Theme researched:
Teaching and Learning
(Chapter VI)

Curriculum Development Guide, advising web site, Academic Programs, Institutional Research, Academic Senate policies and committees, literature on practice and theory, faculty programs, catalog, EO 665, Cornerstones, EO 595

Purpose/goal:
Assess educational program effectiveness and learning-centeredness at the university

Topics: Pedagogy, faculty development, GE, assessment, remediation, retention, program review, specific programs

Data collection
(methods and sources)

Interviews, participant observation, focus groups, institutional research, departments and colleges, consultation

Data
(types)

Statements, documents, student behavior statistics, program review trends

Analysis
(indicators)

• Inter-disciplinary, assessment-based reform model of GE formulated
• Examples of cooperation between faculty, deans, and Academic Affairs
• Progress in identifying performance factors (accountability)
• Attendance at faculty centers/programs

Results
(where we are)

• More knowledge of learning trends
• Acceptance of new GE concept
• Availability of faculty training and development
• Regional, national recognition and distinction for teaching, some programs

Conclusion
(general interpretation: where we want to go)

Procedural change needed: Collaboration and coordination for greater learning-centeredness, program improvement

Use
(basic action plans - how to get there)

• Establish collaborative administrative model for new GE — housed in GE Committee, with participation of Academic Affairs, deans’ offices
• Refine collective approach to retention and remediation; EERP’s role to include coordinating with Advising Initiative, Student Affairs programs
• Student and staff participation in mentoring
• Skills centers (LRC, DSS, EES, etc.) enhanced, closer ties with departments