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Academic Affairs Retreat Monday, August 1, 2011

Academic Affairs Retreat Monday, August 1, 2011. Thank you Rummy Pandit and the entire Seaview staff!. Division Planning. Opportunities and challenges Think “institutionally” – beyond individual programs, schools, departments, divisions Enthusiastic and thorough response.

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Academic Affairs Retreat Monday, August 1, 2011

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  1. Academic Affairs Retreat Monday, August 1, 2011

  2. Thank you Rummy Pandit and the entire Seaview staff!

  3. Division Planning • Opportunities and challenges • Think “institutionally” – beyond individual programs, schools, departments, divisions • Enthusiastic and thorough response

  4. Division Planning • 15 Divisional Goals to President • Shaped in large part from last year’s Academic Affairs Retreat • Supported by 230 goals and tasks from schools, offices, departments

  5. Division Planning • Fall Faculty Conference • Three goals directly from last year’s retreat • Your opinions count; your ideas will be heard

  6. Today’s Retreat • Division of Academic Affairs • Division of Student Affairs • Prepare students to assume their roles as productive members of society

  7. Essential Learning Outcomes “From a broad, conceptual viewpoint, what do we want our students to learn?”

  8. Essential Learning Outcomes • All-inclusive, non-disciplinary, holistic perspective • Prepare students to meet 21st Century challenges • Explain Stockton’s specialness to everyone we serve

  9. Fall Faculty Conference Goal “We will focus on ensuring that all graduates acquire a set of essential learning outcomes critical for 21st Century success. These outcomes will combine a robust and flexible liberal arts education with adaptive, marketable skills.”

  10. Begin formulating a set of Essential Learning Outcomes • First step along a path that will continue beyond today’s retreat Today’s Goal

  11. Essential Learning Outcomes 1. Essential Learning Outcomes involve imperative skills that enable and empower our students.

  12. Essential Learning Outcomes • ELOs serve as the link between internal thoughts and external actions • Provide resonance to “The Stockton Idea” • Make the implicit, explicit • Make the invisible, visible • Make the intangible, tangible

  13. Essential Learning Outcomes 2. This manifestation will not only aid the campus community; it will serve as a primer to external stakeholders as well.

  14. Essential Learning Outcomes • “Life skills” is shorthand for the very intellectual talents we cherish as academic professionals • ELOs will serve as the “touch point”

  15. Essential Learning Outcomes 3. Essential Learning Outcomes provide us with a starting point for transparency and intentionality.

  16. Essential Learning Outcomes • Integrity, not just compliance • Are we doing what we say we are doing? • Are we doing it with quality?

  17. Essential Learning Outcomes 4. Essential Learning Outcomes will help us strengthen the connection between strategic planning and resource allocation.

  18. Essential Learning Outcomes • Will not reduce faculty autonomy • Will not impinge upon academic freedom • Will not add more work

  19. Essential Learning Outcomes • Will not impose academic regulations • Will not dictate teaching methods • Will not police performance at the course, program, or school level

  20. Essential Learning Outcomes • ELOs will not change Stockton’s education • They will help articulate and clarify the value of Stockton’s education

  21. Getting Started • 2011 Dean’s Retreat (June): 47 ELOs prioritized down to 19 • Our goal today: “Top 10” list • This does not eliminate the use of any ELO deemed important by any faculty member

  22. Getting Started From AACU’s LEAP initiative: • What skills, capacities, and knowledge will prepare our students – whatever their educational goals – for the complex, diverse, and interdependent world of the 21st Century? • What steps can we take to make sure these outcomes are widely known and owned by the entire campus community?

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