Title III Part A Programs: Strengthening Institutions
The University of Southern Maine is one of 33 colleges and universities nationally, one of only three in New England and the only one in Maine, to receive a competitive U.S. Department of Education grant that will expand USM’s capacity to serve and graduate more students.
The grant of $1.6 million over five years was awarded through the Department of Education’s “Strengthening Institutions Program,” which was created to fund the establishment of enhanced learning opportunities that help more students stay in college and graduate.
The Grant Proposal, titled First-Year Success Through Experience and Strength, or First STEPs, outlines four, interdependent “activities” designed to increase the retention rate of first-year students and the four-year graduation rate. The work outlined in the grant proposal also is designed to build partnerships among faculty and staff throughout the university and between USM and community stakeholders.
The first activity is development of a strengths-based education program for all students. This program, which is used successfully at the University of Minnesota and many other institutions, trains faculty and staff to work with all first-year students to help them discover their individual strengths. Advising and other student services are then aligned and coordinated to help guide students into programs and activities that help them develop those strengths.
The development and delivery of what’s referred to as “high-impact educational practices” are the foundations of the second activity. Those practices include interdisciplinary and cross-curricula courses, learning communities, immersive experiences and the placement of more students in internships, practica, student teaching and other types of fieldwork situations that have been shown to improve student engagement and achievement.
The third activity is the enhancement of faculty development programs and support for the USM Faculty Commons, an initiative to provide physical and virtual space where faculty can collaborate on professional development activities and issues related to their teaching, research, scholarship and creative activities. Those enhancements will provide a range of services to help faculty redesign and develop academic course offerings that incorporate high-impact practices; establish Faculty Interest Groups and grants to explore effective teaching and learning practices and course delivery; and the scheduling of university-wide symposia to share best practices designed to improve student achievement.
The fourth activity calls for the widespread use of electronic tools to improve university-wide academic scheduling and the delivery of advising and related student services.
Performances indicators have been assigned to all four activities. For example, it’s projected that by the end of the grant period the implementation of a strengths-based education program will have improved the fall-to-fall retention of first-year students from 66.5 to 74.5 percent.
A five-member team will coordinate implementation. Members include: Associate Professor Dahlia Lynn, Department of Technology, who will serve as SIP project director; Jennifer Hart, Student Advisor, who will coordinate Activity One; Susan McWilliams, Assistant Provost for Undergraduate Programs and Core Curriculum and Director of Community Engagement & Career Development, who will coordinate Activity Two; Professor Catherine Fallona, School of Education and Human Development and Director of Center for Education Policy, Applied Research and Evaluation, who will coordinate Activity Three; and Director of Advising & Academic Resources, Beth Higgins, will coordinate Activity Four.
“We have many areas of excellence in this university that employ many of the practices identified in this grant and many faculty who do an extraordinary job of focusing on students’ needs, ” said Lynn. “We need to build on their efforts and be more intentional about how we integrate those practices into the life of the university. This grant will help us work to ensure that every student who comes here has the opportunity to identify their strengths, nurture those strengths in and out of the classroom and apply them to their life’s work. We have an opportunity over the next five years to build and solidify our reputation around the nature and quality of the student experience.”
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Call for Applications for Faculty Fellow under USM’s Title III Grant; Deadline September 16, 2016
Under the auspices of the USM Institutional Title III Grant and in support of USM’s FIRST STEPS award we seek nominations and self-nominations for a faculty fellow in the area of Faculty Development for the Academic year 2016-2017. The selected Faculty Fellow will receive a $3,500 stipend each semester and a $500 mini grant award each semester to support high impact practices in their own teaching. Faculty Fellowships may be up to two years in length.
This support is designed to help provide the selected faculty member with the opportunity to exercise a role in concert with the Center for Collaboration and Development (CCD) leadership, to identify and support faculty development opportunities "including Faculty Interest Groups, workshops, colloquia and other professional development opportunities" for faculty aligned with the goals of the Title III grant. Faculty Fellows attend meetings with the management team and may be asked to serve as liaison to key campus constituencies as well as work closely with the Grant Coordinators and the Grant Director. For more information on the role of faculty fellows and the grant more generally, see www.usm.maine.edu/titleiii/overview.
Faculty Fellows may be tenured or tenure track or full time lecturers with experience and a comittment to their own and others' pedagogical and professional development and innovation through the faculty member’s teaching, research, scholarship and/or creative activity. Nominations by colleagues or self-nominations are encouraged. Nominees should submit a letter of interest by September 16, 2016 and an abbreviated dossier via email to email@example.com. Letters should explain briefly the nominee’s experience with and commitment to the enhancement of teaching and engaged learning for students. The faculty member selected for this fellowship will be notified by the end of September, 2016.