Teaching and Learning in a Great Place: Managing the Classroom Resource

Teaching and Learning in a Great Place: Managing the Classroom Resource University of California, Berkeley Leadership Development Program 2006-2007 Teaching and Learning in a Great Place: Managing the Classroom Resource _______________________________________ Table of Contents Executive Summary 1 Project Team and Sponsors 4 Acknowledgements 5 Introduction 8 Methodology 10 Findings and Analysis 12 Recommendations 27 Conclusion 28 Appendices Appendix A: Project Proposal from Sponsors 29 Appendix B: Selected Characteristics of Comparable Universities (Tables and Graphs) 31 Appendix C: Campus Units/Committees Involved with Classroom Management at the University of California, Berkeley 38 Appendix D: Best Practices Preliminary Research and Comparable Universities 41 Appendix E: Comparable University Research Tools 51 Appendix F: Case Study: Columbia University 61 Appendix G: Case Study: Stanford University 94 Appendix H: Case Study: University of California, Davis 105 Appendix I: Case Study: University of California, Los Angeles 127 Appendix J: Case Study: University of Illinois at Urbana-Champaign 136 Appendix K: Case Study: University of Michigan in Ann Arbor 158 Appendix L: Case Study: University of Virginia 171 Appendix M: Case Study: University of Wisconsin – Madison 182 Executive Summary Teaching and Learning in a Great Place: Managing the Classroom Resource at UC Berkeley The University of California, Berkeley is the most esteemed public university in the world. In order to retain this position the University must ensure that its instructional facilities are of sufficient quality and quantity to sustain its core mission of teaching excellence. High quality classrooms are necessary for effective instruction and to attract and retain top-notch faculty and students. Current UC Berkeley classroom management practices and organizational structure contribute to an inability to achieve and sustain high quality classrooms, as well as to the inability to consistently assert effective arguments for sufficient state funding for classrooms. In response, a project was initiated to investigate and identify classroom management best practices, both within the University of California system and at other comparable educational institutions. Comparable institutions were initially identified based on demographics, the existence of recent classroom improvement initiatives and comprehensive management programs. Guidance and recommendations from the sponsors and functional sponsors of the project led to the selection of the following eight comparable institutions: Columbia University; Stanford University; University of California, Davis; University of California, Los Angeles; University of Illinois at Urbana-Champaign; University of Michigan in Ann Arbor; University of Virginia; and University of Wisconsin – Madison. A comprehensive interview tool was developed that examined areas such as organizational structure, budget and finance, generic classroom characteristics, leadership, and future innovations. Interviews were conducted with appropriate high-level contacts at the comparable universities and the information gathered was then transcribed and summarized. This effort culminated in a written case study for each university. (A table and graphs comparing student and classroom statistics at the eight universities have been included in Appendix B of the report.) The case studies served as a foundation for subsequent classroom management best practice analysis. Five main best practice themes were identified: 1. Leadership in Classroom Management A clear finding of the research is that successful classroom management efforts begin with the emergence of leadership that recognizes classroom quality as a critical issue, and makes effective classroom management a priority. The impetus for change has stemmed from faculty outrage over classroom conditions, from sharp criticism of campus facilities in an accreditation review, from concern about technology, or from campus efforts to comply with new regulations. In all cases the leadership that emerged has led to improved classrooms because it was met with the involvement of, and visible support from, top campus administration. 2. Organizational Ownership of Classroom Management The research demonstrates a correlation between clear ownership of the responsibilities for the management of classrooms and successful management of the classroom resource. The administrative unit(s) and the administrators are empowered by a clear sense of authority and responsibility. Though the number and nature of the offices charged with managing classrooms vary across the research cases, universally the campuses have found a way to coordinate the efforts of those involved. In addition, in nearly all instances a person or office has been delegated – or has stepped forward – to take ownership of the coordinator role. (A table presenting classroom management decision-making structures at the eight universities can be found in Appendix B of the report.) 1 3. Communication and Collaboration A consistent finding is that good communication and collaboration facilitates successful classroom management. Coordinating units in several of the institutions researched are guided by a strong customer service ethos, not only towards classroom users, but towards each other as well. Faculty members, as major customers, are engaged to participate in planning and advising, and overall communication is enhanced by a “culture of cooperation” on campus. 4. Good Short- and Long-Term Planning An additional finding is the demonstrated benefit of good short- and long-term planning. Planning entails data collection and analysis that guides decision-making and bolsters arguments for financial support; a good plan also recognizes and addresses the perpetual need for classrooms to be maintained. Having a plan and process in place that outlines priorities can multiply the value of classroom improvement investments by ensuring that the university is able to take advantage of opportunities as they arise. Revisiting priorities and revising the plan on a regular basis ensures that a project can be initiated quickly and decisively when funding becomes available. 5. Reliable Funding The research revealed classroom renovation to be a lengthy process lasting five to ten years, or more. Funding that is stable and protected for the duration of the process allows long-term planning and sustains the momentum of the effort. (A table summarizing general assignment classroom funding at the eight universities has been included in Appendix B of the report.) These five themes emerged from the research as the most salient features of successful general assignment classroom management. The themes are clearly interdependent: strong leadership and organizational ownership fosters communication and collaboration, which facilitates planning and garners financial support. It is recommended that the best practices identified above are implemented by doing the following: 1. Recognize effective classroom management as a high priority issue and commit to improving UC Berkeley’s classrooms. Identify and support emergent leadership in the management of the classroom resource. 2. Design and implement a new classroom management organizational structure, designate a functional owner (or owners), and give them the mandate to improve and manage general assignment classrooms. Empower a person or office to coordinate administrative units involved in classroom management and services. 3. Nurture an institutional culture of collaboration and communication: Instill a customer- service ethos among the units involved in classroom management and support. Solicit faculty concerns and opinions about specific classrooms in which they teach, and involve faculty in design processes. 4. Engage in the planning of a comprehensive and long-range classroom improvement initiative. Document current classroom conditions and needs, seek input from stakeholders to designate worthy projects, keep the ranked list of projects current at all times, and regularly review the list to make certain that it stays current and pertinent. 2 5. Provide sufficient financial resources to effect real change. Allocate a set, long-term, funding level for classroom management and improvement purposes, and guarantee that the funding will be protected. UC Berkeley can continue on its current path of classroom management, overseen by multiple disparate units, and will most likely be able to maintain the current state of classroom quality. However, for there to be a quantum leap in the quality of classrooms and an associated increase in faculty satisfaction and student learning, the recommendations and best practices summarized in this report should be embraced and implemented. 3 Project Team and Sponsors Project Team Andres Alvarez, Network Manager, City and Regional Planning Zenebu Bekele, Director of Budget and Financial Services, University Extension Rick Jaffe, Web/Video Producer, IST-Data Services & Interactive University Rachel Kadosh, Acting Employment Services Manager, Office of Human Resources Kathleen Kelly, Analyst, Capital Projects-Project Management Steve Maranzana, Assistant Manager, EH&S Pat Mimoto, Analyst, Ethnic Studies Sherry Reckler, Assistant Property Manager, Property Management Project Sponsors Catherine Koshland, Vice Provost, Academic Planning & Facilities Christina Maslach, Vice Provost, Undergraduate Education & Instructional Technology Genaro Padilla, Vice Chancellor, Student Affairs Functional Project

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