With generous financial support from the Teagle Foundation, the College Futures Foundation, and the CSU Chancellor’s Office, six California State University campuses are concurrently implementing an initiative to review and redesign undergraduate majors for greater student success. This initiative will provide grants to fifteen programs at each of the campuses, between January 2020 and December 2021. The six participating campuses are Chico, San Francisco, and Sonoma in northern California, and Los Angeles, Pomona, and San Diego in southern California. Your undergraduate degree program is invited to be a part of this pivotal initiative.
SSU’s Office of Academic Programs invites your program to be a part of this pivotal initiative. Programs may request up to $8,500. These funds will enable degree-granting programs to undertake curriculum reforms in their majors that structure student learning and academic progress in coherent and intentional ways. The grants may fund many activities that support curriculum review and reform, such as:
The grants may fund many activities that support curriculum review and reform, such as:
faculty retreats to analyze their students’ work and progression in the curriculum;
support for a faculty coordinator;
deep assessment (such as student focus groups or alumni surveys) to supplement and interpret institutional research;
redesign of a set of core courses;
faculty learning community focused on high-impact curriculum design;
development of curricular structures and pedagogies that create inclusive learning environments and aim to close achievement gaps for Pell Eligible or underrepresented students;
curricular changes to the major that better integrate the major with the campus general education program;
curricular redesign to increase persistence and lower barriers to graduation.
EXPECTATIONS OF AWARDEES
Participating programs should define the driving goals of their major, along with the curricular pathways that will lead students to meet them; consider evidence of student learning in their broader discipline and local contexts; engage data on student achievement in their program and the university; and follow their curricular revisions with careful plans for implementation and assessment, focusing on student progress, engagement, retention, and learning. Faculty teams are also expected to work with the Faculty Fellow for Anti-Racist Curricular Design to find ways to thoughtfully address issues of racial equity and social justice in their curriculum redesign.
Each program will select two faculty, at least one of whom must be in the tenure system, to lead the curricular redesign. (The Selection Committee is willing to consider programs with one faculty leader but will give preference to those with two.) Representatives of participating programs will join a campus-wide learning community on student learning and curriculum design. The campus faculty learning community (FLC) will regularly meet during the grant year to share progress and challenges of their programs’ experiences in curricular redesign. The FLC will also share their work with colleagues across the California State University system, in regional meetings (the first scheduled for February 2021) and two statewide meetings scheduled for the summers in 2021 and 2022.
Participating programs will submit two deliverables. The first is a roadmap for the major that includes student pathways keyed to learning objectives that are clearly articulated and meaningful to both faculty and students. Programs should describe the changes in the roadmap that resulted from their redesign, and schedule the redesign through the campus’s curricular approval process. The second is a reflection on the process, goals, and outcomes of their curricular redesign, and their plans for assessing the student impacts of the redesign. This reflection should also include what the team learned about racial equity and social justice in their discipline and how they worked to address these topics in their redesign.
PROPOSAL SUBMISSIONS AND REVIEW PROCESS
Up to seven grants will be awarded in November 2020, constituting the second cohort of programs on this campus. Their projects will begin in January 2021. The first cohort of programs were awarded in December 2019, and the third cohort will be awarded in May 2021.
Before submitting a proposal, the program’s faculty must approve the proposal by a vote, and the submitted proposal should document that vote. Department approved proposals are due in your Dean’s Office by November 2, 2020 for endorsement. Your Dean will forward endorsed proposals to Academic Programs for review by a committee consisting of the AVP for Academic Programs or their designee, a member of the Educational Policies Committee, and two additional at-large campus faculty members with expertise in curriculum design. Decisions on proposals will be announced November 18, 2020.
In five to ten pages, proposals should address the following questions on the problem, purpose, and plan for your program:
What specific issues or observed challenges (i.e., student learning, enrollment, academic progress) would this curriculum redesign aim to address, and how?
- What changes do you seek in your students’ experience in your major? These may include curricular, co-curricular, and extra-curricular experiences.
- Describe the general curricular revisions you aim to address. Examples of these include the following (not all of these will be applicable to your program):
- Why would curriculum redesign benefit undergraduates in your program at this stage?
- How could your curriculum redesign address the needs of students transferring with an Associate Degree for Transfer (ADT)? Highlight expected changes in transfer students’ experiences.
- What degree learning outcomes would your curriculum redesign hope to achieve, and how will you assess their attainment?
- How does the proposal support liberal arts learning outcomes along with the intentional pedagogy that underpins them: writing and communication, critical analysis, cross-disciplinary and big-picture thinking, and values-based inquiry?
- How could the curriculum for the degree better prepare college students for working lives or graduate school? How do the department’s disciplinary values align with your students’ post-college expectations? How will the department reframe the significant contributions the degree will make beyond the major to students’ work lives?
- How will you use the proposed grant to enable your program to undertake this curriculum redesign? (Please provide a rough budget, which should include $500 to seed travel to the statewide meetings, and $500 for stipends for both Faculty Learning Community members.)
- Departments may use grant funds for course development, course materials that enhance student learning, development of assessment plans, and professional development related to the proposal. Budget plan should be clearly tied to enhancing student success.
- Funds may not be used to provide faculty with educational technology equipment for personal use, to purchase or update standard software or software packages provided by the campus, or reimbursement for expenditures made prior to the grant being awarded.
- How many faculty members in your program will be involved in the redesign project, and what will be the extent and nature of their involvement? Please name two faculty members who will participate in the Faculty Learning Community.
- What levels of campus approval will be required for your resulting curricular redesign? Describe your schedule for those approvals and include a timeline using faculty governance meeting dates (EPC, Senate, etc) where appropriate.
- Faculty governance meeting dates can be found at: https://senate.sonoma.edu/memberships-and-meeting-dates/meeting-dates
- What indicators will determine the success of your curriculum redesign?
- How will your program contribute to a campus-wide community of practice to share the process and results of your redesign project?
Early Childhood Studies:
Faculty in Early Childhood Studies are developing a Sophomore Year Experience focused on additional development of student skills in writing and critical thinking. This course will also provide a space for students to increase their connection to campus and find their voice to engage in meaningful dialogue with their peers, instructors, and the community at large. The faculty leads for this award are Lisel Murdock-Perriera and Chiara Bacigalupa.
Physics & Astronomy:
In this work, faculty are developing a BA in Physical Science that will be a STEM degree with a strong foundation in liberal arts. This degree program will allow health-science students who are switching from the nursing degree path after the sophomore year to remain on a four year graduate track. The department is also seeking approval for the program to receive a Foundational Science CSET waiver which will facilitate the academic plans of students pursuing a career in teaching middle school science. The facuty lead for this award is Alexandra Miller.
The Hutchins School of Liberal Studies is focused on redesigning their student portfolio and senior capstone assessment strategies. This work will allow the faculty to better evaluate student demonstrations of learning and use that data to support further curricular revision and outward facing communication. The faculty leads for this award are Kevin Nguyen and Wendy Ostroff.
|Month||Project||Cohort 1||Cohort 2|
|August||All Zoom meeting|
|September||Campus FLC||Call for proposals|
|November||All Zoom meeting||
FLC 2 selected
|February||All Zoom meeting||All Zoom meeting|
All Zoom meeting
|August||Statewide Symposium 1||Statewide Symposium 1|
|November||All Zoom Meetings|
For additional questions please contact the Teagle Faculty Coordinator, Jenn Lillig email@example.com.