HLC Annual Conference April 2014

PRESENTERS

Maria Cuzzo | Suzanne Griffith | Eri Fujieda

Offers Associate, Bachelors’, Masters’, and Ed Specialist Degrees

UW-Superior Mission (revised and adopted in 2001)

The University of Wisconsin -Superior fosters intellectual growth and career preparation within a liberal arts tradition that emphasizes individual attention and embodies respect for diverse cultures and multiple voices.

Approx. 2,700 students, mainly from Wisconsin (Northwest) and Minnesota (Northeast)

Started in 1896 as a Normal School; incorporated into the Wisconsin State College System in 1964 and into UW System in 1971

Member of the Council of Public Liberal Arts Colleges (COPLAC) since 2001

Located in the northwest corner of Wisconsin

What would it look like?

Pre-Enrollment

First Year

Sophomore& Junior Years

Senior Year

Achievement of LELGs (Liberal Education Learning Goals)

First-Year Experience (SOAR, Week of Welcome,

Family Weekend, Peer Mentorship,

”Jacket 411”) First-Year Seminar

o General Education Courses o Academic Service-Learning Courses o Writing Across the Curriculum Programs o Global Awareness Programs o Undergraduate Research, Scholarship, and Creative

Activity Courses o Major/Minor Programs

Senior Year Experience (Capstone

Projects with Public

Presentations)

Liberal Education Learning Outcomes (2009) • Ability to think and make connections across disciplines • Ability to express oneself in multiple forms. • Ability to analyze and reflect upon multiple perspectives to arrive at a

perspective of one’s own • Ability to think and engage as a global citizen • Ability to engage in evidence-based problem solving

Liberal Arts High Impact Practices (since the mid-2000s)

• First-Year Experience and Seminar • Writing Across the Curriculum • Academic Service-Learning • Global Awareness • Undergraduate Research, Scholarship, and Creative

Activity • Senior-Year Experience

Professional Development by the Center for Excellence in Teaching

and Learning

Assessment of Student Learning Outcomes

General Education Program

Majors and Minors

Co-Curricular Programs

Funding DIN

Foundation

6

Organizational Challenges in Developing Liberal Arts Culture

Political challenges • Professional Programs vs. Liberal Arts Programs • External vs. Internal Motivations • Top down vs. bottom up

Insufficient knowledge about liberal arts education

Coordination Challenge • Need to involve multiple organizational units in the

promotion of liberal arts education • Unit-specific planning without an institutional-level

communication

Faculty reluctance/resistance to change

Leadership changes

Shift in macro-level political and economic environment

7

WAC

First-Year Seminar Senior-Year

Experience

URSCA

First-Year Experience

Liberal Arts “Silos”

Setting the Foundation through Generalized Professional Development

8

The Center for Excellence in Teaching and Learning has offered workshops, book clubs, and grants to enhance faculty/staff engagement with First-Year Seminars, General Education, Writing across the Curriculum, Digital Stories, and Student Learning Assessment.

In addition, HIPs Coordinators offered faculty/staff workshops, brown bag meetings, and grant programs.

CETL Mission Statement (2014): The Center for Excellence in Teaching and

Learning (CETL) provides all educators with services, resources and support to foster meaningful student learning and quality teaching within a liberal arts tradition. ◦ Inclusive mission expands potential for collaboration ◦ Specific, public commitment to deepening liberal arts

education concept on campus

To foster dialogue on campus about teaching and learning issues

To foster inter-disciplinary and “breaking down silos / building bridges”

To enhance learning and instructional technology understanding and viability on the campus

To support educators developing self-reflective practice about teaching and learning

To provide opportunities for educators to learn about the institution, its mission and its teaching and learning practices

To support and grow a quality First Year Seminar Program

Providing faculty/staff with opportunities to learn from experts and among themselves

Promoting pedagogical and curricular changes via Grant Programs

Planning professional development opportunities in collaboration with other units

Select CETL

Offerings

Enhancement Day

(100% partnerships)

Campus Conversations

(95% partnerships)

Book Clubs (50%

partnerships)

Workshops (100% quality teaching and

learning)

Orientations (40% of

content = public liberal

arts university)

SoTL (100%

teaching and learning)

Partners over Seven Years (2007-2014) Provost’s Office Assessment Office Chancellor’s Task Force on Making Excellence Inclusive Office of Undergraduate Academic Advisement Enrollment Management High Impact Practices (HIP’s including FYS, WAC, URSCA) HLC Steering Committee (CIPT) Campus Life LTDC (Learning Technologies Development Council) General Education Committee UW System Office of Professional and Instructional Development (OPID)

Brainstorm ideas in CETL Team

Vet ideas and prioritize them in multi-disciplinary CETL Advisory Committee

Recruit collaborative design partners

Design content over 8-12 weeks

Launch event

Active Teaching Pedagogy Student Learning focus: KEY to liberal education

institution General all campus events to set common

expectations and understandings of mission of campus

16

First-Year Seminars (FYS)

• FYS

Workshops • FYS

Instructor Meetings

Writing Across the Curriculum (WAC) • WAC Brown

Bag Series • WAC Grant

Program

Academic Service Learning (ASL)

• ASL

Workshops • ASL Grant

Program

Global Awareness

• CETL Digital Story Telling Program

• CETL Inclusive Pedagogy

UG Research Scholarship and Creative Activities (URSCA)

• CETL Discipline Conference Grant, Book Club, Enhancement Day Workshops

Senior Year Experience

HIPs Focused Professional Development

Assessment Basics

Workshops (2011)

Curricular Mapping

Workshop (2012)

LELGs Assessment

Rubric Training

(2011-13)

CETL Book Clubs on

Assessment (2011-2013)

Campus Conversation on General Education

Assessment (2012)

Assessment Fair (2013)

CETL C

ollaboration

Other Strategies for Collaboration • Each department appointed Assessment Liaison (with a

stipend).

• Multi-disciplinary HLC Assessment Academy Team planned a campus-wide assessment of institutional student learning outcomes and created a training manual for the use of rubrics.

• Assessment Coordinator built relationships with academic programs and HIPs coordinators and provided consultation as needed.

21

Evidence of Culture Change Indicators of Culture Change

Before After

Faculty Best Practices in Teaching and Learning

Individual decisions CETL-fostered active teaching and learning practices; doubled SoTL

Faculty Culture Department/discipline-based

Cross-discipline/department conversations; NFO-based cohort model

Adoption of HIPs Limited to a few programs

Campus-wide practice with HIPs

Knowledge Around HIPs

Limited to a few champions

Spread among a broader range of constituencies

HIPs Administration Silo-based and uneven

More coordinated and easier cross-overs

22

0

200

400

600

800

1000

1200

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Points of Contact in CETL Activities Annually by Faculty/Staff

23

24

60% Enhancement Day Activity

15% Campus Conversations and Teaching and LearningWorkshops

4% New Faculty Orientation & Adjunct* (25 in 2012) Orientation

2% CETL Administrative Function (System OPID meetings;Receptions; advisory committee)

2% WTFS Fellow & Scholar Program or SoTL specific projects

3% Grants: Discipline Conference; Co-Curricular, & SoTLJumpstart*(18 in 2012 )

2% Conference Travel - Regional or National

7% Book clubs, Webinars (40), Co-Curricular Unconference*(30)in 2012

2% Learning Technologies (technology focused workshops;breakout sessions; LTDC grants; conferences; D2L) and DigitalStory Projects( 9)* and Seminars (16)* in 2012 3% First Year Seminar Classes and Workshops

Faculty/Staff Participation 2012-2013

0

2

4

6

8

10

12

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

ASL 4 7 10 10 10FYS 3 7 7 6 6 10 10 11StAb 1 1 1 1 1 1 1 1 2 4 3 2

Axi

s Ti

tle

Program Integration of HIPs, by Departments

HIP Measures DBE COMM EDL HBJD HHP MCS MUS NSci SI VA WLLC WLS

Academic Service

Learning

# of sections with AS-L

3 1 7 15 2 1 3 7 9 4 1 10

First-Year Seminar

# of FY Seminar sections

1 2 2 6 1 1 2 4 5 2 2 3

Global Awareness

Global Studies Courses

Yes Yes Yes Yes Yes Yes Yes Yes

Study Abroad Courses

Yes Yes Yes Yes Yes Yes

Senior Year Experience

Capstone Activities

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

UG Research Scholarship and Creative

Activities

Courses with URSCA Focus

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Writing Across the Program

WAC Program

Participation Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Writing Center

Collaboration Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

UW-Superior General Education Program

Core Categories Writing (6 credits) Communication (3 credits) Health and Wellness (3 credits) MATH (3 credits) Knowledge Categories History (3 credits) Literature (3 credits) World Languages, Culture, and Philosophy (3 credits) Social Sciences (6 credits) Natural Sciences – Environmental (2 credits) Natural Sciences – Lab (4 credits) Fine Arts History, Criticism, and Appreciation (3 credits) Aesthetic Experience (3 credits) Diversity Requirement (3 credits) Non-Western Requirement (3 credits)

AS-L has been adapted in such courses as WRIT102,

HHP102, BIOL111, and PSYC101, and .

Many of the courses in Non-Western categories are also for the Global Studies Minor

Curriculum.

Writing is a learning outcome commonly expected in all

courses in these categories.

All FY Seminars are taught as GE courses (in any category).

FYS + URSCA ◦ A First-Year Seminar with focus on scientific inquiry

FYS + ASL ◦ A First-Year Seminar to create community murals. ◦ A First-Year Seminar on Animal Rights

ASL + Study Abroad ◦ Community Service in Bali, Indonesia

WAC + ASL ◦ A Business Writing Class to Create Promotional Materials for Community

Partners

Collaborative development of HIPs Courses ◦ Anthropology / Art Education Collaboration on a Study Abroad

Course in Mexico Collaborative Scholarship on Teaching and Learning ◦ Research on Global Awareness Pedagogy by the faculty from

multiple disciplines

Collaboration for Living/Learning Community ◦ College Writing Courses + Career Services

Co-Curricular Un-Conference

- Sustain the Professional Development Regime

- Embrace new energy of younger faculty members

- Further infuse HIPs into all departments - Continue the institutional assessment

- Pending campus-wide reprioritization - Administrative leadership changes - Limited economic resources

Maria Stalzer Wyant Cuzzo ◦ UW-S Director of the Center for Excellence in Teaching and Learning (2007-

present) ◦ Faculty in Legal Studies

Suzanne Griffith ◦ UW-S Associate Dean of Academic Affairs (January 2013-) ◦ Liberal Arts HIPs Coordinator (January 2013-) ◦ First-Year Seminar Coordinator (2009-) ◦ Faculty in Educational Psychology

Eri Fujieda ◦ UW-S Faculty in Sociology (2004-2013) and Assessment Coordinator (2010-2013) ◦ Director of Institutional Planning, Assessment, and Research at Winona State

University since July 2013