Planning for a World Class
Teaching and Learning Center
The Charge
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“Create a teaching and learning center
model that can support the professional
development needs of the college.”
Cross functional team of 25 employees
worked for 18 months.
 Small sub team worked with Pacific Crest to
finalize plans.
 Staff created daily policy and process
Guiding Principles
Excellence in Strategic Planning – Right Alignment,
Right People, Right roles.
 Clarity of Vision – Matching Outcomes with Actions:
the programs offered.
 Modeling Respect - Walk the walk: the method
employed, PDP’s, collaboration.
 Inclusiveness - Providing Access for all employees –
Learning College we are all teachers.
 Integrity - Continuous Improvement – Close the Loop,
provide the feedback, expect results.
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Implementation Plan
 Phase
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One
Completion date: January 2006 – July 2006
Identify current staff who could serve in the CETL
Identify outcomes for CETL for 2005-2006
Develop unit plan for CETL
Identify business practices and processes for the CETL
Develop a virtual presence for the CETL –Web Site
Develop appropriate budget resources to the CETL – transfer funds
Create a comprehensive space plan for CETL
Phase Two
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Completion date: July 2007
Open the physical CETL in one central location
Open CETL presence on all campuses
Develop Performance Criteria – LSQIP Assessment
for CETL 2006-2007 Outcomes
Begin to explore permanent space for CETL
Begin to explore alternative funding (grants,
foundations, etc.)
The Center
Initial Outcomes 2007-08
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Build a process that supports the development of high quality online
learning
Train faculty in innovative teaching strategies to support diverse
populations of learners.
Provide development in innovative delivery strategies, targeted to
underserved markets (in line with enrollment management plan).
Train faculty and staff in latest models to enhance learner success.
Provide support for faculty and staff professional growth plans.
Provide support for AQIP 4 recommendations (in regards part time part
time faculty)
Continue support for current staff development, assessment,
technology and curriculum operations.
Principle 1
 Excellence
 Right
in Strategic Planning
Alignment
 Right People
 Right roles
Organizational Challenges
 Multiple
Campuses
 Constant College Reorganization
 New Positions 1996-2003
 ETLA
Moves to Do Its
 Curriculum to Outreach Learning
 Assessment Coordinator Created
 Program Assessment Coordinator
 MAAP Project Coordinator
Key Questions
 Who
should be served?
 What services must be included?
 How should the services be organized?
 Who should have responsibility for the
functions of the services?
 Where should they be housed?
 What support was necessary?
Initial Staff
 Professional
Development
 Assessment
 Curriculum
 Instructional
Technology
 Instructional Media
 Guide at Your Side Faculty Lab
CETL Organizing Concepts
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CETL Associates and Fellows will work as equal teammates in
support of teaching and learning.
All Associates and Fellows in the CETL will be cross-trained to
be able to react to the needs of all faculty and staff of the
College.
The CETL will use “project management” to initiate, respond to,
track and assess contacts with staff and faculty.
The CETL staff will be organized into clusters of experts in
areas relevant to needs of staff and faculty.
CETL will be based at MATC Truax but have a physical
presence on all MATC Campuses.
CETL will be staffed in the evenings and for some hours on
Saturdays.
CETL will have a strong virtual presence available 24/7 to all
MATC employees.
Principle #2
 Clarity
of Vision
 Matching Outcomes with Actions: the
programs offered.
 How might we best organize and deliver
support for learning that facilitates
superior teaching and student learning?
Mission Statement:
Ensuring shared best practices in learning and teaching.
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Offering dynamic, service oriented, integrated
support to all employees for the improvement of
learning.
Facilitating change processes that provide dynamic,
integrated support for the continuous improvement of
learner Centered education.
Facilitating scholarship, research and evidence in
alignment with institutional planning and growth.
Acting as a catalyst for cultural change within the
MATC College Community.
Providing resources through physical and virtual
means.
CETL Staff 2012
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Professional Development
Curriculum
Assessment
Instructional Technology
Technology Coordination (2)
PT Faculty Coordinators (3)
Information Specialist
Clerical (2 @ .5)
Staff will serve as
consultants/facilitators to:
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External Projects
ADA 504 Training
FERPA Training
Mentoring
Academic Skills
Development Workshops
Counseling Consultation with
Faculty
Disability Resources
Services
International Education
Curriculum Development
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Judicial Review Board
Conflict Management
Services
Non-Violent Crisis
Intervention
Career Counseling Services
Personal Counseling
ECPC PeopleSoft
Advising Training
Smart Start
Financial Literacy Services
IRB
CETL Programming
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Teacher
Certification
Program
 Technology Training
 Professional
Development
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Annual Calendar
 PDF
Communication/Organizing Tools
 Annual
Calendar of Events
 Secure Registration Site
 Employee History
 External Experiences
Principle #3
 Modeling
Respect
 Walk the walk: the method employed,
 PDP’s
 Collaboration.
We are all Teachers
 Learning
College Principle
 All staff hired have significant teaching
or Training experience.
 Experience ranges from public school,
University, and College experience,
Private school and corporate training.
Teach them “How” to Fish
Professional Development Plans
 Administrators
 Full
Time Faculty
 Support Staff (PSRP)
 PT Faculty – encouraged
 Online Templates
Facilitating collaboration via scholarship, research
and evidence in line with institutional planning and
growth
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Provide Employee Orientations
Present Convocations
Provide workshops on
Curriculum Development
Provide Assessment
Techniques Development
Training
Provide Workshops on
Curriculum Revision
Provide systems to share
Curriculum Development
Online & Hybrid Course
Training
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Serve as Curriculum
Repository/Bank
Core Abilities Training
Copyright Training
Curriculum Development
Mentors
Blackboard Mentors
Support LSQIP
Support Core Abilities &
Program Outcome Assessment
Develop Curriculum for different
learning styles
Principle #4
 Inclusiveness
 Providing
Access for all employees
 Learning College we are all teachers.
CETL Advisory Board
 12
member board
 Administrators
 Faculty – FT & PT
 Support Staff
 Meet 2 times a year
Extending our reach
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Facilitators
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Teach courses,
seminars and
workshops
Current or former
faculty
Mentors
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Curriculum &
Assessment
Blackboard
Faculty mentors
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CETL Fellows
 10-12 positions –
release time
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Blackboard, International,
Teaching and Learning,
Telepresence, Connect,
Learning 2 Learn Camp,
Online, Hybrid, Dual Credit,
etc.
Student Interns
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3-4 Interns per
semester
 Student Help
 Work Study
 Unpaid Interns
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Clerical Support
 Reception Support
 Events Support
 Communications
 Annual Assessment
Resources/Funding
 How
might this effort be funded?
 Consolidate
College resources
 Grant application – FIPSE, WTCS
 New Project Funds - Innovation
 What
the budget looks like now.
 General
Fund
 Special Funds - FPAD
 Capital Fund
 WTCS Grant
Principle #5 Integrity
Continuous Improvement – Close the Loop
 Post Experience Surveys
 Annual Satisfaction Survey
 CETL Suggestion Email
 Annual Self Assessment
 Provide the feedback
 Annual Report
 Expect results
 Employee Performance Assessments
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Providing Results
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Convocation – 6 days
Online Teaching Training
Tech Academy – Options
Links to Graphic Development
Online Course Development
Computer Training – Platform
Specific
Guide at Your Side Service
Blackboard Training and
Support
Smart Classroom Training
TPx Training and Support
MS Office
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Learning Academy
PSRP Retreat
Learning Objects Development
Support
PeopleSoft Training,
Faculty Advising,
Fiscal Software Training
Website/Portal Navigation
E-Portfolio
On-line Gradebook Training
Media Operations Support
Mobile Devices
Web 2.0.
Phase 3 Maturing the Center
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Multiple Retirements
 Refining Processes
 Staff Mix Changes
 VP Human
Resources
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Working with
Executive Team
 Work Directly with
Schools
 Work Directly with
Degree
Programs/Departme
nts
 Work with
Campuses
The Future
Planning – March-June
 Annual Retreat - June
 Annual Report - July
 Unit Planning – October
 Advisory Board – Fall/Spring
 Program
Madison College Backstory
College Expansion in 1990’s
 1994 papers/discussion posit need
 Critical Literacy program
 President – Pro Professional Development
 1995“one-stop” model
 1996-97 team developed Workload model
 Learning College commitment
 Vanguard experience
 2003 – Acting President
 2005 – Current President
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Early Work
 Historical
Scan
 Environmental Scan
 Mapping outcomes
 Design/plan for implimentation
Challenges Identified
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Lack of integrated systems to support instruction
Lack of awareness of available resources
Lack of equity in access to services
Lack of communication with instructional staff
regarding curriculum development vision
Lack of a centralized entity to develop
Inability to disseminate and assess necessary
improvements in teaching and learning support
No central location for Professional Development
Support