Transcript Creating the Environment that Aids in the Transition to

Creating the Environment that Aids in the
Transition to Student Learning
Centeredness
San Diego State University
Center for Educational Leadership, Innovation and
Policy Assessment of
Student Learning Conference
“Evaluating Institutional Learning Centeredness”
July 13, 2007
Tomas Morales
Provost
Cal Poly Pomona
Assessing For Learning
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Figure 1.4 Some Contributors to Student Learning. Source: Adapted from
P.Maki, Learning contexts inside and outside of the academy (AAHE Special
Report. www.aahe.org/specialreports/part2.htm. Reproduced with
permission.
Timeline of Change at CPP
Conversations with Colleagues
University Learning-Centered Task Force
2006
LC Retreat for Campus Leaders
LC Retreat for Faculty, Staff and Students
University Assessment Conference
2005
All University Exchange
Proposal by Faculty Learning Community for
CPP to become Learning-Centered
2004
Exchange Lounge
Exchange
Lounge
Assessment
Café
Assessment Café
2003
AAHE Assessment Conference
January 2004, Faculty Learning Community
 8 Full-Time, Tenure Track Faculty selected from 30
applications. Cross-campus communication.
 Sponsored by the Office of the Provost and Faculty
Center for Professional Development.
 Attends AAHE/WASC Conference “Building
Learning-Center Institutions: Developing Institutional
Strategies for Assessing and Improving Student
Learning.
 Develops plan to Transform Cal Poly Pomona into a
Learning-Centered University.
2003-04 has been a unique & exciting year at
Cal Poly Pomona
 First time ever!
 3 Major Events Focused on Teaching &
Learning
 Assessment Café: Fall 2003
 Student Exchange Lounge: Winter 2004
 All-University Exchange on Learning &
Teaching: Spring 2004
January 21, 2004 Student Exchange Lounge
 149 Students representing all Colleges and Schools were
asked:
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“What is good teaching?”
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“What can faculty do to encourage you to
learn?”
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“What kinds of feedback help you to learn the
most?
 OUTCOME: Students and faculty do not always agree
on what helps students to learn.
May 20, 2004 All-University Exchange
 111 Students, Faculty, Staff and Administrators
 OUTCOMES
 Importance of enthusiasm and passion in good
teaching
 Intentionally bring faculty, students and staff
together to discuss teaching and learning
 Critical role of assessment in effective teaching
and learning.
A Learning-Centered
University
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Establishes measurable outcomes for learning, as
well as for all university services, programs &
activities;
 Uses assessment feedback to modify activities for
continuous improvement;
 Engages the entire campus community;
 In the classroom
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Focuses on what is learned, not what is taught;
Incorporates “Learn-by-doing” activities;
Encourages students to take charge of their learning;
 Recognizes and rewards successes.
University Learning-Centered
Task Force Charge
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Improve communication and increase collaboration
throughout the university.
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Identify and recommend linkages for increased
collaboration.
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Identify and recommend changes to university
structures and/or processes.
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Increase engagement of the university community.
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Showcase best learning-centered practices.
Promoting Cultural Change
DRIVERS
1. WASC Standards
2. Accreditation
3. National movement
4. Need for improvement
5. Desire to lead change
RESTRAINERS
1. Create impetus to change
2. Reach a critical mass
3. Build consensus
4. Everyone is already busy
5. Scarce resources
6. Faculty autonomy
7. Wariness about change
8. Clear definitions/goals
April 22, 2005 BECOMING LEARNING-CENTERED: A RETREAT
FOR STUDNETS, FACUTLY & STAFF
 104 Students (40), Faculty (35) & Staff (29)
 What are the changing roles of students, faculty, and
staff in a Learning-Centered University?
 What are the Core Values of a Learning-Centered
University?
 How can we work together more effectively to promote
learning & continuous improvement?
April 29, 2005 BECOMING LEARNINGCENTERED: A RETREAT FOR CAMPUS
LEADERS
 68 Campus Leaders (including the President, Vice
Presidents, Associate Vice Presidents, Deans &
Associate Deans)
 Focused Discussions and Planning:
 What are the Drivers and what are the Restrainers for CPP
becoming a learning-centered university?
 What important things did we learn from the student, faculty
& staff retreat?
 How does each of us translate the vision into action?
 Issues to address now: Improve student advising. Build
Community. Strengthen Communication. Track Progress.
Keep Momentum Going.
7 Core Values of a Learning-Centered University
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Willingness to learn
Shared responsibility
Nurturing environment
Commitment (engagement)
Continuous improvement
Fostering intentional learning
Transparency
Early Winter 2004
Pockets of Excellence
Student Affairs
Academic Affairs
Advancement
I & I Technology
Not Learning Centered
Administrative Affairs
Winter 2006
Student Affairs
Pockets of Excellence
Student
exchange
lounge
Academic Affairs
Becoming Learning
Centered
Advancement
Administrative Affairs
I & I Technology
Winter 2008
Student Affairs
Pockets of Excellence
Academic Affairs
Learning-Centered
University
Advancement
Administrative Affairs
I & I Technology
Main Elements of a Learning-Centered
University
 Assessment/results
 All decisions are made with learning
outcomes as central to the decision
 Entire organization (all individuals) are
learners
 Greater recognition that all that we do
contributes to student learning
A learning-Centered University:
 Optimizes teaching & learning (by)
 Engaging all members of the campus community (which)
 Provides dynamic cross-current exchanges of knowledge
(that)
 Sparks
 Synergy
 Collaboration
 Collective construction of knowledge
 All focused on how to improve learning
7 Strategies for Success
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1. ENGAGE campus leaders in a discussion of transforming
Cal Poly Pomona into a learning-centered university
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2. IDENTIFY keys to success
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3. INVOLVE unofficial leaders and resistors
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4. KEEP MOMENTUM GOING (disseminate comparison
of the results of the Assessment Café & Student Exchange
Lounge)
7 Strategies for Success
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5. CREATE learning-centered web site
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6. CONVENE town hall meeting:
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Celebrate exemplary teaching/learning practices
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Compare faculty and student perceptions on
teaching and learning
7. DEVELOP learning-centered plans for all units on
campus
Indicators of Success
 Progressive increase in level of participation
 Leaders identified in all university divisions
 Learning-centered plans completed, shared and
implemented
 Resources reallocated to support learning-centered
transformation
 New organizational structure supports learningcenteredness
Indicators of Success (cont.)
 All decisions preceded by a discussion of the
impact on learning
 Program reviews centered on learning
 RTP rewards learning-centered activities
 Continuous analysis of evidence of increased
student learning
Measures of Progress
 Formation of a University Task Force on
Transformation
 Establishment of a University Center for
Learning (Assessment)
 Engagement of Learning-Centered Task
Forces at all university levels
October 2006 Month-Long Focus on
Becoming More Learning Centered
 By the end of the MONTH-LONG FOCUS, Cal Poly Pomona students,
faculty, and staff will:
 Understanding how becoming more learning centered improves student success and
institutional excellence;
 Be able to establish measurable outcomes;
 Understand how assessment is used for continuous improvement;
 Identify opportunities for collaborating with colleagues on campus;
 See themselves as an active learner of the campus community.
Week 1: “We Are Learning-Centered, Aren’t We?”
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October 2
1. OPENING SESSION: What does it mean to be “Learning
Centered?”
October 3
1. FACULTY SUPPORT CENTERS OPEN HOUSE
2. TAKE CHARGE: New Student Roles in a Learning-Centered University
October 4
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1. WASC REPORT: Building a Learning-Centered Model of a Polytechnic
University
2. CRICAL ROLE OF STAFF IN A LEARNING-CENTERED
UNIVERSITY
October 5
1. “I’M ALREADY LEARNING-CENTERED. AREN’T I?”
2. STUDENT EXCHANGE LOUNGE II
Week 2: Outcomes Assessment
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October 9
1. ACADEMIC PROGRAMS ASSESSMENT PANEL
October 10
1. TAKE CHARGE OF YOUR OWN LEARNING:
Writing a Learning/Assessment Plan
October 11
1. COLLEGIATE LEARNING ASSESSMENT STUDY
2. STAFF CHALLENGE: Establishing Goals and
Measurable Outcomes
October 12
1. CLOSING THE LOOP: Making Assessment Work
Week 3: My Role in a Learning-Centered University
 October 16
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1. THE TEACHING PERSONA
 October 17
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1.THE LEARNING-CENTERED MANAGER
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2. STUDENT EVALUATION OF TEACHING
 October 18
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1. STUDENT EVALUATION OF TEACHING
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2. ROLE OF TECHNOLOGY IN A LEARNING
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CENTERED UNIVERSITY
3. TRANSLATING VISION INTO ACTION
October 19
1. LEARNING-CENTERED PARTNERSHIPS
2. TAKE CHARGE: 1ST Year Experience at Cal Poly Pomona
Week 4: Continuous Improvement for Student
Success & Institutional Excellence
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October 23
1. COMMON TEACHING CHALLENGES & SOLUTIONS
October 24
1. ROLE OF ADVANCEMENT IN A LC UNIVERSITY
2. CLASSROOM ASSESSMENT TEACHNIQUES
October 25
1. STUDENT SUCCESS THROUGH e-LEARNING
October 26
1. DOLCE:
Continuous Improvement Through Course Redesign
2. LEARN-BY-DOING: Max: Success for Student Workers
October 27
1. TAKE PRIDE: Poster Session of Learning-Centered Successes
February 15, 2007
“This is my vision. I want Cal Poly Pomona to be
recognized for programs of distinction that will serve our
students and the State in a learning-centered
environment. A place where the things that we do well,
we do better”
President Ortiz
Fall Conference 2005 Convocation
INSTITUTIONALIZATION PLANS
 Each Division and College develops an Implementation
Plan by February 15, 2007
 Each Plan describes how the Division or College will
institutionalize Cal Poly Pomona’s progress toward
becoming a learning-centered organization. All plans
will be reviewed by external experts for feedback and
recommendations.
 Each Plan will address how faculty, staff and students
will become aware and promote the learning-centered
paradigm.
 Expected Outcome: Create a “Tipping Point” so that
learning-centeredness becomes institutionalized at Cal
Poly Pomona.