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Campus Conversations Retreat #1

T
he Leadership Group met for a four-hour retreat off-campus at the Cupertino Garden Hilton Hotel on February 19, 1999. At this retreat, Elizabeth Barkley explained how the Carnegie Foundation for the Advancement of Teaching, the Pew Charitable Trusts, and the American Association for Higher Education are collaborating in a five-year effort to create a scholarship of teaching and learning that will improve the quality of student learning and raise the status of teaching through the founding and supervision of the Carnegie Teaching Academy. She also described the three components of the Carnegie Teaching Academy: the Pew Scholars National Fellowship Program, the Teaching Academy Campus Program, and the upcoming phase of work with the scholarly societies. The Leadership Group then reviewed once more, and ultimately accepted, Lee Shulman's definition of the scholarship of teaching. It also discussed the Carnegie Teaching Academy "suggested questions" regarding scholarship of teaching, as well as the cultural differences between four-year and two-year colleges in respect to the scholarship of teaching. The remainder of the retreat was used to discuss identification of issues related to on-line education and student diversity and the intersection of these two areas (e.g., that minority populations and populations with special needs enroll proportionately higher in on-line education than white males). The retreat closed with discussion of initial formulation of research projects in this area and the decision to begin by 1) identifying the benefits and detriments to on-line education and traditional, on-campus education; and 2) developing the means by which we can create a more complete and accurate profile of online students.

Campus Conversation Retreat #2

March 19, 1999

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he Leadership Group met again off campus for a four-hour retreat on March 19, 1999. At this retreat, they discussed strategies for disseminating information and for involving larger groups of faculty in discussions on teaching and learning. They reviewed current research on on-line education and proposals and memos by various faculty. They also drew up an initial listing of benefits and detriments to both on-line and face-to-face delivery models from the faculty and student perspective. Additionally, they identified information areas for a Spring survey that will help us develop a more accurate and comprehensive profile of on-line students. The group also invited Sandi Watkins to participate in the core leadership group.

Campus Conversation Retreat #3

April 30, 1999

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he Leadership Group had its third retreat on April 30, 1999. At this retreat, the group finalized plans for sharing some of their work with a larger group of faculty at the campus in-service Flex Day on May 7th. (On Flex Day, representatives from the group did, in fact, "model" discussions on teaching/learning issues at the opening session and also coordinated several break-out sessions on on-line education and student diversity.) A second primary topic at the retreat was discussion of recent research on relevant topics (e.g., "What's The Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education" prepared for the American Federation of Teachers and the National Education Association by The Institute for Higher Education Policy; April, 1999). Finally, the group had an in-depth discussion on the implications of technology and student diversity on the traditional general education curriculum, requirements for student research, and private-sector competition for providing mass education. The final retreat for the group was scheduled for May 21, 1999 from 10:30-2:00 with the location to be announced.

Foothill Teaching Academy Activities-2000

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ow in our second year, the Foothill College Teaching Academy Campus Conversations continue with a greater emphasis on research. Our main area of focus for this year will be to look more closely at the area of Course Transformation by examining and critiquing the courses of two of our members. Our goal is to understand what enduring core knowledge students should leave these courses with, how faculty are currently assessing that knowledge and review at least one example of an activity currently in use. We will then develop and publish a research model for course portfolios which can be used as a model by other faculty as they strive to improve their own courses.

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