Inside Higher Ed Articles: Not So Academically Adrift? / Questioning Assumptions on Grade Inflation -- May 20, 2013 Daily Update

 

 

Less Academically Adrift?

Challenging findings of landmark 2011 study, new data suggest that college students make significantly bigger gains in critical thinking. But differences in methodology may contribute to the differing conclusions.

Missing the (Grade) Point

Study challenges assumption that professors have become more lenient in evaluating students, or that their grades have less "signaling" power. Another researcher challenges paper as inaccurate.

Motivation Matters

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Confusion on State Authorization

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Inside Higher Ed Articles: Not So Academically Adrift? / Questioning Assumptions on Grade Inflation -- May 20, 2013 Daily Update

University of Colorado President's Teaching & Learning Collaborative CU’s Scholarship of Teaching & Learning Program Call for 2013-14 Research Proposals

 

President's Teaching & Learning Collaborative

CU’s Scholarship of Teaching & Learning Program

Call for 2013-14 Research Proposals

The President’s Teaching and Learning Collaborative (PTLC) is publishing a call for proposed projects that will deepen student learning in higher education. Faculty from all colleges, schools, disciplines, and professional programs are eligible to apply.(1)

This Call includes participation for a maximum of two years: Faculty Researchers currently in the Collaborative may request an extension to be a member of the cohort for a second and final year (no additional funding for second year). Please submit written requests to extend your time in the collaborative to Mary Ann Shea at MaryAnn.Shea@colorado.edu.

What is the President's Teaching and Learning Collaborative?

The PTLC is a comprehensive, collaborative program that offers access to supportive expert educational research programs, financial support from the Office of the President, the campus Provosts, and a structured plan for completion of a classroom research project. The Collaborative is committed to establishing the University of Colorado as a leader in research and scholarship on teaching and learning. The Collaborative will focus on projects emphasizing student learning and assessing course learning.

The goals of the collaborative include: fostering inquiry and leadership for the improvement of student learning, developing and synthesizing knowledge about learning and teaching through publication in peer-refereed journals in two years’ time, and promoting institutional change in support of the scholarship of teaching and learning. To read more about the PTLC visit: http://www.colorado.edu/ptsp/ptlc/

The Collaborative wishes to consider proposals from two Faculty Researchers representing two different disciplines. Because interdisciplinary research has strong advantages for learners as well as for innovative pedagogies, we invite them. If accepted, one budget or $1550 will be allowed and it is the case that the two Faculty Researchers will teach together in each class as opposed to teaching alone.

(1) Do not apply to the President's Teaching and Learning Collaborative and to the Teaching Scholar Program, Anschutz Medical Campus simultaneously.

Who is eligible to apply?

All faculty members and teaching professors on any campus of the University of Colorado are encouraged to apply. We seek faculty with a record of innovation in teaching and/or assessment of learning as well as those just beginning to examine their teaching and their students’ learning. Experience in educational research is not a requirement. The aim of the program is to broaden participation of faculty in effective inquiry in learning and teaching. Familiarity with the literature on learning and teaching in one's discipline is an ongoing necessity, and the goal of the program is that PTLC participants publish their research.

You must be a faculty member who is currently engaged in teaching. We do not accept proposals to evaluate programs.

What are the benefits and expected commitments?

• Funding from the Office of the President. Faculty researchers will receive funding from the Office of the President and campus Provosts totaling $1,550 for their research that may include a student research assistant and presenting one’s research.
• Meeting with Coach every semester. Each Faculty Researchers accepted into the Collaborative must meet at least once a semester with her/his Coach to define, clarify, or revise their research project. The Coach is someone with experience in researching teaching and learning. This person has submitted proposals to the Institutional Review Board (IRB) previously and so also has experience with that process. Thus, the Faculty Researcher and Coach will meet one-on-one at least once each semester to advance the researcher’s project.
• Meeting with campus-specific group every month. Faculty Researchers will meet monthly for progress reporting as a cohort group. Attendance at these monthly meetings is mandatory for membership in the Collaborative. Some of these meetings will include instruction in different facets of education research. Attendance by your Coach is encouraged but not mandatory. Your Campus Faculty Coordinator will contact you regarding these schedules.
• Meeting with entire Collaborative twice a year. The celebration of teaching and learning meeting to launch the cohort will take place on Monday, September 16, 2013, from 12:00 to 2:00. The meeting to culminate the Faculty Researchers’ efforts for the school year will take place on May 19, 2014, from 10:00 to 12:00. These two mandatory meetings will be held at the Anschutz Medical Campus of UC Denver.
• Approval by the Institutional Review Board (IRB). The IRB process should be completed prior to your attendance at the launch meeting on September 16, 2013. This review may take up to six weeks depending on the proposed project. Your PTLC Coach, Campus Faculty Coordinators, and the director (Mary Ann Shea) should be consulted to assist in this process. You may not begin collecting data for your research project prior to gaining IRB approval. For information about the IRB process on your campus see http://www.colorado.edu/ptsp/ptlc/IRBcampuswebsites.html
• Submission of a peer reviewed research article. The goal of the Collaborative is to have submitted a research article to a peer-reviewed journal no later than the PTLC entire-cohort meeting on May 19, 2014. If you have not submitted an article by that date, you may apply by written request to extend your time in the Collaborative by one year.
• Maximum of two years in the Collaborative. Participation as a Faculty Researcher may include two years’ time at the most. You are expected to participate for one year (Sept 16, 2013 through May 19, 2014); however, you may extend your time as a Faculty Researcher by one year if you have not yet completed your work by submitting a research article to a peer-reviewed journal though there is no additional funding for the second year. You must formally apply for an extension with Mary Ann Shea at MaryAnn.Shea@colorado.edu no later than August 15, 2014.
• Local presentation of PTLC research. During your year(s) of membership as a faculty researcher, the PTLC requires each participant to formally present their work on their respective campuses. Presentation includes departmental meetings and campus colloquia, among other venues. This spreads awareness of both your scholarship and of the PTLC.
• Future participation as a Coach. Because the growth of the PTLC depends on investigators’ willingness to Coach future PTLC investigators following their term in the program, each researcher is expected to participate as a Coach in the following year.

How do I apply?

All application materials must be submitted electronically in attached Word documents only to Suzanne.Eyerman@Colorado.EDU between December 4, 2012, and May 22, 2013.

Please send the following all in a single Word document:
1. Cover sheet with the following information:

a. Name

b. Job Title and/or Academic Rank

c. Institution

d. College or School

e. Department or program

f. Discipline and/or professional field

g. Campus address

h. City, state, ZIP code

i. Phone number

j. Email address
k. Title of your proposed project

 

2. Abbreviated Curriculum Vitae (no more than one page) 


3. Letter of proposal (no more than four pages double-spaced and paginated, with your name in the header of each page) answering these questions:

a. What is the central question, issue, or problem you plan to explore in your proposed work?
b. Why is your central question, issue, or problem important to you and to others who might benefit from or build on your findings?
c. How do you plan to conduct your investigation? What sources of evidence do you plan to examine? What methods might you employ to gather and make sense of this evidence? What literature have you reviewed on your topic?
d. How might you make your work available to others in ways that facilitate scholarly critique and review, and that contribute to thought and practice beyond the local? (Keep in mind that coaching will be available to invite you to develop these aspects of your proposal, so you need not feel you must present a finished project design at this time.)

e. Include a literature review of the theory and effective teaching practice of the subject of your inquiry in order to locate your research in the literature preceding it. (The website http://www.colorado.edu/ptsp/ptlc/libraryresources.html offers expert advice on how to conduct a relevant literature review.)

f. What is your record of innovation in teaching and/or the assessment of learning?
g. Are you able to attend the required meetings as specified in the sections titled, “What are the Benefits?” and “What commitments are expected of participants?”

h. As part of your acceptance we ask that you make contact now with a faculty peer who agrees to serve in the collaborative as your Coach. Please provide the name and email address for your Coach. The description here provides information as to how a Coach faculty member will best serve you in both your education research and your content subject. A Coach is a faculty member who has experience with research and is one who will collaborate with you in your research on teaching and learning in your discipline. The Coach will attend the meetings on the Anschutz Medical and the monthly campus-specific meetings, if possible. The Coach must meet one-on-one with you at least once per semester. We ask that you schedule the meetings with your Coach. In addition, your Coach is required to participate in a Coaches’ Video Conference Meeting with Mary Ann Shea on June 27, 2013 from 9:15 to 11:00. You are responsible for ensuring that your Coach has read this entire Call for Proposals document prior to agreeing to serve in this role.
j. If you are selected, we ask you to agree to serve as a Coach in PTLC in a future year.

4. A letter of nomination from your department chair or unit head

a. Chair’s contact information

i. Current academic rank

ii. Mailing address

iii. Department

iv. Phone

b. Please indicate ways in which the candidate’s PTLC participation might benefit the department, including opportunities to share research results with peers and students.

Collaborative Timeline:

Summer 2013	May 22, 2013: Proposals due to PTLC June 14, 2013: Notification of acceptance to PTLC June 27, 2013: 9:15-11:00 Required Coaches’ Video Conference meeting Complete the Institutional Review Board (IRB) Process Take the Collaborative Institutional Training Initiative (CITI) Tutorial Write and submit proposal for IRB Be awarded notification of acceptance of IRB proposal
Fall 2013	Sept 16, 2013, 12:00-2:00 Required launch meeting and Poster Session at the Anschutz Medical Campus Data collection and early data analysis
Spring 2014	Data analysis and writing Required cohort meeting, May 19, 2014, 10:00-12:00 Submission of research project results to peer-reviewed publication or conference (for those who have completed their researcher project and are not continuing in the 2nd and final year in the Collaborative)
Summer 2014	August 15, 2014: Extension requests due to Mary Ann Shea at MaryAnn.Shea@colorado.edu

What kind of research does PTLC support?

The PTLC seeks to promote the practice of inquiry in teaching and of measuring student learning. PTLC faculty researchers work on projects that aim primarily at assessing student learning. Through their research on teaching and learning, we hope to improve the student experience at the university. This occurs through changes PTLC faculty researchers make in their own teaching after conducting their research. In addition, other faculty beyond PTLC participants may work to enhance their classrooms as a result of the dissemination of PTLC research. In particular, the Collaborative assists University faculty in developing scholarly projects on teaching and learning intended for publication. This program is modeled on the Carnegie Foundation’s national work on the Scholarship of Teaching and Learning.

Central to the PTLC is creating and disseminating scholarly work in teaching and learning to contribute to scholarship and practice in and across fields. To this end, each scholar designs and undertakes an investigation aimed at deepening her or his understanding of, and practice related to an important issue in innovative learning. Several features for projects should be kept in mind:
• Proposed work should center on definitions, experiences, problems, and values related to effective teaching and learning as well as investigations of one’s own students and classroom practices.
• The focus of this work should be teaching and learning for understanding, exploring primarily the character and depth of student learning that results (or does not) from particular teacher practices.
• We look for attention to enduring, widely recognized issues and questions that have broad relevance or implications for student learning. Scholarship that advances understanding of such questions is more likely to find audiences. We also are interested in work that demonstrates a commitment to the personal and social development of students.
• Of further interest is work explicitly linked to established lines of research. Like other forms of scholarship, the scholarship of teaching and learning builds on work done by others. All proposals should review research related to the specific problem to be investigated.

PTLC Campus Faculty Coordinators

UCB

Professor Alison Hicks
Library Administration
303.735.1709
alison.hicks@colorado.edu

Professor Diane Martichuski
Boulder Psychology
303.492.4246
diane.martichuski@colorado.edu

UCCS
Professor Elaine Cheesman
Special Education
719.255.4861
echeesma@uccs.edu

Professor Dave Anderson

Director, Faculty Resource Center

719.255.3154

danderso@uccs.edu

UCD – Downtown campus
Professor Donna Sobel
Acting Director of the Center for Faculty Development

303.315.3033

donna.sobel@ucdenver.edu

UCD – AMC
Professor Kari Franson
School of Pharmacy
303.724.4734

kari.franson@ucdenver.edu

University of Colorado President's Teaching & Learning Collaborative CU’s Scholarship of Teaching & Learning Program Call for 2013-14 Research Proposals

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EducationAdminWebAdvisor: Performance Conversations: A Key to Successful Performance Management in Higher Education

 

 

Performance Conversations: A Key to Successful Performance Management in Higher Education

 

Step-by-step guidance through the most  effective performance management practices.   Traditional performance appraisal systems can be ineffective in the collegial environment of higher education. Shared governance, egalitarianism, and individual responsibility are a part of the belief system that guides how work is done in colleges and universities. Instead of the traditional power relationship between a supervisor and subordinate, deans, directors, department chairs and vice presidents are peer leaders who work in a collaborative environment of mutual respect. Nonetheless there still exists a supervisor-subordinate relationship, but how best to manage that relationship can differ from what we may be familiar with. How then should colleges and universities harness the potential of every faculty and staff member, while still making sure that institutional policies and procedures are being adhered to?    Finding the answer requires a collaborative approach to employee performance management which involves having "performance conversations" that foster a shared commitment to institutional goals and responsibilities. Conversations, instead of evaluations, represent the underpinnings of a performance management system which seeks meaningful feedback.   In this webinar you will: Learn the key design elements that are necessary to create a collegial performance management system in higher education. Understand how to get employees involved in tracking and regulating their own performance. Learn to recognize common pitfalls with traditional appraisals and what to do instead. Discuss how to redefine the supervisor and subordinate relationship to foster "partners in performance." Discuss how to hold quality "performance conversations" which include:    - Involving colleagues in meaningful dialogue about their performance.    - Providing feedback and feed-forward without insulting a colleague.    - Recognizing how the culture of an institution can be built into the current performance management system. Learn how to foster positive relationships built upon cooperation, collaboration, and communication. Find out how to hold positive conversations about the most difficult workplace challenges. See how to apply appropriate techniques for faculty and staff performance conversations. AND MUCH MORE! Just as a true learning organization enables every student to learn, grow, and contribute to his or her highest potential, a higher education performance management system should empower all faculty and staff members to do the same and still make sure that the goals of traditional performance management are being met. Achieving these objectives will encourage faculty and staff to grow, and at the same time help the institution to reduce its legal exposure from current and former disgruntled employees.    Please join Christopher D. Lee, Ph.D., SPHR as he explains step-by-step how to begin having performance conversations and how these fit with the performance management system you may currently be using. Place Order Date: June 11, 2013, 1 PM Eastern. Duration:  Scheduled for 90 minutes including question and answer session. Price: · $299.00 webinar · $299.00 CD (Includes full audio presentation, Q&A session and presentation slides) · $399.00 webinar + CD *Each option may be viewed by an unlimited number of attendees from the same connection.  CE Credits: This program has been approved for 1.5 general recertification credit hours toward PHR, SPHR, and GPHR recertification through the HR Certification Institute. Presenter: Christopher D. Lee, Ph.D., SPHR. Who Should Attend?  Deans, directors, department chairs, vice presidents, administrators, HR, counsel. Place Order YOUR CONFERENCE LEADER Your conference leader for Performance Conversations: A Key to Successful Performance Management in Higher Education is Christopher D. Lee, Ph.D., SPHR. Dr. Lee is a human resources practitioner, lecturer, researcher, and author. His background includes having served as the chief human resources officer for three different colleges or universities and a state college system. He is a former question writer and member of the Exam Review Panel for the PHR and SPHR examinations administered by the Human Resources Certification Institute (HRCI). His areas of expertise are employment, training, and performance management -- or, in his words, "finding, developing, and managing talent in organizations." He is the author of numerous human resources related articles, chapters, and two books, including Performance Conversations: An Alternative to Appraisals. He has recently completed the manuscript for his next work called Performance Questions: 7 Answers, 30 Minutes, Unlimited Results. He has presented at conferences and consulted with clients in the U.S., Canada, Australia and South Africa on HR related topics. He holds a master's degree in HR management, a doctor of philosophy degree in HR development, and he is also certified as a senior professional in human resources. EducationAdminWebAdvisor QUALITY COMMITMENT   EducationAdminWebAdvisor wants you to be satisfied with your webinar. If this webinar does not meet your expectations, email us at service@educationadminwebadvisor.com.   CERTIFICATE OF PARTICIPATION   Certificates of participation are available to everyone attending this webinar.   Education Administration Headlines + More! COMPLIMENTARY NEWSLETTER   Educators across the country rely on this need-to-know information resource. 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