6 M.A. students
and 5 certificate students matriculated in 10-11.
As of May Õ11, there were 30 students in
M.A. program and 7 in certificate program (including students who were behind
paying late program fees but are still actively working on syntheses and being
advised by the faculty).
7 of the 31
graduated in June and 4 more plan for August degrees.
In addition, 5 M.A. students and 8
certificate student graduated in August and December Õ10. (7 of the Certificate graduates were
students who had completed all course work, but because of significant life/family
interruptions have not been able to complete their capstone syntheses.)
Synthesis
topics ranged from ÒCreative Consciousness: Becoming A Reflective
DesignerÓ by graphic designer
Renessa Ciampa Brewer, to "ÕMutual MondaysÕ, PTSD and Dialogue Process with
Veterans of Armed Conflict: Becoming a facilitator, and healing along with
participants," by Michael Johns, a veteran and Veteran Services Officer.
Anticipated
matriculants for Fall Õ11 = 5-7 in the M.A. tracks plus 1-3 certificate
students.
Through regular,
online, other UC, and cross-listed sections and a cross-campus course, CCT
instructors served 258 course registrations in CCT and SICW courses, made up of
63% non-CCT to 37% CCT students.
59% of these registrations were in sections taught by core CCT faculty
and the UC-funded assistant program coordinator; 41% were taught by part-timers
through UC. The total number of
registrations and percentages of non-CCT students and students taught by core
faculty are an increase on the previous year.
1
[A]. Maintained a multi-year
course schedule that
ensures that, now that the CCT lectureship position has been discontinued,
matriculated students can still be served by regular CCT faculty and they have
a maximum number of electives to choose from over a two-year cycle.
2
[B]. Maintained the coordination
with the Learning, Teaching and Educational Transformation (non-licensure)
track of the M.Ed. program,
continuing to draw M.Ed. students into CCT courses. (Peter Taylor was again coordinator of CCT and
co-coordinator of LTET this year.)
Initiated weekly lunches for discussion among the non-licensure programs.
3
[B]. Continued to address the main challenge for the CCT curriculum, namely, some students get to the capstone synthesis
course but are not well prepared to write a major paper and/or do not finish
during the synthesis semester.
The Program:
a) continued an entrance
interview and formalized a mid-program check-in, both of which draw attention
to a series of measures designed to support students through to timely
completion of their degree;
b) continued a weekly writing
support group and ÒMarathon daysÓ each semester for project completion;
c) maintained an expectation
of completion of capstone synthesis within a year of taking the synthesis
seminar; and
d) explored new Òcreative
habitsÓ in one synthesis section and prepared an enhanced syllabus for future
offerings.[2]
4 [A]. Continued
the CCT Network, a series of monthly activities involving alums and the wider CCT
community (with recordings made available as podcasts) (in conjunction with
CrCrTh688, Reflective Practice) and the online social network site, and monthly CCT News to the wider CCT community.
5 [A]. Continued
the use of the CCT wiki for documenting CCT activities, tools and resources, and enhanced
course interactions through creation of wikis for each CCT student.
6 [A, B]. Promoted
CCT's "Science in a Changing World" track in both the Certificate and M.A.
Program by:
a) maintaining a reliable
schedule for the four alternative core courses, which began in Spring '10;
b) hosting "When the
Social, not the Medium, is the Message: A Workshop on Community-building and
Research Collaboration in Virtual SpacesÓ[3];
d) using the SICW wiki for
documenting SICW activities;
e) maintaining an online
social network site;
f) continuing the
Inter-college faculty Seminar on Humanities and Sciences both semesters; and
g) participating in
activities around the ÒRace: How different are we?Ó exhibit at the Museum of
Science.
7 [B]. Continued
to build recognition at UMB, in the Boston/New England area, and
internationally for CCT-centered work in the SICW area.
a) See #6 above;
b) In 10-11 CCT provided some
funds for the 8th annual New England Workshop on Science and Social
Change;
c) the UniversityÕs Office of
International and Transnational Affairs funded Peter Taylor and two studentsÕ
participation in an allied workshop in Portugal.[4]
9 [A]. Continued
a CCT-style course evaluation for online courses to supplement the official
ones, making these visible to prospective students when the instructor agreed.
10 [A]. Students and commentators on student presentations, and CCT
Network participants were brought via skype into regular CCT classes and
events from a distance.
11 [A, B, C]. Completed the self-study and
site-visit for the AQUAD review.[5]
Areas that need more development
12. Efforts
to boost M.A. recruitment (to
complement and build on overall course enrollment growth). (Precedence was given to preparing the
AQUAD review, establishing the expanded partnership with UC, training the
assistant coordinators, establishing the core offerings for the SICW track,
advising students through to graduation who had completed all course
work.) A plan to partner CCT alums
working in community colleges will be launched soon.
13. Coaching students to
assemble a "Reflective Practice Portfolio" during
the course of their CCT studies (now a program requirement).
14. The administration
of CCT and preparation
of the AQUAD review demanded much more of the Program CoordinatorÕs time during
the summer, winter, and regular semesters than compensated by the single course
release. UC-funded program
assistance is beginning to share the administrative burden, but consistent time
and attention will be needed during the Program CoordinatorÕs sabbatical
(especially given #12).
15. A
significant fraction of students finish their final capstone seminar without
completing the capstone paper. The completion contract for
students who do not finish their synthesis in a semester needs tighter
enforcement and follow up.
16. Consideration
of moving the formal home of the Program out of Curriculum and Instruction (as recommended by the
AQUAD Review Committee and as proposed in the Department as it seeks to focus solely
on Teacher Education).
Increase
student access, engagement, and success.
á
7.5% increase in registrations, but no increase in
matriculated student numbers
á
Completed AQUAD self-study and site visit. Review team recommended that the Program Òshould be nurtured and
supported and used to make a distinctive mark on the University,Ó and were
Òastounded as to what this program has been able to accomplish, the quality and
innovative teaching and learning that occurs in the classroom and on-line, the
co-curricular learning networks of students, faculty, and alumni, and the
ÔoutreachÕ done to advance collaborative knowledge generation and reflective
practice among faculty across the institutionÓ
Attract,
develop and sustain highly effective faculty
á
The
administration of CCT and preparation of the AQUAD review demanded much more of
the Program CoordinatorÕs time during the summer, winter, and regular semesters
than compensated by the single course release. UC-funded program assistance is beginning to share the
administrative burden, but consistent time and attention will be needed during
the Program CoordinatorÕs sabbatical.
Create a
physical environment that sustains teaching, learning and research
á
CCT has a
single office that accommodates meetings, faculty seminars, and small classes.
Improve
campus-community engagement through improved organizational structures
á
Skype was
used to bring students and commentators on student
presentations into regular CCT classes and participants into regular CCT
community events.
á
Science
in a Changing World track
hosted a day-log workshop on Community-building and
Research Collaboration in Virtual Spaces.
á
UniversityÕs
Office of International and Transnational Affairs funded a science and public
engagement workshop in Portugal led by a CCT faculty member.
UMB
Strategic Goals 2011
Advance
student success and development.
á
Continued
to address the main challenge for the CCT curriculum,
namely, some students get to the capstone synthesis course but are not well
prepared to write a major paper and/or do not finish during the synthesis
semester.
Enrich and
expand academic programs and research
á
Additional
sections schedule so it is now possible to complete the MasterÕs degree
(both the regular track and the Science in a Changing World track) entirely
through courses offered through University College as well as entirely through
state-funded courses.
á
Continued
the Inter-college faculty Seminar on Humanities and Sciences both semesters
Improve the
learning, teaching and working environment
á
Skype was
used to bring students and commentators on student
presentations into regular CCT classes and participants into regular CCT
community events.
á
Weekly
writing support group
á
ÒMarathon
daysÓ each semester for project completion
á
Monthly CCT News to the wider CCT
community
á
Hosted weekly lunches for discussion among members of
the non-licensure programs in the Department
Establish a
financial resource model consistent with the universityÕs vision statement
Develop an
infrastructure supportive of preceding goals
á
The
partnership with University College now funds a
full-time Assistant Coordinator for CCT and a 50% assistant to promote the SICW track
courses.
1.
Goals: See
#A, B, C and #1-11 above.
2.
Program
development: See #1-11 above.
Possible governance actions: none.
3.
Faculty
Achievements related to CCT: See #6g and 7c above.
4.
Program
Strengths: See #1-11, which indicate that CCT provides a model for pedagogical
innovation, reflective practice, program documentation on the internet, and
planning that makes the most of limited resources.
5.
Weaknesses:
See #12-16 above.
6.
Collaborations:
See #2, 7b&c, 8, 10 above.
7.
Student
support outside OGS: none.
8.
OGS
stipends: One ¼-time GAs
earmarked by the Department for CCT plus one faculty member's RA (also funded
by OGS) allowed for two CCT 4.5 hour/week assistantships.
9.
Additional
services needed from OGS: Response to these annual reports; Informative notes
from GPD meetings; Initiation of a practice of minutes and/or timely
informative feedback from GSC on proposals; and Negotiation with Deans to
arrive at equitable CLRs for GPDs (or track coordinators) based on workload
after allowing for staff support (or lack thereof).
[1] Links to
relevant websites and wikipages can be found on last yearÕs annual report, files/AnnualReport10.html