Personal Outcomes for the Event

Personal Outcomes for the event

Developmental Education

Dorothy Phaire

1. Arrive at an actual “plan” for incorporating technology into the learning process 2. Look at cost and benefits of any plan 3. Document an ‘observable’ and measurable deliverable. What is to be achieved.

Deborah Dessaso

1. Methods for “getting off the pot” and actually implementing change. 2. Clear and constant vision of UDC that trickles down beyond bldg 39/3rd floor 3. Sense of commitment to students and faculty beyond the rituals of convocation, homecoming, and the Christmas party.

Vernise Steadman

1. Continuous improvement 2. Implementation of Best Practices for the Department 3. Continuous quality improvement

John Page

1. Ways to improve dev ed 2. How dev ed looked at as being positive 3. Have a feeling that UDC is ready to revamp general education

Laverne Slagmon-Earl

1. Outline an action plan for DE 2. Develop a framework of DE process (pre & post entry) 3. Build a team of DE change agents

Scholarship of Teaching and Learning

Bertha Minus

1. Plan to improve teaching, which will improve learning, which improve student success and yields positive results for UDC

Bill Ellis 1. Identification of most important research areas to serve the district 2. Plan for enhancing and mobilizing faculty research capabilities 3. Commitment of at least 3 persons to work on this with a major part of their time

Ahmet Zeytinci

1. Concrete examples that can be easily applied 2. Full documentation of the workshop including PP Slides 3. Guidance “after the workshop” session = What will happen next week? Or next month? – provide homework direction

Julius Ndumbe

1. Better understanding of organizational change 2. Understanding of the role of the faculty 3. Improved methods of evaluation

Shiela Harmon Martin

1. To develop an understanding of organizational change that enables me to effectively communicate (become a change advocate) to my colleagues (faculty).

Sandra Jowers-Barber

1. Understanding Institutional Change 2. My role clearly defined in the process of change 3. AN institutional plan and timeline for change

1st Year Experience

Ahmad Reed

1. Hard data 2. Commitment 3. Implementation

Janet Burton

1. Plan to support students in a successful first year experience 2. Plan to provide resources for achievement of successful outcomes for first year experience 3. Plan to provide a process that assures faculty and staff involvement in continuing education experiences that encourage successful first year experiences Sylvia Benatti

1. A decision on the value of incorporating community-based learning/civic engagement 2. It is of value – a commitment to redesigning syllabus to incorporate CBL 3. Realistic identification of faculty who teach in 1st Year experience and work with them in incorporating CCL

Continuing Education

Lucious Anderson

1. Critical elements of organizational change 2. How to generate significant buy-in from stakeholders 3. How to develop strategic plan for organizational change

Diane Hyman

1. Focus and energy to identify and address relevant issues in continuing education for the residents of the District of Columbia. 2. Use of creativity for idea generation 3. commitment to implementation of new ideas and strategies

Kelvin Johnson

1. To be better prepared to make an impact 2. identify to increase the value of my program to the university 3. improve the quality of the service we provide

William Hare

1. How we measure continuous changes after the implementation phase. 2. How do we measure and clearly market impact based on implemented changes. 3. A strategic plan that will highlight changes to enhance opportunities to learn through research, teaching, and extension.

Connie Spinner

1. A Clear understanding of what represents success in this endeavor 2. A clear understanding of my role and how my effectiveness as a team member will be measured. 3. How the success of this activity will be measured

Mari Tekle 1. Better understanding of how to make organizational change with minimal rejection from staff members and administrators 2. Better understanding of how to be a part of the change 3. Better understanding of how to serve our students by making necessary changes.

General Education

Chester Wright

1. A plan for restructuring general education 2. Tactics for putting the plan in action 3. Involvement of more faculty

Donald D. Ramsey

1. Start project on general education 2. Establish culture of change John Murphy

1. Plan to mitigat resistance to change of general education 2. Strategies to develop “buy in” of principles in evolution of general education 3. Learn barriers to organizational change for general education

Helen Krauthamer

1. I would like to see the connection of what we do to the UDC Strategic Plan and how these plans are interconnected. 2. I would like to see a group of active task forces result from this Institute. 3. I would like to see sustainability of and commitment to these efforts.

Dorothy Phaire

1. Arrive at an actual “plan” for incorporating technologies into the learning process 2. Look at cost and benefits of any plan 3. Document an “observable” and “measurable” deliverable - what is to be achieved

Katie Inmon

1. Clear understanding and the beginning development of a plan for facilitating change in the general education program 2. Development of ideas for facilitating faculty support of a transformed general education program 3. Identification of [change] agents and [change] advocates for facilitating change in the program Jeff Fleming/Rachel Petty

1. Reconnecting to plan from summer 2. Reviewing time lines 3. Re-assess that plan 4. Look at what’s been done 5. identify additional people 6. Develop better strategy

Customer Service

Janis Simmons

1. Enhance communication skills 2. Enhance listening skills 3. Compassion to student needs

Agnita Coleman

1. Strategies for implementing change 2. Ways to encourage staff to make a commitment to shifts in organizational change 3. to find creative solutions to existing situtations

Ray Whitman

1. Effective student advising 2. Reduced polarization between administrators and faculty 3. greater faculty presence and participation

LaVerne Flanagan

1. Clear sense of direction 2. Commitment from top administration 3. Team Building

Wilhelmina Reuben-Cooke 1. Institutionalization for Transformational Change 2. Commitment to and understanding of need for and nature of proposed changes 3. Shared commitment articulated consensus values

Words for UDC Excellence Stimulating Diverse Renown Leader Full enrollment Omni-present Successful Nurturing Compilation of individual values for UDC

Excellence 111111111 Student success 11111111 CQI/institutional growth/assessment 1111111 Student Centered 1111111 Accountability 11111 Commitment 11111 Best practices in teaching 11111 Professional Development/growth 111 Integrity 111 Active learning 111 Affordability/accessibility 111 Healthy learning environment - Learning 111 College Problem Solvers 111 Valuing others 11 Service oriented 11 Persistence 11 Nurturing/supportive 11 Published research 11 Undergraduate research 11 Self-growth 11 Strong graduates/empowerment 11 Land grant 11 Self-assessment/reflective practice Professionalism Dedication to mission Listening Risk-taking Agent of change for the District Service Learning Transfer friendly Consistency Collaboration Character building Growth oriented Trust Assessment of Form A Question SD D U A SA 1. 1111111 1111111111 111111 11111 1111 2. 11 1111111111 111111111 111 11111 3. 111111 1111111111 1111 111 111111111

4. 111 1111111111 111111 1111111 1 1111 5. 1 1111111111 11111111 1111111111 111 6. 11 1111111111 1111111111 111111 11111 7. 1111111 1111111111 1111111111 111 1 8. 1111111111 11111111 1111111111 1 11 11 9. 111 1111111 111111111 1111111111 1 11 10. 11 1111111111 1111111111 111111 1 1 11 11. 11 1111111 111111 1111111111 11 1111 12. 111111 1111111111 11111111 1111 111 13. 111111111 1111111111 1111 111 1 11111 14. 11 1111111111 111111 1111111111 111 1 15. 1111 11111111 1111111111 11111111 1 1 Assessment of Form A Question SD D U A SA 1. 7 14 6 5 2. 2 15 9 3 3. 6 19 4 3

4. 3 14 6 7 1 5. 1 13 8 10 6. 2 10 15 6 7. 7 10 10 3 1 8. 12 8 12 1 9. 3 7 9 12 1 10. 2 11 12 6 1 11. 2 7 6 14 2 12. 6 13 8 4 13. 9 15 4 3 1 14. 2 13 6 11 15. 4 8 11 8 1