AcademicStatementFinalReportAppendicesIncluded
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AcademicStatementFinalReportAppendicesIncluded
FINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludeddocuments implementation of the Academic Statement Initiative (ASI. formerly RTaLE [Reimagining Teaching and Learning at Evergreen]). I've written it to benefit those who are tasked to ensure the continued success of the Initiative. I hope the report will also benefit newcomers to the College who wo AcademicStatementFinalReportAppendicesIncludeduld like to know the history of our most recent major academic reform. The Report includes a brief background on the ASI. a summary of the pilot year,AcademicStatementFinalReportAppendicesIncluded
a section on each of the ASI's main threads (Orientation, fall quarter program work, annual writing contest. All Campus Mentoring Days, and the MentoFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedy, and simultaneously gave me a significant professional development opportunity. This work also enabled me to give something which. I hope, will be of lasting value to the College. Thanks to the Provost's staff—Julie Slone, Marcia Zitzelman. Walter Niemiec, John McLain. Rishel Weatherly, and Laura AcademicStatementFinalReportAppendicesIncludedCoghlan and her staff—who created an atmosphere of mutual support and unflagging good will which helped me work effectively and enthusiastically. ThanAcademicStatementFinalReportAppendicesIncluded
ks to all the faculty who participated in the Pilot year and created the structures which have now become part of the College's everyday practice. SpeFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedearned to represent the College anew, both internally and externally, and carry the faculty's vision to new students and to the public at large.BackgroundIn November 2010 after several years and phases of self-study under the guise of several different work groups and DTFs. Evergreen's faculty voted AcademicStatementFinalReportAppendicesIncluded to implement a new graduation requirement. All students will include in their transcripts an Academic Statement of up to 750 words about their collegAcademicStatementFinalReportAppendicesIncluded
e education. The Statement will be stewarded by faculty and revised annually. This process supports students as they transition from one academic expeFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedduring the 2010-11 academic year and voted on in November 2011 (see Appendix A). Several pieces of data informed the work. First, regular transcript assessments revealed inconsistent student voice and ad hoc decisions on students' parts regarding what they would study from one year to the next, and AcademicStatementFinalReportAppendicesIncludedsometimes from one quarter to the next. Second, because the College does not assign advisors to students, comprehensive built-in student access to regAcademicStatementFinalReportAppendicesIncluded
ular advising activities does not exist. Third, because our curriculum does not sport majors and students cannot attach themselves to a prefabricated FINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedhour mark and often wish to specialize in a field.For all these reasons, the ASI was developed to achieve three goals:1)Create consistent and articulate student voice in transcripts.2)Create built-in advising structures for students, led by their teaching faculty.3)Enable students to anticipate the AcademicStatementFinalReportAppendicesIncludedlecturing question. "What’s the next step for me 111my education at Evergreen?" as a regular feature of the education that we provide.When met. theseAcademicStatementFinalReportAppendicesIncluded
goals provide generous and responsible support for our students. As we all know, many arrive without the cultural capital to enable them effectively tFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedtreating them, to put it simply, with dignity. The ASI shows our students that the College trusts them and believes in them by putting their voices at the center of their educational records.I had served on several governance groups which crafted the proposal. After the faculty voted to adopt it and AcademicStatementFinalReportAppendicesIncluded Provost Michael Zimmerman announced that he was looking for a director to implement it. I sat down and read the proposal with new eyes. Although I haAcademicStatementFinalReportAppendicesIncluded
d always been generally supportive of the work, during that reading I could actually envision it in action. I was convinced that it was. in fact, a trFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncluded directing implementation. Shortly after November 2011, he appointed me to dữect implementation of the ASI.The Pilot year (2012-13)During Spring 2012 (and through Spring 2013), Michael and I met at least weekly to carefully analyze the RTaLE proposal and plan implementation over the course of the ne AcademicStatementFinalReportAppendicesIncludedxt few years. My strategy' was to read the proposal with exquisite care and highlight all the verbs. This told me what the proposal outlined for the cAcademicStatementFinalReportAppendicesIncluded
ampus actually to do. We came to see that implementation would occur in three phases: 1) a Pilot year; 2) a "soft” implementation without the registraFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedh Michael’s guidance, we announced an opt-in institute, to be held during the summer of 2012. for all faculty teaching programs of 8 credits or more. Over 100 faculty signed up. I planned two Summer Institutes for groups of 50 faculty each to comb through relevant sections of the RTaLE proposal and AcademicStatementFinalReportAppendicesIncludedbuild the structures connected to the verbs I 'd highlighted. In the course of planning, the United Faculty of Evergreen (UFE) was a committed partnerAcademicStatementFinalReportAppendicesIncluded
in creating structures that were both effective and fair to faculty. For example, after a meeting with UFE leadership while planning the summer instiFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedeeting and letter. 1 was not summoned by UFE leadership again until two months before the end of my tenure as project director. To my knowledge, contract negotiations about the AST have reflected a mutual commitment to it on the part of the LTE and the College’s administration which was forged early AcademicStatementFinalReportAppendicesIncluded on because of meetings and communications such as these.The summer institutes were planned with an eye on part of a single sentence from the RTaT.E pAcademicStatementFinalReportAppendicesIncluded
roposal which referred to the (then non-existent) Mentor Council:1 his standing governance body will be responsible for creating a shared culture arouFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedc Pilot Mentor Council, “responsible for creating a shared culture The two institute weeks were planned with that creative aim in mind ( see Appendix C).The two identical institutes began with a session in which faculty examined Evergreen's mission and publicity materials together to assess our inst AcademicStatementFinalReportAppendicesIncludeditutional integrity. The aim was to demonstrate that the AST makes our integrity stronger. Over the course of the week, we revisited RTaLE's purpose tAcademicStatementFinalReportAppendicesIncluded
hrough the lens of our own experiences as students and teachers. Participants wrote their own Academic Statements (which are a resource yet to be fullFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedoring Days; and paused every now and then to reflect on how each piece of the ASI related to the “whole" and to the College itself. At the end of each institute. faculty were invited to say a few words about the 5-day experience. Appendix D documents their responses.The Summer Institutes taught me s AcademicStatementFinalReportAppendicesIncludedomething important. Even though the faculty had created a new graduation requirement for students which, on the face of it, seemed simple, the entireAcademicStatementFinalReportAppendicesIncluded
academic and student affairs divisions of the College would, in fact, be touched by it. It was, therefore, not only a responsibility “to create a sharFINAL REPORTIMPLEMENTATION OF THE ACADEMIC STATEMENT INITIATIVE January-1.2012-June 15. 2015Nancy Koppelman. Project DirectorIntroductionThis report d AcademicStatementFinalReportAppendicesIncludedthis hl mind over the next three years as the AS1 developed from the pilot stage to full institutionalization.Additional summer work included mailing the Orientation Week book. A Mighty' ỉ.ong Way: My Journey lo Justice from Little Rock Central High School to all incoming students; arranging for ext AcademicStatementFinalReportAppendicesIncludedra faculty seminars on the book; hosting seminars with Development and Student Affans staff and with the Foundation Board of Governors; several hundreAcademicStatementFinalReportAppendicesIncluded
d individual meetings and email communications with faculty and staff; writing the Orientation Week syllabus and all other Orientation Week planning;Gọi ngay
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