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Funding for Faculty Development
Bush
Urban
Faculty Seminar
Quantitative Methods
for Public Policy
Teaching and Learning
Chairs
New Faculty
Civic Engagement Center
Provost
Employee Handbook
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CST Advisory Committee
The CST Advisory Committee is made up of the following
faculty members:
Ruthanne Kurth-Schai, Jaine Strauss, Kendrick
Brown, Joan Ostrove, Terri Fishel, Barron Koralesky, Karl Wirth,
David Bressoud, Ellen Guyer, Terry Boychuk, Sonita Sarker, Rosamond
Rodman, Karin Trail-Johnson, Karine Moe, Jan Serie
Meeting Notes
November 17, 2005
We talked primarily about how best to support the
needs of the faculty in providing courses that fulfill the new graduation
requirements. Several insights were helpful as we think about designing
programs:
- Different kinds of programming are needed for faculty at different
levels of engagement and expertise. Accomplished teachers in
a given area, possibly with corresponding disciplinary expertise,
need different information than people who are just beginning
to explore teaching in that area.
- Courses and curricula are developed by individual faculty
who participate in department or interdisciplinary groups. Faculty
development efforts should be aimed at both individual faculty
needs, but should also stimulate and support discussions of
various faculty groups who have a collective stake in the outcomes.
- We should make the assumption that all faculty will make
a contribution to the general education curriculum. We should
not ask if faculty will contribute, but rather how they plan
to contribute. This expectation should be articulated by the
Provost.
- We need to give some thought to incentives and support for
faculty spending their time developing new courses or redesigning
courses such that they meet the new requirements. Incentives
do or could include: enhanced enrollments in courses, pleasure
of learning from and talking with colleagues, opportunity to
qualify for merit pay increases, or FTR contributions.
EPAG plans to request that a formal audit be conducted
in the Spring Term to determine the number of current and planned
courses that will fulfill the new graduation requirements. (We have
scheduled a meeting with the Department Chairs to report on the
audit for March 27, 2006.) We would like to get this audit underway
soon (over January?) and as part of the audit, we would like to
ask faculty about the kinds of support they would need in order
to do this work. I said I would talk with Ruthanne and Diane about
this. (I’ll provide an update at the next meeting.)
There was much discussion about how to get departments
and interdepartmental groups talking about how they will support
the new requirements. Some ideas are:
- Someone (the Provost? A member of EPAG? A member of the EPAG
sub-committee on the requirement?) should visit these groups
(e.g. one, two or three departments meeting together?) to ask
how they plan to contribute, what challenges they see, and how
the college can provide support. These groups might feel they
need a facilitator, whom they could select and invite in that
role. Facilitators could come from the EPAG sub-committee charged
with oversight of the requirement. These visits could also begin
with a discussion of the information we gather from the audit.
- Panel discussions of faculty who have been teaching in the
various graduation requirement area and have expertise. Sharing
insights, challenges, tips.
- Panel discussions or single presentations from national experts
or faculty at institutions that do a particular requirement
well.
Some funding currently exists to help with this:
- Bush funds could be oriented toward the development of the
multiculturalism requirement
- Bush funds already support urban engagement courses
- QM4PP residual funds will support Q course development
- Presidential Initiative support may continue.
- Biggest concern may be support for teaching writing, but
since many faculty already do this, the challenge may be in
getting the community together to share the existing expertise.
CST can channel some funding into this.
“To Do” list from meeting:
- Coordinate and creation, distribution and analysis of EPAG
curricular audit.
- Create a plan for department / divisional / multi-departmental
/ other unit visits to discuss implementation strategies and
resources
- Talk with Helen Warren about possible funding sources to
support this effort
- Develop Teaching and Learning curriculum for January and
Spring term that includes panel discussions and workshops relevant
to the graduation requirements
- Someone (Ruthanne? FPC?) needs to talk with Diane about possible
incentives that her office can provide for faculty efforts in
this area.
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