IC 20/20 Question of the Week

Questions

May 1, 2013
Are professional school faculty involved in the development and delivery of the Integrative Core Curriculum (ICC)?

April 24, 2013
How are the professional academic advisors in the new advising center different than faculty advisors?

April 17, 2013
I haven’t heard much about the Civic Engagement Initiative. What is happening on this front?I haven’t heard much about the Civic Engagement Initiative. What is happening on this front?

April 10, 2013
Have we made progress on the creation of the Student-Alumni Mentoring Program?

April 3, 2013
How is the IC 20/20 Advisory Committee going to monitor progress on IC 20/20 initiatives?

March 27, 2013
Will there be banners?

March 20, 2013
What progress has been made on the expansion of the First-Year Residential Experience (FYRE)?

March 6, 2013
Where can I find an overview and updates on IC 20/20 and the activities associated with it?

February 27, 2013
What is our definition of diversity?

February 20, 2013
The IC20/20 plan includes a set of diversity initiatives. Are we making progress on any of these?

February 13, 2013
Expansion of online learning opportunities is one of the IC 20/20 initiatives. What are we doing to implement that initiative?

February 6, 2013
I hear references on campus to the ICC and IC 20/20. Are these the same thing?

January 30, 2013
What is the charge and the membership of the IC 20/20 Advisory Committee?

December 19, 2012
What progress have we made with the New York City (ICNYC) program?

December 12, 2012
IC 20/20 is now in the second year of implementation. I'd like to hear about an initiative that you deem an early success.

December 5, 2012
Why do we need to launch the new Integrative Core Curriculum in the fall of 2013 when the Middle States accreditation report does not mention that date? Why can’t we slow down?

November 28, 2012
Given that we are facing budget cuts, why are we moving forward with the establishment of a centralized student advising center? What will these advisors be doing?

Answers

May 1, 2013
I am very pleased to be able to say definitively, YES!  Many faculty from across the College have worked incredibly hard in the last year to develop the structure, policies, and courses necessary to deliver the ICC beginning next fall.  A huge percentage of these courses are being offered by faculty in the School of Humanities and Sciences, which is appropriate as the ICC is a liberal arts program.  I want to take a moment here to thank the faculty in H&S for all their hard work, and for the work yet to come, as we move forward with the first ever Ithaca College general education program.
 
But faculty from our professional schools are also working hard to ensure the success of the ICC.  For example, out of approximately 80 Ithaca Seminars being offered in the fall, 23 sections and 25 faculty come from one of our professional schools.  Five Writing Intensive courses (out of 11 approved thus far), 6 Quantitative Literacy courses (out of 10 approved) and 17 Capstone courses (out of 17 approved) are from one of the professional schools.
 
A significant amount of work beyond course development has been necessary to move forward with the ICC.  In addition to the enormous amount being done by faculty on the Committee for College Wide Requirements (CCR) and the Academic Policies Committee (APC), both of which include faculty representatives from all 5 schools, faculty are working hard on various other subcommittees and working teams.  The ICC Assessment Rubric Team this semester includes 5 faculty from H&S and two from professional schools, one of whom is the team co-chair.  On the Portfolio Process Team, 3 of the 7 members are from one of the professional schools.
 
The list could go on, but I think it is clear that this distinctive new program is being developed and ultimately implemented because of the hard work of faculty from across the institution.  So thank you all, no matter what your home school might be, for the efforts you have made.  This is truly a College program, and one of which I am confident we will be very proud.

Back to the top of page


April 24, 2013
How are the professional academic advisors in the new advising center different than faculty advisors?
 
Faculty advisors are experts in their academic disciplines, having taught, researched and published in their fields. Faculty advisors are knowledgeable about specific courses in their divisions, and in the educational and career opportunities in their areas of concentration. It is critical that students meet with their IC faculty advisor to discuss academic and professional goals, as well as internship and networking opportunities.
 
Professional academic advisors, however, will carry the responsibility of knowing IC graduation requirements for every major in every school, and most importantly, how those requirements interact. IC’s professional academic advisors will be available to all students (regardless of major), and serve as an immediate across-campus advising resource for faculty, especially with respect to the new Integrative Core Curriculum. IC’s professional advisors will also provide additional support for Transfer, Exploratory Students, and internal transfer students.
 
As a one-stop shop, the Academic Advising Center will allow our students to readily meet with a professional advisor who can help identify, explore, and navigate academic alternatives, discuss the consequences of academic decisions, and be introduced to additional campus resources.  IC’s professional academic advisors adhere to NACADA best practices in advising (nacada.ksu.edu).
 
With a scheduled move-in date of May 1st, look for the Academic Advising Center to be located in the newly-named Rothschild Building, formally known as the Administrative Annex.

Back to the top of page
 

April 17, 2013
Further integrating civic engagement into the student learning experience is an important part of the IC 20/20 plan. As such, in May of 2012 the Office of Civic Engagement was created to foster the development and coordination of curricular and co-curricular community partnerships. Ultimately, the Office of Civic Engagement (OCE) will be known as the College’s central clearinghouse for student volunteer and service learning opportunities. (More information can be found by visiting its website at www.ithaca.edu/civic-engagement). Although the Office of Civic Engagement will focus on a variety of components, I want to focus your attention today on the service learning program.

Service learning, engagement in the community directly imbedded in the curriculum, is critical to our civic engagement program. It is anticipated that the OCE will serve as a resource to assist faculty in defining service learning objectives, developing collaborative programs and activities, and assessing the educational benefits of service learning activities for students and the community. This work is being led by a group of dedicated faculty who serve on the Service Learning Design and Implementation Workgroup: Ali Erkan, Associate Professor, Computer Science; Belisa Gonzalez, Associate Professor, Sociology; Hormoz Movassaghi, Professor, Finance and International Business; James Rada, Associate Professor, Journalism; Michael Smith, Associate Professor, History; Patricia Spencer, Assistant Professor, Writing; Jessica Valdez Taves, Assistant Professor, Occupational Therapy; and Nicholas Walker, Associate Professor, Music Performance.

The Service Learning Design and Implementation Workgroup is in the process of inventorying service learning courses and programs, individuals who want to teach service learning courses, and gathering information on the challenges that may surface when offering such courses. The workgroup is also evaluating the ways in which the OCE can assist faculty in the creation and implementation of service learning programs. I know many of you are already teaching service learning courses, so I encourage you to reach out to the members of the Service-Learning Design and Implementation Workgroup to share your creative thoughts and experiences, and to lend support to this important program.

Back to the top of page
 

April 10, 2013
One of our IC 20/20 initiatives calls for the creation of a Student-Alumni Mentoring Program. The program will expand our existing efforts in this area in order to offer students across campus the opportunity to interact with alumni even as those students define their educational goals, and later as they navigate the transition from student to workplace professional.

Students will gain insightful feedback, encouragement, and advice from alumni, ultimately helping them to develop the confidence necessary to succeed no matter what their individual goals might be. In turn, the program will encourage alumni to take inventory of their accomplishments, to continue building professional and social networks, and to build and sustain a lifelong and meaningful relationship with Ithaca College. In other words, both alumni and students will have the opportunity to build a stronger college-wide community around shared career, academic, cultural, and/or social interests.

The focus on the first-year pilot phase of this networking program (May 2013 - May 2014) is to create an on-line forum, hosted on LinkedIn, for discussions between students and alumni in six career areas: Finance, Integrated Marketing Communications, Law, Physical and Occupational Therapy, Education, and Theater. The online forum will provide an avenue whereby alumni can share their professional experiences and perspectives on specific career topics, and students can gain valuable insights and information about their career path.

If you wish to get involved in the online Student-Alumni Mentoring Network scheduled to launch at the end of this month, I encourage you to contact Gretchen Van Valen, Office of Alumni Relations, who is directing this initiative. Gretchen may be reached at gvanvalen@ithaca.edu.

Back to the top of page
 

April 3, 2013
A key component of the IC 20/20 Advisory Committee's charge is to monitor the progress on achieving the goals of the IC 20/20 plan. I am happy to report that the committee is moving forward this spring with an important step in fulfilling this part of the committee’s charge.

The advisory committee has developed a template that asks each unit overseeing an IC 20/20 initiative to report on progress to date, challenges, and goals, among other things. This document will be sent to appropriate individuals within the next week, asking for a response later on this semester. The reports, which should include information about how the initiative’s objectives are being assessed, will be reviewed by the committee. The committee will ask for additional feedback or reporting as needed, but will collect these reports no less than once per year. They will be used to help us monitor our continued progress on each initiative being pursued, and on our assessment practices. Why? Because it is critical that we not only successfully implement each initiative, but also advance the student educational experience in all the ways we intend. Without the assessment of student learning we cannot know whether or not IC 20/20 has truly been successful.

Back to the top of page
 

March 27, 2013
As you know, in the fall we will be launching the College’s first ever institution-wide general education program, the Integrative Core Curriculum (ICC). The Themes and Perspectives component of this new program is especially distinctive. As a reminder the themes are:

Identities
Inquiry, Imagination, and Innovation
Mind, Body, Spirit
The Quest for a Sustainable Future
A World of Systems
Power and Justice

These are exciting themes and our goal is to give them life across campus in various ways. To do so we must reach beyond the specific courses associated with each theme, though those obviously are central. The new First-Year Residential Experience, programming in the Center for Faculty Excellence, Orientation and orientation training, and events and programs across campus all are critical to this goal.

Equally important is that the themes be visibly present on campus. As this week’s IC 20/20 question suggests, this need is on the minds of many who are involved directly or indirectly with the ICC. As such, I am very happy to let you know that the answer to the question is a resounding yes! There will be banners on campus, as well as other materials, that provide a consistent visual representation of each of the themes. This is great news and I want to thank Marketing and Communications for their work on this project.

So be on the lookout. Maybe you will be one of the first to spot the new theme banners, and other materials, as they begin to appear. The goal is to have the banners up before our first summer 2013 new student orientation session.

Back to the top of page
 

March 20, 2013
Although the FYRE was not slated in the IC 20/20 plan for significant expansion until later in the planning period, we have indeed made significant progress on this initiative. The opportunity to enhance the student educational experience through an FYRE that is connected to the new Integrative Core Curriculum (ICC) was so significant that waiting to move forward did not make sense. So I am excited to let you know that in the fall approximately 1000 of our incoming first-year class will participate in a new FYRE with significant connections to students’ academic programs. If successful we hope to be able to expand this to all first year students beginning in the fall of 2014.

Among other things, the FYRE next year will include the following elements:

  • Each first-year residence hall will house students in each ICC theme proportional to the distribution of students across all themes.
  • Each residence hall or cluster of halls will have six faculty/staff associates, one for each of the ICC themes.
  • The faculty/staff associates will each work with designated RAs to plan programming connected to a specific theme.
  • At the start of the year the faculty/staff associates across the FYRE program will work to plan a “kick-off” event for each theme area (though this may need to be delayed until the fall of 2014, given the timeline required for planning such events).
  • The faculty/staff associates and RAs working in a theme will provide a specified number of theme based programs and civic engagement opportunities each fall and spring semester. Students will be asked to attend two of these events each semester.
  • RAs will continue to have one-on-one meetings with each resident three times per year (twice in the fall and once in the spring). Additional questions about theme integration will be added to the scripts for these conversations.
  • Students will be encouraged to submit a reflection piece to their e-portfolio each semester outlining the events they attended and what they learned from their involvement.

I want to emphasize that each theme will be represented in all of the first year residence halls so that students will still have flexibility in their housing choices without feeling constrained by their choice of a theme, and vice versa.

This new program, though not required of students, will significantly help us achieve a key IC 20/20 goal, maximizing the residential nature of IC through the increased integration of the curricular and the co-curricular experiences of students. Once fully implemented this will be an exciting new dimension to an IC education.

Back to the top of page

 

March 6, 2013
I am very excited to be able to tell you that Marcom has just launched a new IC 20/20 web page. The site gives a short overview of the IC20/20 plan and brief summaries of the various initiatives on which we have been working. Imbedded throughout the web page are links to other sites with more detailed information, for example the Integrative Core Curriculum or our New York City program (ICNYC).

It is important to note that the site is available to the public and so does not include information such as task force reports or similar types of documents, but it will give you relevant information about our progress on IC20/20 priorities. The site will continue to evolve, and I hope you will take the time to look at it regularly for information and updates of particular significance. The page can be found at: www.ithaca.edu/ic2020

In the meantime, please join me in thanking Rachel Reuben, Molly Israel, and the whole Marcom team for their great work on this project.

Back to the top of page
 

February 27, 2013
I received a lot of positive emails in response to last week’s IC 20/20 question of the week. Amongst those emails were questions about exactly how Ithaca College defines diversity. I am pleased to tell you that we do have an official statement on diversity that is very inclusive and meets, I believe, most of the suggestions people have been sending to me.

Here is our official statement:

“Ithaca College values diversity because it enriches our community and the myriad experiences that characterize an Ithaca College education. Diversity encompasses multiple dimensions, including but not limited to race, culture, nationality, ethnicity, religion, ideas, beliefs, geographic origin, class, sexual orientation, gender, gender identity and expression, disability, and age. We are dedicated to addressing current and past injustices and promoting excellence and equity. Ithaca College continually strives to build an inclusive and welcoming community of individuals with diverse talents and skills from a multitude of backgrounds who are committed to civility, mutual respect, social justice, and the free and open exchange of ideas. We commit ourselves to change, growth, and action that embrace diversity as an integral part of the educational experience and of the community we create.”

I want to bring attention to the last sentence of this definition. As an institution we have committed ourselves to change, and this change is necessary in order for us to meet our diversity goals. I want to underscore what I said last week: we have taken and are taking important steps to change and grow in support of diversity. But we need to do more and we need the entire campus community to work to ensure that we are an open and welcoming community that lives up to the values expressed in our diversity statement. Help us continue to make progress.

Whether by email, phone call, or in person, I get many excellent questions about IC 20/20 and the specific initiatives on which we are currently focused. Send your questions to provost@ithaca.edu and each week I will pick one that is particularly popular (submitted repeatedly) or timely, and post an email response.

Back to the top of page
 

February 20, 2013
We have taken many positive steps to help us achieve the diversity goals included in the IC20/20 plan. This week, I will focus on the specific goal of increasing the number and retention of underrepresented ALANA faculty.

Working with the Office of Human Resources, we have strengthened our outreach efforts by expanding the reach of our position advertising even as we continue to develop a more robust listing of educational institutions that serve high numbers of ALANA graduate students. In the fall semester Ithaca College participated in a diversity recruitment event that attracted over 900 minority scholars searching for faculty positions. This spring another team will attend a conference that focuses on retaining faculty of color on college campuses. Participation in such events is important if we are going to achieve our diversity hiring goals.

The search process itself also includes steps intended to ensure a diverse pool of qualified candidates. Strong communication exists between the Office of the Provost and the Office of Human Resources as applications are reviewed by search committees to determine semi-finalists and finalists. Careful monitoring occurs at these stages and deans are notified when further evaluation is recommended to ensure a diverse pool of qualified candidates. In addition, all faculty finalists (full-time or continuing non-tenure eligible) now meet with a representative from the Office of the Provost during their on- campus interviews. Over 65 such interviews have taken place to date. These conversations not only allow the candidates to learn more about institutional priorities such as the IC 20/20 plan, but also help close the loop by aligning the hiring process and decisions with our institutional diversity goals.

But we know we can and should do more, and we know that achieving our diversity goals in hiring and beyond requires a campus wide commitment. In an effort to provide professional development for faculty and staff with regard to hiring for diversity, a half-day workshop is being planned that will focus on how we can continue to improve the diversity of our hiring pools. The workshop will focus on how to advertise using inclusive language, how to examine pools from an inclusive perspective, and how to rethink the traditional on-campus interview schedule that often neglects key areas of interest expressed by finalists (community support groups, housing, schools, etc.). I hope you will watch for this workshop in the late summer or early fall, so that we can work as a community to make progress on our important diversity goals.

Whether by email, phone call, or in person, I get many excellent questions about IC 20/20 and the specific initiatives on which we are currently focused. Send your questions to provost@ithaca.edu and each week I will pick one that is particularly popular (submitted repeatedly) or timely, and post an email response.

Back to the top of page
 

February 12, 2013
The expansion of online learning opportunities is indeed an IC 20/20 priority. We have taken some important steps already, but we have much more work to do. I hope you will help.

First, last spring I appointed Rob Gearhart to the position of Assistant Provost for Online Learning and Extended Studies. Among other things, his primary responsibility is to help us as a campus community expand online learning in ways appropriate to our mission. He has already helped to expand our online offerings in the summer and winter sessions, working to support faculty interested in the development of online (including hybrid) courses especially in collaboration with the Center for Faculty Excellence and ITS. We have increased the availability of online courses during the regular semester in direct support of our New York City program (ICNYC). Such courses allow students to make progress on some of their traditional coursework even while engaging in exciting internships in NYC.

But there is more work to be done in this area. Not only is further expansion of course offerings appropriate, but there may be additional opportunities to use electronic avenues for co-curricular and non-credit bearing activities or to engage further with individuals and programs from around the nation and the globe. We need a plan to help us reduce barriers and move forward in ways we as a community believe are worthy of pursuing, and Rob Gearhart is leading a group to help us develop this plan.

The committee, which includes faculty, staff, and students, is working this spring to accomplish this task. They have set up meetings in the schools and with groups such as Faculty Council, APC, and Student Affairs directors, among others, in order to engage the campus community in further development of our online strategy. I hope you will engage with this committee as we work to implement this particular IC 20/20 initiative.

Back to the top of page

 

February 6, 2013
While the Integrative Core Curriculum (ICC) is a critical component of IC 20/20, they are not the same thing. The ICC is the new core or general education program that will be required of all undergraduate students beginning in the fall of 2013. The program, among other things, includes as a central component a ‘themes and perspectives’ sequence focused on a single globally relevant topic that will foster integrative learning. Students will select from one of six themes. Programming in the First Year Residential Experience (FYRE) will also connect to these themes. Please visit this link to learn more about ICC: www.ithaca.edu/icc

IC20/20, on the other hand, is Ithaca College’s strategic vision for the current decade. It was approved by the Board of Trustees in May of 2011. The plan consists of fifteen different initiatives developed by the campus as a whole through the work of task forces formed for this purpose in the fall of 2010. Together, implementation of these initiatives (of which the ICC is one) will transform the educational experience at Ithaca College in ways appropriate to our history, strengths, and commitments and the demands placed on our graduates to operate in the integrative world of the 21st Century. I encourage you to review the plan by using the links available at www.ithaca.edu/provost 

Back to the top of page

 

January 30, 2013
The IC 20/20 Advisory Committee was created in the fall of 2011. As officially written, the charge of the committee is to “monitor achievement of the goals connected with this [IC20/20] strategic plan, including achievement of the foundational or background activities that enable the IC 20/20 goals to be achieved. The Advisory Committee will work with the IC 20/20 timeline and will as needed offer advice on possible adjustments to that timeline.”

In the last year and a half the committee has discussed a broad range of IC 20/20 issues related to the 15 specific initiatives included in the plan. Often the committee invites a non-committee member to update the group on the status of a particular initiative and provides input into the implementation of that specific initiative. This spring, among other things, the committee will be working on a report to the Institutional Effectiveness and Budget Committee (IEBC) on our IC 20/20 implementation progress.

The committee includes students, staff, faculty, and administrative representatives. The members are:

Anne Marie Farrell (faculty)
Diane Gayeski (dean)
Sara Haefeli (faculty)
Robert Hohn (student)
Mel Jensen (staff)
Marisa Kelly (provost and committee chair)
Ayeshi Patel (student)
Nancy Pringle (vice president)
Bonnie Prunty (staff)
Warren Schlesinger (faculty)
Patricia Spencer (faculty)
Sharon Stansfield (faculty)
Mary Ellen Zuckerman (dean)

I wish to take this opportunity to thank all of these committee members for their hard work and continued dedication. Members have met, on average, every other week for the past year and-a-half and they have provided a wealth of suggestions, guidance, and vision as we monitor the achievement of the goals connected with the IC 20/20 plan.

Go back to the top of page

 

December 19, 2012
Several of you have been asking about the status of ICNYC so I thought I would take this opportunity to update you on this specific IC 20/20 initiative before signing off until spring semester.  The IC 20/20 ‘Question of the Week’ will resume on Wednesday, January 23, 2013, so please continue to send me your questions at provost@ithaca.edu.

As you know, this spring marks the one-year anniversary of our students living and learning in the Big Apple through the ICNYC program.  During this brief time, we have experienced tremendous growth with over 50 students participating this spring. The educational opportunity provided by ICNYC also continues to expand.  For example, an alumni-student mentoring program was established to foster professional relationships between current and former students, and the program’s course offerings have expanded to leverage all of the opportunities, culture, and history that NYC has to offer.  Equally exciting is the plethora of excellent internships secured by students in the School of Business and the School of Communications. Students have (or will this spring) successfully interned at Rolling Stone, PricewaterhouseCoopers, The Michael J. Fox Foundation, Madison Square Garden, Saturday Night Live, The Late Show with David Letterman, G2 Direct & Digital, Focus Features, Telemundo, and Disney – just to name a few!

Interest in ICNYC is increasing campus wide.  Coming next fall the School of Music will be launching two exciting NYC-based initiatives: a Music Immersion Program and a Sound Recording Technology Program.  Additionally, students in Humanities & Sciences and Health Sciences and Human Performances have been working with their faculty advisors to make this experiential learning opportunity part of their academic plans.

Our students, faculty, staff, and alumni have made the ICNYC Program a tremendous success during the past year and we look forward to continuing to see Ithaca College students live, study, and intern in one of the most dynamic cities in the world.

Back to the top of page

 

December 12, 2012
There are many initiatives that are well underway at the moment, but I want to take this opportunity to talk about one in particular: The Center for Faculty Excellence (CFE).

As you know, last spring we hired Wade Pickren as the Director of the Center for Faculty Excellence.  Since his arrival, Wade has created a warm and welcoming environment in Room 316 of the Gannett Center.  If you have not already visited the Center, I strongly encourage you to do so.  There are comfortable chairs, sofas, a large flat screen TV, beverages, and multiple resources available for you as you talk informally with colleagues, seek advice from Wade, or simply need a quiet place to grade papers.  As one faculty member recently said, “the new digs are impressive!” and from my perspective, are being very well used.

The CFE’s first program for the Fall was launched on September 18 with the initiation of new mentoring groups and concludes this afternoon with an open house (3pm-6pm).  The Center has held 26 formal events that were attended by more than 150 faculty and staff, and there have been many informal conversations over coffee or tea in the Center’s “Living Room” area.  The big event, welcomed by all, was the annual Faculty Wine and Cheese Social that was held last month, when approximately 80 faculty members gathered for casual conversation and to see friends old and new.

The Center has offered an array of other successful programs this semester.  There are too many to list, but a few examples include “How to Get a Scholarly Book Published”, “E-Portfolio and Integrative Learning”, “Creating an Effective Tenure and Promotion Portfolio”, “Understanding the Human Subjects Research Approval Process”, “Online Learning: “What’s a Mooc?”, and workshops on Quantitative Literacy and Writing Intensive Courses.  In terms of collaborative efforts, the CFE and ITS co-sponsored the iPad Pilot Project, which loaned iPads to 20 faculty members for them to use in their teaching, research, and communication.  Other collaborative efforts that have taken place include the CFE and Latin American Studies co-sponsoring a Forum on Indigenous Struggles in Latin America with noted author, Christian Neira.  The CFE and the Handwerker Gallery initiated the Handwerker Annex in the Center to display faculty art.  Two members of the Art Department, Dara Engler and Brody Burroughs, have exhibited work in the Center this semester.  I for one have thoroughly enjoyed viewing their work.

So, in just a short period of time, the Center for Faculty Excellence is up and running with a new and very experienced director who is rapidly becoming popular with faculty, programs and workshops are becoming more abundant, and best of all, a warm and welcoming space has been created and dedicated to support all faculty. 

In closing, I want to thank Wade Pickren, Jan Monroe, Susanne Morgan, Laurie Wasik, and the many collaborators and participants from across campus for all the hard work they have done to so successfully launch the Center for Faculty Excellence. Well done!

Back to the top of page

 

December 5, 2012
In addition to being as efficient as possible, we must also provide the best educational experience, and therefore educational services, for our students that we are able. It is critical that we continue to be excellent in those areas where we have been strong (i.e., the schools and our strong student affairs operation) and improve in those areas of relative weakness. While we have many excellent faculty advisors, campus-wide advising is an area in which we need to improve.

But you do not have to take my word for it. Faculty, staff, and students have been saying this for many years. Going back to at least 2004, various IC faculty and staff committees have been asking for us to make changes in our advising system. In the fall of 2008, President Rochon held listening sessions with students, faculty, staff, and alumni. The need to improve advising at IC was a consistent theme in these sessions. Students then and now feel especially strongly about this issue. Prospective students and their parents tell us that advising is important in their selection of an institution, and alumni tell us that advising is one of the areas with which they were dissatisfied as students. Even in times of fiscal restraint, addressing these types of quality concerns is critical.

So what will the central advising office do? Among other things the office/advisors will:

a) advise incoming students on the specifics of the ICC and support for their use of the e-portfolios
b) educate students regarding the technical aspects of Homer Connect or related systems
c) serve as a central office for a campus-wide early alert process to proactively identify students at-risk and provide or refer to appropriate services
d) work with internal transfer students (a group that reports they often feel lost during this time of transition)
e) do initial advising for external transfer students including teaching the one credit ICC transfer course required of these students (final approval still pending)
f) teach Ithaca Seminars, depending upon credentials and experience
g) work with the Center for Faculty Excellence to provide training opportunities for faculty advisors
h) provide additional advising to supplement existing faculty advising, especially to allow faculty more time to provide developmental advising (vs prescriptive)
i) provide registration assistance and referrals to support services
j) assist in selecting majors/minors and developing educational plans (in conjunction with faculty)
k) provide midterm outreach and advising
l) support summer orientation advising and transition-to-college
m) create and maintain an academic advising website
n) serve as a referral hub in relation to the coordination of other student service offices on campus

Of course there are many details still unknown, but hiring a director with expertise in this area will allow us to complete our planning during the spring semester so that the center is up and running, and ready to assist students by the summer of 2013. The new director will work with the campus community to shape the creation of this exciting new center.

Back to the top of page

 

November 28, 2012
I know that faculty across the campus are working very hard and at incredible speed to develop the courses and policies needed to deliver the Integrative Core Curriculum (ICC) beginning next fall. I understand why some individuals might want us to slow down, but we do not have that option. True, Middle States did not tell Ithaca College that we need to launch a college-wide general education program in the fall of 2013.

The 2008 Middle States evaluation report requirement was that “The Ithaca College faculty needs to define an educational philosophy for general education that animates the mission of the institution and clearly communicates student learning expectations, as well as the curricular plan through which those outcomes will be achieved either for the entire institution or, at a minimum, for each school and division.” The course we have taken as an institution to meet this requirement is to develop the ICC: an institution-wide general education curriculum synthesizing recommendations from a myriad of IC faculty task forces and committees (from the past few decades!) and best practices in general education curricular design. This exciting curriculum reflects our unique institutional mission and helps us to realize our long-time institutional goal of a common intellectual experience for students. Over 100 faculty are currently working very diligently to ensure the success of the ICC. We, as an institution, should be very indebted to their dedicated work. I know I am!

There is another caveat here too. Although Middle States did not dictate the specific structure of our general education program, they were very clear that we need to have assessed student learning for two cycles in that program before our next review. Our next full review is in 2018 and our periodic review is due this coming June (2013). Therefore, it is critical that we be able to tell Middle States this June that the program is in place and ready for our next incoming class. It is equally critical that we have significant student learning assessment data for our full reaccreditation in 2018. The need to present comprehensive assessment data means, to put it simply, that we have no choice but to launch the ICC in the fall of 2013.

But here is the good news! Because of your hard work we will have the courses and policies in place that are needed for a fall 2013 launch. While there are many specific details I could cite, I want to focus on just a few highlights. The CCR has reviewed and forwarded to APC 40 revised program proposals. Twenty-seven themes and perspectives courses have been approved, twenty-six more are under review, and overall in terms of necessary seats in ICC courses for next year, based on department chair submissions in September, we anticipate having 2143 available seats. These seats, by the way, will in many cases be in exciting new or revised courses that will engage our students and advance their learning. These seats are not including seats in our innovative IC seminar courses. All of this is great news.

The ICC is an exciting new program that will evolve in the various ways that faculty continue to determine. But before it can evolve it must be launched, and it must happen in the fall of 2013.

Go back to the top of page