Goal 1 Report 2008

Wed, 06/05/2013 - 11:25 -- sewm02

Goal 1 Report 2008

Goal 1 - Empower faculty and students to achieve high levels of teaching and learning.
Image:GreenDot.gif = Progress at or above target

Image:YellowDot.gif = Progress below target

Image:RedDot.gif = Progress well below target

Image:WhiteDot.gif = Target not set

Implementation Committee Audit Committee
Report Author Name Maria Rose Sharon Smith
Link to Narrative Report Year 2 Report

Liberal Studies Outcomes

Advising Survey

Development Activities

Expectations

Facility Repairs

Post-Conference Implementation Response

Year 2 Audit Report
Existing Timeline Proposed Year 3 Timeline Discussion of Proposed Year 3 Timeline
Summary Progress on Goal:

Year 2 - Overall

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Year 2 - Overall

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Year 2 - Overall

Action Step 1:

Support teaching and learning as the central focus of the institution.

Progress: Year 2 - Overall Image:YellowDot.gif Image:YellowDot.gif Image:YellowDot.gif Image:YellowDot.gif
Summary of why level was chosen Teaching and Learning has become a central focus of the institution. Schools have spent a considerable amount of time during the past academic year working on outcomes; retreats, school meetings, and faculty development week activities have focused on outcomes. Faculty and students have attended many conferences where they have presented information that they have been working on at Fairmont State; faculty, staff, and students have presented information learned at conferences to members of the campus community through brown bag lunches and other gatherings. The final revisions for the student, faculty, and staff expectations document have been completed and approved by Faculty Senate during the February meeting. The expectations have been disseminated through the Freshman Seminar classes, during orientation activities, in course syllabi,on bookmarkers and posters, and more. (See the Faculty, Staff, and Students Expectations document.) To monitor progress on advising concerns, an advising survey was conducted during the fall semester; these results are being compared to last year's survey results. A sub-committee has been formed to make recommendations on the advising survey. Measures of student success have been identified, ranging from graduation and retention rates to licensure passage rates and employment history. The Office of Institutional Research has posted these measures on the Institutional Research web page [1].

In addition, Fairmont State University is participating in the AASCU's Voluntary System of Accountability; important assessment measures will be posted on the homepage as a part of a standardized template adopted by over 300 other colleges and universities. Fairmont State has also gathered data for the common data set; this information is posted on the Office of Institutional Research page as well. More items related to teaching and learning continue to be posted on the web to update everyone about the progress on this goal.

The Goal 1 Implementation Team has made some measurable progress overall during Year 2. There has been a concerted effort to make teaching and learning a central focus of the institution, and to support learning through a fully outcomes-based curriculum by defining program outcomes, Liberal Studies outcomes, and graduate outcomes, as well as publicizing expectations of excellence for faculty and students. Available funding was utilized to encourage faculty and student participation in growth opportunities, a website and a wiki have been created to promote visibility and participation in the strategic planning process, and in order to evaluate the success of the academic advising system, a survey was implemented and the results are being analyzed.

Limited progress has been made though on maximizing facilities for effective teaching and learning, and integrating the development of the liberal studies abilities across the college experience. Much of the reported work was still in development at the time the report was reviewed.

The ambitious timeline for implementation of the action steps related to Goal 1, as well as having to revisit and complete action steps from Year 1, may have contributed to the moderate progress made this year.

Recommendations, concerns, and/or difficulties encountered Strategic Planning money to fund faculty development and student conference attendance needs to be continued. Time needs to be given to schools during Faculty Development Weeks in order to continue the process. Devise a list of potential projects and associated costs, then explore funding. Seek out private donors (according to the Grant Training Center, 75 percent of all monies awarded in grants comes from private donors). Develop a wiki page as a central repository to record all faculty and student development supported by institutional, school, or college funds. Determine an effective measure of website and wiki use; seek student and faculty feedback on use. Use the analysis from the advising survey to design a systematic process ensuring all faculty are educated in best practices for advising. Include a measure in annual evaluations aligned with expectations for excellence. Align measures of student success with expectations of excellence. Consider how all faculty and students might be made aware of expectations of excellence - require attendance of new and transfer students at an orientation event, verify publication in course syllabi, or use the institution's homepage to peridically display the expectations.
Action Step 2:

Maximize facilities (virtual and physical) for effective teaching and learning.

Progress: Year 2 - Overall Image:RedDot.gifImage:RedDot.gif Image:RedDot.gifImage:RedDot.gif
Summary of why level was chosen Progress has been made on facilities during the past academic year, but there is much more to accomplish. The new Technology Building has state-of-the-art classrooms; additional Smart Classrooms have been added to Jaynes Hall and to Bryant Place. Sub-committees have identified minimum expectations for classrooms; this report can be found within the Year Two overall report. In addition, the University and Community College Deans have compiled a list of building concerns that need to be addressed; some of these have already been handled through the work order system, and more repairs will be completed during the summer recess. A complete list of the concerns can be found as an attached document. As an extension of this effort, a student survey is being developed to determine student perceptions of facility needs. Even though there was construction of new facilities during the past year, the demands on staff time and the facilities/maintenance budget made it difficult to address general maintenance of all other facilities. So, instead of researching best practices for educational facility design, the Implementation Team developed a set of minimum standards. However, even using the minimum standards list, specific recommendations for improvements were not made. The Facilities Improvement Report cited in the Year 2 report was incomplete, so there was limited baseline information. Only a brief list prioritizing improvements, as well as recommendations for resources, was submitted in the Implementation report.
Recommendations, concerns, and/or difficulties encountered Whenever additional funding from grants or other sources becomes available, classroom technology needs should be considered as top priority. Each year a survey of maintenance needs should be completed so that routine repairs can be addressed. Now that minimum standards have been identified, research best practices, prioritize a list of improvements, and develop cost/resource projections. When funding does become available, priorities can be addressed. Consider using some of the funding for faculty and student development opportunities to equip more classrooms with technology.
Action Step 3:

Support learning through a fully outcomes-based curriculum.

Progress: Year 2 - Overall Image:YellowDot.gifImage:YellowDot.gif Image:YellowDot.gifImage:YellowDot.gif
Summary of why level was chosen The Desired Profile of a Fairmont State graduate was presented to Faculty Senate and passed during the October meeting. The Liberal Studies Committee identified eight attributes that Fairmont State students must satisfy. The basic abilities (communication, critical analysis, problem solving, decision making, social itneraction, global perspective, effective citizenship, aesthetic engagement) are included in Attribute One of the liberal studies attributes. The schools worked with a matrix developed by the Liberal Studies Committee to identify liberal studies outcomes that courses within their areas satisfied. The courses have been submitted to the Liberal Studies Committee. The Liberal Studies Committee has submitted the liberal studies outcomes to Faculty Senate; Senate approved Attribute One in January and Attributes Two through Eight in a special March meeting. Now the schools will use these liberal studies attributes to make sure that the students within their individual programs attain all eight attributes. In addition, each program has been identifying outcomes for all 1000 level courses and assessments to guarantee that these outcomes have been met. The Liberal Studies Committee, an Outcomes Team, and an Assessment Team have been working with departments on this goal. An Outcomes Reporting Template has been developed by the Center for Teaching Excellence, and a standard method of reporting outcomes on syllabi is being developed. Also, a team has been researching and testing outcomes software to make a recommendation by the end of the semester on a product that will make reporting of outcomes easier. [2] Much work has been done by the schools in identifying program outcomes. Progress is being made as we transition to a fully outcomes-based curriculum. According to the evidence, learning outcomes for a few 1000-level and graduate courses have been developed, but not nearly all. A standardized format for syllabi was created, and program as well as liberal studies objectives have been developed and recently approved by Faculty Senate.
Recommendations, concerns, and/or difficulties encountered This action step has taken much more time than anticipated. Even though the Liberal Studies committee has worked incredibly hard, much of the outcomes work in individual departments has been slowed until the liberal studies work was completed. Outcomes for 1000 level courses in the University have been completed; it will be much easier to keep up with new courses than it has been to retroactively identify outcomes for all existing courses. Time will be given during Faculty Development Week for the fall term for this work to continue. Ensure that all 1000-level and graduate courses report learning outcomes and assessment measures in the standardized format by fall semester 2008.
Action Step 4:

Integrate the development of the following liberal education abilities across the college experience: communication, critical analysis, problem solving, decision making, social interaction, global perspective, effective citizenship, and aesthetic engagement.

Progress: Year 2 - Overall Image:YellowDot.gifImage:RedDot.gif Image:YellowDot.gifImage:RedDot.gif
Summary of why level was chosen The outcomes for 1000 level courses are almost complete for the entire institution and certainly will be complete by the beginning of the fall term; programs are working on outcomes for 2000 level courses. Also, graduate school faculty are working on outcomes for graduate courses. The curriculum proposal form has been redesigned to include outcomes; no curriculum proposal is approved unless outcomes have been identified. The Liberal Studies Committee has developed outcomes, identified and validated courses across all disciplines that fulfill these outcomes, and sent the results back to individual programs. From the documentation provided though, it appears this action step is still in development (abilities have not been identified in 2000-level courses and added to syllabi, and evidence of assessments for abilities covered in the 1000-level and graduate courses was not provided); therefore, we were unable to accurately assess it.
Recommendations, concerns, and/or difficulties encountered Additional time must be given for faculty to complete the 2000 level outcomes. First, provide a clear, detailed explanation of terms used, particularly outcomes, abilities, attributes, and objectives. Consider revision of the terms throughout the Strategic Plan to ensure consistency. Also, include evidence for integration of the liberal education outcomes/abilities across the college experience as noted in the action step.
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