Meetings Schedule
General University Informational Meetings:
All 9:00-11:00
2011
October 14 ~ E163 Student Union (Discovery Room)
November 4 ~ E163 Student Union (Discovery Room)
December 9 ~ E163 Student Union (Discovery Room)
2012
January 13 ~ E156 Student Union (Endeavor Room)
February 10 ~ TBA
March 9 ~ E156 Student Union (Endeavor Room)
April 13 ~ TBA
May 11 ~ E163 Student Union (Discovery Room)
Semesters Transition Team Steering Committee (STTSC):
All 1:30-3:30 in 267UH
2011
November 3
December 1
2012
January 12
February 2
March 1
April 5
May 3
June 7
Academic Advising
All 2-4pm
Oct 21, 2011 E103 SU
Dec 16, 2011 E103 SU
Jan 20, 2012 E103 SU
Feb 17, 2012 E103 SU
Mar 16, 2012 010 SU
Apr 20, 2012 E103 SU
May 18, 2012 TBD
Jun 15, 2012 E103 SU
Jul 20, 2012 E103 SU
Aug 17, 2012 E103 SU
Articulation & Transfer
All 1:30pm in E232A SU
Communications
GE Conversion
Wright Across the Curriculum
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Reenvisioning the Curriculum
The University Curriculum and Academic Policies Committee (UCAPC) of the Faculty Senate and the Graduate Policies Committee of the Graduate Council have provided guidelines to each college for conversion of the curriculum to a semester calendar. In addition to adhering to those guidelines and any others required for professional
accreditation, and in addition to being mindful of the goals, objectives, and metrics of the college, University, and University System of Ohio's strategic plans, faculty in each college are also strongly encouraged to use this opportunity to reenvision the entire curriculum, adopting national "best practices," expanding opportunities for experiential learning (service learning, study abroad, undergraduate research, internships, etc.), and adopting transformative pedagogies to enhance student learning and preparation for the 21 st century global community, consistent with the University's vision to be Ohio's most innovative university, "transforming the lives of our students and the communities we serve." We have already amassed an impressive history here, of course, for much of our curriculum is already based upon "best practices," and many of our students are engaged in experiential learning, including approximately 2000 students participating annually in co-ops/internships, hundreds studying abroad, and a growing percentage participating in service learning, and undergraduate and graduate research experiences.
Examples of transformative pedagogies already abound in every college as well, of course, including as follows:
- The College of Liberal Arts decided years ago to teach all of its English Composition course in computer labs, thereby incorporating technology seamlessly into the instruction of writing to enhance teaching and learning
- The University College and other undergraduate colleges across the University expanded the use of learning communities to enhance student engagement, retention, and academic success;
- The College of Engineering and Computer Science, supported NSF funding, developed a national model for engineering education ationllto enhance student success and retention in engineering and computer science disciplines
- The College of Science and Mathematics, supported by a $2 mil NSF grant developed a new curriculum, "Scientific Thought and Method," to assist not-yet-ready STEM intended majors with acquiring the skills to succeed in the introductory course in their major; this curriculum has also been adopted by Sinclair Community College, a partner on the NSF grant
- The Raj Soin College of Business adopted the national model for business education recommended in the AACSB International standards, and is exploring the use of a web-based simulation in its capstone management strategy course
- The College of Nursing and Health is increasing the use of high-fidelity simulation to develop and evaluate patient care skills and, as that college transitions to semesters, is planning to implement the AACN's 2008 Baccalaureate Essentials (the national standards for BSN programs), and to align its masters program curriculum with relevant AACN standards and national specialty standards
- The College of Education and Human Services has implemented co-teaching models, with two teachers working together with groups of students, sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space, and has adopted common unit assessments across all college programs to document student success and facilitate continuous program improvement
Numerous other examples exist in every college.
The transition to semesters provides the opportunity to affirm existing pedagogies and to adopt new ones that will enhance student learning and success; to expand experiential learning that connects students in meaningful ways with the communities-- local, national, and global-- the university serves; and to ensure alignment of the curriculum with national best practices that provide not just currency, but the very best student preparation for the future. The transition to semesters, then, offers an unpredecented opportunity for boldness, reinvention, and innovation, as we prepare the curriculum of the University's future for students who will be both citizens and leaders in the 21st century global world.
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