| Specific Tasks To Be Completed: Year
1 | Primary Participants | Methods Involved | Tangible Results |
From/To |
| Train 15 lead faculty in skills and techniques of critical
inquiry; initial group develop prototype training model for rest of
faculty | 15 lead faculty; external consultants | Workshops, round tables, forums, lectures, research, site
visits to exemplary programs | 15 faculty fully trained in all three components of critical
inquiry | 10/1/05-5/31/06 |
| Revise Scientific Inquiry course | 5-person team of lead faculty | Apply principles of problem-based learning to
reconceive course | Pilot revised syllabus for Scientific Inquiry
course | 5/31/06-9/30/06 |
| Create and implement Faculty Development program in critical
inquiry | 15 lead faculty | Team assigns sections to each participant; Project Directors
assemble for edit | Written plan and schedule for additional faculty to be trained
in critical thinking | 5/1/06-9/30/06 |
| Two working groups formed (Scientific Inquiry
and Faculty Development) | 15 lead faculty | Workshops, round tables, forums, lectures,
research, site visits to exemplary programs | Written plan and schedule for additional
faculty to be trained in critical thinking | 5/1/06-9/30/06 |
| Begin remodeling of space for Faculty Learning Lab and
installing hardware and software | IT support team along with campus facilities | IT will take lead with facilities to develop and implement
installation plan | Completed installation of 20 computers, furniture and server in
Faculty Learning Lab | 11/1/05-
09/30/06
|
| | | | | |
| Specific Tasks To Be Completed: Year
2 | Primary Participants | Methods Involved | Tangible Results |
From/To |
| Design one-year plan to pilot newly developed courses in year
3 | Lead faculty teams; external | Series of planning meetings; drafts of plan; revisions | Comprehensive written plan and timetable to pilot new courses
using problem-based learning strategies | 10/1/06-8/31/07 |
| Design problem-solving activities and
learning modules for Scientific Inquiry | Lead faculty teams | Apply principles from workshops and research;
develop cases and problems to be used at SJNY | Set of usable cases suitable for SJNY
students and faculty | 10/1/06-5/31/07 |
| Design faculty development programs in use of problem-based
learning | Lead faculty teams | Series of planning meetings; drafts of plan; revisions | Workshops and other faculty development sessions; additional
Scientific Inquiry faculty trained
(full-time and adjuncts)
| 10/1/06-7/31/07 |
| Design assessment plan for new Scientific
Literacy course | Lead faculty team | Use simple 2x3 matrix plan to select pilot
sections for assessment of student learning outcomes | Validated results of students’ learning
critical thinking and problem-based learning skills | 10/1/06-6/1/07 |
| Complete remodeling and installation of Faculty Learning
Lab | IT team | IT will take lead with facilities to develop and implement
installation plan | Lab complete, including software | 10/1/06-
1/31/07
|
| | | | | |
| Specific Tasks To Be Completed: Year
3 | Primary Participants | Methods Involved | Tangible Results |
From/To |
| Fully pilot revised Scientific Inquiry course using models and
applications developed in year two | Lead faculty; additional faculty teaching sections of
Scientific Inquiry | Use new syllabus and problem-based learning skills and
examples | Students learn new critical thinking and scientific inquiry
skills (problem-based learning) | 10/1/07-9/30/08 |
| Replicate and extend problem-solving actions
in Scientific Inquiry course | Lead faculty | Apply principles of problem-based learning to
reconceive course | Additional sections using problem-based
learning in Scientific Inquiry | 10/1/07-9/30/08 |
| Implement Critical Inquiry skills program to new group of
faculty | Lead faculty; additional faculty | Workshops, round tables, forums, lectures, research, classroom
visits to observe pilot courses | Additional faculty trained in principles and strategies of
problem-based learning and critical inquiry | 10/1/07-9/30/08 |
| Integrate training program in Critical
Inquiry into Faculty Orientation | All new faculty | Use of materials developed to present methods
during orientation | All new SJNY faculty will be trained in use
of Critical Inquiry methods and materials | 2/1/08-
9/30/08
|
| Assessment of revised pilot Scientific Inquiry Course | Project Directors, Institutional Research & external
consultant | Survey and outcomes assessment | Data to inform refinement of pilot | 5/1/08-
9/30/08
|
| Development workshops and presentations for
Critical Inquiry Summit | Project Directors, Lead Faculty, general
faculty population; external experts | Sharing successes; roundtable
discussions | Commitment by 10 additional faculty to
integrate methods into their teaching by Year 4; Proceedings of
conference | 10/1/07-4/15/08 |
| | | | | |
| Specific Tasks To Be Completed: Year
4 | Primary Participants | Methods Involved | Tangible Results |
From/To |
| Design critical inquiry and problem-based learning strategies
for Discover New York course | Lead faculty | Series of planning meetings; drafts of plan; revisions | Written pilot syllabus; additional faculty complete training in
critical inquiry and problem-based learning | 10/1/08-1/31/09 |
| Pilot critical inquiry design to a second
core course (Discover New York) | Lead faculty and other faculty | Use new syllabus and problem-based learning
skills and examples | Results of course evaluations and assessment
battery will inform revisions to course design | 1/1/09-5/31/09 |
| Develop self-paced learning module in critical inquiry for use
of faculty in developing new syllabi for additional courses | Lead faculty | Consultant-led team will build the module | Self-paced module in critical inquiry available for faculty and
student use | 7/1/08-9/30/09 |
| Add more core curriculum courses using
critical inquiry and problem-based learning | Faculty teaching in core curriculum | Use new syllabus and problem-based learning
skills and examples | 20% increase in core courses sections using
critical inquiry and problem-based learning strategies | 10/1/08-9/30/09 |
| Faculty (new, experienced, adjunct) will be trained throughout
the academic year | Lead and participating faculty; Center for Teaching and
Learning | On-going workshops, roundtables and presentations by faculty
who are using new methods | Presentations will reach a majority of faculty, either through
orientation or ongoing workshops | 10/1/08-9/30/09 |
| | | | | |
| Specific Tasks To Be Completed: Year
5 | Primary Participants | Methods Involved | Tangible Results |
From/To |
| Broaden faculty use of problem-based strategies to social
sciences, natural sciences, humanities and professional
programs | Additional faculty across the disciplines | Pilot syllabi; faculty workshops, forums, roundtables,
classroom observations | Additional faculty across the disciplines develop new or
revised syllabi using problem-based learning | 10/1/09-9/30/010 |
| Design and conduct summative assessment of revised core
curriculum | Project directors; evaluation team | NSSE | Written assessment tools; student and faculty data
collected | 10/1/09-9/1/10 |
| Document student success in critical inquiry | Project directors; evaluation team | NSSE and other internal and external measures | Increase in students reporting active and collaborative
learning experiences | 10/1/09-9/1/10 |
| Document faculty success in applying problem-based learning
strategies | Project directors; evaluation team; participating faculty | Sample syllabi; faculty surveys; FSSE | Documented use of problem-based learning strategies in 50% of
core courses in all five undergraduate schools and colleges | 10/1/09-9/1/010 |
| Dissemination of methods | Project directors; participating faculty; IT team | Presentation at professional conferences; paper presentations;
publications | A variety of works published; participation of presenters in at
least 5 professional associations | 10/1/09-9/1/10 |