Rethinking the Undergraduate Curriculum: It takes a village...

1. 1 Christina We are going to talk to you today about how a major research university known internationally for its research and graduate program pre-eminence went about making undergraduate education a central priority. And we are going to talk about how we set out to create a collaborative framework to support student learning on a campus known for its decentralized, independent, and highly autonomous culture--both its faculty culture and its administrative culture. At the center of that collaboration is a partnership between the Library and the Division of Undergraduate Education that Patty and I began in 2001 when we were both new to our respective positions on campus. We were asked to each speak for a half hour - but our remarks are so interdependent that we decided to share them with you in a way that reflects how we have worked together - in an iterative, interactive process - each with our own perspective on a common challenge --woven together to paint what we hope is a richer portrait of the Berkeley experience. It is more difficult to write a talk collaboratively, just as it is more difficult to work collaboratively across administrative units that each have somewhat different missions and priorities. It takes more time and it can be challenging for people who are used to working independently as we are. But we think that the payoff of working this way is that it allows us to move toward a student-centered model where all of the different parts of the University work together to enhance student learning.Christina We are going to talk to you today about how a major research university known internationally for its research and graduate program pre-eminence went about making undergraduate education a central priority. And we are going to talk about how we set out to create a collaborative framework to support student learning on a campus known for its decentralized, independent, and highly autonomous culture--both its faculty culture and its administrative culture. At the center of that collaboration is a partnership between the Library and the Division of Undergraduate Education that Patty and I began in 2001 when we were both new to our respective positions on campus. We were asked to each speak for a half hour - but our remarks are so interdependent that we decided to share them with you in a way that reflects how we have worked together - in an iterative, interactive process - each with our own perspective on a common challenge --woven together to paint what we hope is a richer portrait of the Berkeley experience. It is more difficult to write a talk collaboratively, just as it is more difficult to work collaboratively across administrative units that each have somewhat different missions and priorities. It takes more time and it can be challenging for people who are used to working independently as we are. But we think that the payoff of working this way is that it allows us to move toward a student-centered model where all of the different parts of the University work together to enhance student learning.

2. 2 Research and graduate program pre-eminence Strong faculty governance Highly entrepreneurial culture Autonomous academic departments, schools, and colleges Decentralized “silos” Christina Berkeley is known for the pre-eminence of our research and graduate programs. Berkeley ranks first nationally in the number of graduate programs that place in the top ten in their fields (National Research Council). The faculty includes 8 Nobel Laureates, 19 MacArthur Fellows, over 200 members of the National Academies of Sciences and of Engineering. The campus is also well known for its strong faculty governance model. The Academic Senate Budget Committee, which reviews and makes recommendations in all merit, tenure and promotion cases, plays a crucial role in maintaining high standards of quality. The entrepreneurial energy and excellence of our faculty has also produced a highly decentralized campus culture. Academic units operate with a great degree of autonomy. The advantage of this culture is that it recognizes and responds to the unique contexts of the various academic disciplines. A disadvantage is that it frequently results in organizational “silos.” It can be difficult to “scale up” innovations and to promote an integrated campus vision. Christina Berkeley is known for the pre-eminence of our research and graduate programs. Berkeley ranks first nationally in the number of graduate programs that place in the top ten in their fields (National Research Council). The faculty includes 8 Nobel Laureates, 19 MacArthur Fellows, over 200 members of the National Academies of Sciences and of Engineering. The campus is also well known for its strong faculty governance model. The Academic Senate Budget Committee, which reviews and makes recommendations in all merit, tenure and promotion cases, plays a crucial role in maintaining high standards of quality. The entrepreneurial energy and excellence of our faculty has also produced a highly decentralized campus culture. Academic units operate with a great degree of autonomy. The advantage of this culture is that it recognizes and responds to the unique contexts of the various academic disciplines. A disadvantage is that it frequently results in organizational “silos.” It can be difficult to “scale up” innovations and to promote an integrated campus vision.

3. 3 Library pre-eminence Collections-centered Value of subject specialization Library silo Patty In many respects the Berkeley Library culture mirrors the faculty culture. We are proud of our pre-eminence amongst research libraries. The Berkeley Library ranks 3 in the ARL rankings - first amongst public universities - ranked according to quantitative measures known all too well by everyone in this room. Like all the great research libraries, our tradition is strongly rooted in our collections - the services that support those collections -- and the facilities that house those collections. The pre-eminence of the research and graduate programs has resulted in a library culture that values subject specialization and collections first, and our librarians are most proud and value their “selector” or “curator” roles - even as those roles expand to include reference and teaching. Many librarians are less comfortable and skilled in the role of partner with faculty and other academic experts across campus on issues of instructional design, student learning, and assessment. Patty In many respects the Berkeley Library culture mirrors the faculty culture. We are proud of our pre-eminence amongst research libraries. The Berkeley Library ranks 3 in the ARL rankings - first amongst public universities - ranked according to quantitative measures known all too well by everyone in this room. Like all the great research libraries, our tradition is strongly rooted in our collections - the services that support those collections -- and the facilities that house those collections. The pre-eminence of the research and graduate programs has resulted in a library culture that values subject specialization and collections first, and our librarians are most proud and value their “selector” or “curator” roles - even as those roles expand to include reference and teaching. Many librarians are less comfortable and skilled in the role of partner with faculty and other academic experts across campus on issues of instructional design, student learning, and assessment.

4. 4 Shifting Library Culture Basically our library culture looks (or looked) like this -- it’s a traditional model that was shared at an ARL/OCLC meeting a couple of years ago - and some of you may recognize it from that meeting. Basically our library culture looks (or looked) like this -- it’s a traditional model that was shared at an ARL/OCLC meeting a couple of years ago - and some of you may recognize it from that meeting.

5. 5 The new model proposed at that meeting was user centered… with functions and services designed in support of the user.. But the model is too extreme for Berkeley -which would have trouble accepting the status of collections in this modelThe new model proposed at that meeting was user centered… with functions and services designed in support of the user.. But the model is too extreme for Berkeley -which would have trouble accepting the status of collections in this model

6. 6 So I developed my own model based on what I think is most pressing in large research universities - the importance of connecting our community of users to our rich and deep and largely lost collections -- and usually when I present this I include all the data about collections cost and use along with it. All of these functions must be placed within a broader pedagogical framework. This represents the culture shift we are trying to make happen in the Berkeley Library.So I developed my own model based on what I think is most pressing in large research universities - the importance of connecting our community of users to our rich and deep and largely lost collections -- and usually when I present this I include all the data about collections cost and use along with it. All of these functions must be placed within a broader pedagogical framework. This represents the culture shift we are trying to make happen in the Berkeley Library.

7. 7 Develop an integrated vision for undergraduate education Support a culture that values teaching as a core institutional value Leverage strength as a research university on behalf of undergraduates by promoting research-based learning and information literacy skills Utilize learning technologies effectively Promote more effective partnerships between faculty, GSIs, Library, and other academic units Christina So that’s our campus and library culture, but what are our goals for undergraduate education? In 2001, the Chancellor created the first ever senior administrative position charged with campus-wide oversight for undergraduate education. This signaled on a new commitment to making undergraduate education a key campus priority. As Vice Provost for Undergraduate Education, I have worked closely with the Academic Senate and with the Council of Undergraduate Deans to create more integration of our planning and policies related to undergraduate education. I also led the campus’s most recent accreditation effort, which resulted in a set of priorities and recommendations for undergraduate education. Among the recommendations that emerged from that effort are: -Support a culture that values teaching as a core institutional value and that recognizes teaching and research as mutually enhancing not antithetical. -Leverage strength as a research university on behalf of undergraduates by incorporating research-based learning into each stage of the undergraduate curriculum from the lower division to the senior capstone project and by developing information literacy competencies in our students. -Rethink large enrollment courses which will continue to be an important vehicle for delivering instruction to our undergraduates, especially in the lower division. -Utilize learning technologies to reduce administrative burdens, improve teaching, and enhance student learning. -Promote more effective partnerships between faculty, GSIs, Library and academic support units who contribute to the instructional enterprise. Christina So that’s our campus and library culture, but what are our goals for undergraduate education? In 2001, the Chancellor created the first ever senior administrative position charged with campus-wide oversight for undergraduate education. This signaled on a new commitment to making undergraduate education a key campus priority. As Vice Provost for Undergraduate Education, I have worked closely with the Academic Senate and with the Council of Undergraduate Deans to create more integration of our planning and policies related to undergraduate education. I also led the campus’s most recent accreditation effort, which resulted in a set of priorities and recommendations for undergraduate education. Among the recommendations that emerged from that effort are: -Support a culture that values teaching as a core institutional value and that recognizes teaching and research as mutually enhancing not antithetical. -Leverage strength as a research university on behalf of undergraduates by incorporating research-based learning into each stage of the undergraduate curriculum from the lower division to the senior capstone project and by developing information literacy competencies in our students. -Rethink large enrollment courses which will continue to be an important vehicle for delivering instruction to our undergraduates, especially in the lower division. -Utilize learning technologies to reduce administrative burdens, improve teaching, and enhance student learning. -Promote more effective partnerships between faculty, GSIs, Library and academic support units who contribute to the instructional enterprise.

8. 8 Library Role in Undergraduate Education Patty The campus focus on Undergraduate education and the focus on research-based learning reflects a national trend stemming from the Boyer Report on Reinventing Undergraduate education in a research university. This 1998 report was an important catalyst for research libraries as well as their campuses. Research universities were thinking strategically about how their research strength could be leveraged to improve the undergraduate teaching mission and libraries seized the opportunity to align themselves with the broader campus teaching priorities, to leverage their strength as research libraries and most importantly to underscore their educational role to help the undergraduate education initiatives succeed. In this environment: The library shifts its focus from “center of campus” to “center of learning”; The traditional library instruction sessions -- so difficult to scale up in any sustainable way - could be connected to a broader undergraduate research effort where faculty own learning outcomes for inquiry and discovery, for research skills and abilities, and librarians participate in assignment design, syllabus revision, as well as teaching to help students succeed. As campuses emphasize lower division large enrollment courses to achieve the most impact, it becomes clear that a community of academic support partners need to work together with faculty to make it work… not just the Library, but others expert in pedagogy ( the GSI T and L Center, the Office of Ed Development, Educational Technology Services..)Patty The campus focus on Undergraduate education and the focus on research-based learning reflects a national trend stemming from the Boyer Report on Reinventing Undergraduate education in a research university. This 1998 report was an important catalyst for research libraries as well as their campuses. Research universities were thinking strategically about how their research strength could be leveraged to improve the undergraduate teaching mission and libraries seized the opportunity to align themselves with the broader campus teaching priorities, to leverage their strength as research libraries and most importantly to underscore their educational role to help the undergraduate education initiatives succeed. In this environment: The library shifts its focus from “center of campus” to “center of learning”; The traditional library instruction sessions -- so difficult to scale up in any sustainable way - could be connected to a broader undergraduate research effort where faculty own learning outcomes for inquiry and discovery, for research skills and abilities, and librarians participate in assignment design, syllabus revision, as well as teaching to help students succeed. As campuses emphasize lower division large enrollment courses to achieve the most impact, it becomes clear that a community of academic support partners need to work together with faculty to make it work… not just the Library, but others expert in pedagogy ( the GSI T and L Center, the Office of Ed Development, Educational Technology Services..)

9. 9 Research - teaching tension No general education curriculum RFP culture Fragmented infrastructure for academic support Limited resources Christina In order to implement recommendations concerning our top priorities for undergraduate education, we also face some specific challenges related to our campus culture: -There is a perception that research counts more than teaching in the tenure review process, as well as other faculty reward and recognition opportunities. This inevitably affects faculty decisions about how to devote their time. Even the most dedicated teachers will make strategic decisions about what activities are most likely to advance their careers based on such a perception. -The campus does not have a single general education curriculum, and each college has different lower division requirements. A lack of campus-wide requirements makes it harder to decide which courses to target for improvements that will have the greatest impact on students. -As one of our Deans (Hexter) put it, change on the campus is usually effected through a Request-for-Proposal culture. If the central administration wants to promote a campus goal, it puts out a call for proposals. This type of approach tends to favor self-selectors or individual faculty entrepreneurs. While it can produce wonderful projects and innovations, it can be harder to promote strategic decisions about where to put limited resources that will scale up to a campus-wide vision. -Instructor support units are fragmented across multiple control units and organizational structures, resulting in duplication and lack of coordination. It can be challenging to coordinate related activities, which are operating out of separate administrative silos. And finally: -We embarked on a renewed effort in the area of undergraduate education at a time when the budget climate is severely limited and is probably not going to improve in the near future. So our vision is necessarily going to have to be scaled to the realities of our current economic reality. Christina In order to implement recommendations concerning our top priorities for undergraduate education, we also face some specific challenges related to our campus culture: -There is a perception that research counts more than teaching in the tenure review process, as well as other faculty reward and recognition opportunities. This inevitably affects faculty decisions about how to devote their time. Even the most dedicated teachers will make strategic decisions about what activities are most likely to advance their careers based on such a perception. -The campus does not have a single general education curriculum, and each college has different lower division requirements. A lack of campus-wide requirements makes it harder to decide which courses to target for improvements that will have the greatest impact on students. -As one of our Deans (Hexter) put it, change on the campus is usually effected through a Request-for-Proposal culture. If the central administration wants to promote a campus goal, it puts out a call for proposals. This type of approach tends to favor self-selectors or individual faculty entrepreneurs. While it can produce wonderful projects and innovations, it can be harder to promote strategic decisions about where to put limited resources that will scale up to a campus-wide vision. -Instructor support units are fragmented across multiple control units and organizational structures, resulting in duplication and lack of coordination. It can be challenging to coordinate related activities, which are operating out of separate administrative silos. And finally: -We embarked on a renewed effort in the area of undergraduate education at a time when the budget climate is severely limited and is probably not going to improve in the near future. So our vision is necessarily going to have to be scaled to the realities of our current economic reality.

10. 10 Students research skills on decline Use of collections on decline Google use is up, up, up Faculty assignments assume “research” skills Faculty ownership of information literacy Scaling instruction for so many large enrollment courses Need for campus collaboration Patty We are seeing student library research skills on the decline, mirroring the declining use in our collections, and the use of open Internet search engines such as Google dominating research strategies - and all the while faculty are assuming that students learn how to do this -- develop these skills “someplace else.” In order to make progress in the many learning outcomes that comprise information literacy, faculty need to own those learning outcomes and integrate them into their course - the objectives, the assignment, the assessment…information literacy is not about the Library alone -- and it’s not about one shot instruction.. Even when teaching hundreds of library instruction sessions, including dozens in large enrollment courses, they are labor intensive and the format falls short of student need. We are especially challenged to teach library research skills in situations where there is NO research-based learning - where students are not expected to engage in projects that require the use of library collections. The Library cannot do it alone. The challenge is too great and the solution lies within the course, the assignment, the curriculum - which the faculty own. And the partnership cannot be between merely the library and the Instructor - we don’t have all the skills nor the clout. We need to collaborate with others on campus (in those other silos) who are expert and concerned with teaching and learning - and with working with faculty to improve the undergraduate experience. So the major challenge is to shift the culture - both within the Library, and the perception of the Library on campus. Patty We are seeing student library research skills on the decline, mirroring the declining use in our collections, and the use of open Internet search engines such as Google dominating research strategies - and all the while faculty are assuming that students learn how to do this -- develop these skills “someplace else.” In order to make progress in the many learning outcomes that comprise information literacy, faculty need to own those learning outcomes and integrate them into their course - the objectives, the assignment, the assessment…information literacy is not about the Library alone -- and it’s not about one shot instruction.. Even when teaching hundreds of library instruction sessions, including dozens in large enrollment courses, they are labor intensive and the format falls short of student need. We are especially challenged to teach library research skills in situations where there is NO research-based learning - where students are not expected to engage in projects that require the use of library collections. The Library cannot do it alone. The challenge is too great and the solution lies within the course, the assignment, the curriculum - which the faculty own. And the partnership cannot be between merely the library and the Instructor - we don’t have all the skills nor the clout. We need to collaborate with others on campus (in those other silos) who are expert and concerned with teaching and learning - and with working with faculty to improve the undergraduate experience. So the major challenge is to shift the culture - both within the Library, and the perception of the Library on campus.

11. 11 Here’s that precise recognition as articulated by a Mellon Fellow who experienced a major “aha” moment during the Institute -- and subsequently changed her assumptions about students and her own responsibility for student learning.Here’s that precise recognition as articulated by a Mellon Fellow who experienced a major “aha” moment during the Institute -- and subsequently changed her assumptions about students and her own responsibility for student learning.

12. 12 Patty So that’s our environemnt, our culture, our challenges -- what did we do? In 2001 Don Waters from Mellon met with five newly appointed directors of research libraries -- including Berkeley. As a result of that conversation, a new program area was developed - called “models of Academic support” The theme was (above quote) In part it asked the questions... how can librarians, technologists, faculty, and students work together to ensure that needed knowledge management skills are appropriately distributed? How does the institution ensure that students entering new majors and graduate students understand the knowledge structures of their disciplines? what resources are needed to help institutions identify the best and brightest among the faculty and academic support staff, to invest them with a broad and rigorous intellectual understanding of the changing landscape of knowledge management, especially in the humanities and social sciences, and to allow them to formulate and implement strategies for change. The Library saw this as an opportunity to reach out to campus partners - and we went straight to the newly appointed VP-UE - we were both new to our positions and thinking about possibilities… Patty So that’s our environemnt, our culture, our challenges -- what did we do? In 2001 Don Waters from Mellon met with five newly appointed directors of research libraries -- including Berkeley. As a result of that conversation, a new program area was developed - called “models of Academic support” The theme was (above quote) In part it asked the questions... how can librarians, technologists, faculty, and students work together to ensure that needed knowledge management skills are appropriately distributed? How does the institution ensure that students entering new majors and graduate students understand the knowledge structures of their disciplines? what resources are needed to help institutions identify the best and brightest among the faculty and academic support staff, to invest them with a broad and rigorous intellectual understanding of the changing landscape of knowledge management, especially in the humanities and social sciences, and to allow them to formulate and implement strategies for change. The Library saw this as an opportunity to reach out to campus partners - and we went straight to the newly appointed VP-UE - we were both new to our positions and thinking about possibilities…

13. 13 To support a community of faculty serving as change agents for teaching within the academy To strengthen collaboration among campus partners in support of instructors and instruction To strengthen Fellows’ commitment to undergraduate research opportunities To increase the use and appreciation of libraries and library collections To assess the impact of undergraduate research assignments on student learning and faculty teaching To create a scalable and sustainable model for promoting changes in courses and curricula. Christina Even as the grant proposal was being conceived we created a campus partnership - starting with the Library and the Division of Undergraduate Education- and moving on to several units committed to working with faculty on teaching and learning -- Educational Technology Services, Office of Educational Development, GSI Teaching and Learning, Undergraduate Dean, L&S Project objectives at their broadest are to: Christina Even as the grant proposal was being conceived we created a campus partnership - starting with the Library and the Division of Undergraduate Education- and moving on to several units committed to working with faculty on teaching and learning -- Educational Technology Services, Office of Educational Development, GSI Teaching and Learning, Undergraduate Dean, L&S Project objectives at their broadest are to:

14. 14 Christina The grant has two fundamental strategies that will allow us to meet our objectives. The first strategy is to create a cohort of faculty change agents. We wanted to select a group of individual faculty: the early adoptors, self-selectors, high energy entrepreneurial innovators that Berkeley grows in abundance. And we wanted to link them together into a community, giving them a forum for exchange with other like-minded colleagues across departments. Our assumption was that they would then influence a larger community of faculty back in their home departments and across the campus as a result of their experience. This approach could function as a powerful force for change on a campus that is very faculty driven and where change often happens from the bottom up rather than the top down. Our second strategy was to create a campus collaboration of academic partners. We wanted to bridge the administrative silos that provide academic support to faculty. We hoped this would enable us to leverage services and activities and to make them more accessible to faculty by creating a one-stop shopping package. We also hoped that the collaboration that emerged as a result of this project would have a ripple effect. We hope that the “silos” would develop the habit of collaboration and that this would carry over into other projects and activities. Christina The grant has two fundamental strategies that will allow us to meet our objectives. The first strategy is to create a cohort of faculty change agents. We wanted to select a group of individual faculty: the early adoptors, self-selectors, high energy entrepreneurial innovators that Berkeley grows in abundance. And we wanted to link them together into a community, giving them a forum for exchange with other like-minded colleagues across departments. Our assumption was that they would then influence a larger community of faculty back in their home departments and across the campus as a result of their experience. This approach could function as a powerful force for change on a campus that is very faculty driven and where change often happens from the bottom up rather than the top down. Our second strategy was to create a campus collaboration of academic partners. We wanted to bridge the administrative silos that provide academic support to faculty. We hoped this would enable us to leverage services and activities and to make them more accessible to faculty by creating a one-stop shopping package. We also hoped that the collaboration that emerged as a result of this project would have a ripple effect. We hope that the “silos” would develop the habit of collaboration and that this would carry over into other projects and activities.

15. 15 Patty? So, how did we do it? The centerpiece of the project was a three-week Summer Institute, an experiential, immersion experience that made the Faculty Fellows into students. Occupying the position of students, we asked them to empathize with the challenges students face and to bring that knowledge back into the classroom in their role as teachers. During the institute, each of the faculty would be asked to redesign a course syllabus to incorporate undergraduate research assignments that use the library’s print and digital collections. To create the content for the institute, we brought together staff experts from academic support units campus-wide, including the Library, the Office of Educational Development, Educational Technology Services, and the GSI Teaching and Resource Center. We asked them to collaborate on the development of a shared curriculum, one that combined the best tools in their toolkits into a single curriculum that would be greater than the sum of the parts. We also developed a strategic recruitment plan. Our goals was to identify a cohort that was consciously shaped rather than a haphazard group of self-selected individuals, such as is usually produced by the RFP approach. We targeted large enrollment, high impact courses (e.g. gateway courses for two or more majors and courses meeting the American Cultures requirement, the only campus-wide requirement for all undergraduates). Once we had identified key courses in the undergraduate curriculum, the VPUE and I met with targeted department chairs to encourage participation by key faculty. In addition to individual faculty stipends, we allocated funds for departments who most closely met our recruitment criteria and who showed most promise for institutionalizing changes in the curriculum. Participating fellows made a commitment to teach their course in the following academic year. Each fellow would continue to receive support from an implementation team made up of staff from the academic partners who would work together to support the instructor implementing his or her course. Fellows also made a long-term commitment to participate in assessment efforts that would help evaluate their effectiveness as change agents and to serve as on-going ambassadors to the large campus community. Patty? So, how did we do it? The centerpiece of the project was a three-week Summer Institute, an experiential, immersion experience that made the Faculty Fellows into students. Occupying the position of students, we asked them to empathize with the challenges students face and to bring that knowledge back into the classroom in their role as teachers. During the institute, each of the faculty would be asked to redesign a course syllabus to incorporate undergraduate research assignments that use the library’s print and digital collections. To create the content for the institute, we brought together staff experts from academic support units campus-wide, including the Library, the Office of Educational Development, Educational Technology Services, and the GSI Teaching and Resource Center. We asked them to collaborate on the development of a shared curriculum, one that combined the best tools in their toolkits into a single curriculum that would be greater than the sum of the parts. We also developed a strategic recruitment plan. Our goals was to identify a cohort that was consciously shaped rather than a haphazard group of self-selected individuals, such as is usually produced by the RFP approach. We targeted large enrollment, high impact courses (e.g. gateway courses for two or more majors and courses meeting the American Cultures requirement, the only campus-wide requirement for all undergraduates). Once we had identified key courses in the undergraduate curriculum, the VPUE and I met with targeted department chairs to encourage participation by key faculty. In addition to individual faculty stipends, we allocated funds for departments who most closely met our recruitment criteria and who showed most promise for institutionalizing changes in the curriculum. Participating fellows made a commitment to teach their course in the following academic year. Each fellow would continue to receive support from an implementation team made up of staff from the academic partners who would work together to support the instructor implementing his or her course. Fellows also made a long-term commitment to participate in assessment efforts that would help evaluate their effectiveness as change agents and to serve as on-going ambassadors to the large campus community.

16. 16

17. 17 Patty Here is one fellow who successfully engaged and influenced her colleagues in her home department we’ve heard several stories reflecting various personalities, strategies, and experiences..but one thing that is clear is that the project has served as catalyst for department conversationsPatty Here is one fellow who successfully engaged and influenced her colleagues in her home department we’ve heard several stories reflecting various personalities, strategies, and experiences..but one thing that is clear is that the project has served as catalyst for department conversations

18. 18 Patty As an outgrowth of the project, we created the Council of Academic Partners which meets regularly to collaborate on a number of shared projects including the development of a Teaching Resources page on the Berkeley homepage. While collaboration can still be challenging, at least we are all—literally—on the same page for the first time…Patty As an outgrowth of the project, we created the Council of Academic Partners which meets regularly to collaborate on a number of shared projects including the development of a Teaching Resources page on the Berkeley homepage. While collaboration can still be challenging, at least we are all—literally—on the same page for the first time…

19. 19 Christina Here, again, is Ingrid (Professor Seyer-Ochi) sharing her experiences with research based learning...Christina Here, again, is Ingrid (Professor Seyer-Ochi) sharing her experiences with research based learning...

20. 20 Patty Here’s the view of one Fellow who sees librarians and the Library in a new way because of her experience...Patty Here’s the view of one Fellow who sees librarians and the Library in a new way because of her experience...

21. 21 Patty Here’s an example from one Fellow who now takes ownership for many of the library outcomes included in the info lit standards (even if she doesn’t call it that)Patty Here’s an example from one Fellow who now takes ownership for many of the library outcomes included in the info lit standards (even if she doesn’t call it that)

22. 22 Christina And the Fellows were not the only ones who had light bulbs go off -- here’s a student sharing her experience in a course with a research focus that shows her transformed experience of student learningChristina And the Fellows were not the only ones who had light bulbs go off -- here’s a student sharing her experience in a course with a research focus that shows her transformed experience of student learning

23. 23 Christina Here’s another Mellon Fellow sharing her perception on the challenges presented by large enrollment courses...and her success in scaling up innovations to the large enrollment context.Christina Here’s another Mellon Fellow sharing her perception on the challenges presented by large enrollment courses...and her success in scaling up innovations to the large enrollment context.

24. 24 Institute curriculum Evaluation framework Pilot courses Implementation teams Faculty change agents Council of Academic Partners

25. 25 Moving beyond early adopters Encouraging departmental ownership Scaling the collaboration Securing long-term institutional support Christina Although we are proud of our successes, we also have a number of challenges ahead. -We need to continue to connect faculty entrepreneurs and especially to reach out beyond the early adopters and usual suspects who self select for these types of activities and to engage a broader and deeper cross-section of the campus community. -We also need to engage a broader cross section of departments and to continue to encourage departmental ownership and long-term institutionalization of curricular changes. Otherwise, too often, individual innovations die out when faculty members move on—to other courses or to other institutions. -We also need to continue to confront the challenge of how to scale the collaboration. This challenge has two distinct aspects. In some cases, the issue has to do with how to move the collaboration lower down in the organizational structure so that line staff as well as directors are engaged in collaborative activity. In other instances, units lack adequate staff to scale up. -Meeting some of these remaining challenges will also mean securing long-term institutional support at a time when budgetary resources are scarce and unlikely to become more abundant in the near future. Christina Although we are proud of our successes, we also have a number of challenges ahead. -We need to continue to connect faculty entrepreneurs and especially to reach out beyond the early adopters and usual suspects who self select for these types of activities and to engage a broader and deeper cross-section of the campus community. -We also need to engage a broader cross section of departments and to continue to encourage departmental ownership and long-term institutionalization of curricular changes. Otherwise, too often, individual innovations die out when faculty members move on—to other courses or to other institutions. -We also need to continue to confront the challenge of how to scale the collaboration. This challenge has two distinct aspects. In some cases, the issue has to do with how to move the collaboration lower down in the organizational structure so that line staff as well as directors are engaged in collaborative activity. In other instances, units lack adequate staff to scale up. -Meeting some of these remaining challenges will also mean securing long-term institutional support at a time when budgetary resources are scarce and unlikely to become more abundant in the near future.

26. 26 It takes a village… Christina As a result of the Mellon project, we’ve learned that Hilary was right… It really does take a village… We are a village with a lot of neighborhoods, each with distinct cultures and challenges and ways of doing things. But the good news is that more and more faculty and staff are coming out of their houses to meet in the town square to talk about student learning. And given our campus culture—individualistic, decentralized, and research-oriented—this is good news indeed. Christina As a result of the Mellon project, we’ve learned that Hilary was right… It really does take a village… We are a village with a lot of neighborhoods, each with distinct cultures and challenges and ways of doing things. But the good news is that more and more faculty and staff are coming out of their houses to meet in the town square to talk about student learning. And given our campus culture—individualistic, decentralized, and research-oriented—this is good news indeed.