osu college of engineering associate dean for academic and student affairs forum
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OSU College of Engineering Associate Dean for Academic and Student Affairs Forum. Christine Kelly November 28, 2012. History. BS ChE , University of Arizona Process Engineer, Tate and Lyle PhD ChE , University of Tennessee Assistant Professor, Syracuse University - PowerPoint PPT PresentationTRANSCRIPT
PowerPoint Presentation
OSUCollege of Engineering
Associate Dean for Academic and Student Affairs ForumChristine Kelly
November 28, 2012
HistoryBS ChE, University of Arizona
Process Engineer, Tate and Lyle
PhD ChE, University of Tennessee
Assistant Professor, Syracuse University
Associate Professor, Oregon State
Role, Responsibilities, VisionObjectivesPotential (and sometimes conflicting) ObjectivesEnable underrepresented populations (women and minorities)Student learning of curricular contentImprove retention4 year graduation rateProfessional skills and habitsWork-ready
Associate Dean for Academic and Student Affairs(3 modes of activities)
Example.Academic Dishonesty
Concrete Activities Academic DishonestyAdministrateMaintain database and documentation of academic dishonesty casesMeet with studentsFile reports with UniversityServe FacultyIdentify impact of types of assessment on academic dishonestyDemonstrate support for faculty who decide to reportFacilitate the use of antiplagiarism software (training )Save-able on-line reporting formInitiateLearning sciences literature for motivation and causes of academic dishonestyDevelop strategy/pilot program to change culture to reduce incidentsIn general, with challenges and opportunities facing COE, this position shouldLarge Enrollment
Initiate to Excel Despite Large EnrollmentsInitiate a community of practice to share strategies and techniquesPilot and implement a flexible common first year (unload units with large populations)Consider and study an appropriate first year gate to reduce 2nd year class sizes, and to reduce student frustration at pro-school limitationsFlexible Common First YearPilot themes (sustainable energy, human health, etc.) across ENGR disciplines in undecided first year engineering classes in 2013Better distribution of students across programsImprove retention among underrepresented populationsFacilitate a better student:major fit Communicate pro-school realities - reduce second year class sizes ABET
Initiate for Useful ABET
Develop meaningful assessment of teaching and learning
Understand what students learn (not what we teach)Integrate practice with requirementsEnsure intuitive, practiced feedback loops
Experiential LearningService and global learning, internships, student researchOSU commitment to experiential learningActivation of higher thinking processesIntegration of knowledgeImproves retention, especially of underrepresented populations
Experiential Learning
Initiate to Achieve Excellence in Experiential Learning Value faculty effort toward experiential learning activities*Initiate collaborative global and service learning opportunities with partners across campus (e.g. Center for Civic Engagement, OSU Hydrophiles, International Programs) In collaboration with industry relations and foundation, develop strategies to increase internship opportunities- Administrate- Serve faculty -Initiate- Administrate- Serve faculty -Initiate- Administrate- Serve faculty -InitiateCompelling Questions
Can cross unit peer teaching evaluations reduce barriers, encourage best practices, and engage communities of practice to fertilize learning?Are we prepared for INTO impacts? Can we develop an opportunity perspective regarding INTO?What does retention mean in the era of large pro-school denials?How do we enable underrepresented populations?Does mastery-based assessment have a larger role in large class environments?
Objectives RevisitedTeachingEnable underrepresented populationsStudent learning retention4 year graduation rateProfessional skills Work-readyResearch Mentor graduate studentsScholarshipPublicationsResearch fundingCommercializationBroader TopicsInform policySet national research prioritiesFaculty governanceQualificationsExperientialEducational research (JEE)Co-wrote BIOE ABET self-studyCo-director SESEY (recruitment under represented groups)Pre-med advisorNational Student Design Competition (WERC)Taught ENGR and honors coursesCharacteristicsStudent focusedValue diverse motivations of my colleaguesDetail oriented and responsiveHigh energy and enthusiasticOrganized
MotivationDelight in student growth and learningPassion for opening engineering to underrepresented groups Enjoy working with others toward a common goal
Impacts of INTOIntersection with impacts of large enrollmentTeachers have less time for students with special needs, but more students with special needsCulture differences around academic dishonestySome INTO students communications skills (speaking, writing) quite lowINTO student expectation vs. reality (units have perceived little control about claims prior to enrollment)Perception of domestic students on teams with INTO students (workload unfairly increases)Tendency to cluster impact on English developmentNew paradigm of a large M.Eng. populations will faculty value and serve this population?
OregonU.S.Under-represented GroupRepresentation among OSU 2011 Engineering GraduatesRepresentation among Oregons PopulationRepresentation among U.S. 2011 Engineering GraduatesRepresentation within the U.S. PopulationFemale16.6%50.5%18.4%50.8%Hispanic2.5%12.0%7.9%16.7%Native American1.0%1.8%0.4%1.2%African American0.5%2.0%3.9%13.1% OSU Bachelor's Degree Awarded by Discipline 2011DegreeTotal Number of GraduatesNumber of WomenPercentage of WomenBiological161063%Chemical491939%Environmental8338%Nuclear18422%Industrial/Manufacturing38821%Civil901517%Electrical and Computer641016%CEM991010%Mechanical9489%Computer Science7568%