Briefing Book. Office of Undergraduate Education. October,

Transcription

1 Briefing Book Office of Undergraduate Education October,

2 TABLE OF CONTENTS Vice Provost (Steven Brint)... 1 Office of Undergraduate Education... 1 Associate Vice Provost (Thomas Perring)... 8 University Honors... 8 Office of Outward Bound Undergraduate Education Assistant Vice Provost (Under Recruitment) Evaluation, Assessment, and Institutional Research Office of Undergraduate Research Chief Financial and Administrative Officer (Jo Ann Javier) Administrative Office Director (Michael Paul Wong) Academic Resource Center Director (Leonard Taylor) Summer Sessions and Special Programs Director (John Briggs) University Writing Program... 45

3 Office of Undergraduate Education Vice Provost Steven Brint Steven Brint was appointed Vice Provost for Undergraduate Education in September Steve is UCR s advocate for undergraduate education and heads the office which was founded in Since his appointment, Steve has launched a number of programs to improve teaching and learning on campus and to create greater efficiency in campus processes bearing on undergraduate education. Steve reports to the EVC/Provost and is the liaison to the Academic Senate s Undergraduate Council and UCR s accrediting agency, the Western Association of Schools and Colleges (WASC). Prior to his appointment as Vice Provost, Steve served as Associate Dean in the College of Humanities, Arts, and Social Sciences at UCR. Steve is a well-known sociologist and higher education scholar. His research group, Colleges & Universities 2000, has been funded since 2000 by the National Science Foundation and two philanthropies. He is also co-leader of the Student Experience in the Research University (SERU) Survey & Consortium, a research and policy organization of public research universities. Steve received his BA in Sociology with highest honors from UC Berkeley. He received his Ph.D. in Sociology from Harvard University. Steve came to UCR in 1993 as Professor of Sociology after teaching at Yale University from He is the author or editor of six books and dozens of scientific papers. His research has focused on issues at the intersection of the sociology of higher education, the sociology of professions, and middle-class politics. He won the Outstanding Publication award from the American Educational Research Association and the Willard Waller Award from the American Sociological Association. In 2006, he received the Chancellor s Award for Fostering Undergraduate Research. He was elected a fellow of the American Association for the Advancement of Science in He is also a fellow of the Center for Studies in Higher Education at UC Berkeley and the Center for the Study of Inequality at Stanford University. Leadership and Organization Steve meets regularly with UE s leadership team. The senior leadership in the office is composed of Associate Vice Provost Thomas Perring, who directs University Honors and Outward Bound programs; Chief Financial Officer JoAnn Javier; and an Assistant Vice Provost, who directs the Office of Undergraduate Research. Patsy Oppenheim, who served as Assistant Vice Provost for seven years, retired in Patsy has continued to direct the Office of Undergraduate 1

4 Research on a recall basis and will do so until the Assistant Vice Provost position is filled. Other members of the leadership team include the unit heads for the Academic Resource Center; Summer Sessions; and the University Writing Program. Vice Provost s Cabinet John Briggs Director of the University Writing Program Jo Ann Javier Chief Financial and Administrative Officer Perry Link Convener of the Academy of Distinguished Teachers Under Recruitment Assistant Vice Provost Thomas M. Perring Associate Vice Provost and Director of University Honors Leonard Taylor Director of Summer Sessions Michael Paul Wong Director of the Academic Resource Center Mission of the Office of Undergraduate Education The Office of Undergraduate Education provides leadership for cross-campus programs aimed at improving the quality of undergraduate education. It promotes academic success for UCR s diverse undergraduate population, providing aid to students who are experiencing difficulties in their classes and ensuring options for all students to engage in a challenging array of educational opportunities, from study abroad to undergraduate research and capstone experiences. Goals 1. Expand the number of high impact educational experiences for UCR undergraduate students. Objectives a. Monitor and disseminate best practices in first-year learning communities. b. Integrate Education Abroad and UCR faculty-led Summer Study Abroad programs. c. Expand the number of students participating in undergraduate research. d. Work with the undergraduate colleges and departments to add and improve senior capstone experiences. 2

5 2. Contribute to the creation of powerful teaching and learning environments on campus. 3. Support the educational aspirations of firstgeneration and racial ethnic minority students. 4. Encourage UCR students to achieve at the highest possible level. a. Support the Scholarship of Teaching and Learning Colloquium series. b. Disseminate the literature on effective pedagogies in large lecture classes, focusing on inquiry-based learning and interactive engagement strategies. c. Provide feedback to instructors on teaching, learning, and course evaluation. a. Develop state-of-the-art academic support services and evaluate their effectiveness, reallocating resources to support the most effective programs. b. Study the participation of first-generation and racial-ethnic minority students in high a. Advise and mentor students applying for prestigious scholarships and fellowships. b. Maintain and continue to make improvements in University Honors, including investigation of the feasibility of an Honors College. c. Create tracks combining academic and cocurricular experiences for students interested in leadership, entrepreneurship, and civic engagement. d. Celebrate UCR students whose academic achievements merit recognition. Office of Undergraduate Education at a Glance History: The Office had its origins in the Education Abroad and UCDC programs, which were free-standing programs led by a faculty director, Professor Robert Heath. In 2004, Executive Vice Chancellor and Provost Ellen Wartella appointed the first Vice Provost Andrew Grosovsky. The University Honors Program, previously a free-standing program, was transferred to UE with the appointment of Grosovsky. Grosovsky was also charged with leading the reaccreditation effort of the campus. Under Assistant Vice Provost Patsy Oppenheim, the unit quickly developed a presence in undergraduate research through the Undergraduate Research Symposium, inaugurated in 2006, and the Undergraduate Research Journal, also inaugurated in The Undergraduate Academic Programs unit, as it was then known, achieved a more formal recognition as a campus administrative organization in 2007, when David H. Fairris was appointed vice provost and the current name of the unit, the Office of Undergraduate Education, was adopted. The unit s reputation for good management and careful evaluation of programs led to the migration of several campus programs to UE in the late 2000s. The Academic Resource Center was incorporated into UE from its previous location in Student Affairs in The University Writing Program, previously administered by the Department of English, joined UE in Summer Sessions migrated to UE from University Extension in Vice Provost Fairris opened a new program, Undergraduate Research in the Community, also in The Office of 3

6 Undergraduate Research was formally established in , under Vice Provost Steven Brint. Reporting structures have remained constant since the inception of the Office. The Vice Provost reports directly to the Executive Vice Chancellor and Provost. The Vice Provost plays an active role in the Enrollment Management Council, as well as serving as Accreditation Liaison Officer to WASC. Program Focus: Programs within UE work to: 1) implement effective cross-campus educational programs (e.g., undergraduate research, summer study abroad, University Honors, senior capstones); 2) promote instructional improvement and the evaluation of teaching; 3) aid departments in their assessment of student learning outcomes; 4) provide academic support (e.g., supplemental instruction, drop-in tutoring, early warning); and 5) mentor students to help them to achieve recognition for their scholarship and co-curricular activities. Faculty: The Office has no permanent ladder faculty FTE but faculty members serve on standing committees to advise the Vice Provost and the directors on UE programs (see organization chart). Faculty committees coordinate the Scholarship of Teaching and Learning Colloquium series, the Rhodes-Marshall Committee, and the Chancellor s Research Fellowships. They advise UE on the Undergraduate Research Journal, the University Writing Program and University Honors. Faculty members also teach in University Honors, as well as in Summer Sessions. Staff: The Office employs more than 60 permanent staff in seven major units: the Academic Resource Center; Educational Initiatives; Evaluation, Assessment, and Institutional Research; the Office of Undergraduate Research; Summer Sessions; University Honors; and the University Writing Program. Lecturers and Student Workers: There are as many as 150 students working part-time in a variety of capacities in the organization. These students work primarily as peer mentors in the ARC and University Honors. In addition, the University Writing Program employs as many as 70 lecturers and 50 graduate student teaching assistants. Summer Sessions employs almost 100 UCR ladder faculty, 200 lecturers, 250 associates-in (graduate students who have been advanced to candidacy for the PhD), and 500 graduate student teaching assistants all on a part-time basis. Campus Facilities: The Vice Provost is located on the third floor of Surge. Other offices in the suite are occupied by the Associate Vice Provost, the Assistant Vice Provost, the Director of Educational Initiatives, the Director of Evaluation, Assessment, and Institutional Research, the Director of Information Technology, and their staffs. Summer Sessions occupies a separate suite of offices on the third floor of Surge. The Academic Resource Center is located in a suite of offices and classrooms on the first floor of Surge. The Office of Undergraduate Research and University Honors are located in suites of offices on the second floor of Olmsted Hall. The University Writing Program is located in a suite of offices in the Humanities and Social Sciences Building. Study Abroad is located in the International Education Center in University Village. Academic Senate: The Vice Provost is the administrative liaison to the Committee on Educational Policy (CEP). His staff works jointly with CEP on undergraduate program reviews. In addition, all UE work in relation to accreditation is coordinated with CEP. The Associate Vice Provost is the administrative liaison to the Committee on International Education. 4

7 Office of Undergraduate Education Budget Office of Undergraduate Education Summary of Expenses by Funding Sources Funding Source Expenditures % of Total State Funds $10,632, % Student Fees $2,596, % Contracts & Grants $151, % Gifts & Endowment Funds $214, % Sales & Service $387, % Total $13,983, % Office of Undergraduate Education Summary of Expenses by Programs Programs Expenditures % of Total Academic Resource Center $2,189, % Summer Sessions Instructional $4,508, % University Honors $565, % University Writing Program $5,406, % Office of Undergraduate Education $1,312, % Total $13,983, % 5

8 Major Accomplishments Incorporated three large units (Summer Sessions, University Writing Program, and the Academic Resource Center) between 2007 and Expanded the Office of Undergraduate Research to include the following new components: Undergraduate Research in the Community, the Chancellor s Research Fellowships, and the Undergraduate Research Tracking System. Developed and implemented two large-scale systems: R Summer and the Online Assessment Tracking System (OATS). Integrated regular program evaluation with program development and resource allocation decisions. Developed an enrollment model to predict the seats required in lower and upper division by department to meet student demand for 15 units per term. Reorganized University Honors into a full four-year program with new curricula, engaged faculty, and expanded staff. Held nationally-noted Best Practices in First Year Learning Communities Conference. Developed UC Teaches survey. New Initiatives Development of programs to address the needs of international students. Systems development to improve scholarship disbursement process. Planning for Office of Instructional Development to provide assistance to faculty interested in improving teaching effectiveness. Planning for pathways combining academic coursework and co-curricular activities in the areas of leadership, entrepreneurship, and civic engagement. Mapping of major requirements and consultation on offering senior capstone experiences for departments that do not currently offer these opportunities. Campaign to strengthen academic integrity policies and compliance. Integration of Educational Abroad and Summer Study Abroad as UE units. Successfully pursue funding for UC Teaches survey. 6

9 Undergraduate Education Organization Steven Brint Vice Provost Undergraduate Education Thomas Perring Associate Vice Provost Jo Ann Javier Chief Financial & Administrative Officer Under Recruitment Assistant Vice Provost Leonard Taylor Director, Summer Sessions Michael Paul Wong Director, Academic Resource Center John Briggs Director University Honors Business Office Undergraduate Research Summer Session Academic Resource Center University Writing Program Outward Bound Programs Information Technology Evaluation, Assessment, and Institutional Research

10 University Honors Associate Vice Provost Faculty Director, University Honors Thomas Perring Dr. Thomas Perring is the Associate Vice Provost of Undergraduate Education and Professor of Entomology. He received his B.S. in Wildlife Ecology from Oklahoma State University, his M.S. in Entomology from Texas Tech University, and his Ph.D. from the University of Nebraska in Entomology. He has been a member of the UCR faculty since His research focuses on the development of environmentally and economically sustainable pest management programs for insects and mites that are threats to agricultural crops. Research conducted in his program has resulted in the publication of 110 scientific articles and book chapters. In addition to his research, Professor Perring has received various recognition awards for excellence in teaching. Prior to being named the Associate Vice Provost of Undergraduate Education, Dr. Perring was the Associate Dean of Recruitment and Student Success in the College of Natural and Agricultural Sciences. Tom has been the Faculty Director of University Honors since He has spearheaded the Honors transition to a four-year program, infusing curricular changes, robust faculty engagement, and high impact co-curricular programming. Leadership and Organization University Honors is designed for students who have shown through their own high achievement that they value intellectual challenges and want to be a part of an innovative, diverse, and demanding learning community. Students benefit from close interaction with Honors Faculty in small class settings, and with professional staff who provide developmental advising to help them optimize their educational experience at UCR. High impact, experiential learning opportunities available to Honors students include undergraduate research, scholarly and creative work, internships, service learning, and faculty-led co-curricular activities. In addition Honors students are supported by a strong peer leader support system, faculty mentorship, Honors scholarship opportunities, and preparation for prestigious scholarships and awards. These experiences are designed to prepare students for participation in a senior thesis project that advances knowledge in their discipline, culminating in an Honors Thesis. The four-year program starts with a new course designed to help incoming Freshmen transition to college and be successful in Honors. They also choose between wide selections of Ignition Seminars. These courses, taught by some of the most engaged faculty on campus explores the life of the mind and ignites the student s curiosity. In the spring of the first year, students take another new course on motivation. The second year, which focuses on civic engagement, begins with a course on the science and academic study of civic engagement and social issues in which research 8

11 can play a critical role. Students are able to follow this course by taking elective units focused on solving social problems on campus and in the community. The third year provided curriculum to prepare students to understand how research is conducted in various disciplines and to begin the process of developing their own research, scholarly or creative thesis/capstone project. The fourth year is devoted to supporting students in the completion of their senior thesis/capstone project. University Honors Key Staff: Dr. Thomas Perring Faculty Director Gladis Herrera Berkowitz Acting Director Scott Silverman Associate Director of Student Affairs Jane Kim Student Development Coordinator Emily Nudge Student Development Coordinator Mayra Jones Administrative Assistant Debbie Pence MSO Mission of the University Honors University Honors is committed to developing curricular and educational opportunities that enhance the learning experience of high achieving students. Students are guided in optimizing the resources and opportunities of a large research institution while benefiting from the close mentorship and guidance of faculty and professional Honors staff. Goals 1. Recruit academically outstanding undergraduates from across the nation. 2. Provide a living and learning community for students in the residence halls. Objectives Provide a challenging and rewarding experience to students who value intellectual excellence. Faculty and professional mentorship engage students in an innovative, diverse, and demanding learning community. Provide Honors specific programing through the Faculty in Residence (FIR) Program in the residence halls. Currently Honors has 2 FIRs who build community among the Honors students through dinners with faculty, guest speaker series, cultural field trips, and office hours. 9

12 3. Provide an interdisciplinary curriculum that prepares students to optimize their learning experience at UCR. 4. Provide guidance in optimizing the resources of a large research institution. 5. Provide programing that prepares students to be competitive when applying for scholarships and graduate/professional school. 6. Engage students to complete innovative research or capstone projects that contribute knowledge to the academy. Provide small class environments with engaged faculty so that students build the confidence to engage with the faculty, think critically about the issues presented, and understand what research means across the disciplines. Provide mentorship by professional staff and faculty on the value of research, scholarly, and creative work. Students are encouraged and guided on becoming involved in cutting-edge research, internships and study abroad opportunities. Provide workshops, colloquium, and Honors courses that expose students early in their academic careers to the important elements that will enhance their profile as a competitive candidate, i.e. undergraduate research, service learning, internships, education abroad, and development of faculty relationships. Develop curriculum and co-curricular experiences that prepare students to undertake an Honors thesis project. Honors Faculty and Staff guide students on refining their ideas and identifying Faculty Thesis Mentors. Office of the University Honors at a Glance History: University Honors was started at UC Riverside in The program consisted of Lower Division and Upper Division components. In Vice Provost David Fairris charged a faculty workgroup to re-envision UCR s Honors Program and its presence on campus. The work group concluded that a robust Honors program would provide intellectual growth, personal development and social responsibility as core to the programming. The committee also recommended that the program move from a 2+2 program (Lower and Upper Division) to a full four-year program. The four-year program would provide guidance and preparation to students and allow entry portals to select students who demonstrate academic excellence, interest in research, scholarly, or creative activities that lead to a senior thesis project. In the University Honors team worked to redesign curriculum and programming that resulted in a fouryear program being established as of Fall Program Focus: University Honors has distinct curricular objectives for each student developmental stage. Year 1: Transition, Success and Discovery, Year 2: Civic Engagement, Year 3: Honors Thesis Research, Year 4: Honors Thesis Profile of University Honors Student Population: University Honors provides entry portals for students with GPAs over 3.50 in year 1-4. The Faculty Admissions Committee looks for students who are seeking to be academically challenged, socially conscience, and interested in taking on leadership roles in the community and their field of study. The majority of Honors students are admitted in freshman year. The average GPA for admitted freshmen in fall 2012 was 3.95 and average SAT was Staff: University Honors is supported by 5 full time staff members, and the faculty director for University Honors. 10

13 Teaching: University Honors does not have a faculty teaching staff. Over the years University Honors have developed courses with departments that meet the teaching mission. Teaching stipends are as follows: $2,500 per section, $4,000 per seminar, $4,500 per Ignition Seminar. There is academic oversight from the Faculty Director and the Honors Faculty. Facilities: Housed in 2316 Olmsted, University Honors provides student access to a lounge, computer lab, and a conference room. Office spaces also are available to the professional staff and faculty. The long term goal is to grow into a facility that provides teaching space. Office of the University Honors Budget University Honors Summary of Expenses by Funding Sources Funding Source Expenditures % of Total State Funds $470, % Student Fees $58, % Contracts & Grants $ % Sales & Service $36, % Total $565, % University Honors Summary of Expenses by Programs Programs Expenditures % of Total Program Administration $434, % Summer University Honors Program $38, % Faculty Mentor Program $35, % Various academic and co-curricular programs $57, % Total $565, % 11

14 Major Accomplishments Implementation of the Honors 4-year program starting in Fall Designed new Freshman level course, delivered in spring quarter, on Motivation in College. Implementation of 13 Ignition Seminars in AY Course evaluations reveal that the courses met the goal of exciting the students minds by exposing them to topics from a multidisciplinary approach and challenging them to ask critical questions about the topics. Implementation of courses HNPG150 and HNPG151 that aid students in understanding how research is conducted across the disciplines, and help narrowing down their research question to a manageable Honors thesis project. Increasing the minimum GPA requirement for enrolled University Honors students from 3.2 to 3.5. Development of a new Peer Leader Program Training for Peer Mentors, Discussion Leaders, and Chairs of Student Committees. New Initiatives Focus our course offerings on those that will satisfy breadth or otherwise be useful for a large number of students degree programs. Currently in discussions with the departments of History, Biology, English. Continue seeking engaged faculty to offer the Ignition Seminars. As students progress in the 4-year program, we will see a marked increase in the number of students conducting research and creative activities. This will require a vast increase in the number of faculty who mentor Honors students. Design HNPG 9 (Freshman first-quarter course in transition and success in college) to provide early support for students, giving them the tools to maintain a strong GPA throughout their UCR career. Provide focused training to students involved in the Peer Leader Program. 12

15 Undergraduate Education University Honors Steven Brint Vice Provost Undergraduate Education Debbie Pence Undergraduate Education MSO Tom Perring Associate Vice Provost Faculty Director University Honors Gladis Herrera-Berkowitz Acting Director University Honors SAO IV Scott Silverman Associate Director of Student Affairs SAO IV Mayra Jones Administrative Assistant AA II Jane Kim Student Development Coordinator SAO III Emily Nudge Student Development Coordinator SAO III

16 Office of Outward Bound Undergraduate Education (OBUE) Associate Vice Provost Thomas Perring Tom has been AVP since October 2010, serving as the Faculty Director for the Education Abroad Program, Summer Study Abroad, UC (Washington DC) and UC Sacramento. The OBUE is a new initiative to bring all outward bound undergraduate education programs under one administrative umbrella. Leadership and Organization UCR offers a number of outward bound opportunities for students to study off campus, both at international and domestic sites. These include the Education Abroad Program (EAP), the Opportunities Abroad Program (OAP), the UC (Washington DC) Program (UCDC), the UC Sacramento Program (UCSC), UCR faculty-led Programs (including our Summer Study Abroad Program (SSA)), and Honors Abroad (HA), a new program that will encourage outward bound participation and provide scholarships to students who take advantage of these opportunities. In addition, there are instructors who take students on short term (1-3 week) educational programs that don t really fall under any particular authorized program; they just go. Off-campus educational programs can have a tremendous impact on students, often providing life-changing experiences. They complement the instruction and faculty interaction that a student receives on campus, and they can help students solidify their passion for their chosen career path or they can set them on new paths. The new Office of Outward Bound Undergraduate Education provides an administrative structure to expand UCR student participation in studies abroad. Office of Outward Bound Undergraduate Education Key Staff Dr. Thomas Perring, Associate Vice Provost for UE Faculty Director of OBUE Trina Elerts Program Coordinator UCDC and UCSC Mission of Outward Bound Undergraduate Education The mission of OBUE is to offer a diverse selection of high-impact outward bound educational experiences that appeal, both academically and financially, to the diverse undergraduate student body at UCR, resulting in an increase in the number of students who participate in these experiences. 14

17 Goals 1. Create programs that are cost effective and affordable for UCR s diverse student body. Objectives a. Develop programs that are affordable to the range of UCR students through partnerships with UCEAP and 3 rd party providers. b. Work closely with faculty to select cocurricular activities with an eye toward program cost. c. Seek development opportunities for scholarships to support students who cannot otherwise afford outward bound educational opportunities. d. Engage in targeted marketing of programs among groups of students who have resources to afford OBUE programs. 2. Maximize the academic relevance of OBUE programs by engaging in academic integration efforts on campus. a. Inform faculty of courses offered in EAP and OAP so they may begin the process of integrating the courses into their degree programs. b. Solicit suggestions from faculty for courses that would fulfill program requirements, and develop these courses off campus 3. Develop faculty led programs. a. Solicit faculty to submit OBUE courses through the Academic Senate. Courses could be of variable length and offered throughout the academic year and in the summer. b. Investigate working with EAP and 3 rd party providers who have extensive knowledge of local environments to determine the best partnerships for our faculty led programs. c. Finalize a Risk Management Plan and Training Protocols that will minimize risk to our students and faculty and guide the response to emergencies that arise. d. Develop marketing strategies and tools for our faculty led programs. 4. Educate students and their families on the value of outward bound study. a. Create targeted marketing for all students, but particularly 1 st generation students on the benefits and costs of OBUE programs. b. Develop a breadth of OBUE offerings that cover a range of cost, academic relevance, and time so that all students will have a realistic chance of choosing a program. 15

18 Office of Outward Bound Undergraduate Education at a Glance History: OBUE is a new unit in the formative stages. AVP Perring has been charged with planning and implementing programmatic changes that will bring EAP, OAP, Summer Study Abroad, UCDC and UC Sacramento into the same unit. For more information on UCDC, UCSC, and University Honors please refer to their sections in the briefing Booklet. Profile of the OBUE Student: Students from all majors and disciplines are encouraged to apply for one of our outbound programs. The UCDC and UCSC programs predominantly draw on Political Science and Business majors. The Summer Study Abroad program has consisted of only a few faculty led summer programs. The EAP and OAP programs are larger and appeal to a broader audience. However, there remains a market bias toward students in the College of Humanities, Arts and Social Sciences and the School of Business. The College of Natural and Agricultural Sciences and the Bourns College of Engineering are less represented. The number of students in each program for AY were: UCDC (75), UCSC (12), SSA (27), EAP (222), OAP (102). Facilities: Presently, the offices that will comprise the OBUE are spread over the campus. Currently UCDC, UCSC, and University Honors are located in Olmsted Hall. SSA was housed in Summer Sessions in Surge 361, and EAP and OAP are currently housed in the International Education Center, Suite 204, University Village. Talks are underway to move EAP and OAP to Olmsted Hall. Frequent interactions among these units will create synergies and enable joint marketing and informational session offerings. OBUE anticipates an increase in staff of 2-3 FTE following this transition. 16

19 Outward Bound Undergraduate Education (OBUE) Steven Brint Vice Provost Undergraduate Education Debbie Pence Business Officer MSO III Tom Perring Associate Vice Provost Trina Elerts Coordinator UCDC and UCSC Program SAO II

20 Office of Assistant Vice Provost Assistant Vice Provost Vacant (Under Recruitment) Reporting to the Vice Provost, the Assistant Vice Provost (AVP) will be responsible for three primary activities: (1) leadership of new initiatives of UE, (2) leadership in UE grant writing related to student success, and (3) work with departmental faculty to improve assessment activities, including evaluation of teaching. In addition, the AVP will provide oversight of the Office of Undergraduate Research (OUR) and the Office of Evaluation, Assessment, and Institutional Research (EAIR). The AVP will represent the Vice Provost in some meetings related to activities of the Office. Office of Assistant Vice Provost Key Staff Allison M. Cantwell Director, Evaluation, Assessment & Institutional Research Veronique Rorive Director, Office of Undergraduate Research Patsy Oppenheim Project Developer Rebecca Spence Dobias Coordinator, Undergraduate Research in the Community Mission of the Office of Assistant Vice Provost The mission of the Office of the Assistant Vice Provost is to maintain high quality in current activities of UE in the area of undergraduate research and student success. The AVP also seeks to expand the number of high-impact programs for undergraduate students on campus and to bring in grants that will contribute to student success at UCR. Goals 1. Support campus-wide high-impact academic programs Objectives a. Issue call for proposals for pathways and leadership combining course work and cocurricular activities in leadership, civic engagement, entrepreneurship and the creative process. b. Advance senior capstone experience project and departmental programs preparing students to conduct senior projects. c. Participate in review of proposals for technological enhancement of undergraduate education. 18

21 2. Maintain and expand effective student success programs 3. Contribute to improvements in undergraduate teaching and learning environment a. Share best practices in First-Year Learning Communities, and expand to multiyear experiences. b. Participate in oversight of STEM Mastery and Completion Initiative. c. Take leadership role in pursuing student success grants from federal agencies. a. Coordinate quarterly Scholarship of Teaching and Learning Colloquia b. Coordinate mini-grant programs for faculty, staff, and undergraduate students; as well as the annual Chancellor Research Fellowship. c. Participate in Academic Integrity Initiative. d. Help to lead study of teaching evaluation (in collaboration with the Academic Senate). e. Develop seminar series for new faculty on undergraduate teaching in the research university. 4. Improve program assessment on campus a. Work with departments in need of improvement in assessment of student learning outcomes. b. Implement recommendations from study of general education. c. Work on system development for improvement of OATS system. Office of Assistant Vice Provost at a Glance History: The Office of the Assistant Vice Provost grew out of UE s efforts in the area of undergraduate research and student success. In 2005, UE initiated a campus-wide approach to work already being done by individual faculty mentoring of undergraduate research. These efforts led to the development of the Undergraduate Symposium on Research, Scholarship, and Creative Activity and the Undergraduate Research Journal. Also in 2005, the UCR Student Success Task Force recommended programs to improve undergraduate retention, student success, and the overall undergraduate experience. These efforts led to a first-year learning communities working group, expansion of student success programs in the Academic Resource Center, and successful grant applications to expand research opportunities for undergraduates and to enhance first-year learning communities. In 2011, Vice Provost Steven Brint reorganized the Office to allow for a focus on new initiatives, as well as student success and undergraduate research. The Office of Evaluation, Assessment, and Institutional Research was simultaneously brought under the supervision of the AVP. The AVP is anticipated to play a role in improvement of programmatic assessment activities and the evaluation of teaching on campus working in conjunction with the director of EAIR. Program Focus: UE has identified a number of opportunities to improve student success and to provide high-impact program opportunities for undergraduates. Several of these opportunities have received support from the UE budget for AY These include: the STEM Mastery 19

22 and Success Initiative (partnering with the College of Natural and Agricultural Sciences); the Senior Capstone Initiative; the Pathways Project (linking courses and co-curricular activities in leadership, civic engagement, entrepreneurship, and the creative process); and training and dissemination on effective teaching in research universities. UE has consulted with the Office of Research and Economic Development to begin work on a new set of grant proposals to contribute to student success. In addition, UE has identified ten academic departments that require consultation to improve their program assessment efforts. The new AVP will review current program priorities. On the basis of this review, some current priorities may be tabled, and others added. Faculty: No faculty is assigned to the Office of the Assistant Vice Provost. However, the AVP relies on faculty contributions for a number of committees under her/his overall direction. These include: the Faculty Advisory Board of the Undergraduate Research Journal, the Scholarship of Teaching and Learning Colloquium Committee; the Selection Committee for the Chancellor s Research Fellows; and the STEM Mastery and Completion Initiative Advisory Committee. Students: One undergraduate and one graduate student work as aides to the Director of EAIR. The Office of Undergraduate Research involves students in many of its activities, including the Student Editorial Board for the Undergraduate Research Journal. Major Accomplishments Introduction of successful first-year learning communities in conjunction with the colleges: CHASS Connect, CNAS Freshman Scholars, Engineering Learning Communities, University Honors, and residential halls living learning communities. College learning community evaluations show increased retention compared to non-learning community students. Developed and coordinated grant proposals and awards for student success: U.S. Department of Education College Cost Reduction and Access Act grant $3.3 M ( ); U.S. Department of Education Fund for the Improvement of Postsecondary Education $515,000 ( ). Held Best Practices in First-Year Experiences Conference in April 2010 featuring George D. Kuh, founder of NSSE. Established Transfer Resource Center. Created Summer Academic Bridge Program, including paid internships, in coordination with the Academic Resource Center. 20

23 New Initiatives (subject to review) Senior Capstone Initiative -- Mapping the departments on campus currently providing senior capstone experiences, the unit counts in the major for all departments, and discussing with selected departments the options for adding capstone experiences. STEM Mastery and Completion Initiative working with the College of Natural and Agricultural Sciences and the Bourns College of Engineering to improve student mastery and completion of curricula in the two colleges where retention and graduation rates are lowest. Includes attention to grant opportunities for student success in STEM. Explore and potentially pilot a second year learning community. Improvement of learning outcomes assessment in ten departments that have not followed through on assessment projects from the time of UCR s reaccreditation in Completion of general education assessment project. Work with the Scholarship of Teaching and Learning Colloquium Committee, the Academy of Distinguished Teachers, and the IT Department on dissemination of best practices in undergraduate teaching. Launch of academic integrity initiative to reduce instances of academic dishonesty. 21

24 Undergraduate Education Assistant Vice Provost Steven Brint Vice Provost Undergraduate Education Vacant Assistant Vice Provost Allison Cantwell Director, Evaluation, Assessment, and Institutional Research Analyst IV Veronique Rorive Director, Undergraduate Research Analyst IV Rebecca Spence Dobias Coordinator of Undergraduate Research in the Community SAO II

25 Office of Evaluation, Assessment, and Institutional Research (EAIR) Director Allison Cantwell Mission of the Office of Evaluation, Assessment and Institutional Research The Evaluation, Assessment and Institutional Research (EAIR) office designs and implements research and evaluation studies related to undergraduate education, in support of program and policy development and academic planning. EAIR conducts assessment and provides support to undergraduate program reviews campus-wide. EAIR also provides support on grant evaluation and accreditation activities for undergraduate education. Goals 1. Generate and implement evaluation plans for undergraduate support programs Objectives a. Work with directors to identify goals of programs b. Develop measurements and identify key variables for future evaluations. c. Follow the assessment plan for data gathering and statistical analysis. d. Report findings and offer suggestions to improve programs. 2. Increase department compliance in OATS a. Work with faculty in departments to establish learning outcomes (LOs) if missing b. Ensure stated measurement of LOs are sound c. Track multi-year plans d. Track course maps e. Improve system for reporting and tracking department progress 3. Develop an assessment plan for UCR's general education requirements a. Identify learning outcomes, key courses, and how courses align with learning outcomes. b. Use findings to develop an assessment plan. c. Follow the assessment plan for data gathering and statistical analysis. d. Report findings and offer recommendations to improve general education requirements. 23

26 Office of Evaluation, Assessment and Institutional Research at a Glance History: The position for the Director of Institutional Research was established in VPUE David Farris initiated this position with a focus on thorough evaluation and assessment of undergraduate programs. In 2012, the position underwent a reevaluation and was established under the new title: Director of Evaluation, Assessment, and Institutional Research to better describe and clarify the responsibilities of the position. Allison Cantwell was hired as Interim Director of EAIR in April 2012 and hired in the career position as Director of EAIR in June Program Focus: The office of EAIR ensures thorough assessment and evaluation of undergraduate programs through working with faculty and staff to identify program goals. Once goals and objectives have been identified the Director of EAIR develops an assessment plan by identifying key variables from student data and designing any additional measurement tools necessary to evaluate a program's objectives. The evaluation is conducted through gathering data and analysis of results. Evaluations and assessments are always goal-driven and aim to provide findings that can be useful to program directors in the improvement of their programs. The office of EAIR also assists in annual program reviews and the WASC accreditation process. For both, the director of EAIR must coordinate with faculty and staff on campus to gather the information necessary to ensure successful reviews. The office of EAIR also participates in campus working groups with various goals. The director of EAIR serves as a consultant and conducts data analysis depending on the goals of the group. Recent studies include the Bio 5A Evaluations, the International Students Report, the English 1PA Report, and the Early Warning Report. Faculty & Staff: The Director of EAIR interacts directly with directors, faculty, and staff of programs being evaluated. We work with these leaders to outline the goals of a given program and the outcomes to be assessed so that a useful and thorough assessment plan can be developed. The assessment plan is then put into action through evaluation of the program goals and outcomes. These results are documented in a report to be disseminated to key leaders in the program and, posted on the research website. Reports are structured in a way to provide useful information to leaders of programs so they may be used for program improvement. The Director of EAIR also interacts with administrators on campus through working groups of various goals. This past year, the director has been involved with the international student initiative through participation in the Data and Reporting Working Group and the Student Support and Retention Working Group. Recently, the director has been added to the Course Management Working Group. These working groups are often comprised of many individuals from different offices on campus. Each person offers their own expertise which can be harnessed to help toward the goal(s) of the working group. Participating in working groups helps to establish connections with other offices and colleagues on campus, provides a well-rounded understanding of the responsibilities of other offices on campus, and fosters collaboration. The Director of EAIR also assists in the annual program reviews on campus. This requires close contact with a representative of the Academic Senate Committee for Education Programs, the Vice Provost for Undergraduate Education, department chairs, and the office of computing. Together, we identify potential external reviewers, establish an external review committee, create and monitor surveys of faculty and students in departments, and generate data for these reviews to ensure a thorough review process. 24

27 Recent Accomplishments Evaluation of the Early Warning program hosted by the Academic Resource Center Implemented an evaluation of the University Writing Program Designing an assessment plan for general education requirements Generated a report about the International Student population at UCR over the past 8 years Disseminated survey briefs to faculty and staff on campus about undergraduate research and the impact of rising tuition Evaluation of the English 1A Pilot Program Provided data and analysis for the College Cost Reduction and Access Act study Examined placement into preparatory English and Mathematics courses Selected students eligible to participate in Commuter Connect through the Academic Resource Center Assisted in the Undergraduate Program Review of Media and Cultural Studies New Initiatives Improve assessment plans and evaluation protocol Implement a new assessment tracking system for departments to use in tracking and assessing learning outcomes. Develop an assessment plan for general education to be implemented for future WASC accreditation Evaluate Drop-in Tutoring program. Evaluation of Peer Counseling and Supplemental Instruction. Program reviews for Theatre, Physics & Astronomy, and Political Science. 25

28 Office of Undergraduate Research Director Veronique Rorive Mission of the Office of Undergraduate Research The primary mission of the Office of Undergraduate Research is to promote, develop, and recognize undergraduate student research and creative projects across campus with the overall goal of enhancing the undergraduate educational experience and preparing students for academic and research careers. The Office recognizes the importance that all students, including those from disadvantaged backgrounds, have opportunities to participate in faculty-mentored research and creative project activities. The Office s mission directly aligns with the strategic goals set forth in the Excellence in Undergraduate Education section of UCR 2020: The Path to Pre-eminence. Goals 1. Maximize undergraduate student participation in faculty-mentored research. 2. Track the participation of students in undergraduate research. 3. Showcase the participation of students in undergraduate research. Objectives a. Increase student participation in the annual Undergraduate Research Symposium. b. Increase submissions to the Undergraduate Research Journal and its dissemination. c. Increase the number of students applying for Chancellor s Research Fellowships. d. Enhance mechanisms for students to indicate interest in faculty-mentored research. a. Develop an Undergraduate Research Tracking System. b. Report regularly on participation rates by type of participation, majors, and demographic characteristics of students. a. Increase attendance at the annual Undergraduate Research Symposium. b. Highlight the research work of undergraduates on UE, UCR and UC websites. c. Highlight the work of faculty members who engage undergraduate students in challenging research experiences. d. Create calendar of UG and creative activities events across the campus. Encourage participation in all events. e. Involve Chancellor s Research Fellows in campus activities, including Chancellor s events. 26

29 4. Create a campus-wide network of faculty, staff, and students who are invested in the activities of the Office. 5. Provide a research and retention pipeline to increase the number of underrepresented students prepared for careers in research and academics. a. Utilize the talent and capacity of members of the Staff Workgroup for Undergraduate Education. b. Maintain vitality of faculty steering committees for the journal and Chancellor s Research Fellowship. c. Develop online tools for students to discuss their experiences and what they are learning. a. Seek grants to place matriculating freshmen and transfer students in ongoing research programs. b. Assist campus and student groups involved in outreach to local high schools and community colleges. Office of Undergraduate Research at a Glance History: Since the beginning of the UCR campus, faculty-mentored undergraduate research has been acknowledged as a unique and powerful opportunity for educational growth. However, until recently programs and opportunities were coordinated by the colleges, departments, and individual faculty members. In 2005, the Office of Undergraduate Education initiated a more campus-wide approach for the work already being done in undergraduate research and creative activity. Vice Provost Andrew Grosovsky and Assistant Vice Provost Patsy Oppenheim initiated the annual Symposium for Undergraduate Research, Scholarship, and Creative Activity, as well as the peer-reviewed UCR Undergraduate Research Journal. In 2009, Vice Provost David Fairris began an Undergraduate Research in the Community program that successfully built upon students interest in civic engagement. Also that year, the campus was awarded a major federal grant containing a substantial undergraduate research component that proved to retain underrepresented students in STEM majors. In 2010 University Honors became a four-year program with each student participating in a capstone research or creative activity project in their third and fourth year. With this backdrop and the vision of the UCR 2020, Vice Provost Steven Brint formally instituted the Office of Undergraduate Research in 2011, and is developing an administrative and program structure to better serve students, faculty, and the colleges. Chancellor Timothy White and Vice Provost Brint inaugurated the Chancellor s Research Fellows competition in 2011, and the first 12 recipients were named in spring An Undergraduate Research Tracking System will begin in fall The Office of Undergraduate Research also coordinates the annual Honors Convocation to recognize the outstanding achievements of UCR undergraduates. Program Focus: The goal of OUR is to make UC Riverside well known for its robust undergraduate research programs. Tracking the number and types of undergraduate research on campus is central to the achievement of that goal. Research is the defining feature of any great research university, and OUR seeks to leverage the research interests of UCR s faculty to provide opportunities and training for the next generation of scholars, scientists, and creative artists. The programs of OUR are intended to expand the number of students who have the opportunity to engage in faculty-mentored research. These opportunities can be crucial in the intellectual development of undergraduate students. 27