Backer, T., J. Chang, A. Crawford, T. Ferraguto, D. Tioseco and N. Woodson (2002). "Case study and analysis: The Center for the Improvement of Teaching, University of Massachusetts, Boston."
Carissa Baquiran, Spring 2009
In the study of The Center of Improvement (CIT) of Teacher the authors document the creation of an initiative at The University of Massachusetts to work to improve the quality of teaching at the university. The initiative is made up of a board of a director and a volunteer board of professors and students. CIT organizes events such as seminars, forums and mentoring in order to achieve its goals.
CIT is an interesting model of institutional change because it seemed to both work in ways which honored the interests of the people which they served and the institutions interests. By creating an organization which invited participation rather than requiring it, seemed to account for the success of its model. This case study made me hopeful of the change that can take place inside an institution. What I took away from the article is that in order to create values based change the following things should be in place:
· A visionary leader who manages from the center
· A group of committed leaders who are invested in the outcome of the initiative
· Inclusion of the administration
· Demonstration of need for the action
· Demonstration of results as a result of the action
· Funding
· Structural framework which values the opinions of members
· A framework which can somehow articulate the role and focus of the initiative while providing members room to be creative and autonomous
· A structure that provides a sense of belonging and ability to develop the individual’s potential
· Become indispensible source of knowledge, a forum for meaningful discussion and relationships to occur
I think this list holds important lesson in conducting change in an organization. Too often in my own experience, I have approached change as an oppositional act, without thinking about how to invite others into the positive aspects of the change, or thinking about the ways in which potential allies could benefit from participating in the initiative. This study reminds me of the importance of these steps and how “being the change” is as important as trying to make it.
Alyssa J. Hinkell, Spring 2009
Interesting…
- The comment that many professors still teach in a very traditional manner and do not employ diverse instructional methods. This reminds me of a complaint I heard recently that, in my district, some high school teachers often act as if they are “mini-professors” and do not engage students as they should. To what extend and up to what age is it more the professor’s job to engage students? At what age should students be expected to accept responsibility for engaging themselves?
- The role of the “ ‘student/faculty dialogues’ “ (10) interests me. I think that actually creating an opportunity for an ongoing dialogue between instructors and students is much more beneficial than the end-of-semester bubble sheet evaluations.
Puzzling…
- I am wondering about the sustainability of such a group that is really founded on the work and dedication of one individual. In what ways has the Center remained true to the vision of Esther Kingston-Mann and in what ways it has strayed from it? This reminds me of the Isabella Stewart Gardner Museum which has, for decades, honored the 1924 will of the woman who shaped the original vision for the Museum.
- I am wondering why most participants in the Center are from the Social Sciences and the Humanities. Is this a reflection of their recruitment style or the existing collaborations of members before they join or something else?
Important to find out…
- What role the Center for Improvement of Teaching has today at the University. Though the case study is somewhat recent (2002) I can imagine that there have been some changes to the group in the last 7 years.
- What other universities and colleges have a similar body on their campus and what impact the groups actually have on instructional practices.
Jeremy Szteiter
April 6, 2008
Main themes:
-diversity as a strength in learning
-advocates for different points of view
-ongoing dialogues and including written records of progress
-cycling in and out of leadership, over time
-equilibrium between "visionary" and "practical" (or "strategic") attention
-allowing time for new endeavors might mean dropping old responsibilities
-tension between interests of the Humanities and interests of Sciences?
New insights:
-collaborative learning can take place outside of the classroom, and the classroom may not even be the main place where this happens
-teachers should regard themselves as primary learners
-change might mean volunteering outside of formal job descriptions, since one's formal job structure within working hours might necessarily mean continuing to do things in their existing form to get work done
-leader as a "collaborator" rather than "authority"
-when you don't know what to "do" next, focus on maintaining/improving a "nurturing environment"
-pay attention to labeling of selves and others - consider jargon, connotation, and euphemism when discussing purpose
-consider how perception of the CIT structure affects publicity: "Center for Improvement of Teaching" implies either a physical building or structured group - one is either in, or out of it. What if "CIT" was a philosophy, or state of mind, or intrinsic style of UMB, rather than a "center"? What if UMB as a whole labeled itself as "a CIT" school?
Remaining questions:
-Is it the case that "altruism" is automatically desired and should be rewarded?
-Is it true that energy/enthusiasm/motivation are a substitute for "formal policies and structures"?
-What exactly are the "freedoms" that are offered to faculty who join the efforts?
-"People and organizations need each other." Is it useful to think of these two elements as separate things with some relationship? Or is one or the other an illusion in any way?
-How to ensure administration is addressed responsibly? Collaborative groups imply a creative outlet for a central idea, but the sheer time to administer information processing, communication, and organization seems to often be underestimated.
-How is "collective knowledge" captured?
-What does "touchy-feely" really mean?
Applications to own project:
-review www.cit.umb.edu
-review "A Diversity Research Initiative: How Students Become Researchers, Change Agents, nd Members of a Research Community"
-review "Achieving Against the Odds: How Academics Become Teachers of Diverse Students"
-learn the lessons of how "goals" might not need to be emphasized all of the time, but rather a collaboration is a chance to experiment, work through issues, without any specific goals
