Civility: Training for Citizenship

Citizenship is our first Core Curriculum outcome; we want our students to be good citizens of our nation, the world, and the Kingdom of God. Furthermore, the college mission says that a King education will occur in a collegiate setting.

I have heard Greg Jordan on more than one occasion expand on the word "collegiate;" to him, the framer of the mission statement, it means that we all operate in a climate of civility.

Civility appeared on my radar last week when I read an article by Robert J. Connelly titled "Introducing a Culture of Civility in First-Year College Classes." This article lists 29 student behaviors that exhibit incivility. Many of the things on the list--like cheating, inappropriate emails to profs, sleeping in class, being unprepared, demands from students for make-up exams or deadline extensions, and hostile verbal attacks or challenges--come to my attention from you every week of the academic year.

Thomas Benton in a 2008 column in the Chronicle of Higher Education said what many of us are feeling, "Whatever the explanation, I sometimes feel stung by students' rudeness. I try to make my classes interesting and relevant, and I care about their learning. I try to conduct myself in a kindly but professional manner. But, more and more, I think the student culture of incivility is a larger impediment to their success than anything they might fail to learn about western Civilization or whatever it is I am teaching."

A quick Google of "civility" brings up George Washington's 110 Rules of Civility and Decent Behavior. Washington copied these rules in his best hand in one of his exercise books when he was about 16 years old. The copying was supposed to improve both his penmanship and his behavior. A second interesting find is a link to a website about a civility initiative at Johns Hopkins.

Part of the discussion consists of attempts to define civility. It is more than merely manners and less than law. I think it must be our willingness to give up some of our selfish desires for the common good. In classrooms that means we must be able to proceed without disruptions so that learning and respectful dialog can occur.

I think we at King College would agree that on civility--or collegiality--is at a new low. I experienced an incident in one of my classes last semester that jolted me; that blatant act of incivility made me realize that we probably need to do something overt to improve our campus climate. Our response could be institutional or individual. Connelly recommends that an institution draft a Code of Academic Civility and teach to that code especially in first-year classes. P.M. Forni, the Johns Hopkins professor behind the Civility Initiative, suggests a written covenant for every class (as part of the course's syllabus) outlining not only what he expects from students but also what they can expect from him.

What action might we at King want to take?

I have posted on the Faculty Workspace both the piece by Connelly and one by Forni. I suggest that you read these two articles. I would really like to see a discussion among us such as the recent exchange about honor and the R.T.L. Liston Award--an issue not unrelated to this larger concern about civility and and academic integrity.

Let's inventory the problems we've been experiencing on our campus, consider the issue, and prepare to take action.

The painting reproduced at the top depicts the "Cartoon for Parson Weems' Fable" painted by Grant Wood in 1939, and Washington's own hand-written copy of the Rules of Civility and Decent Behavior in Company and Conversation, ca. 1744.

Pedagogical Improvement

(Click on the title of this blog post to read another blog called Educational Insanity, where one of our colleagues in U.S. higher education claims he is working at being a public intellectual; his topic for the referenced blog entry is "Pedagogical Improvement.")

Once again, as we did in the Spring of 2008, we--the faculty in the School of Arts & Sciences-- are going to observe each other teaching. The purpose of this exercise will be improving our pedagogies, that is finding new teaching strategies that might enhance our classroom performance.

Just a Google or two could convince you that King College is not the only place where the pendulum has swung over the the "Learning" and "Outcomes" side of the Teaching/Learning arc. One site posted to the WWW by University of Western Australia Centre for the Advancement of Teaching and Learning is called "Collective Improvement of Teaching: some ideas..."
This UWA site gives a number of suggestions.

Virtual Conversation
One that intrigues me is joining a listserv in your discipline or pedagogical area. Some of you may already be signed up to one or more discussion groups. Here's a pitch from the UWA: "Join an email discussion list in order to share questions and experience about your teaching through email exchanges with other like minded individuals." We are a small college; some of our departments only have one or two professors. Tapping into broader conversations in our fields can give us new ideas and/or help us realize why we embrace the positions we hold.

"One example of such a list is AAHESGIT, a highly moderated electronic discussion list from the American Association of Higher Education, focusing on new resources, insights, and challenges about improving teaching and learning with technology in higher education — both within and across institutions. 3-5 carefully selected & edited messages are sent each week. To subscribe to AAHESGIT, send the message “Subscribe AAHESGIT yourfirstname yourlastname” to: listproc@list.cren.net"

Peer Observation
The UWA site also suggests peer observation as a reliable way to broaden our scope. It's hard to sit in someone else's classroom and not think about our own practices and approaches to content or skills. The UWA site also stresses the significance of mentoring each other after the observations as part of the growth process.

The writer offers, "Get together with a colleague. Video a sample of your teaching; review this with a colleague. Sit in on a sample of her/his teaching (lectures, tutorials, or some other learning activity) and provide supportive, constructive feedback."

Our process will be a little different from doing video of ourselves or each other. However, we will include the mentoring piece. You may already have heard about this from your department chair. Here are the instructions for full-time faculty (part-time teachers may participate, but are not required to do so).

1. Choose a partner (selection of a partner is up to you, but please pick someone you did not pair with in 2008; perhaps you might elect to work with someone outside your discipline).
2. Make a plan, choosing class to visit, day and time.
3. Decide when you will meet for conversation and reflection.
4. Fill out the Intention Form. You may send it to me by email attachment, drop it in Campus Mail, or bring it to my office by February 5.
5. Observe your colleague, watching for strategies that work well--things you might be able to incorporate into a lesson in one of your classes.
6. Meet for conversation at the time you both agreed to.
7. Fill out the simple Reflection Form and get that to me by March 22.
   

The two forms are posted on Blackboard.
King College Faculty Workspace/School Folders/Peer Observation...

Cartoon found on a site called "Literacy Cafe"

Your Concerns--One

The blog seems a good way to address some of the items mentioned in our meeting at the beginning of the semester.

1. A Campus Policy on Plagiarism
We have a well-articulated policy on academic dishonesty in the Student Handbook. You will find it on page 35.
We might want to discuss ways to apply the guidelines more universally across different kinds of courses, but we do not need to invent a policy.

2. The Academic Calendar
We are moving toward making fall, spring, and summer semesters equal in terms of class days. The goal is to have 14 full weeks of classes and one week of exams.

Making our fall "vacation" occur the week of Thanksgiving means that all students and faculty, traditional and GPS, will have the same days off. It wreaks havoc with the GPS program to have part of a week off in October (which is in one of the 5-week modules) and part of a week off in November (which is in another of the modules).

This plan means that 45 weeks of the year are used for academic endeavors. Fall and spring semesters have a one-week vacation--47 weeks.

Another goal is to have at least a week between spring and summer as well as between summer and fall. That's two more weeks--49.

The remaining time is a longer break of 3 weeks at Christmas. That puts us at 52, the magic number. Or, we could take a week off in the summer for July 4th and fewer days at Christmas.

Details for this master plan are still under discussion: Should we start every semester on a Monday? Should we keep a Reading Day in the calendar? When are grades due to the Registrar?

3. What about RELG 1001, "Foundations of Christian Thought and Practice"?
There is a meeting scheduled this week to look at the data we collected from students and teaching faculty related to this class. The information we learned from Tim Clydesdale's book and lecture may also play into our discussion about what is appropriate and reasonable for freshmen.

The course will continue to be the cornerstone of the freshman year experience at King College, but the specifics of the course may be altered some.

We are also looking at other aspects of the New Core to make sure we are doing the best we can to reach the outcomes we have articulated. Scheduling is an important part of making the Core functional; we will be looking closely at the Course Offering late in February to try to make it easier for advisors and students to find appropriate scheduling options. Several new courses have been approved for inclusion in the Human Creative Products category by the CCAWG and are up for consideration by the Curriculum Committee at their February meeting.

4. Re-visiting criteria for the R.T.L. Liston Award
Even before this question was raised in our meeting, Tracy Parkinson and Matt Peltier had constituted an ad hoc committee to review the criteria for King's most prestigious academic award. Some of you may be on that committee which will examine this question: "Should an honor code violation of any sort take a student out consideration for the Liston Award even if he/she has the highest G.P.A. in the graduating class?"

Image is the cover of one of Mary Englebreit's 2010 Calendars retrieved from the Barnes and Noble website.

Perspective

Remarks prepared for the Meeting of Arts & Sciences Teaching Faculty on January 11, 2010
(Click on the title; it's a link to a very cool perspective!)

As we begin the new semester, it's time for looking back with satisfaction and looking ahead with anticipation. We are the heart of King College, the touchstone for all that happens here. Our strengths as a School are impressive.

We love our disciplines--enough to devote great time and energy to study, to class preparation, to research, to writing, to speaking. None of us can imagine our lives without the strong connection to a particular body of knowledge and practice. Our disciplines frame our worlds and define our identities.

We like students--enough to spend many hours with them. We engage students in class, in our offices, over email and even on trips that we don't really have to take. None of us can imagine our lives without the strong connections to students. We live for the teachable moments when students catch balls we have thrown,...and throw them back!

We embrace academia--enough to attend odysseys of the mind like chapels, convocations, concerts, plays, college athletic events, and academic conferences.

What's next? How do we build on these strengths? A new semester always gives each of us a chance to re-invent ourselves in ways that people in other professions can only dream about. Tomorrow we begin again. We have the opportunity to start fresh with students we have never met. We have a chance to "do it right" and to win some converts. I have high hopes for us this semester.

First, I would like to see us take up Tim Clydesdale's challenge and become public intellecutals. We need to leave the comfort zone of our campus on the hill and enter the public arena. We should take the knowledge and insight our lifetime of study has fostered and make our cases, practice our crafts, and share our expertise in the broader community of Bristol and beyond. There are those among us who are already bearing light abroad: Pat Flannagan is involved with local choral groups, Dale Brown serves on the public library board, Ray Bloomer works with the Bristol Astronomy Club, Vanessa Fitsanakis speaks at the hospital, Richard Moyer works to educate area farmers and consumers, Jim McClanahan preaches to Holston Presbytery congregations, and Craig Mc Donald volunteers with Habitat for Humanity. We should look for even more opportunities to speak from our informed perspectives and to work side by side with others through volunteering.

Second, I want us to recruit students for our programs. Last spring we increased our numbers dramatically. However, in May we also lost students to graduation. So, we need to swell our ranks once again. Our best tool for doing this is the Core classes we teach. No students take business, education, or nursing classes for Core Curriculum credit. We have the distinct advantage here because all King College students pass through our classrooms. In fact, it's rare that a transfer student has every Core class checked off when he or she arrives at King. Can we spin the disciplines we love into winsome constructions that students not only visit in a Core class, but inhabit for a lifetime? Think Disneyworld, think the National Cathedral, think the U.S. Capitol Building, think the U. S. Supreme Court, think Frank Lloyd Wright's Falling Water, think Avatar.

Third, I exhort us all to strive for excellence in our classrooms. We must model life-long learning, one of our cherished values, by learning ourselves. New pedagogies, new technologies, new techniques must not intimidate us. We need to continue what works and have the courage to discard what doesn't.

Finally, I want us to get a share of the GPS pizza pie. We now have the Bachelor of Technology, our first GPS program in the School of Arts & Sciences. For the first time, we as a school have non-traditional students earning degrees. We need to explore other options. Designing and implementing programs for adult students is a way for us to grow and even to add faculty. We are a creative group; we can do this! If you are interested in helping chart our direction toward one of more new GPS programs, let me know.

Many of you are already involved with teaching Pathway or Quest courses; you understand both the significant challenges and the great rewards of working with non-traditional adult learners. In the past we have provided--without a lot of credit or support--the liberal arts "toppings" for the pie. Now it's time for us to make whole pizzas and even to offer home delivery.

We are poised here overlooking the new semester. Today is about possibilities not constraints. I challenge you to think outside the box this semester. Put on a new attitude. Remember why you chose your discipline, your profession,...and proselytize!

Christmas Blessings?

If blessings come at Christmas, are they Christmas Blessings? We have had abundant good news lately, especially from the SACS Annual Meeting in Atlanta on December 8. We are reaffirmed. Reaching that goal has taken the lion's share of my time for the last two years. I am delighted with this news.

I am stopping, at least for the holiday break, to take a breath before we all begin again to think carefully about the assessment that must be ongoing from now until forever. We are being monitored (watched VERY closely and held responsible to do what we have said we will do) on two standards: 3.3.1 Institutional Effectiveness (which is shorthand for assessment of our programs) and 3.5.1 College-Level Competencies (shorthand for Core Curriculum assessment).

The Arts and Sciences Christmas Progressive Dinner was another rich blessing (pun intended!). Thanks to the Bloomers and Simosons for hosting and special gratitude to Andrea who coordinated and set up for the dessert in the Hall of Fame Room. Fellowship was warm, and the food was delicious. We are already talking about next year.

A vacation from classes and ungraded papers is a blessing that gives me time to reflect on the fall term and plan for the spring, and it feels like a a wonderful gift. The rhythm of the academic year ebbs and flows. Some things that need to happen during this break are thoughtful completion of my mid-year evaluation, syllabi for spring courses, and reading for FUN. On the front end I'll write my Christmas cards and put up the Christmas tree. On the back end I want to baste a quilt together so I have lapwork to do for long winter evenings.

Last but not least, you--the faculty of the School of Arts & Sciences--are blessings to me. I'm grateful for you and your contributions to the academic enterprise at King College. Every day.

As we finish a satisfying semester together, I encourage each of you: Enumerate and then enjoy your Christmas blessings!

RAM Expedition

Students Adam Lassiter and Ryan Williamson assisting dentists at RAM. Union County, TN. November 14 & 15, 2009


Vanessa Fitsanakis and I took 8 students to Maynardville for two days of volunteering at the RAM clinics. RAM stands for Remote Area Medical. On our way up to Tazewell, where we stayed in a rather decrepit mom-&-pop motel, we, students and faculty alike, admitted that we were apprehensive about what we were about to undertake.

The clinic served 469 clients on Saturday and 239 on Sunday. Most of the patients received dental care or got vision exams and new glasses. Our students all participated hands-on in all areas.

Several assisted dentists who were performing extractions, fillings, and cleanings. Others did crowd control making sure that the waiting lines were orderly. Two different student teams ground lenses in a lab on site and assembled glasses.

All had opportunities to talk with the people who came for services, and they were impacted by what they experienced as you can see by their comments. "I saw a large group of people that really needed our help and it was awesome to be able to give it to them!" Katie Greatti

"I realized that I do not need to travel to other countries or states to find others in need. There are people all around us that go without necessities that we all take for granted." Adam Lassiter

I was incredibly proud of our students! They were polite, enthusiastic, and dependable. Several of them determined to change jobs for the second day so they would have the richest experience possible, and they negotiated those changes themselves. They did not complain about having to get up at 4:15 AM in order to be on site to sign in at 5:30 AM. Many RAM staffers and professional volunteers (doctors, dentists, and nurses) went out of their way to let me know they were impressed with King College students.

The images of the people we met are indelibly etched on my memory. In particular I want to tell you about one young woman, 26 years old. She came to the clinic both days. On Saturday she had 5 teeth extracted. On Sunday, 11 more. "This is the happiest day of my life!" she told Dr. Fitsanakis. "My teeth have hurt since I was 12 years old; I'm glad to have them out." I will remember her for a long time,...not just when I go to the dentist.

You can check the RAM website for more information.
http://www.ramusa.org/

Website Update

It's been my goal this semester to spend Tuesday mornings working on the Arts & Sciences portion of the King website.

My first priority was to get the faculty names and credentials correct. I promise I will update that list promptly every semester.

Today, November 17, I finished posting all the program descriptions. The formatting of the program descriptions is still not satisfying, but the text is accurate and the list of faculty for each program is also right.

I added a few images. The small file of images that I have to work from limits what I can find. However, I was able to link the video of the Men's Ensemble performing the "Star-Spangled Banner" at the Bristol Motor Speedway. That is a sweet success story not only for the students but for me as your web designer! Go to the King College Website , then Majors & Minors, and finally Music, to see our students on You Tube.

You all sent wonderful images with your web copy. Most of those have not been "worked up" for use, so they are not posted to the image library yet. To facilitate that, I am advertising an internship for some enterprising TCOM or Digital Media major. The intern's duties would be to edit photos, size them properly, and develop a filing system that would make them readily available to me and other faculty and staff working on the website.

We are making slow, but steady progress. Thanks for all your contributions and your patience as we work to make our dreams for the website become reality.

Outlook Etiquette

Did you ever have a birthday party in your growing up years? Remember how thoughtfully you chose the party invitations and how carefully you filled in the time, date and place? Do you remember the excitement of planning the party? and the intense feelings of anticipation when it was almost time for the guests to arrive?

Well, strange as it may seem, I feel much the same about the meetings I am responsible for. You may dread meetings rather than look forward to them; however, you cannot avoid them. I plan my meetings carefully, and I schedule them with awareness of the commitments of the people on my invitation list.

We on the King faculty have a powerful tool at our disposal—Microsoft Outlook. It can keep track of our events, remind us when it’s almost time for a class, appointment, or meeting, and—the best feature of all—allow a meeting planner to see the schedules of all invitees on the meeting list.

However, with the convenience comes important responsibility. We MUST post our schedules to Outlook and keep them updated. I include EVERYTHING on my Outlook calendar from dentist appointments to haircuts to weekends with my grandchildren. If you need me to attend a meeting, you can tell whether I’m busy or not.

Furthermore, just as you would have been disappointed not to know whether your best shildhood friend was coming to your birthday party, I am disappointed when I get no response to a meeting request. I will be frank: if I need to know whether you will attend a meeting or event, I send a meeting request. If I’m just letting you know that an event is occurring, I will send an email and not expect a response. Responses—yea or nay—to meeting requests help meeting planners choose meeting spaces, make the correct number of handouts, and prepare the right amount of food.



If you get a meeting request, PLEASE RESPOND.

Just click
"Accept"
"Tentative"
or
"Decline"

It's that simple.

And, make sure your calendar is always up to date.

Seeing and Believing

Moon rising in the autumn sky over Parks Field. You see it, and you almost don't believe it.

Many faculty have seen summonses this week from their supervisors becasue it's time for classroom observations--mandatory for all those in a contract-renewal year.

So far we have been encouraging classroom teachers and supervisors/peers to agree on a day and time rather than doing observations unannounced.

Why does the college believe this practice is important? Let me answer that question with the same story I told the Arts & Sciences Department Chairs when we met last Friday.

I come from a "teaching" family. My grandmother was an elementary teacher and principal in both the Chicago Public Schools and Cook County, IL. My aunt, who was like a second mother to me, taught third and fourth grades in Evanston, IL, and St. Joseph, MI. My mother taught elementary school in Illinois and mathematics Michigan and also served as a high school principal. My biological father was a long-time English teacher in Sioux Falls, SD, and--catch this--advisor to the yearbook. My stepfather taught history and government before finishing the last 20 years of his career as a high school guidance counselor. I come to teaching both by nature and nurture.

The year I was nine, my stepfather lost his job teaching social studies at Grant High School. The only reason for this disgrace was that he was in the wrong place at the wrong time. The Superintendent in Grant summarily fired all the teachers in the high school who had been there before he came. Mr. Schroder began his tenure in Grant in the Fall of 1952 and fired the entire high school faculty the following spring. No investigations, no documentation of competence or incompetence. Just no contracts for the next year.

This frightened me and angered my parents. They began job searching all over the state of Michigan. We went to interviews in Warren, Flint, and other tiny towns scattered in the lower peninsula, and it was not until well into that summer that both my mom and dad landed jobs in Watervliet. My dad finished his career there retiring in 1982. My mom only stayed for 2 years, moving in the fall of 1955 to St. Joseph, where she taught until she retired.

One effect of the job loss was a pragmatic and tough activism. Both my parents were strongly opposed to unionization for educators; mentioning the American Federation of Teachers always provoked them to make negative comments. They insisted that teachers were professionals, and that as such they should negotiate professionally for fair salaries and important benefits like health insurance, sick days, personal leave days, and protection from the sort of injustice that my dad and all the other high school teachers suffered at the hand of Superintendent Schroder in Grant. In those days the professional organization--not yet the union it is today--was the NEA and its affiliates, MEA (Michigan Education Association) and the local __EA in each school system. My mom served as president of the SJEA several times when she worked in St. Joseph. One of her motivations was, of course, protection--job security and just treatment of individual teachers.

My attitudes toward things like self-evaluation and peer/supervisor observation grew out of these events and the conversations I overheard all the years of my childhood and adolescence. I learned that having another teacher or a principal in your classroom could protect you from the whims of a demagogue. Documents in a teacher's personnel file demonstrating competence in teaching, the notes of a peer or supervisor observation, were also important to refute the attacks of disaffected parents. Helicopter parents are not an entirely new phenomenon.

So, though it may seem a bit unnerving to have your supervisor in your classroom and somewhat inconvenient to complete your self-evaluation and planning form, these things can be job savers. Seeing injustice done to my dad and many family friends made a believer out of me. So, for whatever it's worth, I pass this wisdom on to you.

Enrolling Yourself on Faculty Workspace

If you as a Full-time or a Part-time faculty member are not already enrolled on the Faculty Workspace Blackboard Site, you need to be!

Here is the procedure:

Log on to Blackboard
Go to Courses
Search “Faculty”
You will see “King College Faculty Workspace” as the course name
Under “Committees” is the symbol for a drop-down menu
Click on that symbol
You will see “Enroll”
Click on “Enroll” which will give you the self-enrollment screen
On the right side of that screen, click SUBMIT.
One of the administrators of the site will approve your request.

Get It out of the Way? . . . No Way!

Even though the whole college—business majors, nursing students, and pre-service teachers included—has some interest in the structure and content of general education requirements, these groups see it as something to “get out of the way.” As Tim Clydesdale’s The First Year Out so clearly states, for students the value of their college education is a narrow career objective with a $$ attached.

We in Arts and Sciences see things differently. For us, the ones charged with packaging and delivering the wisdom of millenia (hence Athena, Goddess of Wisdom, pictured here) and critical life skills in communication, numeracy, teamwork, and critical thinking, the Core Curriculum is the way, second only to “The Way” in John 14:6.

Because of our vested interest, we owe it to our disciplines, our college, and our students to do the Core with all the passion and energy we can muster. And, of course, we must measure what we are doing with precision and scrutinize our collected data with perspicacity.

The MEETING coming up on Monday, October 19, for all Core teachers is important. It will lay out our course-embedded assessment plan for 2009-2010. It will remind us what data we need to collect and which IDEA objectives to mark for each course being taught for Core Curriculum credit this semester.

The plan was laid out in the re-imagined course proposals that came to the Ad Hoc Core Curriculum Revision Committee. However, the measures and methods may not be as familiar to the “boots-on-the-ground” classroom teachers as they were to the course designers. Hence this meeting.

IDEA Course Evaluations
Last year we pre-marked the IDEA Course Evaluations for Core classes, but some teachers really felt constrained by the fact that they could not measure distinctive features of their particular courses. So, this fall we are counting on teaching faculty to mark the objectives “Essential” that are designated on the course proposals, AND allowing each teacher to mark other objectives of his/her choice up to a total of five as either “Essential” or “Important.”

Course-embedded Measures
Just as we hope our students will embrace not only their Core Curriculum assignments but also the values and understandings those assignments can foster, we must undertake assessment with zeal. This year that means doing course-embedded assessment well.

CBASE
We will be continuing to use the CBASE; however, we are not giving it in 2009-2010. In the future we will give it to seniors as a part of KING 4000 to see if (as the SACS standard stipulates…) our graduates, four-year King students and transfers alike, do possess the five competencies we say our Core accomplishes. The students who are seniors this year took CBASE in the fall of 2008, so we will not be testing them again in 2009-2010.

This year the burden of assessing the New Core rests on each person teaching, and all but two are in the School of Arts and Sciences. Good assessment practice is one way we will get to keep on doing the job we love. Let’s not treat it as something to get out of the way.

Home

If home is where the the heart is, this place, this view, is home for me. The top of the beachwalk in Birchwood makes my heart happy. I drive miles to get here. I walk to the beach in all kinds of weather. And, every time I get to the top of the beachwalk, I stop and breathe in hard.

If the Lake is rough, I may have been hearing it roar all the way from my house. But the first glimpse that I get is a reminder that I am home.

If the Lake is calm, glassy smooth as it often is in summer, when I get to the top of the steps, I can hear children at play or a dog barking.

If the Lake is frozen, I am awed by the expanse and the absolute stillness that never happens otherwise. For even calm, the water laps at the shore in gentle wavelets that make the smooth gravel at the shoreline whisper.

If I go at sunset, I see the bright path on the water, and the world is bathed in rosy light.

This home of mine renews my energy. After being here, I'm ready face my never-ending list.


Carl Sandburg lived in my neighborhood from 1927 to 1945: he wrote the Lincoln biography here on the dune overlooking the Lake. Roger Ebert has a house nearby; I meet him going in and out on the ravine road and see him in local eateries. He may write his movie reviews on the dune, too. I live here. Big chunks of my two books were written in this place. It's a writer's place.

Fall Break Greetings from Birchwood Beach
Harbert, Michigan
49115

Insomnia and the Harvest Moon

Scottish artist Lesley Mclaren created this oil on canvas; I found it on her personal/professional website (http://www.lesleymclaren.co.uk/index.asp. It could be the harvest moon over Appalachia.

Last night I lay awake and watched the moonbeams stream in my west-facing window. It seems I am often awake when there's a full moon. Could there be a connection? Wakefulness and dreaming often go together.

My days have been so busy lately that my dreams for Arts & Sciences have been submerged in the flurry of activity around the SACS visit and now the revision of all the program ABC forms. But the moonbeams worked their magic; they brought the dreams to mind.

Let me share two dreams with you:

1. I would like to see us "convert" a large number of students from undecided to Arts & Sciences majors. We have 22 exciting programs. Last spring we "signed" 76 new students to our rosters; we need to do that again this semester as we go into advising mode for Spring 2010.

2. I would like us to imagine one or two adult degree-completion programs for our School. Our total numbers should include not just our traditional majors and minors but also some adult learners who are working toward bachelors' degrees.

We are the heart of the institution, we teach all but one class in the Core, we provide most of the KING 1000 and 2000 instructors, we do the tracs in D.C., we supply most of the student and faculty lecturers, we attend ball games, plays, concerts, recitals, films, chapel, and Buechner events. All that is more than wonderful. But, I still want a piece of the action with the adult students. We need to add this one more arrow to our quiver.

What dreams surface for you under the harvest moon?

Closing the Loop

This diagram came from Arizona State's assessment website
But, I could have made it myself. You don't have to look very far to realize that colleges and universities across the nation are talking about assessment.

By next Monday each program administrator and I will have reviewed program assessment documents, the ubiquitous ABC forms, for all the programs (22) in Arts and Sciences. As a result of our SACS team's visit on September 11, we are doing some fine tuning to our report and the supporting materials.

At the moment we are tightening our outcomes and the measures we have identified to evaluate them. We are clarifying the language. We are making sure that every measure listed on a C form has a criterion for success. We want to make sure that we know how to determine whether a student has missed, met, or exceeded expectations.

Is this closing the loop? Not yet. As the diagram at the top so clearly demonstrates, we will not close the loop until May when we look back at the data we collected, analyze it, recommend changes based on our analyses, and make the changes. So, we are almost an entire year away from closing the loop.

The same process is happening in the Core Curriculum. Very soon there will be a meeting of all faculty teaching in the Core. The assessment process will be the centerpiece of the meeting. We will show what needs to be collected and what sort of analysis should take place. The conclusions reached in May 2010 will impact content, form policies, and dictate pedagogies for the next academic year.

Assessment is neither meatloaf nor moonbeams--neither comforting nor visionary. However, there can be great satisfaction in doing it well. Embedded in the process is freedom. Knowing the truth from the data we collect gives us the impetus to chart our course for the future. We are actors not victims.

The School of Arts and Sciences has really embraced assessment. We are life-long learners, and we are learning the necessary techniques and entering the discourse community of institutional effectiveness. I have contended all along that anyone who would teach well does assessment through every semester and in every planning cycle. We teachers are always thinking about what worked in a particular class and why. And, furthermore, we make changes in content, methodology, and delivery all the time. We close the loop.

Full-Time A&S Faculty List...

..is finally up on the college website.

It's taken me all day, several false starts, and new directions in the middle of the process.

I used the information in the catalog, which I assume is correct--spelling, degrees, and titles.

Here's the link.
http://artsandsciences.king.edu/index.php?id=676

Let me know if you see any errors.

Experience. D.C.

“You fill up my senses, like light in a forest…”
Not quite…

Diesel exhaust,
Hot dogs grilling on a vendor’s cart
Popcorn,
Starbucks’ coffee brewing at a corner store,
Whiffs of perfume,
Nicotene addicts’ acrid effluvia.

Human voices speaking many languages,
Clicks of the heel taps at the Tomb of the Unknowns,
Helicopters overhead, wooka-wooka-wooka,
Jets screaming aloft at 2-minute intervals,
Birds calling in the quiet of Arlington Cemetery,
Sirens' urgency dulled by their frequency,
And the throaty rumble of traffic an auditory foundation.

Tourists with cameras and funny hats,
Looking up, snapping photos.
Men in dark suits,
Carrying briefcases, hurrying,
Women dressed classy, heels tapping pavements,
Inscrutable behind their sunglasses.
Joggers earbudded.
Poised impatiently at every crosswalk.
The city's servants--cooking, cleaning,
watering, weeding, serving, selling.
King students moving like snails,
Shod in flip-flops despite good counsel.

Surprising vistas—
The domed Capitol,
Monuments lit by sun-light or spot-light
Against skies' blues.
Bright flowers against green.
White gravestones in ordered rows,
Soldiers, sailors, airmen, policemen
Fit, uniformed, hair cut close.
The capital’s homeless in layers of clothing
No matter the weather.

Warm sunshine,
Cool breezes,
Whoosh of stale wind as a train streaks past
the Metro platform.

Tired feet,
Sore muscles.
Down comforter.
Senses overloaded.
Sleepy bus trip.
Home.

Thoughts on Faculty Self-Evaluation and Planning Forms

Feeling fossilized? Don't succumb! You are in charge of your courses, your scholarship, and your service involvement at King College.

Last week, in the space of four days, I read and responded to self-evlauation and planning forms from all full-time faculty in the school of Arts & Sciences—that’s 33 in all. Each one took me about 30 minutes to read and respond to. You do the math; that’s 16.5 hours—a lot of time.

Some of the forms are simply delightful to read. Our colleagues, the people we see every day, are doing and planning to do some amazing things. I wish I could share the great ones with you for several reasons. But, I can’t. Our community is too small. You would guess immediately whose was whose.

However, I would like to share my observations:

1. This form should be a persuasive argument for your re-employment to your supervisor and to all those up the line—School Dean, Dean of Faculty, Academic Vice-President, President.

2. The tone (attitude toward the audience) should be positive—honest and forthright. No whining!

3. Not every person can be stellar in every area; as Jesus said in his parable, take the lower seat and let the host ask you to move up to a more honorable position. Mark your check boxes as “Satisfactory” unless you are sure your effort is more than anyone else’s in a particular category.

4. Everyone should have plans for the up-coming academic year; it is really not acceptable to say you have no plans to improve or to change your courses, your service, your leadership.

5. It’s good to vary your style a bit from question to question—some paragraphs, some bulleted lists.

The self-evaluation form is a privilege. It’s our chance to talk about the vocation we love on our own terms. We should do our best so that we continue to enjoy the opportunity to tell our own stories in our own words. There are other sorts of evaluation that could be forced upon us.

Getting Started

Two instances recently (my online American Literature class during the summer and my attempt to mentor the KING 2000 mentors) have moved me to blog, and I like it so much as a way to communicate quickly and topically that I have decided to start a blog for you, the Arts & Sciences Faculty. This is a good way for you to receive updates from me.

I find that email is not as effective as blogging when I want information to be readily available for more than an instant. In less than a day, an email is lost and off your screen, but the blog is there whenever you choose to access it. If you bookmark the link, it’s a simple click away.

In the past I have done newsletters from time to time for distribution in paper form, but those take more time and energy for me to write and format. I get caught up in having just the right number of words to fit on the page, in deciding on the layout of my document, and in choosing the fonts and images to fit my space.

The blog is so simple! I can easily insert an image or even a video. The text is formatted for me. I can just write whenever I have something to communicate.

So welcome to my blog. I want you to have the comfort of quick information and to also glimpse my dreams for us—Arts & Sciences, the flagship School at King College

I am eager to share my thoughts, answer questions, and get your feedback as we move through the semesters.