a new model for the general education program …lessons learned while making transformative...

http://www.csuchico.edu/academy/index.shtml1

http://www.csuchico.edu/academy/index.shtml

Initiated in spring 2009 with Provost sponsorship

Design elements

Transformation

NCAT models

Large courses

Faculty teams, with chair and dean support

Cohort model

Academic Affairs resources

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AASCU Academic Affairs Summer

Meeting, July 29, 2011

Supports and encourages faculty teams to redesign large enrollment or multi-section courses To develop new

models of engaging students,

To improve student learning,

To find efficiencies through innovation

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The support: assessment coordinator, librarians, and instructional designers, in

addition to deans and department chairs

The model: a three-week intensive workshop AND meetings throughout the year to discuss ideas, progress, and

lessons learned while making transformative changes.4

2009-2010 COHORT (7 COURSES, 14 FACULTY)

2010-2011 COHORT (6 COURSES, 14 FACULTY)

PSYC 101 Introduction to Psychology

ACCT 202 Introduction to Managerial Accounting

EDTE 302 Access and Equity in Education

APCG 110 Computer-Assisted Art I

ENGL 130 Academic Writing

NSCI 101 Introduction to Earth’s Environment

NSCI 102 Introduction to Living Systems

CMST 132 Small Group Communication

KINE 110 Physical Fitness: A Way of Life

THEA 110 Introduction to Theater

RELS 180 Introduction to Religion

PHIL 102 Logic and Critical Thinking

PHIL 329 Environmental Ethics

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ABUS 390 World Food and HungerPSSC 390 Food ForeverECON 103 Principles of Micro AnalysisECON 102 Principles of Macro AnalysisGEOG 101 Physical GeographyGEOG 102 Human GeographyGEOG 103 Our Digital Planet: Geospatial TechnologiesPSYC 151 Socio-Cultural Context of Psychological DevelopmentSWRK 610 Social Work PracticeCMSD 256 American Sign Language IJOUR 130 Writing for Public AudiencesEDTE 676A Interdisciplinary Instruction in Bilingual or General EducationARTS 122 2D DesignENGL 220 Beginning Creative WritingRELS 332 World Religions and Global IssuesTHEA/MUSC 190 Introduction to the World of Music

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First cohort: why are we here? little time to prepare Did not yet grasp the notion of the "community of transformers" Knew nothing of the National Center for Academic Transformation (NCAT)

Second cohort: what does it mean for faculty? technology preparedness survey, Prep/brush up of online course building skills

Third cohort: how can we make a difference for students? Learning community Focus on teaching and learning

In three years we have worked with 60 faculty members to redesign 30 courses

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Cohort model critical

Learning communities

Collaboration and mutual support

Interdisciplinary interplay

Emphasis on Learning, with technology a vehicle

More interest/demand than can be met with this model alone

Academy e not right for everyone

Ongoing professional development essential

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Incentives

help!

Especially

If they are tools for learning.

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Measuring WorkloadChanging rolesTime needed for innovation and designReward structureCollaboration

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They are: Learning to teach with multiple pedagogies; Focused on engagement; Need larger, more flexible learning spaces; Want us to upgrade our thinking on what “Smart

classrooms are.”

And: We need to invest in faculty development. We need to standardize assessment. We need to develop a mentorship model. The learning

environment for faculty needs to be flexible, open, and responsive to risk-taking: i.e., okay to fail and learn.

http://www.youtube.com/user/ChicoStateAeL

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Two of three Red Balloon projects for 11-12

Going beyond Academy ein supporting a learning environment

Developing the learning spaces and infrastructure for the future

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Reorganize faculty support for teaching and learning into one integrated, visible Center for Excellence in Learning and Teaching (Learning and Teaching Powered by Innovative Pedagogy and Transformative Technology).

Locate the center, a prototype learning environment, in Meriam Library.

Manage a variety of programs that meet faculty needs.

Institutionalize Academy e as an adaptable model for a variety of redesign projects.

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Increase Chico’s ‘virtual’ learning spaces that enable learning anytime, anywhere (VLEs).

Refurbish Chico’s physical learning spaces that enable learning anytime, anywhere.

Conduct feasibility studies for new learning spaces that enable learning anytime, anywhere.

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Email Sandra Flake, [email protected]

Key web links:

CSU, Chico, http://www.csuchico.edu/

Academy e-Learning, http://www.csuchico.edu/academy/index.shtml

Chico State Academy e-learning on YouTube, http://www.youtube.com/user/ChicoStateAeL


Meeting, July 29, 2011 17

mailto:[email protected]

http://www.csuchico.edu/

http://www.csuchico.edu/academy/index.shtml


a new model for the general education program …lessons learned while making transformative...

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