Faculty and Staff Discussions
and staff discussions provided an opportunity to introduce the University to
the Quality Initiative project, provide an overview of the key themes from the
initial proposals, and to solicit input that may help inform more comprehensive
proposals. Following a brief overview about the purpose and process of the QI,
participants engaged in facilitated discussions regarding two of the
themes. An appreciative inquiry or
strengths approach was encouraged whereby the focus was on positive examples
and available resources. About 15 minutes was dedicated to each theme or topic.
At the end of the small group discussion, each group offered a brief report-out
per topic which was documented on easel pads. Each topic was then discussed in
a facilitated large group discussion with additional comments documented.
discussion sessions were held November 29 and December 6. Ten themes were
identified. With six tables per session, two of themes were addressed by two
Practices” pedagogical support and development
3, 4, 5, 8, 11, 14, 15, 16, 18, 19, 22, 24, 25
time to learn the new technology and then use it for a time.
one best practice and then have faculty development utilize that for the year’s
a faculty apeiron
more programs like DART
instruction for and on teaching in formal and informal sessions
a dedicated position for best practices
to have a resource center
a better evaluation system: peer evaluations, have an online repository where videotaping
and brown bag lectures can be stored, develop a culture where evaluations
aren’t negative focused.
books and resources to faculty
need online components—Faculty may need to develop these skills.
styles may need to be different as faculty demographics may be changing.
development program needs to be enhanced.
The purpose is to offer education training that is relevant and timely.
experts on campus more of provide opportunities to go off campus for national
and international conferences.
more resources to teach successfully (how to manage the classroom, use of
a center of excellence for individual mentoring, enhance programs, etc.
need to be evaluated, then need productive, meaningful feedback
to changing student demographics and student learning
more information as to what the current demographics is in order to make
recommendations on how to change it.
students where they “are” is important
to the Students (LinC)
on extending the thoughts of entry struggles to first and second year students.
needs to expand in
to learning styles
development and change
learners and online learners mean we need to look at teaching differently.
are the demographics?
faculty orientation and on-going support
and support is needed. (3)
program—connect the faculty to adjuncts for support
in adjuncts for recognition dinner
adjuncts to become more connected to the campus/department (for assessment
adjuncts a space
better access to ITS –give then adequate time for training, etc.
mentorships to provide opportunity to connect to campus
department is a best practices
development and support for use of technology
4, 5, 14, 15, 18, 22, 24
adequate support staff
creative minds to showcase the use of technology and instructional development
on the skills of the new hires
endowment for technology
a center where faculty can go and learn technology
the use of technology to teach more effectively
changing LMS on such a rapid rate
to offer and have support to use technology
of “shell” course
and support for scholarship
definition of scholarship varies between schools and the college.
colloquial, Sweet sabbaticals, International education support, WTE all provide
grants (within the School of Business)
the “nitch” per unit for scholarship.
time might be offered for more scholarship.
what is scholarship vs. Research
does community service fit?
technology to prepare tomorrow’s workforce
cultural opportunities to stay on top of technology
the current technology resources
technology as a model for future workforce and educators
student understand the appropriate use of technology (to prepare them for the
would need more investment and training with technology
for teaching is needed
resources of departments, share techniques, etc.
is needed to what is available, and how to use that technology
facilities that support teaching, learning, testing and training
12, 17, 20, 24
learning: Portfolio class, mastery lab
testing of Distance Studies
world is less “wired” and we need to move toward this
accessibility and how these play into electronic testings
internal resources (IPads)
a “knowledge database” of resources
a network for larger capacity activities
at “laptop programs
Skype opportunities more.
training/supports for technical and/or college success
7, 19, 23
was thought this should be developmental training vs. remedial training
should be required to take a math course by the sophomore year.
of sequence course which might be a self-paced course should be developed to
help with math skills
a search and rescue approach to identify students who are struggling
advising is essential to get students in the right courses
technology through tutorials
program—getting more students into this type of program to offer assistance
for teaching could be utilized to help faculty on how to teach grammar,
punctuation, spelling, etc.
to question if there is a stigma toward tutoring
learning and community engagement
to have civil discussions
service vs. service learning
seem to be missing
time on reflecting what is being learning through the community
each of the classes to focus on a community problem they can address within the
items/service into everyday practice within the classroom and in experiences
for the students
an easier way to market what is currently being done
more connections between classes and departments across campus—combine efforts
organizations need to be encouraged to build more partnerships with units or
a different way to communicate about community service projects
in learning opportunities across campus
are needed to be shown/told from the CS activities to meaning/purpose
a volunteer fair
systems for improving students’ public speaking skills
existing resources on campus to help support other students (Apeiron, debate
need to make this a requirement
more opportunities in class, clubs, organizations, for presentations. (2)
current technology methods (Facebook, tweet)
ways to put presentations/public speaking into courses to help with the fear.
can help others to figure out how to put this as an assignment into online formats.
- Communication is not public speaking, need to
sessions were held November 29 and December 10. Due to the fewer number of
participants, themes were reduced to eight so that four tables per session
could discuss two themes. A couple of the themes were revised so they were not
so faculty-centric. Fewer staff attended the last session than was expected, so
only six of the eight topics were addressed.
1. Training and professional development
4, 5, 8, 11, 14, 15, 16, 18, 19, 22, 24, 25
to attend training across departments
tuition assistance for profession development
Washburn is a best practice.
inventories like Meyers-Briggs
personal and professional development opportunities
Staff/Faculty to present at development opportunities
a daily champion for wellness and development
for those who move to a supervisory or administrative position
2. Changing student
- There is a need for greater access for students in
moving high school credits to Washburn.
- Need to have faculty learn different ways to teach
to this generation.
- Online doesn’t offer some opportunities for
students (mentoring). With this, online needs a “relevant” presence
- Prepare these students for the workforce: teach life skills such as communication,
internship development (which is now thought of as a first job).
- The first line generation needs support when they
go off campus. Doesn’t make sense
to teach life skills if they are returning back to an environment that
doesn’t agree/believe in those skills.
3. New employee
orientation and on-going support
- Utilize technology more to provide new employee
orientation (use a dynamic dashboard)
- Give staff the opportunity to do face to face
engagement with other campus departments
- Invite staff to New Faculty Orientation vendor fair
- Have more discussions with Dr. Farley—this allows
new staff and faculty to hear from him the priorities of the
- Include student workers into the orientation
- Need ongoing support for financial training
- Get the training to all different levels
4. Technology to
prepare tomorrow’s workforce
- The current Mabee library resources are wonderful
and should be used more (checking out IPads)
- How we invest in the technology resources should be
- Deal with young people processing input AND deal
with professors not teaching effectively to current audience (explore
facilities that support teaching, learning, testing and training
Proposals: 12, 17, 20,
- Continue to improve wireless access (in the union,
- Review the mediated classrooms and update (on a
cycle). Bring in SMART boards,
- Survey across the nation as to what current tech
trends are, and then utilize the data smartly
- More labs vs less labs remains a debated topic
- The use of personal hardware instead of labs needs
to be reviewed and then supported. (wireless capabilities)
- Use blogs and other newer social media inside the
- Have a Google hangout
- Infrastructure needs to be able to support
Technology brought to campus
- Ask for clarity on: when do students need to be in
the classroom vs. student doing own thing access anywhere?
- There needs to be a balance between the tech needs
of the campus and the diverse needs of the population.
6. Remedial training
for technical and/or college preparation
Proposals: 7, 19, 23
- The BRIDGE program is a positive. The question remains how to identify
those students who need the assistance.
- Need more communication with K-12 regarding student
- Identify those who need technology assistance.
- Put an advisory section into the Bridge program to
- Mentorship program is lacking—help students with
learning and community engagement
Proposals: 9, 16
- We have a culture of giving—this need to expand
outside of the pockets involved now.
- Activities are in force, but a better job is needed
to debrief the activity so students/staff/faculty understand the learning
involved (i.e. what is learned from picking trash up from the parking
- Opportunity for more industry speakers, and then
the need to market these presentations more.
- Invite retired faculty and staff back on campus to
8. Supports systems
for improving students’ public speaking skills
- Enhance opportunities for student engagement.
- Work in teams is also important
- Create opportunities where students understand