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ANNUAL REPORT
ACADEMIC YEAR 2010-2011
DONNA KUIZENGA, DEAN
June 23, 2011 Introduction
2010-2011 was a year marked by a number of very positive developments in the evolution of the College of Liberal Arts. We obtained final approval for the PhD in Developmental and Brain Sciences and the MA in Applied Economics. We began our new student success program CLA First! We improved advising in the majors. We have a number of exciting new programs in the pipelineundergraduate majors in Communications and International Relations, the South Asia Track in the Asian Studies major, PhD programs in Applied Linguistics and Applied Sociology, and additions to our student success initiatives. Other initiatives include the emerging Center for Mentoring Partnerships and a graduate certificate in Survey Research Methods.
Faculty and staff in the College remain committed to the Universitys goals of increasing graduate programs, research and student success. As will be demonstrated later in this report, faculty levels of achievement are high, and there is much international, interdisciplinary, and engaged activity. We accomplished this in the context of straightened resourceshuman, financial, and physicaland this report serves both as a testimony to positive developments and a reminder that we are pressing at the outer edges of a sustainable operation.
Goals for AY 2010-2011
The Colleges goals for AY 2010-2011 as stated in last years annual report are listed below with the current status of each:
Increase student access, engagement and success
Gain BOT approval for PhD in Developmental and Brain Science. Program has full BOT and DHE approval and will admit students for Fall 12.
Gain BOT approval for Applied Economics masters program. Program has full BOT and DHE approval and will admit students for Fall 12.
Obtain stage 1 approval for PhD in Applied Linguistics and submit full proposal. Stage 1 proposal has been approved. Stage 2 proposal is in progress.
Obtain stage 1 approval for Communications major. Craft and submit full proposal. Stage 2 proposal has been approved by campus governance and is at the Presidents office. Site visit is planned for early September.
Take first steps in the creation of a Center for Applied Ethics. Philosophy has not yet provided concept paper.
Implement South Asian track of Asian Studies major. Plans now call for implementation in Fall 2013 when sufficient faculty resources are in place.
Increase student success staffing. Advisor and support staff positions allocated in FY 11 budget are now being searched and will be filled by July 1. Delay in hiring due to time needed to refurbish Troy as space for CLA student initiatives.
Obtain sufficient resources [teaching assistants and/or contract faculty] to increase number of large classes offered in FY 11. We received four additional stipends for AY 10-11 and another four additional stipends for AY 11-12. All four for AY 10-11 supported additional large sections. Two of the four for Ay 11-12 will allow additional large sections.
Conduct initial evaluations of CLA First! and add second cohort for Fall 2011. Report on first year is attached as Appendix 3. Program will expand to three cohorts as of Fall 12.
Attract, develop and sustain highly effective faculty
Institute an aggressive hiring plan, of approximately 20 faculty per year. [10 new positions, 10 replacement positions per year]. A total of 18 searches were authorized. We have hired 13 faculty. Two searches failed. Three are still in progress. Of the authorized searches 6 were additional lines and the remaining 12 were replacements. We are thus falling behind our goals in increasing the share of tenure stream faculty.
Depending on budget situation, continue to implement staged transition toward 2+2 teaching load. New departmentally based method of allocating releases was implemented in AY 10-11 and a bank of 40 research releases were allocated to faculty. The pool of releases for AY 11-12 will be 50. This program will continue, and I will continue to increase the number of releases available until we are able to institute a 2+2 load [6+6 credits rather than 9+9 credits].
Obtain adequate operations budget for CLA. Our FY11 CTF allocation, net of personnel, carry forward and one-time allocations, was $762,000 as compared to our FY10 allocation of $721,000.
Increase fundraising activities in conjunction with the capital campaign. A reconstitution of the External Board is underway with the goal of involving donors with higher levels of capacity with the College. Contributions to the College increased.
Continue to examine patterns of college staffing to insure best use of available resources. Need for second shared business manager remains. Position was not funded in FY 11 budget.
Create a physical environment that supports teaching, learning and research
Work with master planning effort to assure that CLA needs for office space, laboratory space as well as suitable teaching spaces for both undergraduate and graduate courses are met. Planning for the ISC and GAB 1 will meet some of these needs. Space needs are acute and these new buildings will at most only address the needs of 3 of 17 departments.
Play active role in planning General Classroom Building. Ongoing involvement in planning.
Other
Assemble faculty/department chair team to craft new five-year strategic plan for college once University strategic plan is complete. New strategic plan for 2011-2015 has been completed and is now in force.
Continue to move College toward paperless business processes. Paperless filing system will be instituted no later than August 1, 2011.
Other Major Achievements
Student Success Initiatives
We launched our student success program this year, working simultaneously on two frontsCLA First! for first-time first-year students and improving advising in the majors. While our first run of CLA First! was successful for many of the students enrolled, we learned a number of things that will allow us to make the program more effective next year, including significantly upgrading the co-curricular component to give students more tools to succeed academically, providing more choice in the course offerings, and revamping our recruiting strategies. Joyce Morgan has provided excellent leadership in this effort.
Ana Ketler has worked closely with departments to make improvements in the advising of declared majors in the college, including creating an advising resources web page for faculty, improving transfer advising at orientation, clarifying practices, rules and regulations that impact student success, in collaboration with Academic Support, bringing together a University wide group of all those who work with students in academic difficulty and providing assistance and training for departments and individual faculty to improve advising.
Curriculum
We have an additional set of undergraduate majors under development that were not part of our strategic plan. These are the on-campus and on-line majors in International Relations.
The Department of Hispanic Studies has completed substantial revisions to the majors in Latin American and Iberian Studies and planned for a renamed Department, with expected implementation in Fall 2012.
Building Planning
A good deal of my own time, and the time of the faculty and staff in the Departments of Art and Performing Arts, has been devoted to the planning of General Academic Building 1. This facility should finally provide sufficient and appropriate facilities for these two departments whose programs have been hobbled over the years by woefully inadequate facilities. Continued planning for the Integrated Sciences Complex has also required a good deal of time and attention but will support both the current and new programs in Psychology.
Research Achievements
In FY 10, the College of Liberal Arts generated $3.5M in extramural funds.
CLA faculty produced approximately 37 creative works, 24 books, 64 book chapters, and 128 articles.
Because of the Colleges size, we have approximately 330 headcount faculty, this report does not allow us to detail all of our facultys accomplishments. Below you will find a few highlights:
Suji Kwock-Kim, English: Preliminary Judge for Kinsley Tufts Award, the largest poetry award in the U.S. ($100,000) December 2009 and April 2010.
Melissa Morabito and Xiagang Deng, Sociology: Reliably predicting the location, time, and likelihood of Crime in Boston, $200,000 for Phase I, National Institute of Justice.
Panagiota Gounari, Applied Linguistics: Technologia e Democracia (Language, Technology and Democracy in the New Information Age), Mangualde, Portugal: EdicoesPedago, 2009.
David Areford, Art: The Viewer and the Printed Image in Late Medieval Europe, Ashgate, Aldershot, England, 2010.
Pamela Jones, Art:The Cult of St. Teresa of Avila in Early Modern Rome, 1600-1700, grant from the Samuel H. Kress Foundation (international competition only three grants given at senior level).
Paul Hayes Tucker, Art: Claude Monet. Late Work. Gagosian Gallery, New York, 2010.
Kenneth Rothwell (ed. and trans.), Classics with Pamela Jones (intro and notes), Art: Federico Borromeo, Sacred Painting and Museum, Harvard University Press, 2010.
Julie Nelson, Economics: Between a Rock and a Soft Place: Ecological and Feminist Economics in Policy Debates, Ecological Economics, November, 2009.
Elizabeth Fay, English: Fashioning Faces: The Portraitive Mode in British Romanticism, University Press of New England, 2010.
Louise Penner, English: Victorian Medicine and Social Reform: Florence Nightingale among the Novelists. Palgrave MacMillan, New York, 2010.
Gil Troy and Vincent Cannato, History (eds.): Living in the Eighties, Oxford University Press, 2009.
James Green, History: Recipient of the Sol Stetin Award for Labor History from the Sidney Hillman Foundation, 2009 for lifetime achievement in labor and working class history.
Ann Blum, Hispanic Studies: Domestic Economies: Family, Work, and Welfare in Mexico City, 1884-1943, University of Nebraska Press, 2009.
Erik Blaser and Zsuzsanna Kaldy, Psychology: Infants visual working memory tested with salience-mapped objects, $457,000, NIH, 8/2010-7/2013.
Lizabeth Roemer, Psychology: Change Mechanisms in Cognitive Behavioral for Social Anxiety Disorder, NIMH, $165,181, 2009.
Xiaogang Deng and Stephanie Hartwell, Sociology: Evaluating effectiveness of a statewide public mental health reentry program with harmonized databases, $900,000 from NIH.
Stephanie Hartwell, Sociology: Maintaining independence and sobriety through systems integration, outreach, and networking, $1,768,071 from SAMHSA.
International Activity
There was a great deal of international activity in CLA during 2010-2011. One of the highlights was the signing of a college to college agreement with the School of Foreign Languages at Renmin University in May. This exchange will allow undergraduate and graduate students to have international experiences, and will foster research collaborations as well.
CLA faculty gave papers, participated in colloquia and published almost all over the world, as illustrated in Appendix 1. As faculty involvement in international work is increasing, so is student involvement.
One particularly interesting event was the global continuous reading of Don Quixote, on April 26-28, 2011, organized by Crculo de Bellas Artes de Madrid, Spain: Undergraduate Spanish Majors in Professor Reyes Coll-Tellecheas course World of Don Quixote, participated in the event broadcast on the world wide web.
On the graduate level, Darcy Alcantara participated in a summer research program in Mexico, Devin Atallah-Gutirrez is going to Palestine this summer to collect data for his dissertation, and Katia Canenguez went to Bolivia to gather her data for her masters thesis. All three are graduate students in Psychology.
Service/Outreach
The Colleges service and outreach activities were also extensive. Some highlights are:
Archaeologists associated with the Fiske Center have conducted excavations and artifact analyses for Faneuil Hall and are undertaking a new project this summer for the City of Newton (which will include an archaeological field school).
The English M.A. Program brought literature reading groups to 11 Boston Public Library branches and Boston neighborhoods through its Guys Read and GRLS (Girls Reading Literature Society) programs.
The Philosophy Outreach Program (POP) continued this year. Philosophy students have run a philosophy discussion group for low-income middle and high school students living at Harbor Point.
Assistant Professor of Psychology, Nickki Dawes was a Mental Health Workshop Facilitator for the 5thAnnual Blueprint Conference for Middle & High School Girls held at Suffolk University on May 21 -22, 2011. Organized by the National Alumnae Association of Spelman College, the participants worked with 90 girls to address womanhood in the midst of challenging societal expectations and pressures.
The Research Center for Urban Cultural History conducted a collaborative year-long multimedia project with students at the Tech Boston Academy in Dorchester: Mapping the Urban Street. With support from English Department faculty and graduate students, 10th graders at Tech Boston Academy created a multi-media commemoration of a street marked by tragic violence in order to tell the story of that street and to create a communal memory of it.
Fundraising Dollars
In FY 09, we received $104,749 in funds from advancement efforts, and in FY 10 the amount was $381,173. This includes an estate gift of $200,000 to an endowed scholarship. While I am happy about the increase, this is an area in which we need to do much better, since as state dollars shrink, we need to look to other sources to support our efforts.
Strategic Planning
In an efficient but collaborative process involving the CLA Senate and the Colleges departments, the College has crafted and adopted a new strategic plan that will guide us from 2011 through 2015. The plan is attached to this report as Appendix 2. The plans goals are listed below in the section on goals for 2011-2012.
Faculty Building
The College conducted eighteen searches for tenure stream faculty during 2010-2011. We hired thirteen faculty, eleven of whom will join us in Fall 11 and two in Fall 12. We had two failed searches, and three remain open as of this writing.
As noted at the beginning of this document, the College considered twelve tenure cases, three promotion cases, five fourth year reviews and five reviews of promotion to senior lecturer and seven faculty went through PMYR. The departments of Applied Linguistics, English and History went through AQUAD review. While these decisions are very positive for the Colleges future, they represent a heavy work burden for the depleted ranks of senior faculty, who deserve much thanks for the hard work they did.
Significant Strengths and Weaknesses
The College of Liberal Arts has enormous strengths in its faculty as teachers, researchers, and University citizens. Many of the faculty achievements can be found in the section on other achievements, above, and in the appendices. The College retains a strong collegial and collaborative culture that is a powerful asset for us as we change, grow, and confront challenges. This culture exists thanks to the faculty, staff, and department chairs who are good communicators and are able to deal respectfully and creatively with differences. There is much intellectual energy in the College, expressed not only in the scholarly and creative products described above, but also in the many colloquia, talks, and interdisciplinary forums the departments and programs sponsor.
These strengths allow us to move forward with the Universitys goal of enriching and expanding academic programs and research and advancing student success and development. I remain awed by the facultys commitment to the institution, its programs, and its students.
The fundamental challenges the College faces have not changed much in the past three years. While we move ahead with important new initiatives that serve the Universitys strategic goalsnew undergraduate and graduate programs, student success initiatives, and optimizing operationswe remain severely challenged.
Our first imperative remains to rebuild the faculty. We continue a level of reliance on adjunct faculty which hampers our research mission, limits our graduate initiatives, and undermines our ability to afford undergraduate students the intellectual advantages of studying at a research university. While CLA has been able to do a good deal of faculty hiring, that hiring has not outstripped the losses in tenure stream faculty that the College has sustained since the turn of the new century. The positions for which we were allowed to search fell into two categoriesreplacements for faculty who had resigned or retired and new lines for new programs. We were not allocated any new lines for existing programs, and as noted below, this continues to be a problem for the College. Between Fall 06 and Fall 10 our full time equivalent faculty increased 22.6% while the full time equivalent students taught increased by 27.7%. In Fall 06, 61% of the full time equivalent faculty in CLA were tenure stream. By Fall 10, the percentage had dropped to 56%.
Hiring faculty alone, however, is not sufficient for us to fulfill our promise both as an institution of access and as a research institution. Space remains a massive challenge. We will make improvements to the space for three departmentsPsychology, Art, and Performing Arts through the construction of the ISC and GAB1. However, the vast majority of the Colleges departments and programs lack adequate spaceoffice space, laboratory space, teaching space. As of this writing, space for many of our September 11 hires still has not been identified. The current modalities for allocating space at the University are both slow and opaque. We must address this situation, and I am pledged to being a good advocate for this College in any and all space discussions.
GAB1 should provide additional large classrooms, which we desperately need. My challenge will be to help the College move to a culture that values both large and small classes, and to obtain sufficient assistance [graduate teaching assistants and adjunct faculty used as teaching assistants] to make the large classes successful experiences for students. Even with the new buildings, however, we will still face severe challenges in scheduling graduate courses since our graduate programs are growing but our policies on housing graduate courses have not evolved to accommodate this growth.
CLA has the lowest ratios of support staff to FTE faculty and to IFTE students taught of any of the academic units. If we want faculty to achieve and students to be well served, we must address this situation. We need to do two thingsone is to increase our staffing and the other is to rethink how we allocate staff work, so that as our working protocols change we can maximize success and efficiency. Here again I will face major cultural challenges in persuading departments that a mixture of departmental and shared staff will serve them and the College best.
Our FY11 CTF allocation, net of personnel, carry forward, and one-time allocations, was $762,000 as compared to our FY10 allocation of $721,000. We are grateful for this increase, which allowed us to provide more support to programs in the College. However, as we add new programs, it is an increasing challenge to support them. In AY 2010-2011, we were only able to fund faculty travel thanks to a special allocation of unused PMYR funds from the Provosts office, something for which we are most grateful. As we prioritize stipend support for new PhD programsan approach with which I agreeI nonetheless remain concerned about our masters programs where support often lags behind what is needed. If we want more large classes, we will have to be willing to allocate more assistantships to a number of the masters programs.
Our challenges then are: insufficient tenure stream faculty, insufficient space, and lack of sufficient resources to support our current and future programs. I am working in all areas to use resources as strategically as possible and not to let these obstacles stand in the way of important initiatives. I note with concern, however, that most of the challenges in this section were cited in last years report and the report of the year before.
Goals for 2011-2012
Please note that this list of goals is taken verbatim from the Colleges 2011-2015 Strategic Plan. While some work will be done on most of these goals in 2011-2012, we will not accomplish them all this year.
Advance Student Success and Development
Continue expansion, evaluation, and improvement of CLA First!
Continue improvement of department advising systems.
Create benchmarks that indicate whether students are on target for graduation and develop interventions for those who are not.
Implement requirements that assure that students progress through the intellectual levels of the curriculum in an orderly way [e.g., require that all CLA graduates complete one third or one fourth of their course work at the 300/400 level or require both a major and a minor].
Publicize and promote internship opportunities for undergraduates.
Publicize and promote study abroad opportunities.
Use work-study and campus employment as tools to engage students and thus improve retention and graduation rates.
In cooperation with the wider University, develop programs to assist students on academic probation.
Enrich and Expand Academic Programs and Research
Make and implement a faculty hiring plan.
Continue to expand hiring of faculty with global interests and curriculum offerings with international focus.
Expand opportunities for hiring/development of post-doctoral programs.
Continue expansion of graduate programs in carefully selected niches with high demand and in consonance with the existing availability of faculty resources.
Develop select undergraduate interdisciplinary programs in areas of demonstrated need and demand.
New degree programs [listed in order of estimated implementation dates]:
Graduate Certificate in Archives Fall 11
Developmental and Brain Science PhD Fall 12
MA in Applied Economics Fall 12.
On-line MA in History Fall 12
Graduate Certificate in Survey Research Methods Fall 12
Communications major Fall 12
International Relations major Fall 12
South Asia track of Asian Studies major Fall 12
Substantially revised major in Latin American and Iberian Studies, in renamed Department Fall 12
PhD in Applied Linguistics Fall 14
PhD in Applied Sociology Fall 14
Participate in and develop synergies with University-wide programs and programs in other schools and colleges.
Examine formation of interdisciplinary research clusters.
Foster closer collaboration with the Centers and Institutes.
Increase attention to grant-funded research potential in hiring criteria.
Increase extramural funding in CLA.
Pursue new international collaborations while strengthening current partnerships.
Expand on-line offerings
Improve Learning, Teaching, and Working Environment
Continue expansion and refinement of learning outcomes assessment procedures through AQUAD. Move to implementation in departments that have completed AQUAD reviews.
Increase number of large courses to balance with small course sections and to expose more students to tenure stream faculty.
Continue progress toward a research friendly teaching load.
Actively participate in planning for the new academic building and for classroom renovations to assure availability of sufficient numbers of classrooms of the right size with the right technology for both undergraduate and graduate offerings.
Investigate best administrative mechanisms for interdisciplinary offerings and implement those that are the most feasible.
Establish a financial resource model consistent with the universitys vision statement
Ensure adequate resources for the successful launches and development of new graduate and undergraduate programs, by staging implementations over time.
Seek opportunities for supplemental fees in coordination with university-wide expanded use of this revenue source.
Explore opportunities to cooperate with University College to create programs that will generate revenue for CLA.
Resume program to rationalize departmental budgets and obtain sufficient resources to adequately fund departments.
Conclusion
This has been a successful year for the College of Liberal Arts, with many exciting new initiatives and high levels of achievement in research, teaching, and service on the part of our faculty. Our engagement in international activity has increased; we have hired exciting new faculty who will bring an ever stronger emphasis on research and interdisciplinary work to the University. We did all this in the face of resource deficits that have been cited above and in previous years reports. As we move forward, we must do a better job of sustaining and improving existing programs as well as building new ones.
Appendix 1: Bulleted list of achievements
Curricular Activities
PhD in Developmental and Brain Science has full BOT and DHE approval and will admit students for Fall 12.
Masters program in Applied Economics has full BOT and DHE approval and will admit students for Fall 12.
PhD in Applied Linguistics has had its Stage 1 proposal approved. Stage 2 proposal is in progress.
PhD in Applied Sociology has had its Stage 1 proposal approved.
Stage 2 proposal for the undergraduate major in Communications has been approved by campus governance and is at the Presidents office. Site visit is planned for early September.
Preliminary work on developing on-campus and on-line majors in International Relations.
First year of student success program, CLA First! whose purpose is to allow entering students to start and stay on track, providing ideal course schedules, intensive advising and a co-curricular program in a cohort model.
Substantial revisions to the majors in Latin American and Iberian Studies, in renamed Department, with expected implementation in Fall 2012.
We have an additional set of undergraduate majors under development that were not part of our strategic plan. These are the on campus and on line majors in International Relations.
Service and Community Outreach
American Studies
Judy Smithconducting three professional development workshops for teachers this summer, one through the Gilder Lerman Institute, one through Primary Source, and one through the JFK Summer Institute.
Bonnie Miller --overseeing the JFK institute.
Rachel Rubin--teaching at JFK Institute and a weekly guest on the Callie Crossley Show on WGBH where she is expert commentator on popular culture topics.
Lynnell Thomas--guest panelist on WGBH's Basic Black television program for a discussion on the anniversary of the Gulf Coast oil spill.
Anthropology
Lecturer Claire Gold-- continued her successful public school outreach program on human evolution, bringing a selection of fossil casts tor visits to 13 middle and high school classrooms during the past year.
Tim Sieber-- continued his involvement with the Brazilian Immigrant Center, assisting with grant applications and with several fund-raising events.
Archaeologists associated with the Fiske Center have conducted excavations and artifact analyses for several public sector institutions or communities in the greater Boston area, including highly publicized work at Faneuil Hall and a new project this summer for the town of Newton (which will include an archaeological field school).
Stephen Mrozowski-- will conduct an archaeological field school this summer (as he did last summer) on conservation lands belonging to the town of Grafton on property associated with the colonial Nipmuc reservation.
Stephen Silliman-- will resume his collaborative archaeological project with the Eastern Pequot Nation in Connecticut this summer through a field school with UMB students. He received a grant from the Wenner-Gren Foundation to launch a new phase of this project exploring the post-colonial indigenous community. This work is central to the E. Pequot efforts to gain federal tribal recognition.
Judith Zeitlin-- continued her duties as a member of the Massachusetts Historical Commission.
Economics
Randy Albelda--Reviewed reports for Massachusetts Budget and Policy Center. Board of Directors, University of Massachusetts Lowell, Center for Women and Work. Member, Bostons Thrive in 5 Data and Research Team (DART) Advisory Partnership.Member Advisory Committee, Equity Report Card, MAPC (Metropolitan Area Planning Council).
English
The English M.A. Program continues its work with the Boston Public Library; they will together launch the Center for Library Collaborations in fall 2011. Nadia Nurhussein and her graduate students launched the 4th annual BPL exhibit, The Public Life of Poetry, which includes rare editions of Walt Whitman's Leaves of Grass and Emily Dickinson's manuscript letters. Meanwhile, the English M.A. Program also brought literature reading groups to 11 BPL branches and Boston neighborhoods through its Guys Read and GRLS (Girls Reading Literature Society) programs.
The English Departments MFA Program sponsors the Breakwater Reading Series at the Brookline Booksmith every month. Wordjam, which teaches creative writing in local libraries and community centers, expanded this year to 8 BPL branches and the Walter Denney Community Center. The new Write on the DOT Reading Series has recently been praised by the Boston Globe for its efforts to connect UMB with the writing life of Dorchester. See: HYPERLINK "http://www.boston.com/yourtown/news/dorchester/2011/05/with_write_on_the_dot_umass_st.html?p1=HP_Well_YourTown_links"http://www.boston.com/yourtown/news/dorchester/2011/05/with_write_on_the_dot_umass_st.html?p1=HP_Well_YourTown_links. EN284: Language, Literacy and Community (Fall) and EN255: ESL Tutor Training Seminar (Spring) Instructor: Carol Chandler-Rourke: These courses, part of the CommunityUniversity Project for Literacy (CUPL), combine academic study with community service. Students who enroll in CUPL commit to tutoring four hours per week at a community program while attending a weekly credit-bearing academic seminar at UMass. CUPL encourages students to reflect on their own educational experiences and to apply this reflection to their practice as tutors. Placement sites have included the following:
Asian American Civic Center (AACA) - Boston, 02112
Boston Chinatown Neighborhood Center - Boston, 02111
Brockton Adult Education Program - Brockton, 02302
Centro Latino de Chelsea - Chelsea, 02150
Community Learning Center (CLC) - Cambridge, 02139
Everett Literacy Program - Everett, 02149
Excel High School - South Boston, 02127
Haitian-American Public Health Initiative (HAPHI) - Mattapan, 02126
Haitian Multi-Service Center - Dorchester, 02121-3402
Harbor Point Walter Denney Youth Center - Dorchester, 02125
Immigrant Learning Center - Malden, 02148
Massachusetts Alliance of Portuguese Speakers - Cambridge, 02139/Dorchester 02125
New American Center - Lynn, 01902
Project Literacy, Watertown High School - Watertown, 02472
Vietnamese-American Civic Center (VACA) - Dorchester, 02122
Hispanic Studies
Spanish Resource Center, Healey Library. Hispanic Studies Department Faculty (Professors Cisterna, Rivera-Rivera, Marsilla, and Schafer) designed and led Workshops for K-12 Teachers of Spanish:
Boston Latin High School, Modern and Classical Languages Public Declamation Event, April 7 2011: Professors Mara Ins Cisterna Gold and Susan Mraz, Judges.
Hispanic Studies Department sponsored Run, Women, Run!: Encouraging Women to Run for Office, with League of Women Voters of Boston, Center for Women in Politics and Policy, and Womens Studies Department, March 22, 2011.
Workshop on Preparing High School Students for College, with Headmaster and Teachers from the Greater Egleston High School, a pilot school of the Boston Public Schools--Professor Mara Ins Cisterna Gold, participant.
Philosophy
The Philosophy Outreach Program (POP) has continued this year. Philosophy students have run a philosophy discussion group for low-income middle and high school students living at Harbor Point. The discussions are held at the Boys and Girls Club on Mount Vernon St., with the support of Prof. Joan Arches of CPCS. Prof. Larry Blum of the Philosophy Department is the advisor to POP.
Psychology
Jane Adams-- assisted the Winchester Multicultural Network in the development of a grant proposal to bring visibility to minority-based health disparity concerns through roundtable presentations of the video series, Unnatural Causes, to community police, health workers, teachers and Town administrators.
Alice Carter-- participated in the evaluation of Thrive in Five, an organization that provides a city-wide vision and 10-year plan for Boston to ensure that every child enters Kindergarten ready to succeed in school and in life. She also consulted on the assessment approach for use in the pipeline to aid in tracking children's development in Boston Public Schools
Nickki Dawes-- was a Mental Health Workshop Facilitator for the 5thAnnual Blueprint Conference for Middle & High School Girls held at Suffolk University on May 21 -22, 2011. Organized by the National Alumnae Association of Spelman College, the participants worked with 90 girls to address womanhood in the midst of challenging societal expectations and pressures. Workshops were offered on four key aspects: Sisterhood & Sex, Self-Esteem, Mental Health, and Racism & Discrimination.
Tiffany Donaldson-- and the Research Training Core of the P20 HORIZON Center directed the undergraduate HORIZON Scholars program, which invites student applicants from the targeted communities of Roxbury, Dorchester, and Mattapan. Successful applicants are paid to serve as research assistants in health disparity labs and receive enriched academic mentoring to promote academic success and open doors to careers in health.
Celia Moore-- and the Administrative Core of the P20 HORIZON Center facilitated and participated in multiple activities in the surrounding communities of Roxbury, Dorchester, and Mattapan as well as other locations. The Core continued to provide organizational support for the Cherishing Our Hearts and Souls Coalition (COHS) and their community educational initiatives at multiple health fairs and community forums on health. The Core also continued to support the Roxbury Community Research Advisory Board (CRAB) by providing training in research methods and research ethics so that the members of the CRAB can serve as bridges in academic-community research partnerships. Dr. Moore worked with Jesse Tauriac, a postdoctoral fellow in the Center and an expert on culturally sensitive mentoring, on a mentorship project in collaboration with DotWell and the Holmes school, which has paired ethnicity/race-matched undergraduate men from 91Ƶ to serve as mentors with black 3rd grade boys at risk for losing interest in school. Dr. Moore also worked with Professor Eileen Stuart-Shor, facilitating her current cardiovascular health project at the Reggie Lewis Center. Data gathered during the Heart and Sole research project served as the foundation for an ongoing dissemination project for cardiac risk reduction (healthy eating, exercise, and stress management) in partnership with the Reggie Lewis Center. A community advisory committee is working on a sustainability plan to make this a continuing part of community life. This project has also led to a follow-up dissemination project in the global black community (in Kenya).
Jean Rhodes-- served on the Board of Directors for the National Mentoring Partnership (2006-present) and chaired the Public Policy Council of the National Mentoring Partnership. Her expertise on mentoring has also led to her membership on the Advisory Boards of the following organizations: Americas Promise (2005-present); Building Educational Leaders for Life (BELL) (2006-present); Friends of the Children (2002-present); Mentors, Inc. (2005-present); MentorNet (2003-present); and Public Private Ventures (2008-present).
Ester Shapiro-- and the Community Engagement Core (CEC) of the P20 HORIZON Center continued to work on the Community and Research Empowerment (CARE) Project which has established community partnerships and developed and offered a community educational program to improve knowledge of health and research and to improve attitudes about and participation in research. Educational events from the CARE project have increased community understanding of clinical trials and succeeded in attracting community members who do not ordinarily visit the Museum of Science to do so and to participate in discussions about the race exhibit both in the museum and in a community forum.
Karen Suyemoto-- served as a mentor for the American Psychological Associations (APA) Minority Fellowship Summer Institute and delivered the keynote address for APA's Summer Institute for Minority Community College Students: this is an effort to create a pipeline for psychology. Dr. Suyemoto was also a leading contributor to the Asian American and Native American Pacific Islander-Serving Institution grant for 91Ƶ. This grant has community components such as translation of materials to Spanish, Vietnamese, and Chinese; community outreach to students and families, for increasing access to higher education for minority students. Dr. Suyemoto also facilitated a discussion session for the Boston-Haifa Learning Exchange, an intercultural program that develops leadership in a global context by connectingnon-profit leaders from Boston with a group of their counterparts in Haifa. The session focused on building trust across differences in community based work.
Sociology
Jorge CapetilloTrotter Institute panel on community organizations, which gathered leaders of NGSs and grass roots organizations from around Massachusetts.
Stephanie Hartwellconsultant to Dept of Mental Health Forensic Division, evaluation consultant for Plymouth Mental Health Court, for grant on Community Re-entry for Women, and for North American Family Institute Mentoring Grant.
Russell Schuttconsultant to Work First Advisory Board; principal investigator for a $150,000 grant to evaluate Coordinated Care Program. Delivered a talk at Hanscom Air Force Base addressing homelessness among veterans.
Research Center for Urban Cultural History
Collaborative year-long multimedia project with students at the Tech Boston Academy in Dorchester: Mapping the Urban Street. With support from English Department faculty and graduate students, 10th graders at Tech Boston Academy created a multi-media commemoration of a street marked by tragic violence in order to tell the story of that street and to create a communal memory of it.
International Activity
College of Liberal Arts
CLA Dean Donna Kuizenga traveled to China to sign an international exchange agreement between the College of Liberal Arts, 91Ƶ and the School of Foreign Languages, Renmin University, Beijing, China, focusing on exchange of students in graduate programs in the departments of American Studies, Applied Linguistics and English.
Africana Studies
In the 2010-2011 academic year, the Department of Africana Studies offered three research forums on international topics: A.R.F. Webbeer: A Caribbean VisionaryAn Examination of His Life and Achievement by Dr. Selwyn R. Cudjoe; Peace Park Initiatives in Southern and South Africa: Environmental Planning and Conservation in Political and Economic Contexts by Dr. Maano Ramutsindela; and African Primacy is African Victory by Dr. Leonard Jeffries.
Anthropology
As part of the formal exchange between UMB and ISCTEthe Lisbon University Institute in Lisbon, Portugal, Portuguese scholar Dr. Darlinda Moreira visited UMB and gave an informal colloquium.
Stephen Mrozowski-- went to Paris, France, this spring to present current issues on American historical archaeology as part of a developing agreement with the Nanterre campus of the University of Paris. An anthropologist associated with the Nanterre campus, Dr. Valentina Vapanarsky, gave a lecture to the department this spring.
Stephen Mrozowski-- was invited to lecture at the University of Oulu in Finland in May.
Jose Martinez-Reyes-- saw the publication of his book"La transformacin del paisaje puertorriqueo y la disciplina del Cuerpo de Conservacin, 1933-1942" (The Transformation of Puerto Rican Landscape and the Discipline of the Civilian Conservation Corps 1933-1942) co-authored with Manuel Valds-Pizzini and Michael Gonzlez Cruz, by the University of Puerto Rico Press (2011). Dr. Martinez-Reyes received a Healey grant for a new ethnographic project in Mexico, Climate change and traditional ecological knowledge among the Maya of Quintana Roo, Mexico.
Judith Zeitlin-- submitted an invited article for the forth coming book, Homenaje a Thomas H. Charlton: Enfoques arqueolgicos en torno al desarrollo indgena durante el periodo virreinal en Nueva Espaa y Centroamrica, which will be published by Mexicos InstitutoNacional de Antropologa.
Colleen Nyburg-- has submitted IRB research protocols and applied for funding for a new phase of her biocultural study of stress indicators among children and adolescents in an indigenous population of the Bolivian Amazon.
Tim Sieber-- has continued his scholarly collaborations with the ISCTE in Lisbon, Portugal, serving as a member on doctoral dissertation committees and participating in several international symposia.
Senior Lecturer Lauren Sullivan-- has continued her longstanding work with the Programme for Belize archaeological project and conducted her regular field school there in summer 2010.
John Steinberg-- from the Fiske Center carried out preliminary archaeological investigations in Greenland in summer 2010.
Anthropology and Sociology
The Caribbean Studies Summer Institute (Co-Director Jorge Capetillo), will take place again this year in Puerto Rico and the Virgin Islands from June 6 to July 5, 2011. There will be around 30 students from continental US and Puerto Rico and the program will focus on history, society and race in the Caribbean.
Applied Linguistics
Translation into Greek of Panagiota Gounaris-- book Language,Technology and Democracy in the New Information Age was translated and published as Technologia e Democracia. Mangualde, Portugal: Edicoespedago, 2009.
Art
Pamela Jones-- won a grant from the Samuel H. Kress Foundation in an international competition for her project The Cult of St. Teresa of Avila in Early Modern Rome, 1600-1700.
Economics
Randy Albelda-- presented a paper at the International Association for Feminist Economics in Buenos Aires, Argentina.
Kade Finnoff-- began a research project on internal migration and gender with AzimPremji University in Karnataka, India.
Marlene Kim-- chaired the Rhonda Williams Prize committee for the International Association for Feminist Economics.
Julie Nelson-- gave papers and lectures at Ochanomizu University in Tokyo, Japan, at the International Association for Feminist Economics in Buenos Aires, Argentina, and at the World Congress of Social Economics in Montreal, Canada.
English
Len Von Morz and Libby Fay-- were co-chairs of the international conference on Urban Identities and the Public Sphere, held at 91Ƶ.
Askold Melnyczuks-- Bitte, Ich Spreche nur Amerikanisch, an essay on translation, appeared in WordsWithoutBorders.org and an interview with poet Vasyl Makhno and an essay appeared in the journal Ukranian Culture, published by the Ministry of Culture in Ukraine.
Salom Skvirsky-- participated in a workshop on Latin American Cinema at the Latin American Studies Association Convention in Toronto, Canada.
Stephanie Kamath and Alex Mueller-- brought Dr. Erik Kwakkel of the University of Leiden, The Netherlands, to UMB to deliver a talk on Reading the Material Book: Medieval Manuscripts Today.
The Global Voices Reading Series brought to campus award winning authors Ha Jin, Yusef Komunyakaa, Andre Dubus and Marilyn Chin.
Hispanic Studies
Instituto Cames, Center for Portuguese Language and Culture, Healey Library: Hispanic Studies Department is the coordinating unit for activities through the Center
Spanish Resource Center, Healey Library: Hispanic Studies Department is the coordinating unit for activities through the Center, sponsored by the Government of Spain and 91Ƶ.
Hispanic Studies coordinated an exhibition of paintings by Portuguese artist Carlos Mota, in cooperation with the Consul General of Portugal in Boston and the Instituto Cames, Walter Grossmann Gallery, Healey Library, 91Ƶ, September 16-October 14, 2010.
Don Quixote, Global Continuous Reading, April 26-28, 2011, organized by Crculo de Bellas Artes de Madrid, Spain: Undergraduate Spanish Majors in Professor Reyes Coll-Tellecheas course World of Don Quixote, participated in the event broadcast on the world wide web.
Ikerbasque, Basque Foundation for Science, Spain: Professor Esther Torrego, Senior Research Fellowship AY 2010-2011.
Philosophy
Lynne Tirrell-- is continuing her project on reconciliation in the aftermath of the genocide in Rwanda. She is visiting Rwanda for several weeks this summer with support from the CLA Deans fund.
Political Science
Leila Farsakhpublished The One State Solution and the Israeli-Palestinian Conflict: Palestinian Challenges and Prospects in Middle East Journal, winter, vol.64 no.1, pp.20-45, 2011. She was interviewed on current events in the Middle East by Al-Jazeera English, by China Radio International, and by Hurriyet Daily Newspaper, the main English national newspaper in Turkey.
Psychology
Jane Adams-- served as a consultant on the NIH planning grant (1R21HD060520-01A1) funded through the Fogarty International Centers program on Brain Disorders in the Developing World and the National Institute of Child Health and Human Development. The project, titled Neonatal Neurobehavioral Impacts of Iodine Insufficiency and Pesticide Exposures, is focused in Thailand with collaborators at the Mahidol University Faculty of Public Health.
Erik Blaser and Zsuzsanna Kaldy --, in collaboration with Hungarian colleague, Dr Ildiko Kiraly at the Eotvos Lorand University in Budapest, Hungary, are currently collecting data in one study in Hungary, on preschoolers' long-term memory. Drs. Blaser and Kaldy will host Dr. Kiraly at 91Ƶ during her sabbatical in Fall 2011 during which they will continue data collection for this study and will work towards the submission of a collaborative NIH grant proposal.
Alice Carter-- collaborated with investigators from Finland, the Netherlands, and Israel in research on the early detection of behavior problems and autism spectrum disorders. Dr. Carter also delivered several invited presentations in Europe: at Erasmus University Department of Public Health. Rotterdam, Netherlands; for the 100th Anniversary of the Bouman House Center for Substance Abuse Treatment in Rotterdam, Netherlands; and at Haifa University, Haifa, Israel.
Heidi Levitt-- delivered the keynote address at The 3rd International Psychotherapeutic Symposium held in Brno, Czech Republic in May 2011.
Jean Rhodes-- served on the Research Advisory Board of Big Brothers Big Sisters of Ireland.
Ester Shapiro-- served as a member of the coordinating committee that brought the group, African Union Launch for the Decade of the African Woman, to 91Ƶ on 12/10/10. This full day program focused on ties between African and African diaspora women in the context of lived experiences of gender and race. Dr. Shapiro helped negotiate a memorandum of understanding with Cubas Graduate School of Public Health (ENSAP) for the development of faculty exchange and coursework. Dr. Shapiro served as the Coordinating Editor of Nuestros Cuerpos, Nuestras Vidas, the transnational Spanish language adaptation of Our Bodies Ourselves (2000).
Karen Suyemoto-- facilitated a discussion session for the Boston-Haifa Learning Exchange, an intercultural program that develops leadership in a global context by connecting non-profit leaders from Boston with a group of their counterparts in Haifa, Israel. The session focused on building trust across differences in community based work.
Psychology Graduate Students: Darcy Alcantara participated in a summer research program in Mexico. Devin Atallah-Gutirrez is going to Palestine this summer to collect data for his dissertation. Katia Canenguez went to Bolivia to gather her data for her masters thesis.
Sociology
Bianca Bersani-- is attending June 2011 Stockholm Criminology Symposium in Sweden.
Jorge Capetillo-- attended International Sociological Association conference in Gothenburg, Sweden, July 2010.
Xiaogang Deng-- is serving on the editorial board of Journal of Criminal Psychology (England) and Crime and Criminal Justice International (Taiwan); he also serves on the Board of Directors for the Chinese Association of Criminology and Criminal Justice. He presented a paper on China in Kings College, London.
Siamak Moahedi-- is working with Freudian Group at University of Tehran and Beheshti University in Iran to establish a postdoctoral program in Dynamic Psychotherapy and Psychoanalysis.
Russell Schutt-- presented a paper at the International Sociological Association XVIIth World Congress of Sociology in Gothenburg, Sweden.
Research and Creative Activity
In FY 10, the College of Liberal Arts generated $3.5M in extramural funds.
CLA faculty produced approximately 37 creative works, 24 books, 64 book chapters, and 128 articles. Because of the Colleges size, we have 330 FTE faculty, this report does not allow us to detail all of our facultys accomplishments. Below you will find few highlights:
Suji Kwock-Kim, English: Preliminary Judge for Kinsley Tufts Award, the largest poetry award in the U.S. ($100,000) December 2009 and April 2010.
Melissa Morabito and Xiagang Deng, Sociology: Reliably predicting the location, time, and likelihood of Crime in Boston, $200,000 for Phase I, National Institute of Justice.
Panagiota Gounari, Applied Linguistics: Technologia e Democracia (Language, Technology and Democracy in the New Information Age), Mangualde, Portugal: EdicoesPedago, 2009.
David Areford, Art: The Viewer and the Printed Image in Late Medieval Europe, Ashgate, Aldershot, England, 2010.
Pamela Jones, Art:The Cult of St. Teresa of Avila in Early Modern Rome, 1600-1700, grant from the Samuel H. Kress Foundation (international competition only three grants given at senior level).
Paul Hayes Tucker, Art: Claude Monet. Late Work. Gagosian Gallery, New York, 2010.
Kenneth Rothwell (ed. and trans.), Classics with Pamela Jones (intro and notes), Art: Federico Borromeo, Sacred Painting and Museum, Harvard University Press, 2010.
Julie Nelson, Economics: Between a Rock and a Soft Place: Ecological and Feminist Economics in Policy Debates, Ecological Economics, November, 2009.
Elizabeth Fay, English: Fashioning Faces: The Portraitive Mode in British Romanticism, University Press of New England, 2010.
Louise Penner, English: Victorian Medicine and Social Reform: Florence Nightingale among the Novelists. Palgrave MacMillan, New York, 2010.
Gil Troy and Vincent Cannato, History (eds.): Living in the Eighties, Oxford University Press, 2009.
James Green, History: Recipient of the Sol Stetin Award for Labor History from the Sidney Hillman Foundation, 2009 for lifetime achievement in labor and working class history.
Ann Blum, Hispanic Studies: Domestic Economies: Family, Work, and Welfare in Mexico City, 1884-1943, University of Nebraska Press, 2009.
Erik Blaser and Zsuzsanna Kaldy, Psychology: Infants visual working memory tested with salience-mapped objects, $457,000, NIH, 8/2010-7/2013.
Lizabeth Roemer, Psychology: Change Mechanisms in Cognitive Behavioral for Social Anxiety Disorder, NIMH, $165,181, 2009.
Xiaogang Deng and Stephanie Hartwell, Sociology: Evaluating effectiveness of a statewide public mental health reentry program with harmonized databases, $900,000 from NIH.
Stephanie Hartwell, Sociology: Maintaining independence and sobriety through systems integration, outreach, and networking, $1,768,071 from SAMHSA.
Faculty Activity
The College conducted eighteen searches for tenure stream faculty during 2010-2011. We hired thirteen faculty, eleven of whom will join us in Fall 11 and two in Fall 12. We had two failed searches and three remain open as of this writing.
Supporting Activity
We launched our student success program this year, working simultaneously on two frontsCLA First! for first-time first-year students and improving advising in the majors. While our first run of CLA First! was successful for many of the students enrolled, we learned a number of things that will allow us to make the program more effective next year, including significantly upgrading the co-curricular component to give students more tools to succeed academically, providing more choice in the course offerings, and revamping our recruiting strategies. Joyce Morgan has provided excellent leadership in this effort.
Ana Ketler has worked closely with departments to make improvements in the advising of declared majors in the college, including creating an advising resources web page for faculty, improving transfer advising at orientation, clarifying practices, rules, and regulations that impact student success, in collaboration with Academic Support, bringing together a University wide group of all those who work with students in academic difficulty, and providing assistance and training for departments and individual faculty to improve advising.
Appendix 2
College of Liberal Arts
Strategic Plan
2011-2015
The College of Liberal Arts makes substantial contributions to the Universitys mission of research, teaching and service. The disciplines in the collegehumanities, social sciences, fine and performing artscover major areas of human knowledge and experience, and address significant societal needs through a variety of methods that include visual, literary, political, economic, and historical analysis. Our interdisciplinary programs, as well as cross-college, cross-university, and external partnerships, position us to move nimbly as the frontiers between disciplines are redrawn, and as new paradigms of knowledge emerge. Cognizant of the Universitys urban mission, many of the Colleges research and teaching programsboth undergraduate and graduateexplore past and present urban, transnational, and international issues. These include the personal and social consequences of social and cultural change, migration, transnational identities, intercultural relations, health care, education, the environment, development and human rights, and conflict and diplomacy. In the humanities, social sciences, and the arts, we offer a rich mix of cross cultural perspectives on these issues.
In the areas of research, teaching, and service, the Colleges goal is to maintain the highest standards as exemplified by national and international norms. The Colleges faculty is highly productive as measured by peer-reviewed publications, extramural funding, and artistic production. The College is committed to excellence in research/creative activity across the disciplines, a commitment that is not only congruent with our status as a research institution, but one that informs and underpins teaching at every level from undergraduate through doctoral study. We will be a strong contributor to the Universitys goal of rising in the Carnegie research rankings.
In teaching, the Colleges faculty is committed to the success of every student, undergraduate and graduate, in our richly diverse student body. This commitment is enacted in classes both large and small, in office hours, and in off campus learning opportunities. Our innovative programs for students, including CLA First! and improving advising in the majors will continue to expand in order to increase student success.
In service, the College engages in many collaborative projects, including work with the K-12 schools and engagement with the greater Boston community on issues such as health disparities and the challenges faced by English language learners and their families. We are also engaged with communities across the world through joint research projects and faculty and student exchanges.
The College of Liberal Arts, with the College of Science and Mathematics, shares the responsibility for the education of all undergraduate students. It is responsible for the preponderance of general education instruction of all undergraduate students and has taught the lions share of courses in the Honors Program.
CLA faculty are the mainstays of much of the faculty governance on campus, and have a history of constructive collaboration in service, in teaching and research with other Colleges, Centers, and Institutes. Its faculty continues to make important teaching and research contributions to programs in the other schools and colleges.
Our strategic goals for 2010-2015 include the following:
Advance Student Success and Development
Continue expansion, evaluation, and improvement of CLA First!
Continue improvement of department advising systems.
Create benchmarks that indicate whether students are on target for graduation and develop interventions for those who are not.
Implement requirements that assure that students progress through the intellectual levels of the curriculum in an orderly way [e.g., require that all CLA graduates complete one third or one fourth of their course work at the 300/400 level or require both a major and a minor].
Publicize and promote internship opportunities for undergraduates.
Publicize and promote study abroad opportunities.
Use work-study and campus employment as tools to engage students and thus improve retention and graduation rates.
In cooperation with the wider University, develop programs to assist students on academic probation.
Enrich and Expand Academic Programs and Research
Make and implement a faculty hiring plan.
Continue to expand hiring of faculty with global interests and curriculum offerings with international focus.
Expand opportunities for hiring/development of post-doctoral programs.
Continue expansion of graduate programs in carefully selected niches with high demand and in consonance with the existing availability of faculty resources.
Develop select undergraduate interdisciplinary programs in areas of demonstrated need and demand.
New degree programs [listed in order of estimated implementation dates]:
Graduate Certificate in Archives Fall 11
Developmental and Brain Science PhD Fall 12
MA in Applied Economics Fall 12.
On-line MA in History Fall 12
Graduate Certificate in Survey Research Methods Fall 12
Communications major Fall 12
International Relations major Fall 12
South Asia track of Asian Studies major Fall 12
Substantially revised major in Latin American and Iberian Studies, in renamed Department Fall 12
PhD in Applied Linguistics Fall 14
PhD in Applied Sociology Fall 14
Participate in and develop synergies with University-wide programs and programs in other schools and colleges.
Examine formation of interdisciplinary research clusters.
Foster closer collaboration with the Centers and Institutes.
Increase attention to grant-funded research potential in hiring criteria.
Increase extramural funding in CLA.
Pursue new international collaborations while strengthening current partnerships.
Expand on-line offerings
Improve Learning, Teaching, and Working Environment
Continue expansion and refinement of learning outcomes assessment procedures through AQUAD. Move to implementation in departments that have completed AQUAD reviews.
Increase number of large courses to balance with small course sections and to expose more students to tenure stream faculty.
Continue progress toward a research friendly teaching load.
Actively participate in planning for the new academic building and for classroom renovations to assure availability of sufficient numbers of classrooms of the right size with the right technology for both undergraduate and graduate offerings.
Investigate best administrative mechanisms for interdisciplinary offerings and implement those that are the most feasible.
Establish a financial resource model consistent with the universitys vision statement
Ensure adequate resources for the successful launches and development of new graduate and undergraduate programs, by staging implementations over time.
Seek opportunities for supplemental fees in coordination with university-wide expanded use of this revenue source.
Explore opportunities to cooperate with University College to create programs that will generate revenue for CLA.
Resume program to rationalize departmental budgets and obtain sufficient resources to adequately fund departments.
Develop an infrastructure supportive of the preceding
Seek opportunities to enhance faculty ability to conduct funded research.
Expand funded research mentoring of junior faculty.
Assist in development of basic infrastructure support computer resources (lab and large database capabilities).
Collaborate with ORSP to ease grant management burdens on faculty and to assist in grant application administrative tasks.
Develop processes that encourage the development of cross-disciplinary research clusters (within CLA and cross-college) to enhance research generally and especially the ability to succeed in grant applications.
Appendix 3
CLA First! Spring 2011 report
Executive Summary
Spring 2011 is the second semester of CLA First!, an initiative within the College of Liberal Arts designed to provide first-year, first-time students with the opportunity to choose classes in cohort groups. Learning communities on campus have received increased focus through conversations in strategic planning, and their growing presence on campus (CLA, CSM and CM all have a freshmen cohort model in place, or in the pilot stage.)
Co-curricular programming
As part of the intensive opportunities available to the cohorts, initiatives were implemented to engage the group, and provide expanded resources.
Students continued to use Blackboard class to obtain information covered at other times, and announcements are made about CLA First! specific and campus-wide events.
Academic advising is intrusive, and students continued to meet individually with the CLA First! director, who also serves as their academic advisor. All students received e-mails with course suggestions for fall2011 and many scheduled follow-up meetings to further discuss the fall calendar. Students with declared majors were encouraged to also meet with their major department to discuss any future course suggestions, and the director communicated with departments for suggestions, also. In early March, each cohort received a presentation on advising and degree requirements in the College of Liberal Arts, given by the Director of CLA Majors Advising and the Director of CLA First! The presentation educated students about advising in the majors, and the University Advising Center.
Shannon Seaver and Jennifer Barone from Career Services presented to the cohorts regarding Career Services in mid-February. They also discussed choosing a major, and several students in CLA First! did take advantage of the Pinpoint program to explore major and career options.
Students also receive a monthly calendar, including important academic dates, events for the CLA First! cohorts, and highlighted university activities. Other events included: opportunities for representation of the college and program, and the creation of a facebook page as an additional communication tool.
Faculty
Six faculty taught courses in the CLA First! cohorts this spring they are listed below:
English 102: Itai Halevi and Natalia Tavares
Psychology 100: Jane Adams
Economics 100: Arjun Jayadev
Political Science 102: Elizabeth Bussiere
Art 100: Carol Scollans
All professors were committed to the students in the cohorts, and met as a group with the Director twice throughout the semester. Feedback from the professors has been valuable in making adjustments and changes to the program for next year, as included in Changes for 2011-12 program section.
Cohort updates
Cohort A courses consisted of English 102, Economics 100, and Psychology 100. At the start of the semester, there were 13 students enrolled.
Year overview:
Began year with 17 students in cohort; 9 retained into sophomore year
4 students transferred (2 in first semester one homesick, one to school with Zoology major; 2 in second semester one to school with film major, one to larger residential college)
2 students withdrew from school for health reasons (one at close of first semester, one at start of second semester)
1 student left CLA First! program in first semester (wanted more variety in classmates); 1 student left in early second semester due to family move (intends to enroll in school in Florida)
5 students were recommended for Honors program; 1 student applied and was accepted into program
1 student was hired as Orientation Leader for summer 2011
Average GPA for spring: 2.66; Average Cumulative GPA: 2.789
Highest semester GPA = 3.6; Lowest semester GPA = 1.738
Cohort B courses consisted of English 102, Art 100, and Political Science 102. At the start of the semester, there were 18 students enrolled.
Year overview:
Began year with 22 students in cohort; 16 retained into sophomore year
2 students transferred (1 in first semester planned transfer to UMass Amherst; 1 in second semester to Bunker Hill for cost reasons)
3 students did not appear for spring classes, and one student withdrew from the University at the close of fall semester
4 students were recommended for Honors program; 1 student applied but failed to meet GPA requirement at end of second semester
1 student was hired as Orientation Leader for summer 2011
Average GPA for fall: 2.4; average cumulative GPA:2.55
Highest GPA = 3.95; Lowest GPA = 0.0
Recruitment efforts, initiatives and results
Recruitment for the 2011-12 program began in March 2011. All accepted freshmen in the College of Liberal Arts received an e-mail about CLA First!, which encouraged them to visit our table during Accepted Student Day, or to contact CLA First! for more information. The program was also highlighted by a student speaker (Grant Ryan) at Accepted Student Day, and the response was strong and positive. Students were able to fill out a Pre-Assessment Enrollment Form to indicate their interest (the criteria for membership in the 2011-12 cohort is placement into English 101 and either CRW 112 or First Year Seminar). Following Accepted Student Day, a welcome letter and the pre-assessment enrollment information was e-mailed to accepted students who were unable to attend Accepted Student Day. An additional paper mailing of information and pre-assessment enrollment forms was done in late May to freshmen students who have been accepted, but have not yet registered for Orientation.
Efforts have also been made to connect with students in other cohort models CLA students who express interest in the Honors Program, but may not meet their criteria, are referred to CLA First! as another cohort option. As several students in the DSP program participated in the 2010-11 cohort and more have expressed interest this year, information on the program has been shared with the faculty and tutors for DSP, and the Director will be invited to speak to interested students who meet the application criteria.
Of the 75 seats available in the cohorts for 2011-12, 45 pre-enrollment applications have already been received, with the first freshman Orientation session still to be held. Students who have completed a pre-assessment enrollment form will have their test results tracked to be placed in courses as soon as possible (with the hopes of placing students in cohort classes prior to their registration session during Orientation). If students received appropriate placement scores, were contacted via e-mail prior to their orientation session. The program will be explained to both first-year students and their families during the orientation program, and students who met the criteria will also be given an invitation letter during orientation. The opportunity to register for the program will also be offered at the new student advising and registration session during the orientation program.
Changes for the 2011-12 program
Based on planned growth and on feedback from students, faculty and staff involved, the following changes are being implemented as we proceed into a new cohort year.
CLA First! moved into the CLA Initiatives for Students office on the second floor of Wheatley in late April. Even at that latter point of the semester, the increased foot traffic indicates that students (and others) will make more use of the office resources now that the location is more accessible!
Recruitment will include students enrolled in the DSP cohort, and special attention will be paid to marketing the program to that group, to student athletes, and to students interested in but not qualified for the Honors program.
Three cohort groups will be offered, encompassing 8 course options for the fall (all students will take English 101 and a 100 level Classics course), allowing for 75 students to enroll.
In both the recruitment process and feedback from students, the need for more flexibility in course selection was mentioned. Students will still be taking a cohort model of three classes (including one large class involving all enrolled students), but more mixture among the cohorts will be encouraged due to offering a choice of classes to fulfill the fourth course.
As the schedule of courses was developed, a co-curricular period was left open during the MWF class days. Our Start Smart program will be offered to students during this time, which will include a variety of academic preparedness workshops and social activities. Students will be able to collect credits for participation in these events toward recognition at the completion of the program.
2 student mentors have been hired for the program next year. The positions will be paid, and candidates recruited from this years cohorts. Mentors will help to coordinate the Start Smart program, hold office hours, and provide an additional layer of support for students.
A bulleted list of achievements is provided in Appendix 1.
See Appendix 1 for a fuller list of achievements in research/creative activity, international activity and service/outreach.
Reporting of extramural funds lags a year behind the dates of the unit annual reports. Faculty achievements are likewise drawn from the 09-10 AFRs.
Reporting of extramural funds lags a year behind the dates of the unit annual reports. Faculty achievements are likewise drawn from the 09-10 AFRs.
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