysisf. Somearegivenhand-writtencomments(issuesofanonymity)g. Somefacultydonotknowthattheyaretoseetheirh. Onlinecourses,mixed-hybridcourses,face-to-face,lab,clinical

4. Variationinhowcourseevaluationsareuseda. Somefacultyneverseeevaluationsb. UsedforTenureand/orGrowthandDevelopment?c. PartTimeFaculty?

InitialSuggestionsforfutureRecommendations

1. EvaluationofteachingforTenurepurposesshouldinvolvemultipledimensions/evidencethatcouldinclude:

a. Self-ReflectionTeachingDossierandNarrativesb. CourseEvaluations(standardformwithadditionalresponses)c. PeerReviewofTeaching,usinganestablished“protocol”formd. ReviewofSyllabi,learningoutcomes,assignmentse. Degreetowhichlearningoutcomeshavebeenmet

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f. Gradedistributiong. Coursedevelopmenth. Supervisionofundergraduateand/orgraduateresearchi. Supervisionand/oradvisingj. Numberofcoursestaught,numberofstudents,numberofnewcourses,k. OngoinggrowthanddevelopmentthroughevidenceofAnnualReviewsandresultsof

actionplanstoaddressissuesandconcernsl. Evidenceofcommitmenttoteachingandlearning-involvementinT+Lcommittees,CETL

participation,attendanceandparticipationatT+Lconferences,curriculumcommitteesm. Teachingawards,grants,recommendationsandcommentsfromstudentsand

colleaguesn. ScholarshipofTeachingandLearning-SoTL(mayalsobeusedinscholarship/research)o. Other

2. TenureandPromotioninvolvesScholarship/Research+Teaching+Service

a. Thevalue(amountoffocus,%ofvalue)giventoeachofscholarship/Research,Teaching,andServicemayvaryacrossdisciplinesandshouldbedeterminedbyeachareaandtenuredocument.

b. Evaluationsshouldbeindividualized,however,thereshouldbestandardizedelementsthatprovideconsistencyandequity(i.e.courseevaluations)

3. CourseEvaluationsa. Standardacrossuniversity-criterion-referencedquestions-shouldaddressface-to-face

andonlinecoursesb. Additionalquestionsshouldbeaddedtoformbyeachdepartmentorfacultymemberc. Processofdistribution,collection,format,structure,dissemination,andreviewshould

bestandardizedd. AdministrativeProgramdistributes,summarizesandanalysis,storescourseevaluations

(i.e.InstitutionalAssessment,Technology,??)thataregiventoeachdepartmente. Shouldbesummarized,analyzedandstoredonlinef. Individualformsshouldnotbereturnedtofacultyg. Datainevaluationshouldbesummarizedh. Commentsshouldbetypedandattachedtosummarydatai. Facultycannotofferextracreditforcompletingevaluationj. Facultycannotseesummariesuntilaftergradesaresubmittedk. Allfacultyshouldreceivesummariesandcommentsduringthefollowingsemester(i.e.

within6weeks)l. Reviewswithchair,mentor,CETLshouldbepartofprocessm. CETLisnotinvolvedwiththeevaluationbutisavailabletoconsulttoindividualfaculty

toreview,addressandsupportimprovementanddevelopmentofteaching

4. ContentofCourseEvaluations,exampleofcontenta. Content

i. learningoutcomesbeenmet

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ii. Assignmentsandtestsalign(matchlearningoutcomes)iii. Challengingbutrealisticiv. Ilearnedvaluablecontent,skillsand/orprofessionaldispositionsincourse

b. InstructionalPracticesi. Engagingii. PositiveLearningExperienceiii. ClearandOrganizediv. Rangeofstrategies,techniquesandpractices

c. ProfessionalPracticei. Facultyison-timeii. Preparediii. Providesfeedbackinreasonabletimeiv. Knowledgeableaboutcontent

d. Student-Facultyinteractioni. Supportiveii. Respectfuliii. Fairandequitable

5. AdditionalPurposeforCourseEvaluation+FormativeEvaluation(through-outsemester)-

Ongoinggrowthandimprovementa. Reviewwithmentorb. ReviewwithCETLc. ReflectinAnnualTeachingDossier

6. PeerReviewofTeaching

a. Observation:protocol,listofquestions/itemstolookfori. Facultyprofessionalism(preparedforclass,on-time,knowledgeable)ii. Student-Facultyinteractioniii. Strategiesused

b. Reviewbothonlineandface-to-faceteachingc. Whoisdoingreview(withindepartment,external)d. Processforreview

i. Meetwithfacultypriorii. Reviewiii. Debriefiv. Meetandprovidefeedbackv. Writeupreview

7. TeachingDossier

a. Self-Reflectionofteachingb. WrittenAnnuallyc. Establishgoalsandactionplanforaddressingthemd. Evaluateifpreviousgoalshavebeenmete. Descriptionofhighlightsincourses

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APPENDIXJ:Provost’sInitiative—FocusGroupThemesFriday,March4,2016

ThefollowingsummarizestheFacultyFocusGroupthemesdiscussed.Theconsensusofthegroupisthat:

1. Thecampuscommunityasawholeandschoolsanddepartmentsshouldengageinongoingconversationsaboutthevalueofteachingandevidenceofteachingeffectiveness.

2. Thisgroupwasnotawaretherangeanddifferencesbetweendepartmentsacrosscampusregardingdifferentcourseevaluations,waysinwhichtheyarehandledandwaysinwhichtheyareused.Thegroupthoughtthattherewasfarmoreconsistencyacrosscampus.

3. Thetermcommonlyused(courseevaluation,studentevaluationofteaching)shouldbechangedtosomethingsuchas“StudentEndofCourseSurvey”asstudentsarenotactually“evaluatingfaculty”

4. Thatthesesurveysshouldhaveconsistentratingsacrossthecampus(i.e.5-highest/1lowest)

5. Explorehavingsome“corequestions”acrosstheuniversity,plusadditionalquestionsatthedepartmentlevelandindividuallevel

6. Thatadditionaltypesofevidencebeusedtoevaluateteachingeffectivenessforbothformative(ongoingimprovement)andsummativepurposes(tenure,review,merit)

7. Asacampus,weneedtobemoreawarebest-practicesinevidenceofteachingeffectiveness

8. Thisgroupfeelsthatweareatapointwhereweshouldbefocusingonaculturethatvaluesrobustteachingandlearning,includingwhatevidenceweusetodemonstrateandevaluateteachingeffectiveness.ThisgroupwasinsupportofmovingforwardwiththisInitiative.

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APPENDIXK:Provost’sEvidenceofTeachingEffectivenessInitiativeTaskForces

TaskForce1:CourseEvaluationRevisited

o PartA:CourseEvaluationQuestions§ Rename(moveawayfromCourseEvaluation)§ Ratings-5highest-1lowest§ Demographicquestions§ 12questionsforall§ Additionalquestionsperschool/department/individualfaculty§ PilotTestit

o PartB:CourseEvaluationSystem§ Format(online,Scantron,other)§ Howareresultsanalyzedandsummarized§ Ifonline,howtoensureadequateresponserate§ Whereisit“housed”(i.e.InstitutionalResearchandAssessment)§ Whoatschool/departmentlevelisinvolved§ Howtopromotetostudentsandfacultyvalue/importanceinsystem§ Howisitpromoted-i.e.-reminderstostudenttocomplete

TaskForce2:HowtouseEvidenceofTeachingEffectiveness

o PartA:Howisinformationabout“CourseEvaluation”sharedwithfaculty§ Howisitusedforformative(ongoinggrowthandimprovement)andsummative

(decision-making-PTR,annualreviews,merit,coursescheduling)§ Whomeetsandsharesitwithfaculty(i.e.mentorvsreviewcommittee,conflict

ofinterest)o PartB:AdditionalEvidenceofTeachingEffectiveness

§ Howtotriangulateevidenceofteachingeffectiveness§ Whatotherevidencecan/shouldbeusedtodemonstrateteachingeffectiveness§ How/whousesthisinformation§ Develop“peerevaluation”withchecklistprotocol

o PartC:TeachingandTenure,Promotion,Merit§ Formativeevaluation:mentorship§ Summativeevaluation:howtouseinformationfordecision-making§ ReviewandreviseTenuredocuments,merit,etc.

Documents

FOURTH ANNUAL REPORT 2015-2016 - Oakland University€¦ · FOURTH ANNUAL REPORT 2015-2016 Prepared by Judith Ableser, Ph.D – CETL Director with support from Suzanne Flattery, Christina