1. Momentum Through Chancellor’s Learning Scholars and Communities
Jeffery Galle, Ph.D.
Associate Vice Chancellor for Academic Affairs, Faculty Development

2. Georgia’s Investment in Student Success
Slides 2-6, successive images of some (not all) of Georgia’s major higher ed initiatives

3. Georgia’s Investment in Student Success

4. Georgia’s Investment in Student Success

5. Georgia’s Investment in Student Success

6. Georgia’s Investment in Student Success

7. All USG institutions share . . .
Retention, Progression, Graduation
Deepening learning
Affordability: ALG
Faculty, through course enrichment, can support every effort!

8. Course Enrichment? The CLS pedagogies: Mindset strategies
Inclusive pedagogy
Interactive lectures/Small teaching
Integrated design
Explored either singly or as a blend

9. Through faculty conversations
Conversations in which venue?
Summer Institute?
Teaching and Learning Conference?
Or possibly, identify a scalable faculty development structure within institutions.

10. Not a lecture: rather,‘lively small’
Small faculty groups
Teaching Circles,
Reading Groups,
Writing Tables, or,
Learning Communities

12. The USG flipped model Establish communities at each institution
At a sustainable number
Each led by a faculty leader from the institution: Chancellor’s Learning Scholar
Supported by USG CTL expertise
Focused on course enrichment through faculty conversations

13. Timeline: Chancellor’s Learning Scholars
Selected as faculty recognized for teaching excellence, who lead by consensus, and enjoy working with other faculty
Participate in Macon workshops
Reflect/refine topic of spring community
Form the community—colleagues, common projects, committees, conversations
Plan the spring calendar of meetings
Facilitate spring meetings, submit products

14. Possible course products
A newly-designed course, or parts of a course
Activities in class: maximizing minutes
Outside of class: experiential learning HIPs programs
Student work: assignments, projects
Assessments
Reflection on teaching and learning

15. Another USG Innovation Begins

16. My journey: ‘enthusiastic telling’ to . . .
Literary Criticism
Interactive
Student facilitation; paired problem-solving; think-pair share; research presentations in small groups
Inclusive
Incorporating Cultural Criticism across the historical spectrum; LGBT school; Queer Studies; European criticism
Integrated Design
Research project in which students apply their blend of critical perspective on a newly-published short without any
critical history: Student as Critic
Mindset Strategies
Conferencing on successive drafts; ‘Minute Papers’
My historical default: Enthusiastic telling relying on the magic of the content

17. Intended outcomes
Networking/sharing of pedagogy, strategies, assignments across each institution
A course product repository in D2L eCampus
Leadership Development of pedagogical expertise for a larger number of faculty
Courses enriched
Pushing the needle of student success through new learning experiences

20. From lecture

21. To . . .

22. Refine, decide upon the community pedagogy in dialogue with colleagues
Next steps
Refine, decide upon the community pedagogy in dialogue with colleagues
Confirm membership of community
Tentative focus of 6 or more meetings
Stay in touch on listserv

23. Recruitment—committees, colleagues, previous conversation
Next steps
Recruitment—committees, colleagues, previous conversation
A brief application, expression of interest
November check-in conversations with us
Stay in touch on listserv

24. Associate Vice Chancellor for Academic Affairs, Faculty Development
Thank you
Jeffery Galle, Ph.D.
Associate Vice Chancellor for Academic Affairs, Faculty Development

25. Deleted slides, data

26. By the numbers . . . FT Instructional faculty: 10, 559 Temporary: 477
PT Instructional faculty: ,283
Grad Teaching Assts: ,303
Any system effort for faculty faces a challenge of scale & opportunity of impact.

27. The Basis: Evidence-based Practices
High Impact Practices
Central disciplinary pedagogies: PBL, RTTP, CBL, INQ
Active learning strategies
Experiential learning strategies
Teaching/Lng with technology

28. Fast forward
Institutions nominated at least 4 faculty. Each invited to apply.
Confirmed for a two-year appointment and recognized as Chancellor’s Learning Scholars [Chancellor Wrigley]
USG OFD established topics
Directors of CTLs have created content for each topic
CTL Retreat provided the venue

29. Course enrichment by type of product
Activities in class: active learning
Assignments
Revised course goals
Course assessments
Reflection on teaching and learning
New teaching statement

30. A three-year cycle Year 1: 4 CLS x 26 = 104 communities
Year 2: 208 communities
Year 3: 104 communities
Between 40-50% of full-time faculty could then participate in three years.