Creating the Environment that Aids in the Transition to Student Learning Centeredness San Diego State University Center for Educational Leadership, Innovation and Policy Assessment of Student Learning Conference “Evaluating Institutional Learning Centeredness” July 13, 2007 Tomas Morales Provost Cal Poly Pomona

Assessing For Learning  Figure 1.4 Some Contributors to Student Learning. Source: Adapted from P.Maki, Learning contexts inside and outside of the academy (AAHE Special Report. Reproduced with permission.

Timeline of Change at CPP 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 Lounge

January 2004, Faculty Learning Community  8 Full-Time, Tenure Track Faculty selected from 30 applications. Cross-campus communication.  Sponsored by the Office of the Provost and Faculty Center for Professional Development.  Attends AAHE/WASC Conference “Building Learning-Center Institutions: Developing Institutional Strategies for Assessing and Improving Student Learning.  Develops plan to Transform Cal Poly Pomona into a Learning-Centered University.

has been a unique & exciting year at Cal Poly Pomona  First time ever!  3 Major Events Focused on Teaching & Learning  Assessment Café: Fall 2003  Student Exchange Lounge: Winter 2004  All-University Exchange on Learning & Teaching: Spring 2004

January 21, 2004 Student Exchange Lounge  149 Students representing all Colleges and Schools were asked:  “What is good teaching?”  “What can faculty do to encourage you to learn?”  “What kinds of feedback help you to learn the most?  OUTCOME: Students and faculty do not always agree on what helps students to learn.

May 20, 2004 All-University Exchange  111 Students, Faculty, Staff and Administrators  OUTCOMES  Importance of enthusiasm and passion in good teaching  Intentionally bring faculty, students and staff together to discuss teaching and learning  Critical role of assessment in effective teaching and learning.

A Learning-Centered University  Establishes measurable outcomes for learning, as well as for all university services, programs & activities;  Uses assessment feedback to modify activities for continuous improvement;  Engages the entire campus community;  In the classroom  Focuses on what is learned, not what is taught; Incorporates “Learn-by-doing” activities;  Encourages students to take charge of their learning;  Recognizes and rewards successes.

University Learning-Centered Task Force Charge Improve communication and increase collaboration throughout the university. Improve communication and increase collaboration throughout the university. Identify and recommend linkages for increased collaboration. Identify and recommend linkages for increased collaboration. Identify and recommend changes to university structures and/or processes. Identify and recommend changes to university structures and/or processes. Increase engagement of the university community. Increase engagement of the university community. Showcase best learning-centered practices. Showcase best learning-centered practices.

RESTRAINERS 1. Create impetus to change 2. Reach a critical mass 3. Build consensus 4. Everyone is already busy 5. Scarce resources 6. Faculty autonomy 7. Wariness about change 8. Clear definitions/goals Promoting Cultural Change DRIVERS 1. WASC Standards 2. Accreditation 3. National movement 4. Need for improvement 5. Desire to lead change

April 22, 2005 BECOMING LEARNING-CENTERED: A RETREAT FOR STUDNETS, FACUTLY & STAFF  104 Students (40), Faculty (35) & Staff (29)  What are the changing roles of students, faculty, and staff in a Learning-Centered University?  What are the Core Values of a Learning-Centered University?  How can we work together more effectively to promote learning & continuous improvement?

April 29, 2005 BECOMING LEARNING- CENTERED: A RETREAT FOR CAMPUS LEADERS  68 Campus Leaders (including the President, Vice Presidents, Associate Vice Presidents, Deans & Associate Deans)  Focused Discussions and Planning:  What are the Drivers and what are the Restrainers for CPP becoming a learning-centered university?  What important things did we learn from the student, faculty & staff retreat?  How does each of us translate the vision into action?  Issues to address now: Improve student advising. Build Community. Strengthen Communication. Track Progress. Keep Momentum Going.

7 Core Values of a Learning-Centered University  Willingness to learn  Shared responsibility  Nurturing environment  Commitment (engagement)  Continuous improvement  Fostering intentional learning  Transparency

Not Learning Centered Student Affairs Academic Affairs I & I Technology Administrative Affairs Advancement Early Winter 2004 Pockets of Excellence

Becoming Learning Centered Student Affairs Academic Affairs I & I Technology Administrative Affairs Advancement Winter 2006 Pockets of Excellence Student exchange lounge

Learning-Centered University Student Affairs Academic Affairs I & I Technology Administrative Affairs Advancement Winter 2008 Pockets of Excellence

Main Elements of a Learning-Centered University  Assessment/results  All decisions are made with learning outcomes as central to the decision  Entire organization (all individuals) are learners  Greater recognition that all that we do contributes to student learning

A learning-Centered University:  Optimizes teaching & learning (by)  Engaging all members of the campus community (which)  Provides dynamic cross-current exchanges of knowledge (that)  Sparks  Synergy  Collaboration  Collective construction of knowledge  All focused on how to improve learning

7 Strategies for Success  1. ENGAGE campus leaders in a discussion of transforming Cal Poly Pomona into a learning-centered university  2. IDENTIFY keys to success  3. INVOLVE unofficial leaders and resistors  4. KEEP MOMENTUM GOING (disseminate comparison of the results of the Assessment Café & Student Exchange Lounge)

 5. CREATE learning-centered web site  6. CONVENE town hall meeting:  Celebrate exemplary teaching/learning practices  Compare faculty and student perceptions on teaching and learning  7. DEVELOP learning-centered plans for all units on campus 7 Strategies for Success

Indicators of Success  Progressive increase in level of participation  Leaders identified in all university divisions  Learning-centered plans completed, shared and implemented  Resources reallocated to support learning-centered transformation  New organizational structure supports learning- centeredness

Indicators of Success (cont.)  All decisions preceded by a discussion of the impact on learning  Program reviews centered on learning  RTP rewards learning-centered activities  Continuous analysis of evidence of increased student learning

Measures of Progress  Formation of a University Task Force on Transformation  Establishment of a University Center for Learning (Assessment)  Engagement of Learning-Centered Task Forces at all university levels

October 2006 Month-Long Focus on Becoming More Learning Centered  By the end of the MONTH-LONG FOCUS, Cal Poly Pomona students, faculty, and staff will:  Understanding how becoming more learning centered improves student success and institutional excellence;  Be able to establish measurable outcomes;  Understand how assessment is used for continuous improvement;  Identify opportunities for collaborating with colleagues on campus;  See themselves as an active learner of the campus community.

Week 1: “We Are Learning-Centered, Aren’t We?”  October 2  1. OPENING SESSION: What does it mean to be “Learning Centered?”  October 3  1. FACULTY SUPPORT CENTERS OPEN HOUSE  2. TAKE CHARGE: New Student Roles in a Learning-Centered University  October 4  1. WASC REPORT: Building a Learning-Centered Model of a Polytechnic University  2. CRICAL ROLE OF STAFF IN A LEARNING-CENTERED UNIVERSITY  October 5  1. “I’M ALREADY LEARNING-CENTERED. AREN’T I?”  2. STUDENT EXCHANGE LOUNGE II

Week 2: Outcomes Assessment  October 9  1. ACADEMIC PROGRAMS ASSESSMENT PANEL  October 10  1. TAKE CHARGE OF YOUR OWN LEARNING: Writing a Learning/Assessment Plan  October 11  1. COLLEGIATE LEARNING ASSESSMENT STUDY  2. STAFF CHALLENGE: Establishing Goals and Measurable Outcomes  October 12  1. CLOSING THE LOOP: Making Assessment Work

Week 3: My Role in a Learning-Centered University  October 16  1. THE TEACHING PERSONA  October 17  1.THE LEARNING-CENTERED MANAGER  2. STUDENT EVALUATION OF TEACHING  October 18  1. STUDENT EVALUATION OF TEACHING  2. ROLE OF TECHNOLOGY IN A LEARNING- CENTERED UNIVERSITY  3. TRANSLATING VISION INTO ACTION  October 19  1. LEARNING-CENTERED PARTNERSHIPS  2. TAKE CHARGE: 1 ST Year Experience at Cal Poly Pomona

Week 4: Continuous Improvement for Student Success & Institutional Excellence  October 23  1. COMMON TEACHING CHALLENGES & SOLUTIONS  October 24  1. ROLE OF ADVANCEMENT IN A LC UNIVERSITY  2. CLASSROOM ASSESSMENT TEACHNIQUES  October 25  1. STUDENT SUCCESS THROUGH e-LEARNING  October 26  1. DOLCE: Continuous Improvement Through Course Redesign  2. LEARN-BY-DOING: Max: Success for Student Workers  October 27  1. TAKE PRIDE: Poster Session of Learning-Centered Successes

February 15, 2007 “This is my vision. I want Cal Poly Pomona to be recognized for programs of distinction that will serve our students and the State in a learning-centered environment. A place where the things that we do well, we do better” President Ortiz Fall Conference 2005 Convocation

INSTITUTIONALIZATION PLANS  Each Division and College develops an Implementation Plan by February 15, 2007  Each Plan describes how the Division or College will institutionalize Cal Poly Pomona’s progress toward becoming a learning-centered organization. All plans will be reviewed by external experts for feedback and recommendations.  Each Plan will address how faculty, staff and students will become aware and promote the learning-centered paradigm.  Expected Outcome: Create a “Tipping Point” so that learning-centeredness becomes institutionalized at Cal Poly Pomona.