1. Cultivating Faculty Engagement in HIPS
Michele Cuomo
AAC & U High Impact Practices and Student Success Institute
June 2018

2. Agenda
5 minute meeting with Faculty and Director while Provost and President meet separately
20 minute meeting with Provost, Faculty and Director
Provost presents proposal to President
President determines a decision on the proposal, and declares a “most valuable player”
Learning organizations [are] organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. (Senge, 1990).

3. Role playing Pedagogy
Discuss the nature of the conversations- what was productive? What was distracting? What happened to you as individuals as you adopted roles? What did you learn about perspective/points of view during what may be a familiar conversation? Although there was a common goal, there were different motivations and different objectives among the players—what about that was useful to the goal, and what about it interfered with meeting the goal successfully Any great ideas? Any great ideas that were ignored? “Change is an act of scholarship.” – Judith Ramalay

4. Cultivation
Small Teaching Changes – Transparency in Teaching and Learning Framework (UNLV)
The Persistence Project (Oakton Community College)
Pedagogical Research Challenge Grant (Queensborough/CUNY CC)
A culture is what a scientist grows in a petri dish in a lab under controlled conditions, with very limited foreknowledge of what will result. One of the basic principles of this kind of cultivation is that you don’t interfere with the process, because it is the process itself that is interesting. In fact, the entire point of the experiment is to allow the culture to reproduce in an uninhibited, completely organic way, within the constraints of medium and environment—and then see what happens. (Thomas & Brown. 2011).

5. Culture Clubs New Faculty Institute Faculty Inquiry Groups
High Impact Practice Champions
A community of practice is a set of relations among, persons, activity, and world, over time and in relation with other tangential and overlapping communities of practice. A community of practice is an intrinsic condition for the existence of knowledge, not least because it provides the interpretive support necessary for making sense of its heritage. Thus participation in the cultural practice in which any knowledge exists is an epistemological principle of learning. (Lave and Wenger, 1991),

6. Petri Dish Learning
Unlike the traditional sense of culture, which strives for stability and adapts to changes in its environment only when forced, this emerging culture responds to its surroundings organically. It does not adapt. Rather it thrives on change, integrating it into its process as one of its environmental variables and creating further change. In other words, it forms a symbiotic relationship with the environment. This is the type of culture that exists in the new culture of learning. (Thomas & Brown, 2011)

7. Faculty as.. Mentor Advocate Ambassador And.. New Managerialism –hmmm…
(McFarland, 2011)

8. The Liminal Servant Teaching as a ritual performance
When students engage with a sense of immediacy or purpose, either verbally or gesturaly to the teacher’s performance—when they became the primary actors within the ritual of instruction—then they engaged in an authentic pedagogical rite: the surroundings were sanctified and the students became co-celebrants in the learning process, which was categorized by intense involvement and participation.. In this case, the teacher achieved the role of liminal servant.
As one who takes seriously what it means to link language, knowledge, and power, the liminal servant first dignifies his or her own position b y recognizing that the foundation for all human agency as well a teaching is steeped in a commitment to engage and critcically reconstruct the possibilities for human life and freedom.
Communitas as a generative center
(McLaren,1988)

9. An Ecosystem of Teaching and Learning
Institutional Support
Faculty Community of Practice
Students Experiencing
High Impact Learning

10. Resources Small Teaching Changes:
The Persistence Project:
increase-persistence
Reacting to the Past Consortium:
– Michele Cuomo