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READY, SET, UH-OH!

READY, SET, UH-OH!. Navigating Institutional Change: One Institution’s Strategy for Instituting Engaged Learning . Georgia College & State University. State’s Designated Liberal Arts College (1996 ) Public University with Selective Admissions

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READY, SET, UH-OH!

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  1. READY, SET, UH-OH! Navigating Institutional Change: One Institution’s Strategy for Instituting Engaged Learning

  2. Georgia College & State University • State’s Designated Liberal Arts College (1996) • Public University with Selective Admissions • Approx. 7,000 students enrolled in undergraduate and graduate programs • 40+ Undergraduate Programs 30+ Graduate Programs • 316 Full-Time Faculty • 75% with terminal degrees • 84% joined GC after 1996 • Age Distribution of Faculty • Only 11% Faculty below age of 40; 37% between age 41-55; and 20.6% over age of 60

  3. Context Understanding Context • Mission Statement • Strategic Planning Cycle • Institutional Challenges • Related to graduation rates • Strategic response to NSSE feedback • Tuition funded institution • Need to solidify our institutional niche • AND… need to expand definition of the “liberal arts” mission beyond most basic thinking • “Move the Needle” Project Constructing the Task • Two-pronged campus discussiononengaged learning • High-impact pedagogies in the classroom • Engagement beyond the classroom • Construct broader ownership beyond CETL • Create Incentives • Locating funding for incentives • Aligning faculty evaluation to reward faculty engagement • Commission gap analysis • Formulate the ground rules

  4. Identifying Campus“Movers and Shakers” • Center for Excellence in Teaching & Learning (CETL) • Teaching Circles • Office of Service Learning • Problem-Based Learning • Seven Revolutions • Reacting to the Past • Innovative Course-Building Group

  5. Introductions Georgia College faculty leaders of “High-Impact Teaching” Project Scott Dillard, Professor of English and Rhetoric Steve Elliott-Gower, Director of Honors Program Julia Metzker, Associate Professor of Chemistry, Physics and Astronomy

  6. SERVICE LEARNING Implementation Sustainability Community Partners Faculty Committee Workshops Fact Sheet Incentives Engaging Courses Engaged Citizens Assessment Challenges

  7. Who we are … • The Innovative Course-Building Group (IC-BG) is a grass-roots social network for learningthat supports teaching faculty and staff across disciplines. We use civic issues as a catalyst for designing engaging courses that will result in important student learning. • Our guiding principles … • Time is valuable: gatherings are deliberately designed to be productive, meaningful, and enjoyable uses of this limited resource. • Good ideas recycled, refined, and adapted become great ideas. • Teaching and learning rarely happen in isolation: collaboration supports innovation. • Our participants… • Will design a course (and activities) ready to teach! http://icbg.wordpress.com

  8. Innovative Course-Building Group Resources: Time & $$ Mentoring Interdisciplinary Stipends Social Workshops Engaging Courses Small Grants Engaged Citizens Assessment Recognition Challenges

  9. Next Steps:Sustainingthe Project • Continue discussions through a visioning process, • Provide incentives for faculty and development for campus leadership, • Link engaged teaching to what our faculty value, • Complete the faculty evaluation project, • Celebrate successes through a series of publications that define and educate

  10. Questions/Discussion Contacts: Service Learning: scott.dillard@gcsu.edu Reacting to the Past: steve.elliott-gower@gcsu.edu Innovative Course Building Group: julia.metzker@gcsu.edu Campus Engagement Initiative: sandra.jordan@gcsu.edu

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