Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 5 of The Illinois Commitment Successful Teaching Online Mentoring Program (STOMP) William Rainey Harper College What issue or need is addressed by the effective practice? Courses, certificates, and entire degree programs in alternative delivery format are being demanded by an everincreasing technology-savvy student population that is balancing work, family life and learning all at the same time. Because developing and teaching courses in blended and online modalities is a complex process and one that is outside the educational and professional experience of many faculty, STOMP was established to provide the guidance and assistance necessary to offer distance courses that maintain Harper’s reputation for quality learning experiences. Description of the effective practice: Creation of the STOMP Initiative. During the spring 2003 semester, six faculty with two or more years of experience in developing and teaching online courses from Chemistry, Computer Information Systems, Marketing and Physics volunteered to meet with the Director of the Department of Instructional Technology to develop the materials for use with the STOMP initiative. This initiative, funded through an internal Harper College technology mini-grant, provided a small stipend to the participating faculty for the time spent meeting over the course of the semester to design self-paced learning materials, checklists, progress check sheets, and a mentoring collaboration. The STOMP Process. The six faculty noted above made up the initial mentoring pool. After the first complete year of STOMP, the mentoring pool was expanded by invitation to other faculty experienced in online course delivery as well as to Department of Instructional Technology (DoIT) staff qualified to serve as mentors. A maximum of six faculty who are new to distance course development volunteer each year, each paired with a mentor. The new faculty work with their mentors to build a foundation in distance pedagogy and course design, aided by the STOMP Blackboard site (topical presentations, online discussions, and activities that provide the faculty with an online course experience) as well as books, checklists and the instructional design and multimedia course material development services of DoIT. Each mentor continues to support their protégés during the first semester the course is delivered. Stipends are paid to the mentors, while faculty developers receive either reassigned time or a stipend based on the faculty contract. How does this practice achieve sustainability? Funding for STOMP was first provided through a Harper College technology mini-grant. Due to the success of the initiative, a permanent budget line item was created for the Department of Instructional Technology beginning in the FY06 fiscal year. Additionally, the continued growth of the qualified and interested group of faculty who are experienced in developing and delivering distance courses assure that there will be enough volunteer mentors each year to meet program needs. What are the results/measurable outcomes? The two major outcomes for faculty participating in this initiative are: • to build a foundation in the topics/issues related to distance learning • to design, develop and teach a high-quality course in online or blended format Over the course of the three years this initiative has been in place, the following results have been documented: • 16 faculty (12 full-time and 4 adjunct) participated in STOMP • 11 online and 5 blended courses were designed, developed and delivered • 14 different disciplines increased courses offered in distance format • 5 participating faculty designed, developed and taught additional online and blended courses in their respective disciplines Contact Information Name: Sarah Stark Email: sstark@harpercollege.edu Phone: (847) 925-6805 176
Direct Connection to Policy Area 5 of The Illinois Commitment Supporting Undergraduate Research Illinois Wesleyan University What issue or need is addressed by the effective practice? As a highly selective college that promises individual attention to students, Illinois Wesleyan has an obligation to provide as wide a range of opportunities as possible for students to develop their capacities for scholarly and artistic work. Description of the effective practice: For over 15 years, the Illinois Wesleyan faculty and administration have devoted considerable attention to developing a wide variety of vehicles through which individual students can showcase their research and creative skills. In addition to required research seminars and/or juried exhibitions and performances for seniors—programs that exist at most colleges—Illinois Wesleyan offers a rich set of additional forums for outstanding student work. Several of these initiatives are open to all students, regardless of their research or artistic interests. The Research Honors Program, open to high-achieving students, requires students to develop a research or creative project and defend it before an interdisciplinary faculty committee. A successful defense results in an “Honors” designation on the student’s transcript. In addition, all students are eligible to participate in the John Wesley Powell Student Research Conference, held each April. The full-day, on-campus program features multiple poster sessions, oral presentations, art exhibitions, and musical and dramatic performances. Students from all disciplines are also eligible for travel funding from the Provost’s office to present their research or to perform in refereed off-campus conferences or exhibitions. There is also an active program on campus to identify promising applicants for Rhodes, Marshall, Fulbright, Truman, and other prestigious national and international fellowships. Besides these general opportunities, academic departments support student research and artistic work in particular ways most suitable to the discipline. Each year, for example, many science faculty members are co-authors with students of one or more scholarly articles in professional journals. Other departments, mostly in the social sciences, sponsor student-edited, printed journals that publish outstanding work by IWU students; among these journals are the Park Place Economist, Res Publica (Political Science), Constructing the Past (History), and Tributaries (English). The Economics Department supports an additional on-line journal that publishes peer-reviewed articles from Economics students across the country. The Religion and Hispanic Studies departments organize regular on-campus colloquia at which students and faculty present their work for review and discussion by other students and faculty. The Philosophy department hosts student-managed undergraduate conference each spring in which students from other campuses travel to IWU to present and critique philosophical treatises. Nearly thirty academic honoraries are chartered on the campus, and many of these sponsor programs at which student members present their work to other outstanding students and faculty. How does this practice achieve sustainability? Because all these initiatives are department- or Universityorganized and have budget support from the University as well, the infrastructure exists to replicate them year after year; they are not subject to the constant re-learning curve to which programs sponsored by student organizations are subject. Furthermore, as participation in each of these programs grows, more advanced students serve as role models for younger students, encouraging them to develop their own research or artistic agendas for future years. Undergraduate research has thus become embedded in the campus culture. What are the results/measurable outcomes? It is possible to track the number of participants in these programs, and we have seen growth in them over time. For example, the Research Honors designations are typically awarded to 7-8% of graduating students, as was true for 2006 graduates; the 2006 John Wesley Powell Research Conference featured the work of 147 student researchers and artists (an all-time high). The Provost’s Student Travel Fund helped 21 students present their work off-campus at academic conferences. Each fall, we survey the previous year's graduates to learn of their employment or graduate/professional school involvement. We have found that many students who have participated in undergraduate research or creative activities are inspired to continue their education beyond the bachelor's level. Contact Information Name: Mona J. Gardner Email: mgardner@iwu.edu Phone: (309) 556-3760 177
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