PAII staff were instrumental in the early development of the student electronic portfolio. IMIR and Test Center staff renewed the CAPE grant for the third and final year of the evaluation project.
2003-2004 Teaching, Research and Service Report
Presented at a conference sponsored by the Scottish Higher Education Agency and held at Robert Gordon University, Aberdeen, Scotland. Presented at the Transformation of College Library workshop sponsored by The Council of Independent Colleges. Presented at the Fall Convocation at the Metropolitan College of New York, New York City.
Poster presented at the 2004 Association for Institutional Research (AIR) Forum, Boston, MA. 2003, September) Electronic Portfolios: Enhancing Learning, Improvement, and Accountability. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Presentation given at the January 2004 meeting of the Program Review and Assessment Committee (PRAC), IUPUI.
Presented at the 2003 Association of Schools of Allied Health Professionals Annual Conference, Toronto, Canada. He attended and presented at the 2004 American College Personnel Association Convention in Philadelphia, PA.
PRIORITIES
CREATE A FACILITIES PLANNING COMMITTEE
COLLABORATION – INTERNAL AND EXTERNAL
As Indiana's health sciences campus, IUPUI contributes to the economic development of Central Indiana in the life sciences, information technology, nonprofit management, arts/culture/tourism through teaching and learning, research and scholarship, and civic engagement. How many faculties will be needed for what responsibilities for the next five or so years. How do you cultivate a climate for diversity - how do you recruit and retain students, faculty, staff.
CHALLENGES / THREATS
ENROLLMENT CRISIS
Every day we read about cuts in state budgets that are affecting colleges and universities across the country. To illustrate the immediacy of this problem, please see the attached 10-year Financial Analysis assuming no increase in state appropriations for your unit. We will then propose a decision-making framework for undertaking any structural changes that may need to be made to ensure the fiscal sustainability of the campus for the foreseeable future.
In addition, once IUPUI's service needs have been clarified, a review of the liaison between IUPUI and administrative services across the university will be undertaken. I look forward to discussing this with you after the start of the year. 10-Year Financial Analysis Assuming No Increase in State Planning Appropriations (Based on FY 2003-04 Budget as of July 1, 2003).
Financial Planning Advisory Committee
Program Characteristics of Academic Units that Reflect Our Values
Suggestions for Increasing Revenues and Cutting Costs
We helped develop the ePortfolio as an effective and useful method of assessment that will engage all segments of the campus community and, in its usability, connect the campus to the larger community. In our discussions of the Principles of Undergraduate Learning (PULs) and how and when they should be updated, we have. Through both of these activities, we gathered information about the rewards and incentive structure on campus and began to create a network of awareness, not only of assessment in general, but also of the work of PRAC in particular.
Through presentations from IMIR and others, we also promoted awareness of the resources available to teachers and educators. We have established a productive connection with the Indiana Department of Education, through our host Mary Wilhelmus, an assistant to Superintendent of Education Suellen Reed, and we have fostered coordination and collaboration that will help IUPUI benefit from the assessment work that in the K. -12 sectors. Because individual PRAC members work with their schools on annual reports, we have made our knowledge and skills available to the campus as a whole.
IUPUI COMMITTEE ON TEACHER EDUCATION 2003-2004
Reflection
Your first step in building your college writing skills is choosing the writing course in which you will begin. You will need to choose a course that suits your experience, your personality and your needs. We hope you will talk about your choice with people who know you and your writing well: your parents, spouse or partner; your English teacher; your friends
In your professional life, family life and school life, writing plays an important role and your courses will equip you with the communication skills you will need for whatever future you envision. As an IUPUI student, you will be required to read and write in almost every class. The course helps students read college-level material more effectively, choose essay topics, and focus, develop, and revise their writing.
W130/W131, the Stretch Program, stretches introductory composition over two semesters for students who want more time to develop the reading and writing skills they will need to succeed in college. W131 is a one-semester first-year composition course that introduces students to the reading and writing requirements of the college. The course helps students read college-level materials more effectively, choose essay topics, and focus, develop, and revise their writing types of reading and thinking skills.
Students are asked to read and respond to a non-fiction book at the beginning of the course. Use the information and descriptions that follow to help you identify the course that is most suitable for you. Although you may discover the qualities you possess in more than one list of descriptors, choose the course that most aligns with what you know about yourself and your writing.
Felt a sense of negative conflict between various groups on the NV RA ST OF VO campus. Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.). Discuss ideas from your readings or classes with others outside the classroom (students, family members, colleagues, etc.).
Academic and Intellectual Experience (continued) Use an electronic medium (list server, chat group, Internet, etc.) to discuss or complete an assignment. Work on a research project with a faculty member outside the course or program Ideas discussed from your reading or classes. Use an electronic medium (list-server, group chat, Internet, etc.) to discuss or complete a task.
INDIANA UNIVERSITY SCHOOL OF DENTISTRY SURVEY OF RECENT DDS GRADUATES
How often in the past year have you participated in community service that provided dental care to underserved patients? How active have you been in any of the above groups in the past year? In addition, a student focus group will provide a student perspective on the ePort pilot, while a student task force will serve in a more formal advisory role, for example developing the rubrics for “experiential” learning of the Principles of Undergraduate Learning.
The third teacher and principal survey provides evidence of the impact of the South Central Indiana CAPE School Improvement Project, K-12 Professional. However, the results of the second survey also showed some disparities in these developments at all school levels, with primary school teachers showing the highest level of engagement and secondary school teachers the least. A third and final survey was conducted in May 2004 to assess the behaviors and attitudes of teachers and principals in schools participating in the K-12 component of the South Central Indiana Community Alliance for the Advancement of Education and to compare the results with previous surveys conducted in May 2002 and May 2003.
Information Sources Survey
For each of the following items listed in the document sent to you by Chancellor Bantz earlier this fall entitled Program Characteristics, please indicate the AVAILABILITY of the
Online Governance Indicators (School-Wide Enrollment Trends, Student Progress, Faculty/Staff, and Finance) http://www.imir.iupui.edu/odb/. Information Requirements and Analysis (IMIR) http://www.imir.iupui.edu/imir/reqinfo.asp Course Evaluations (Testing Center) http://tc.iupui.edu/Testing/MissionStuff.asp National or State Testing . Trend Reports for Number of Employees, Credit Hours, and Degrees Awarded http://www.imir.iupui.edu/infore/infore_fiveyeartrend.asp.
In-depth analysis of current enrollment and recent trends http://www.imir.iupui.edu/infore/infore_studentenroll.asp. In-depth analysis of recent trends in degrees conferred http://www.imir.iupui.edu/infore/infore_degreesconfer.asp. Periodic analysis of student retention and graduation rates and student performance in introductory courses with a series of reports on student progress, retention, and graduation rates http://www.imir.iupui.edu/infore/infore_studentprogressperf.asp .
Information Availability
The Information Resources survey was administered to academic deans in December 2003 with 20 of the 20 (100%) survey recipients responding. All survey respondents were familiar with the point-in-cycle system, program reviews, and the annual campus performance report. Many of the survey respondents reported using the point-in-cycle system, campus performance indicators, student surveys, and fall enrollment analysis.
The survey on sources of information for vice-deans and chairs is slightly modified compared to the survey for deans. National or state testing is the least known of the services, with only 17% reporting that they know if it is available. It is quite possible that these services are most useful because these requests are specific and the responses are designed to meet the exact needs of the requester.
EQUIVALENT INFORMATION TECHNOLOGY COURSES
Access to computer would have been helpful, although we really didn't have time to write a report. The team would have greatly benefited from 5 minute "touch down" or discussion sessions between each meeting to target specific areas to focus or concentrate on. Would like to have more time with students - not only the orientation team, but others as well.
Yes, but I would like to meet more administrators and fellow student affairs and health leaders. I would like to meet with community members and alumni, but none were available. Overall excellent – it would have been helpful to meet directly with someone from the Philanthropy Centre.
Assessing General Education Outcomes in the Disciplines
Students are introduced to the PECs in their first-year learning communities through active learning pedagogies and immediately begin to reflect on their learning of the PECs in their other courses. Attention to including the PULs in teaching as well as assessing students' performance of the PULs is strongly encouraged in the guidelines for self-study. This mid-term review provides an opportunity for PRAC members to ask the department chair how student learning from the PULs is promoted and continuously improved through teaching and assessment.
Campus leaders decided to develop a system that would provide direct and credible evidence of achievement and improvement in PUL learning in conjunction with learning in the major. Each student will have the opportunity to provide evidence of learning in each of the principles of undergraduate learning at the introductory (first 26 credit hours), intermediate (first 56 credit hours) and advanced (junior and senior) levels. At the top of the cube in the diagram are the possible subjects for which aggregate information will be available relating to each of the principles at each level.
