Timeline: Goal 1

Thu, 06/06/2013 - 13:31 -- sewm02

Timeline: Goal 1

Empower faculty and students to achieve high levels of teaching and learning.

Year 1: 2006-07

Success Indicator Tasks: Design and validate a survey of empowerment measures to be given to faculty and students annually starting in spring 2007.

Action Step 1

  • Convene a committee or umbrella group with representatives from all support services for teaching, learning, advising and professional development/training, and charge the committee with establishing teaching and learning as the highly visible central focus of the institution. (E.g., tutoring, supplemental instruction, and faculty and staff development opportunities should be known to everyone and widely used.)
  • Use the processes of developing abilities and writing learning outcomes to create a community of faculty, students, and staff. Consciously choose meeting and workshop locations to make this work visible.
  • Create a web or other electronic presence for the committee or umbrella group and use it to provide support for face-to-face, campus-wide discussions, and to facilitate participation throughout the extended campus.
  • Define expectations of excellence for student and faculty performance.
  • Publicize expectations of excellence.
  • Improve academic advising and the Advising Center processes to better support successful student learning and academic progress. Start by addressing student feedback from the spring 2006 Noel-Levitz report.

Action Step 2

  • December 2006 – Identify current student and faculty satisfaction and identify facilities strengths and weaknesses through a survey carried out by office of institutional research in collaboration with colleges/schools. Include every classroom and lab
    • Ask about lighting, noise, size, seating (quality/size/number), air quality, temperature, ease of access/ADA, ease of use for group work/interaction and/or other types of teaching, technology (video projector, computer with internet access), security.
    • Include information technology facilities such as barriers to use of Vista, email, web site, wireless access, bandwidth adequacy, single access portal for all technology, networking uptime issues
    • Explore use of data from IDEA forms related to facilities.
  • Identify gaps in facilities.

Action Step 3

  • Develop a standardized format for reporting student learning outcomes and assessments, and disseminate it through the Center for Teaching Excellence in collaboration with Academic Affairs.
  • Provide incentives to faculty from several highly visible, multi-section liberal studies and other courses to serve as models/pilots for the format during the first year.
  • Hold faculty development workshops focused on writing effective program objectives and on writing effective learning outcomes and tying assessments to learning outcomes.
  • Develop program objectives for majors (program faculty responsibility).
  • Develop objectives for the liberal studies curriculum (general faculty responsibility through the Liberal Studies Committee).
  • Include a list of learning outcomes and incoming expectations (in a standardized format) with all new graduate and undergraduate course proposals. Coordinate with Curriculum Committees to ensure this step is followed.

Action Step 4

  • Charge a committee to review and update the “Fairmont State Graduate Profile."
  • Focus faculty development workshops on definitions of abilities and how they can be assessed across diverse disciplines.
  • Identify which abilities are covered in all 1000-level courses and add to syllabi in a standardized format.
  • Identify which abilities are covered in all graduate courses and add to syllabi in a standardized format.
  • Center for Teaching Excellence and Academic Affairs collaborate to widely publicize the inclusion of the abilities and their assessments.

Year 2: 2007-08

Success Indicator Task: Survey faculty and students. Use results to refine efforts for the coming year.

Action Step 1

  • Committee or umbrella group continues to carry out its charge of establishing teaching and learning as the highly visible central focus of the institution.
    • Explore grant and/or other funding opportunities these activities.
    • Measure hits on the web site for the group.
    • Other ideas as the group decides.
  • Evaluate the success of the academic advising system in fostering successful student learning and academic progress, and adjust as necessary.
  • Ensure that annual evaluations for faculty are aligned with expectations of excellence for faculty and that probationary faculty are provided with strong support and development opportunities.
  • Ensure that measures of student success are aligned with expectations of excellence for students.
  • Verify that expectations of excellence are fully publicized and that all faculty and students are familiar with them.

Action Step 2

  • Research best practices in educational facility design by December 2007.
  • Make recommendations for improvements.
  • Determine resources required.

Action Step 3

  • Develop learning outcomes and incoming expectations for all 1000-level courses and add to syllabi in a standardized format.
  • Develop learning outcomes and incoming expectations for all graduate courses and add to syllabi in a standardized format.
  • Program and liberal studies objectives, along with learning outcomes for individual courses, are published by the Center for Teaching Excellence in collaboration with Academic Affairs, preferably to include an open web version.

Action Step 4

  • Identify which abilities are covered in all 2000 courses and add to syllabi in a standardized format.
  • Identify assessments for abilities covered in 1000 and graduate courses.

Year 3: 2008-09

Success Indicator Task: Survey faculty and students. Use results to refine efforts for the coming year.

Action Step 1

  • Committee or umbrella group continues to carry out its charge of establishing teaching and learning as the highly visible central focus of the institution. Encourage adjuncts to be involved in faculty development activities. Increase participation in faculty development activities and include more probationary and adjunct faculty.
    • Use the group to make any needed mid-course adjustments to the process of defining learning outcomes and liberal education abilities.
    • Other ideas as the group decides. Place holds on student accounts for students who have not completed developmental work within the first 32 hours.
  • Evaluate the success of the academic advising system in fostering successful student learning and adjust as necessary. Explore the possibility of using an advisor-specific evaluation instrument. Evaluate the success of student academic progress (progressing through degree programs, increasing numbers of graduates).
  • Evaluate the success of aligning evaluations with expectations for faculty and students, and adjust as necessary. Work with the Adjunct Expectations Committee on a way to evaluate that expectations are being met.
  • Evaluate the success of faculty development for probationary faculty and adjuncts and adjust as necessary.

Action Step 2

  • Prioritize and implement recommended changes. Agressively seek grant funding to assist with this.

Research best practices.

Action Step 3

  • Develop learning outcomes for all 1000-level courses and add to syllabi in a standardized format. Begin developing learning outcomes for all 2000-level courses.
  • Tie assessments to learning outcomes for all 1000-level courses.
  • Tie assessments to learning outcomes for all graduate courses.

Action Step 4

  • This action step will be revised, but some time is needed to finalize this. Identify which abilities (liberal studies attribute 1) are covered in all 3000 courses and add to syllabi in a standardized format.
  • Identify assessments for liberal studies abilities covered in 2000 courses.

Year 4: 2009-10

Success Indicator Task: Survey faculty and students. Use results to refine efforts for the coming year.

Action Step 1

  • Committee or umbrella group continues to carry out its charge of establishing teaching and learning as the highly visible central focus of the institution.
  • Evaluate the success of the academic advising system in fostering successful student learning and academic progress, and adjust as necessary.
  • Evaluate the success of aligning evaluations with expectations for faculty and students, and adjust as necessary.
  • Evaluate the success of faculty development for probationary faculty, and adjust as necessary.

Action Step 2

  • Prioritize and implement recommended changes.

Action Step 3

  • Develop learning outcomes and incoming expectations for all 3000-level courses and add to syllabi in a standardized format.
  • Tie assessments to learning outcomes for all 2000-level courses.

Action Step 4

  • Identify which abilities are covered in all 4000 courses and add to syllabi in a standardized format.
  • Identify assessments for abilities covered in 3000 courses.

Year 5: 2010-11

Success Indicator Task: Survey faculty and students to see if the overall strategic goal has been met.

Action Step 1

  • Committee or umbrella group continues to carry out its charge of establishing teaching and learning as the highly visible central focus of the institution, and proposes ideas for the next strategic plan.

Action Step 2

  • Survey faculty and student satisfaction with facilities (physical and virtual) for teaching and learning.

Action Step 3

  • Develop learning outcomes and incoming expectations for all 4000-level courses and add to syllabi in a standardized format.
  • Tie assessments to learning outcomes for all 3000-level and 4000-level courses.

Action Step 4

  • Identify assessments for abilities covered in 4000 courses.
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