PowerPoint Presentation

OSUCollege of Engineering

Associate Dean for Academic and Student Affairs ForumChristine Kelly

November 28, 2012

HistoryBS ChE, University of Arizona

Process Engineer, Tate and Lyle

PhD ChE, University of Tennessee

Assistant Professor, Syracuse University

Associate Professor, Oregon State

Role, Responsibilities, VisionObjectivesPotential (and sometimes conflicting) ObjectivesEnable underrepresented populations (women and minorities)Student learning of curricular contentImprove retention4 year graduation rateProfessional skills and habitsWork-ready

Associate Dean for Academic and Student Affairs(3 modes of activities)

Example.Academic Dishonesty

Concrete Activities Academic DishonestyAdministrateMaintain database and documentation of academic dishonesty casesMeet with studentsFile reports with UniversityServe FacultyIdentify impact of types of assessment on academic dishonestyDemonstrate support for faculty who decide to reportFacilitate the use of antiplagiarism software (training )Save-able on-line reporting formInitiateLearning sciences literature for motivation and causes of academic dishonestyDevelop strategy/pilot program to change culture to reduce incidentsIn general, with challenges and opportunities facing COE, this position shouldLarge Enrollment

Initiate to Excel Despite Large EnrollmentsInitiate a community of practice to share strategies and techniquesPilot and implement a flexible common first year (unload units with large populations)Consider and study an appropriate first year gate to reduce 2nd year class sizes, and to reduce student frustration at pro-school limitationsFlexible Common First YearPilot themes (sustainable energy, human health, etc.) across ENGR disciplines in undecided first year engineering classes in 2013Better distribution of students across programsImprove retention among underrepresented populationsFacilitate a better student:major fit Communicate pro-school realities - reduce second year class sizes ABET

Initiate for Useful ABET

Develop meaningful assessment of teaching and learning

Understand what students learn (not what we teach)Integrate practice with requirementsEnsure intuitive, practiced feedback loops

Experiential LearningService and global learning, internships, student researchOSU commitment to experiential learningActivation of higher thinking processesIntegration of knowledgeImproves retention, especially of underrepresented populations

Experiential Learning

Initiate to Achieve Excellence in Experiential Learning Value faculty effort toward experiential learning activities*Initiate collaborative global and service learning opportunities with partners across campus (e.g. Center for Civic Engagement, OSU Hydrophiles, International Programs) In collaboration with industry relations and foundation, develop strategies to increase internship opportunities- Administrate- Serve faculty -Initiate- Administrate- Serve faculty -Initiate- Administrate- Serve faculty -InitiateCompelling Questions

Can cross unit peer teaching evaluations reduce barriers, encourage best practices, and engage communities of practice to fertilize learning?Are we prepared for INTO impacts? Can we develop an opportunity perspective regarding INTO?What does retention mean in the era of large pro-school denials?How do we enable underrepresented populations?Does mastery-based assessment have a larger role in large class environments?

Objectives RevisitedTeachingEnable underrepresented populationsStudent learning retention4 year graduation rateProfessional skills Work-readyResearch Mentor graduate studentsScholarshipPublicationsResearch fundingCommercializationBroader TopicsInform policySet national research prioritiesFaculty governanceQualificationsExperientialEducational research (JEE)Co-wrote BIOE ABET self-studyCo-director SESEY (recruitment under represented groups)Pre-med advisorNational Student Design Competition (WERC)Taught ENGR and honors coursesCharacteristicsStudent focusedValue diverse motivations of my colleaguesDetail oriented and responsiveHigh energy and enthusiasticOrganized

MotivationDelight in student growth and learningPassion for opening engineering to underrepresented groups Enjoy working with others toward a common goal

Impacts of INTOIntersection with impacts of large enrollmentTeachers have less time for students with special needs, but more students with special needsCulture differences around academic dishonestySome INTO students communications skills (speaking, writing) quite lowINTO student expectation vs. reality (units have perceived little control about claims prior to enrollment)Perception of domestic students on teams with INTO students (workload unfairly increases)Tendency to cluster impact on English developmentNew paradigm of a large M.Eng. populations will faculty value and serve this population?

OregonU.S.Under-represented GroupRepresentation among OSU 2011 Engineering GraduatesRepresentation among Oregons PopulationRepresentation among U.S. 2011 Engineering GraduatesRepresentation within the U.S. PopulationFemale16.6%50.5%18.4%50.8%Hispanic2.5%12.0%7.9%16.7%Native American1.0%1.8%0.4%1.2%African American0.5%2.0%3.9%13.1% OSU Bachelor's Degree Awarded by Discipline 2011DegreeTotal Number of GraduatesNumber of WomenPercentage of WomenBiological161063%Chemical491939%Environmental8338%Nuclear18422%Industrial/Manufacturing38821%Civil901517%Electrical and Computer641016%CEM991010%Mechanical9489%Computer Science7568%