Creating the Environment that Creating the Environment that Aids in the Transition to Student Aids in the Transition to Student

Learning Centeredness Learning Centeredness

San Diego State University San Diego State University Center for Educational Leadership, Innovation Center for Educational Leadership, Innovation

and and Policy Assessment of Policy Assessment of

Student Learning Conference Student Learning Conference

“Evaluating Institutional Learning “Evaluating Institutional Learning Centeredness”Centeredness”

July 13, 2007July 13, 2007 Tomas MoralesTomas Morales

ProvostProvostCal Poly PomonaCal Poly Pomona

Assessing For LearningAssessing For Learning

Figure 1.4 Some Contributors to Student Learning. Source: Adapted Figure 1.4 Some Contributors to Student Learning. Source: Adapted from P.Maki, Learning contexts inside and outside of the academy from P.Maki, Learning contexts inside and outside of the academy (AAHE Special Report. (AAHE Special Report. www.aahe.org/specialreports/part2.htmwww.aahe.org/specialreports/part2.htm. Reproduced . Reproduced with permission. with permission.

Timeline of Change at Timeline of Change at CPPCPP

Assessment Café

AAHE Assessment Conference

Exchange Lounge

Proposal by Faculty Learning Community for CPP to become Learning-Centered

All University Exchange

University Assessment Conference

LC Retreat for Faculty, Staff and Students

LC Retreat for Campus Leaders

University Learning-Centered Task Force

Conversations with Colleagues

2003

Assessment Café

Exchange Lounge2004

2005

2006

January 2004, Faculty Learning January 2004, Faculty Learning

CommunityCommunity 8 Full-Time, Tenure Track Faculty selected 8 Full-Time, Tenure Track Faculty selected

from 30 applications. Cross-campus from 30 applications. Cross-campus communication. communication.

Sponsored by the Office of the Provost and Sponsored by the Office of the Provost and Faculty Center for Professional Faculty Center for Professional Development.Development.

Attends AAHE/WASC Conference “Building Attends AAHE/WASC Conference “Building Learning-Center Institutions: Developing Learning-Center Institutions: Developing Institutional Strategies for Assessing and Institutional Strategies for Assessing and Improving Student Learning.Improving Student Learning.

Develops plan to Transform Cal Poly Pomona Develops plan to Transform Cal Poly Pomona into a Learning-Centered University.into a Learning-Centered University.

2003-04 has been a unique & 2003-04 has been a unique & exciting year at Cal Poly Pomonaexciting year at Cal Poly Pomona

First time ever!First time ever! 3 Major Events Focused on 3 Major Events Focused on

Teaching & Teaching & LearningLearning Assessment Café: Fall 2003Assessment Café: Fall 2003 Student Exchange Lounge: Winter Student Exchange Lounge: Winter

20042004 All-University Exchange on All-University Exchange on

Learning & Teaching: Spring 2004Learning & Teaching: Spring 2004

January 21, 2004January 21, 2004 Student Student Exchange Lounge Exchange Lounge

149 Students representing all Colleges 149 Students representing all Colleges and Schools were asked:and Schools were asked:

““What is good teaching?”What is good teaching?” ““What can faculty do to encourage What can faculty do to encourage

you to you to learn?”learn?” ““What kinds of feedback help you to What kinds of feedback help you to

learn the learn the most?most? OUTCOME: Students and faculty do not OUTCOME: Students and faculty do not

always agree on what helps students to always agree on what helps students to learn. learn.

May 20, 2004 All-University May 20, 2004 All-University

ExchangeExchange 111 Students, Faculty, Staff and 111 Students, Faculty, Staff and

Administrators Administrators OUTCOMESOUTCOMES Importance of enthusiasm and passion in Importance of enthusiasm and passion in

good teaching good teaching Intentionally bring faculty, students and Intentionally bring faculty, students and

staff together to discuss teaching and staff together to discuss teaching and learninglearning

Critical role of assessment in effective Critical role of assessment in effective teaching and learning. teaching and learning.

A Learning-Centered University

Establishes measurable outcomes for Establishes measurable outcomes for learning, as well as for all university learning, as well as for all university services, programs & activities;services, programs & activities;

Uses assessment feedback to modify Uses assessment feedback to modify activities for continuous improvement;activities for continuous improvement;

Engages the entire campus community;Engages the entire campus community;

In the classroomIn the classroom Focuses on what is learned, not what is taught;Focuses on what is learned, not what is taught;

Incorporates “Learn-by-doing” activities;Incorporates “Learn-by-doing” activities; Encourages students to take charge of their Encourages students to take charge of their

learning;learning;

Recognizes and rewards successes.Recognizes and rewards successes.

University Learning-Centered

Task Force Charge

Improve communication and increase Improve communication and increase collaboration throughout the university.collaboration throughout the university.

Identify and recommend linkages for Identify and recommend linkages for increased collaboration.increased collaboration.

Identify and recommend changes to Identify and recommend changes to university structures and/or processes.university structures and/or processes.

Increase engagement of the university Increase engagement of the university community.community.

Showcase best learning-centered practices.Showcase best learning-centered practices.

RESTRAINERSRESTRAINERS

1. Create impetus to change 2. Reach a critical mass3. Build consensus 4. Everyone is already busy5. Scarce resources6. Faculty autonomy7. Wariness about change8. Clear definitions/goals

Promoting Cultural Promoting Cultural Change Change

DRIVERS1. WASC Standards 2. Accreditation 3. National movement 4. Need for improvement5. Desire to lead change

April 22, 2005 BECOMING LEARNING-CENTERED: A April 22, 2005 BECOMING LEARNING-CENTERED: A

RETREAT FOR STUDNETS, FACUTLY & STAFFRETREAT FOR STUDNETS, FACUTLY & STAFF 104 Students (40), Faculty (35) & Staff (29)104 Students (40), Faculty (35) & Staff (29)

What are the changing roles of students, What are the changing roles of students, faculty, and staff in a Learning-Centered faculty, and staff in a Learning-Centered University?University?

What are the Core Values of a Learning-What are the Core Values of a Learning-Centered University?Centered University?

How can we work together more effectively to How can we work together more effectively to promote learning & continuous improvement? promote learning & continuous improvement?

April 29, 2005 BECOMING April 29, 2005 BECOMING LEARNING-CENTERED: A LEARNING-CENTERED: A

RETREAT FOR CAMPUS LEADERSRETREAT FOR CAMPUS LEADERS 68 Campus Leaders (including the President, 68 Campus Leaders (including the President,

Vice Presidents, Associate Vice Presidents, Vice Presidents, Associate Vice Presidents, Deans & Associate Deans)Deans & Associate Deans)

Focused Discussions and Planning:Focused Discussions and Planning: What are the What are the DriversDrivers and what are the and what are the

RestrainersRestrainers for CPP becoming a learning-centered for CPP becoming a learning-centered university?university?

What important things did we learn from the What important things did we learn from the student, faculty & staff retreat?student, faculty & staff retreat?

How does each of us translate the vision into How does each of us translate the vision into action?action?

Issues to address now: Improve student advising. Issues to address now: Improve student advising. Build Community. Strengthen Communication. Build Community. Strengthen Communication. Track Progress. Keep Momentum Going.Track Progress. Keep Momentum Going.

7 Core Values of a Learning-Centered 7 Core Values of a Learning-Centered

UniversityUniversity Willingness to learnWillingness to learn Shared responsibilityShared responsibility Nurturing environment Nurturing environment Commitment (engagement)Commitment (engagement) Continuous improvement Continuous improvement Fostering intentional learning Fostering intentional learning Transparency Transparency

Not Learning Centered

Student Affairs Academic Affairs

I & I Technology

Administrative Affairs

Advancement

Early Winter 2004Pockets of Excellence

Becoming Learning Centered

Student Affairs Academic Affairs

I & I Technology

Administrative Affairs

Advancement

Winter 2006 Pockets of Excellence

Student exchange

lounge

Learning-CenteredUniversity

Student Affairs Academic Affairs

I & I Technology

Administrative Affairs

Advancement

Winter 2008Pockets of Excellence

Main Elements of a Learning-Main Elements of a Learning-Centered UniversityCentered University

Assessment/resultsAssessment/results All decisions are made with learning All decisions are made with learning

outcomes as central to the decisionoutcomes as central to the decision Entire organization (all individuals) Entire organization (all individuals)

are learnersare learners Greater recognition that all that we Greater recognition that all that we

do contributes to student learningdo contributes to student learning

A learning-Centered A learning-Centered University:University:

Optimizes teaching & learning (by)Optimizes teaching & learning (by) Engaging all members of the campus Engaging all members of the campus

community (which)community (which) Provides dynamic cross-current exchanges of Provides dynamic cross-current exchanges of

knowledge (that)knowledge (that) SparksSparks

SynergySynergy CollaborationCollaboration Collective construction of knowledge Collective construction of knowledge

All focused on how to improve learningAll focused on how to improve learning

7 Strategies for Success7 Strategies for Success

1.1. ENGAGE ENGAGE campus leaderscampus leaders in a discussion of in a discussion of transforming Cal Poly Pomona into a learning-transforming Cal Poly Pomona into a learning-centered universitycentered university

2.2. IDENTIFY IDENTIFY keys to successkeys to success

3.3. INVOLVE INVOLVE unofficial leaders and resistorsunofficial leaders and resistors

4.4. KEEP MOMENTUM GOING KEEP MOMENTUM GOING ( (disseminatedisseminate comparison of the results of the Assessment comparison of the results of the Assessment Café & Student Exchange Lounge)Café & Student Exchange Lounge)

5. 5. CREATECREATE learning-centered web sitelearning-centered web site

6. 6. CONVENECONVENE town hall meeting:town hall meeting:

Celebrate exemplary Celebrate exemplary teaching/learning practicesteaching/learning practices

Compare faculty and student Compare faculty and student perceptions on teaching and learningperceptions on teaching and learning

7. 7. DEVELOPDEVELOP learning-centered plans for learning-centered plans for all units on campusall units on campus

7 Strategies for Success7 Strategies for Success

Indicators of SuccessIndicators of Success Progressive increase in level of Progressive increase in level of

participation participation Leaders identified in all university Leaders identified in all university

divisionsdivisions Learning-centered plans completed, Learning-centered plans completed,

shared and implemented shared and implemented Resources reallocated to support Resources reallocated to support

learning-centered transformationlearning-centered transformation New organizational structure supports New organizational structure supports

learning-centerednesslearning-centeredness

Indicators of SuccessIndicators of Success (cont.)(cont.)

All decisions preceded by a discussion All decisions preceded by a discussion of the impact on learningof the impact on learning

Program reviews centered on learningProgram reviews centered on learning

RTP rewards learning-centered RTP rewards learning-centered activitiesactivities

Continuous analysis of evidence of Continuous analysis of evidence of increased student learningincreased student learning

Measures of ProgressMeasures of Progress

Formation of a University Task Formation of a University Task Force on TransformationForce on Transformation

Establishment of a University Establishment of a University Center for Learning (Assessment)Center for Learning (Assessment)

Engagement of Learning-Centered Engagement of Learning-Centered Task Forces at all university levelsTask Forces at all university levels

October 2006 Month-Long Focus October 2006 Month-Long Focus on Becoming More Learning on Becoming More Learning

CenteredCentered By the end of the MONTH-LONG FOCUS, Cal Poly Pomona By the end of the MONTH-LONG FOCUS, Cal Poly Pomona

students, faculty, and staff will:students, faculty, and staff will:

Understanding how becoming more learning centered improves Understanding how becoming more learning centered improves student success and institutional excellence;student success and institutional excellence;

Be able to establish measurable outcomes;Be able to establish measurable outcomes;

Understand how assessment is used for continuous improvement;Understand how assessment is used for continuous improvement;

Identify opportunities for collaborating with colleagues on campus;Identify opportunities for collaborating with colleagues on campus;

See themselves as an active learner of the campus community. See themselves as an active learner of the campus community.

Week 1: “We Are Learning-Centered, Week 1: “We Are Learning-Centered, Aren’t We?”Aren’t We?”

October 2October 2 1. OPENING SESSION: What does it mean to be 1. OPENING SESSION: What does it mean to be

“Learning Centered?”“Learning Centered?” October 3October 3 1. FACULTY SUPPORT CENTERS OPEN HOUSE 1. FACULTY SUPPORT CENTERS OPEN HOUSE 2. TAKE CHARGE: 2. TAKE CHARGE: New Student Roles in a Learning-New Student Roles in a Learning-

Centered UniversityCentered University October 4October 4

1. WASC REPORT: Building a Learning-Centered Model of a 1. WASC REPORT: Building a Learning-Centered Model of a Polytechnic UniversityPolytechnic University

2. CRICAL ROLE OF STAFF IN A LEARNING-CENTERED 2. CRICAL ROLE OF STAFF IN A LEARNING-CENTERED UNIVERSITY UNIVERSITY

October 5October 5 1. “I’M ALREADY LEARNING-CENTERED. 1. “I’M ALREADY LEARNING-CENTERED.

AREN’T I?”AREN’T I?” 2. STUDENT EXCHANGE LOUNGE II2. STUDENT EXCHANGE LOUNGE II

Week 2: Outcomes AssessmentWeek 2: Outcomes Assessment October 9October 9 1. ACADEMIC PROGRAMS ASSESSMENT 1. ACADEMIC PROGRAMS ASSESSMENT

PANEL PANEL October 10October 10 1. TAKE CHARGE OF YOUR OWN 1. TAKE CHARGE OF YOUR OWN

LEARNING: Writing a Learning/Assessment PlanLEARNING: Writing a Learning/Assessment Plan October 11October 11 1. COLLEGIATE LEARNING ASSESSMENT 1. COLLEGIATE LEARNING ASSESSMENT

STUDYSTUDY 2. STAFF CHALLENGE: Establishing Goals 2. STAFF CHALLENGE: Establishing Goals

and Measurable Outcomesand Measurable Outcomes October 12October 12 1. CLOSING THE LOOP: Making Assessment 1. CLOSING THE LOOP: Making Assessment

WorkWork

Week 3: My Role in a Learning-Week 3: My Role in a Learning-Centered UniversityCentered University

October 16October 16 1. THE TEACHING PERSONA 1. THE TEACHING PERSONA October 17October 17 1.THE LEARNING-CENTERED MANAGER1.THE LEARNING-CENTERED MANAGER 2. STUDENT EVALUATION OF TEACHING2. STUDENT EVALUATION OF TEACHING October 18October 18 1. STUDENT EVALUATION OF TEACHING1. STUDENT EVALUATION OF TEACHING 2. ROLE OF TECHNOLOGY IN A LEARNING-2. ROLE OF TECHNOLOGY IN A LEARNING-

CENTERED UNIVERSITYCENTERED UNIVERSITY 3. TRANSLATING VISION INTO ACTION3. TRANSLATING VISION INTO ACTION October 19 October 19 1. LEARNING-CENTERED PARTNERSHIPS1. LEARNING-CENTERED PARTNERSHIPS 2. TAKE CHARGE: 12. TAKE CHARGE: 1STST Year Experience at Cal Year Experience at Cal

Poly PomonaPoly Pomona

Week 4: Continuous Improvement for Week 4: Continuous Improvement for Student Success & Institutional Student Success & Institutional

Excellence Excellence October 23October 23 1. COMMON TEACHING CHALLENGES & 1. COMMON TEACHING CHALLENGES &

SOLUTIONSSOLUTIONS October 24October 24 1. ROLE OF ADVANCEMENT IN A LC UNIVERSITY1. ROLE OF ADVANCEMENT IN A LC UNIVERSITY 2. CLASSROOM ASSESSMENT TEACHNIQUES2. CLASSROOM ASSESSMENT TEACHNIQUES October 25October 25 1. STUDENT SUCCESS THROUGH e-LEARNING 1. STUDENT SUCCESS THROUGH e-LEARNING October 26October 26 1. DOLCE: 1. DOLCE: Continuous Improvement Through Continuous Improvement Through

Course RedesignCourse Redesign 2. LEARN-BY-DOING: Max: Success for Student 2. LEARN-BY-DOING: Max: Success for Student

WorkersWorkers October 27 October 27 1. TAKE PRIDE: Poster Session of Learning-1. TAKE PRIDE: Poster Session of Learning-

Centered SuccessesCentered Successes

February 15, 2007 February 15, 2007

““This is my vision. I want Cal Poly Pomona This is my vision. I want Cal Poly Pomona to be recognized for programs of to be recognized for programs of distinction that will serve our students distinction that will serve our students and the State in a and the State in a learning-centered learning-centered environmentenvironment. A place where the things . A place where the things that we do well, we do betterthat we do well, we do better””

President Ortiz President Ortiz

Fall Conference 2005 Convocation Fall Conference 2005 Convocation

INSTITUTIONALIZATION INSTITUTIONALIZATION PLANSPLANS

Each Division and College develops an Each Division and College develops an Implementation Plan by February 15, 2007 Implementation Plan by February 15, 2007

Each Plan describes how the Division or Each Plan describes how the Division or College will institutionalize Cal Poly College will institutionalize Cal Poly Pomona’s progress toward becoming a Pomona’s progress toward becoming a learning-centered organization. All plans will learning-centered organization. All plans will be reviewed by external experts for feedback be reviewed by external experts for feedback and recommendations. and recommendations.

Each Plan will address how faculty, staff and Each Plan will address how faculty, staff and students will become aware and promote the students will become aware and promote the learning-centered paradigm. learning-centered paradigm.

Expected Outcome: Create a “Tipping Point” Expected Outcome: Create a “Tipping Point” so that learning-centeredness becomes so that learning-centeredness becomes institutionalized at Cal Poly Pomona. institutionalized at Cal Poly Pomona.