UNIVERSITY OF VIRGINIA
BOARD OF VISITORS
MEETING OF THE
EDUCATIONAL POLICY
COMMITTEE
FEBRUARY 22, 2013
EDUCATIONAL POLICY COMMITTEE
Friday, February 22, 2013
2:15 – 3:15 p.m.
Auditorium of The Harrison Institute/
Small Special Collections Library
Educational Policy Committee Members:
Stephen P. Long, M.D., Chair
Frank B. Atkinson
George Keith Martin
A. Macdonald Caputo
Linwood H. Rose
Hunter E. Craig
Hillary A. Hurd
Allison Cryor DiNardo
Helen E. Dragas, Ex-officio
William H. Goodwin Jr.
Robert S. Kemp, Consulting Member
AGENDA
PAGE
I.
II.
ACTION ITEMS
A. Establishment of the Richard Lyman Bushman
Professorship of Mormon Studies in the College
of Arts and Sciences (Ms. Sullivan)
B. New Degree Program: Bachelor of Science in
Psychology in the College of Arts and Sciences
(Mr. Simon)
REPORTS BY THE EXECUTIVE VICE PRESIDENT AND
PROVOST (Mr. Simon)
A. Faculty Senate Report (Mr. Simon to introduce
Mr. George M. Cohen; Mr. Cohen to report)
B. Critical Thinking Report (Mr. Simon to
introduce Ms. Josipa Roksa; Ms. Roksa to
report)
C. Hybrid Challenge Grants and Outcomes Report
Mr. Simon to introduce Ms. Marva A. Barnett;
Ms. Barnett to report)
III.
EXECUTIVE SESSION (to take place in separate
session)
 Faculty Personnel Actions
IV.
ATTACHMENTS
 View of the Diversity of Disciplines,
Courses, and Class Sizes Represented in the
Hybrid Challenge Courses
 BIOL 3010: Genetics Course Chart
 Hybrid Challenge Dissemination, Visibility,
Impact and News as of January 28, 2013
1
3
5
6
7
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA ITEM SUMMARY
BOARD MEETING:
February 22, 2013
COMMITTEE:
Educational Policy
AGENDA ITEM:
I.A. Establishment of the Richard Lyman
Bushman Professorship in Mormon Studies in
the College of Arts and Sciences
BACKGROUND: In response to efforts by Professor Kevin Hart, the
Edward B. Kyle Professor of Christian Studies and a former chair
of the Department of Religious Studies, to enhance the
curriculum of his department by adding an important and
previously absent American religious tradition, the study of
Mormonism, two donors stepped forward to provide the initial
fund for the Richard Lyman Bushman Professorship and Program in
Mormon Studies. In addition to the lead gifts, other donors
have contributed to this initiative.
The professorship is named in honor of Richard Lyman
Bushman, the Gouverneur Morris Professor of History Emeritus at
Columbia University, and previously the Howard W. Hunter
Visiting Professor of Mormon Studies at Claremont Graduate
University in Claremont, California, which was the first
graduate program in Mormon Studies. Dr. Bushman is considered
one of the most important scholars of American religious history
of the last half-century.
The Department of Religious Studies sees the addition of
this chair as a major addition to its program in American
religious history, and to American Studies at the University in
general.
ACTION REQUIRED: Approval by the Educational Policy Committee
and by the Board of Visitors
APPROVAL TO ESTABLISH THE RICHARD LYMAN BUSHMAN PROFESSORSHIP IN
MORMON STUDIES
WHEREAS, anonymous donors, affiliated with the University
and Charlottesville, provided funds to establish the
Richard Lyman Bushman Professorship in Mormon Studies, with the
purpose of advancing the scholarly understanding of Mormonism at
the University of Virginia; and
1
WHEREAS, Richard Lyman Bushman is the Gouverneur Morris
Professor of History Emeritus at Columbia University, and
previously the Howard W. Hunter Visiting Professor of Mormon
Studies at Claremont Graduate University in Claremont,
California, one of the first Mormon studies programs in the
country; he is considered one of the most important scholars of
American religious history in the last half-century;
RESOLVED, the Board of Visitors establishes the Richard
Lyman Bushman Professorship in Mormon Studies in the Department
of Religious Studies; and
RESOLVED
generosity in
congratulates
contributions
Mormonism.
FURTHER, the Board thanks the donors for their
creating and funding the professorship and
Richard Lyman Bushman for his noteworthy
to the study of American religions, particularly
2
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA ITEM SUMMARY
BOARD MEETING:
February 22, 2013
COMMITTEE:
Educational Policy
AGENDA ITEM:
I.B. New Degree Program: Bachelor of
Science in Psychology in the College of Arts
and Sciences
BACKGROUND: The University of Virginia proposes to establish a
new degree program, a Bachelor of Science (B.S.) in Psychology,
to be offered by the College of Arts and Sciences. The College,
through the Department of Psychology, currently offers a
Bachelor of Arts (B.A.) in Psychology.
DISCUSSION: Currently, the College offers the B.S. in four
Science, Technology, Engineering, and Mathematics (STEM)
disciplines – biology, chemistry, environmental sciences, and
physics. Three College-based STEM disciplines – astronomy,
mathematics, and psychology – offer only the B.A. Of these,
astronomy and psychology have developed proposals to offer the
B.S. (The astronomy proposal is currently under consideration
by the Faculty Senate.)
The purpose of the new degree program is to promote a STEMoriented curriculum by (1) encouraging select psychology majors
to take upper-level STEM courses, and (2) engaging students in
psychological research, through more than 65 undergraduate
research opportunities. The psychology program has clear and
strong links with the University’s College-based STEM
disciplines, through coursework in cognitive psychology,
neurobehavior, neurobiology, neurochemistry, neuroscience, and
quantitative research methods. The curriculum has been designed
to meet the rigor associated with other B.S. programs at the
University.
The program is designed to attract students interested in a
pre-medical curriculum, a STEM-oriented psychology curriculum,
and/or pursuing graduate study in psychology. Because the
Department of Psychology anticipates that primary demand will be
among students already intending to major in psychology, it
anticipates no significant impact on faculty workload or course
demand.
3
The degree program has been approved by the Committee on
Educational Policy and Curriculum (CEPC), the Faculty Senate,
the provost, and the president. All degree programs must be
approved by the Board of Visitors before they can be forwarded
to the State Council of Higher Education for Virginia (SCHEV)
for review and approval.
ACTION REQUIRED: Approval by the Educational Policy Committee
and the Board of Visitors
APPROVAL OF NEW DEGREE PROGRAM:
PSYCHOLOGY
BACHELOR OF SCIENCE IN
RESOLVED, subject to approval by the State Council of
Higher Education for Virginia, the Bachelor of Science in
Psychology is established in the College of Arts and Sciences.
4
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA ITEM SUMMARY
BOARD MEETING:
February 22, 2013
COMMITTEE:
Educational Policy
AGENDA ITEM:
II.A.
ACTION REQUIRED:
None
Faculty Senate Report
DISCUSSION: Mr. Simon will introduce Mr. George M. Cohen, Chair
of the Faculty Senate. Mr. Cohen will discuss the Senate’s
plans for the remainder of the academic year.
5
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA ITEM SUMMARY
BOARD MEETING:
February 22, 2013
COMMITTEE:
Educational Policy
AGENDA ITEM:
II.B.
ACTION REQUIRED:
None
Critical Thinking Report
BACKGROUND: Academic assessment is crucial to understanding and
improving student outcomes. While a range of outcomes deserve
attention, critical thinking is virtually universally accepted
as a desirable outcome of higher education, and will thus be the
focus of this presentation. Assessing critical thinking
requires careful reflection on a number of issues: What is
critical thinking and how it can be measured? How can one
analyze the data and make meaningful conclusions about the
results? Building upon the earlier discussion about the broad
contours of assessment and national debates regarding critical
thinking, this presentation will focus locally – on U.Va.’s
assessment of critical thinking.
DISCUSSION: Ms. Josipa Roksa will lead a discussion on U.Va.’s
efforts to assess critical thinking among undergraduates. She
will build on her previous presentations to the Educational
Policy Committee, raising questions about the definition of
critical thinking and how it might be measured. She will
present the instrument used to measure critical thinking at
U.Va. and will discuss the results of the assessment conducted
in the spring of 2011. Ms. Roksa will conclude with reflections
on the results and their implications.
6
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA ITEM SUMMARY
BOARD MEETING:
February 22, 2013
COMMITTEE:
Educational Policy
AGENDA ITEM:
II.C. Hybrid Challenge Grants and Outcomes
Report
ACTION REQUIRED:
None
BACKGROUND: Mr. Simon will introduce Marva A. Barnett,
Professor of French and Founding Director of the Teaching
Resource Center (TRC). The TRC is a pan-University center for
collegial community and committed conversation about teaching at
all levels and in all academic disciplines. The TRC has
promoted excellence in teaching, helped build community, and
fostered innovation throughout the University of Virginia since
1990. Ms. Barnett’s current research centers on the work of
Victor Hugo and she is the author of Victor Hugo on Things That
Matter: A Reader, published by Yale University Press. She has
been named Chevalier de l’Ordre des Palmes Académiques (2012) by
the French Republic for her contributions to teaching and
research on French culture and literature. She has also
received the Thomas Jefferson Award (2011), the Excellence in
Faculty Mentoring Award (2008), and the Elizabeth Zintl
Leadership Award (2002). Ms. Barnett holds a doctorate in
French Romance Languages and Literatures from Harvard
University.
Ms. Barnett will report on the Fall 2012 Challenge for
Newly Hybrid Technology-Enhanced Courses, through which the
U.Va. Faculty Senate and the TRC invited faculty to experiment
with ways to increase student learning by using technology to
give students more opportunities in class to interact with each
other and think more deeply. Both during and after the courses,
Hybrid Challenge faculty conducted outcomes assessment studies;
some have already begun disseminating their findings. The TRC
is in the process of conducting an overall assessment of the
challenges and benefits of this hybrid challenge.
DISCUSSION: Hybrid courses promote significant student learning
by combining in-person classroom experiences with useful
technologies. In hybrid courses, students tend to learn more
than in traditional lecture courses. In class, students have
the opportunity to actively generate new ideas, solve problems,
7
and think creatively when technology makes it possible to remove
basic rote learning from class time. In hybrid courses,
students learn and practice basic information before class
through such web-based or digital technologies as online course
materials and assignments, wikis, and blogs.
Entire courses whose structure encourages students to learn
material before class and use that information during class to
deepen their learning are called “flipped courses” or “flipped
classrooms.” They are built on concepts such as learningcentered course design, active learning, and technology-enhanced
learning. Face-to-face time becomes a workshop where students
can explore course concepts, apply new knowledge, test their
skills, and interact through hands-on activities (Educause,
2012). Teachers can coach students’ learning and respond to
their misunderstandings.
The response of University faculty to this July 2012
challenge was particularly striking since the timing permitted
only a two-week window to draft proposals. The selection
committee received 41 proposals from 49 faculty in eight
different U.Va. schools (Architecture, Arts & Sciences, Batten,
Curry, Engineering, Law, Medicine, Nursing). The Hybrid
Challenge selection committee and President Sullivan funded nine
Hybrid Challenge grants and five mini-grants. The grant winners
can be found on the attachment to this committee book. This
remarkable response was possible in part because U.Va. faculty
have been experimenting with instructional technology since it
was available.
8
ATTACHMENTS
The schools/departments, courses, and enrollments of the faculty who used the Hybrid Challenge to
innovate with hybrid courses this year show the diverse impact of this program:
Hybrid Challenge Grant Winners
Faculty
Reid Bailey &
Michael Smith
Department/School
Systems and Information
Engineering
Claire Cronmiller
Biology
Christian Gromoll
Mathematics
Colleen Kelly
Drama
DRAM 2020: Acting I
Alison Levine
French
FREN 3031: Advanced Grammar
and Composition
Enrollment
118
undergraduates
389
undergraduates
85
undergraduates
144
undergraduates
87
undergraduates
Spanish, Italian, &
Portuguese
SPAN 1060: Accelerated
Elementary Spanish
218
undergraduates
Spanish, Italian, &
Portuguese
SPAN 1010: Elementary Spanish
87
undergraduates
PPOL 3260: Value and Bias in
Public Policy
63
undergraduates
ECE 4457/CS 4557: Computer
Networks
LAW 6002: Contract Doctrine,
Theory, & Practice
64
undergraduates
29 first-year law
students
Emily Scida
(received grant for
SPAN 1060)
Emily Scida
(SPAN 1010 also
made hybrid)
Malathi
Veeraraghavan
Frank Batten School of
Leadership & Public Policy;
Psychology
Electrical and Computer
Engineering
J. H. (Rip) Verkerke
Law School
Sophie Trawalter
Course
SYS 2001: Systems Engineering
BIOL 3010: Genetics &
Molecular Biology
MATH 3100: Introduction to
Probability
Hybrid Challenge Mini-Grant Winners
Faculty
Department/School
Course
Enrollment
Margo Bagley &
John Duffy
Glen Bull &
Mable Kinzie
Charles Grisham
Law School
LAW 8010: Patent Law
Curry School of Education
EDIS 3450: Teaching with
Technology
CHEM 1410/1610: Introductory
College Chemistry
Matthew Burtner
Music
Martien HalvorsonTaylor
Religious Studies
40 graduate (law)
students
120
undergraduates
1,250
undergraduates
(hybrid course
experimentally
offered to 70
volunteers)
240
undergraduates
180
undergraduates
Chemistry
MUSI 2350: Technosonics:
Digital Sound Art Composition
RELC/J 1210: Introduction to the
Hebrew Bible (Old Testament)
BIOL 3010: Genetics and Molecular Biology, taught by Claire Cronmiller
Normalized average percent change on the Genetics Concept Assessment (GCA),
administered at the beginning and end of each fall semester course.
Analysis: Normalized average percent change in 2012 was compared to 2009, 2010, and 2011. There
was a statistically significantly greater improvement in test performance in 2012 compared to 2009 and
2010.
Comments: Collectively, the data suggest that the active-learning changes Professor Cronmiller
introduced in 2011 led to the beginnings of improved learning, as compared to previous years. These
improvements, coupled with the Hybrid-Challenge-supported changes in 2012, demonstrate significant
improvements in learning.
Hybrid Challenge Dissemination, Impacts, and News, as of January 28, 2013
in chronological order
Presentations from Hybrid Challenge faculty and about Flipped Classrooms:
Malathi Veeraraghavan presented “Hybrid Course Development: Computer Networks” to Engineering
faculty as part of their Faculty Development Seminar Series,
http://apscilibrarian.wordpress.com/2012/08/28/faculty-development-seminar-series/, 10/26/12.
TRC’s January Teaching Workshop, January 11, 2013:
http://trc.virginia.edu/Workshops/2013/JTW_2013.html
Plenary: Have I Flipped?: Teaching Disciplinary Thinking Through Signature Pedagogies, Lendol Calder,
Professor of History, Augustana College
Everybody's heard of MOOCs. But how about MOOOPs: massively obsolete ordinary operating
procedures? For over a hundred years, the standard operating procedure for the typical college course
has utilized lectures, textbooks, and exams to cover massive amounts of information. But when subjects
get "covered," disciplinary thinking gets "covered up." These are the signature habits of mind that
scholars in the disciplines use to create inquiries, construct knowledge, and provide warrants for what
we claim to know. Disciplinary thinking is what teachers really want their students to know, especially in
a world where information is a click away and always changing. But how to teach cognitive habits
effectively?
Professor Calder will push us to think "beyond coverage," to declare independence from
textbooks, pare down lectures, and set out to "uncover" for students the distinctive epistemologies
underlying our individual disciplines. Flipped teaching is only as good as the overarching pedagogy it
serves. As Calder directs our attention to the bigger picture of designing effective learning experiences,
we will see how flipping the classroom can lead to the "signature pedagogies" unique to each discipline.
Reports from the Hybrid Frontier: Ups, Downs, Lessons Learned
Claire Cronmiller, Professor, Department of Biology
Colleen Kelly, Associate Professor & Director of the MFA Acting Program, Department of Drama
J.H. "Rip" Verkerke, Professor, School of Law
President Sullivan's "Challenge for Newly Hybrid Technology-Enhanced Courses," evoked 41
proposals. This is astonishing in that there was only a 2-week period to articulate a course design
enriching traditional in-class activities with web-based or digital technologies to deepen student
engagement and learning. Three faculty who were awarded these grants will talk with us about their
experiences designing and delivering these courses in such a compressed time frame. As the dust from
this intense experience clears, they may offer thoughts on the hybrid courses' impact on student and
faculty learning, perceptions, motivation, and persistence.
Online Education at UVa – More Than We Knew
Marva Barnett, TRC Founding Director and Professor, Department of French
Will Guilford, Associate Professor, Department of Biomedical Engineering and Chair, Faculty Senate
Task Force on Online Education
One positive outcome of the past summer's unrest is that the Faculty Senate was motivated to
investigate all we have done and are doing relative to online education. This is an opportunity to hear
from and converse with Marva and Will about the past, present and future of UVa's explorations and
achievements related to technology-enriched education.
The Flipped Classroom Toolbox—Hardware, Software and Peopleware to Get You Started
Valerie Larsen, Director, and Eric M. Stauffer, Instructional Technologist, The Arts and Sciences Center for
Instructional Technology (ASCIT)
Now that you are convinced you want to flip your course, where do you begin? This session will
highlight some instructional design elements to consider when flipping a course, then demonstrate
some hardware and software suggested for a successful flip such as Camtasia 2, Captivate, document
cameras, webcams, enhanced audio, slates, iPads and more.
Other Presentations:
Colleen Kelly presented at the Teach with Technology SPARC (Showcasing Projects in Arts, Research, and
Coursework), a poster session at the Digital Media Lab Poster, co-sponsored by the Teaching Resource
Center, 1/24/13.
Mable Kinzie, Glen Bull, and doctoral student Willy Kjellstrom will talk to the Curry faculty sharing their
hybrid course design and some of the outcomes from last fall's comparison to a business-as-usual
section of the course, 2/15/13.
Colleen Kelly will discuss how technology can extend and enhance the creative experience in a
performing arts class at the Open and Digital Learning Resources Conference, University of Mary
Washington, Fredericksburg (http://openva.org/), 3/7/13.
Claire Cronmiller will talk about her course experiences in Linda Columbus’s Page-Barbour series on
STEM education, 3/18/13.
Rip Verkerke is tentatively scheduled to lead a lunch discussion of these teaching methods and share
lessons learned with Law School colleagues during the spring semester.
Reid Bailey and Mike Smith will talk about ?? at the American Society for Engineering Education’s annual
conference 6/23-26/13.
Colleen Kelly is scheduled to present at the Association for Theatre in Higher Education Conference
(Acting forum), Summer 2013.
Presentations about the Hybrid Challenge by Marva Barnett:
UVa Faculty Senate, August 2012
Tech-Connect Community brown bag in the fall series on MOOCs and distance-based learning: “Online
Learning: How to find it at UVa,” with Will Guilford and Gail Hunger, 11/27/13
University Committee on Information Technology (UCIT), 11/28/13
Press / News stories:
“Faculty Senate, Teaching Resource Center Challenge Faculty to Enhance Fall Courses”, in UVa Today,
http://news.virginia.edu/content/faculty-senate-teaching-resource-center-challenge-faculty-enhancefall-courses, 7/6/2012 [Anne E. Bromley].
Marva Barnett: “UVa Today: Hybrid Courses,” on CBS 19 News, WCAV,
http://www.newsplex.com/home/headlines/UVa_Today_Hybrid_Courses_162422986.html
http://www.youtube.com/watch?v=Pz19TuGf0pE, 7/12/2012.
Technology Invades UVa Classrooms with $10K Implementation Grants, in WUVaOnline,
http://wuvaonline.com/technology-invades-the-classroom-with-new-implementation/, 7/13/2012
[Rachel Clark].
“Technology Invades the Classroom with $10K Implementation Grants,” WUVA Online, 7/13/12:
http://wuvaonline.com/technology-invades-the-classroom-with-new-implementation/
“Faculty Grant Winners Bring Tech-Enhanced Hybrid Courses Online,” in UVa Today,
http://news.virginia.edu/content/faculty-grant-winners-bring-tech-enhanced-hybrid-courses-online,
8/9/2012 [Anne E. Bromley].
Rip Verkerke: "UVa Law Professor Models New Way of Teaching with Technology," in the Virginia
Lawyer and on UVa School of Law News and Events website; also on UVAToday:
http://www.law.virginia.edu/html/news/2012_fall/verkerke.htm, 9/21/12 [Mary Wood].
Rip Verkerke’s Hybrid Challenge course was the subject of the following article and on the UVA law
website (also picked up by UVA Today):
http://www.law.virginia.edu/html/news/2012_fall/verkerke.htm.
Colleen Kelly: “Hybrid Acting Course Challenges Teachers and Students,” in UVa Today,
http://news.virginia.edu/content/hybrid-acting-course-challenges-teachers-and-students, 10/18/2012
[Jane Ford].
“Teaching Workshop to Discuss ‘Flipping the Classroom,’ Hybrid Courses, and Social Media,” in UVa
Today, https://news.virginia.edu/content/teaching-workshop-discuss-flipping-classroom-hybridcourses-and-social-media, 1/3/2013 [Anne E. Bromley].
“Speakers: ‘Flipping the Classroom’ a Powerful Teaching Tool, but not a Quick Fix,” in UVa Today,
http://news.virginia.edu/content/speakers-flipping-classroom-powerful-teaching-tool-not-quick-fix,
1/14/2013 [ Anne E. Bromley].
Rip Verkerke’s course featured on the Legal Skills Prof Blog:
http://lawprofessors.typepad.com/legal_skills/2013/01/an-innovative-contracts-course-at-uva.html,
1/21/13
Colleen Kelly interviewed on WTJU Soundboard (http://wtju.net/vault), 1/21/13.
Dissemination by Faculty / Work Shared by Others / Other Impacts:
Arts & Sciences: Juliet Trail created a summary from the January Teaching Workshop presentations to
share with the dean’s office and with the A&S New Learning Technologies Committee (convened in
December 2012).
Emily Scida consulted with French Department colleagues Karen James and Cecile Rey in French who
were interested in learning about our hybrid Spanish courses.
Emily Scida has hired a Curry grad student to crunch course data and help her evaluate the results. She
plans to publish results in Foreign Language Annals or CALICO. She may also present a session about
hybrid language courses at the Foreign Language Roundtable series that she created with her Academy
of Distinguished Teaching Learning Grant.
Colleen Kelly created behind-the-scenes resources that will be featured on the Drama Department
website, which is currently being redesigned.
Colleen Kelly arranged training for Graduate Instructors through the Digital Media Lab and Collab.
Reid Bailey and Mike Smith are working with an independent-study student to compare all the hybrid
course evaluation data to data from previous semesters, analyzing what effects the technology had on
learning and on students' responses to the course. They hope to turn this work into a journal article and
submit it to a peer reviewed journal.
Most, if not all, Hybrid Challenge grant and mini-grant winners are using some hybrid methods in their
spring courses.