Learning Initiatives to Improve Undergraduate Education at a Research-Oriented Institution

1. Learning Initiatives to Improve Undergraduate Education at a Research-Oriented Institution Robin R. Rastani* and Michel A. Wattiaux Department of Dairy Science University of Wisconsin-Madison

2. The Research-Oriented University • What is a research-oriented university? • “offer a full range of baccalaureate programs, are committed to graduate education through the doctorate, and give a high priority to research.” (Carnegie Foundation for the Advancement of Teaching, 1994) • 84 Research I universities and 37 Research II universities • Only 3% of higher education institutions • “The Research Universities have too often failed, and continue to fail, their undergraduate programs.” (Boyer Commission, 1998) • Can Universities be both student-centered and research-centered?

3. Initiatives to Improve Undergraduate Education at U.W.- Madison • 28,217 Undergraduates • 2064 faculty and 1420 instructional staff • > 20 Centers and support organizations • 2 key initiatives to improve undergraduate education at U. W. Madison • Delta Program • Teaching Academy

4. What is Delta? • Background: A multi-million $, multi-state NSF initiative (2002-2007) • Mission: to develop a national STEM (Science, Technology, Engineering, and Mathematics) faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of their professional careers • The Three Pillars (principles) are: • Learning through diversity • Teaching-centered vs. Learning centered classroom • Learning communities • Peer-support system • Teaching as research • Scholarship of teaching and learning.

5. Undergraduate Education Masters University Comprehensive University Liberal Arts Research University 2-yr College 80% of faculty with Ph.D.’s Are trained at Research Univ. 100 Research Universities Nation-wide What does this mean for the nation?

6. Expanding the Principles of Delta • Example of Delta Activities • (working with both graduate students and faculty): • “regular” courses on “nuts and bolts” of course development • Classroom exploration • Round Table dinner (seminar) • Teaching Internships • The directors of Delta are creating a network of research universities who will work together to prepare graduate students and post-docs with the same principles as Delta. • Currently in the network: • University of Wisconsin • Colorado State University • Howard University • Michigan State University • Pennsylvania State University • Discussions with: • Vanderbilt University • Georgia Tech University • Stanford University

7. Delta Numbers, 2005 Delta Participants*: • 17.3% Faculty • 13.7% Instructional Staff • 13.8% Post-docs • 55.1% Graduate Students CALS Participation in Delta (23.4%) • 17.4% Faculty • 17.4% Instructional Staff • 20.4% Post-docs • 44.9% Graduate Students • 11.2% of CALS take part in Delta • 13.2% of STEM take part in Delta * A participant is someone who has participated in at least one Delta activity.

8. What is the Teaching Academy? Background: Created by UW-Madison faculty senate in 1993 (limited funds) Mission: To provide University-wide leadership to strengthen undergraduate, graduate, and outreach teaching and learning at UW­Madison. Basic Functions: • Provide a forum for dialogue on effective teaching and learning. • Disseminate good practices of teaching and learning. • Link individuals interested in improving the teaching and learning process. • Sponsor professional development events. • Analyze issues and make recommendations on University policies affecting teaching and learning.

9. Teaching Academy Numbers, 2005 Teaching Academy Members*: • 65.1% Faculty • 12.7% Instructional Staff • 1.6% Post-docs • 20.6% Graduate Students CALS Participation in TA (11.6%) • 72.7% Faculty • 13.6% Instructional Staff • 4.5% Post-docs • 9.1% Graduate Students • 1.5% of CALS take part in TA • 1.4% of UW take part in TA * A member is someone who has been nominated and inducted.

10. One Pathway through Delta/ Teaching Academy Fall 2003: 1. Took a Delta course, “Teaching in Science and Engineering” • Participated in Roundtable Dinners • Participated in graduate student discussion Summer 2003: Heard about Delta Program - in 3rd year of Ph.D. program Spring 2004: Continued to participate in Roundtable Dinners and discussions Fall and Spring 2005: • Continued to participate in previous activities • Participated in “Creating a collaborative learning environment” Selected as a Future Faculty Partner of the Teaching Academy

11. Impact Numbers • Impact numbers are measured as number of students affected by changes in courses as a result of the programs. • Delta Program • From IMDC (Instructional Materials Development Class) and Internships • Faculty team up with graduate students to focus on improving one aspect of teaching and learning • 2004-2005 • Teaching Academy • From the Summer Institute, a week long program to assist faculty in course development, curriculum assessment, and other topics relative to teaching and learning. • 2000-2004

12. Impact of IMDC and Internship(Delta Program, 04 & 05) 95 % of Delta projects affect undergraduate education.

13. Summer Institute Participants(Teaching Academy, 00-04)

14. Impact of Summer Institute Projects by School for Undergraduate Education 88 % of Summer Institute projects affect undergraduate education. * Average yearly participation in the Summer Institute = 22

15. Conclusions • The initiatives at UW-Madison are distinctly different, but affect undergraduate education directly and indirectly. • Participation from the College of Agriculture and Life Sciences is on par with that of other schools and colleges at the University. • Teaching initiatives at research-oriented institutions contribute in placing emphasis on undergraduate education, although their impact remains limited.