Summaries from the Fourth Stakeholder Conference
What recommendations do you have for enhancing the quality and potential of the program?
Responses for the Flannery O-Connor Studies Program
- Have a writer in residence (semester or year).
- Establish chairs for each creative writing area (non-fiction, poetry, playwriting, etc).
- Flannery O'Connor children's book series.
- National/international advertising and recruitment program. Market our MFA program to other Ivy League and comparable undergraduate English/writing programs (a la Penn).
- Summer programs as well known as Suwanee for published authors working on workshops with students and other participants. Needs to expand beyond Theatre in some way.
- Show influence and impact as broadly as possible. The focus appears to be on growth (i.e. numbers) and the resources need to 1) make that happen and 2) support the expanded/larger workload. It would be better to shift that focus to quality and uniqueness!
- Name program for Flannery O'Connor and makes links to her, such as finding a way to create seminar space in the O'Connor house or Andalusia.
- Establish competitive full scholarships – solicit national/international applicants. Host an annual contest for HS students to write three introductory paragraphs on an original story line, borrowing from O'Connor's Southern Gothic style.
Responses for the Creative Writing Program
- It has already achieved some national distinction (the University of Pennsylvania lists it as one of the eight its students might consider) and it is poised to achieve even more.
- It is a small enough niche that not many schools will focus on this.
- Creative Writing and Outdoor Ed have the best probability. Creative Writing has the greatest national interest and relevance. Program piggy-backs on the link to Flannery O'Connor, but the O'Connor heritage needs to be a subset of Creative Writing on its own. O'Connor Studies is too specialized and esoteric, but as a highlight of Creative Writing, boosts the national visibility. The endorsement of the MFA program by Penn is compelling.
Responses for the Center for Educational Research and Service
- Topic itself is very marketable to outside constituents and very timely; has the potential (if handled properly) to combine 1) long running expertise in developing educators with 2) deep legislative contacts in Atlanta and 3) expertise in data gathering/analysis.
- It depends on how much effect it has on improving education.
- Not very likely, since there are many Research Education Centers, research universities and government entities already doing this nationally even in Georgia in Educational Research and Application.
- Without collaboration with the School of Education, it is unlikely.
- Must identify their specific "niche" of offerings.
Responses for the Outdoor Education Program
- Additional support (money and staff)).
- Create a hook to give it a "participant" voice. Focus on the work you do campus wide and highlight better the current interaction with students university-wide. Program provides services to other programs of limited visibility and impact.
- Use "Lake Laurel" rather than East Campus, especially given re-naming of West Campus to "The Village"; need sound bites of explanation!
- Define "outdoor education" and explain claim that it relates to liberal arts.
- Develop more evidence that program links to centrality of the mission.
- Be involved in the new living- learning communities, play a role in orientation, and make links to service learning to get more student and faculty involvement.
- Limit enrollment to 16 in the cohort.
- Incorporate assessment.
Responses for the Science to Serve Program
- More recognition for faculty and exceptional students.
- Work to stand out more so that others realize how much is incorporated in program. Some of the other programs are already widely recognized and seeing the impact, potential, and necessity of this program will inspire campus-wide interest and involvement. Have more projects for this program in the community to gain recognition; clubs host activities; "symposiums" – fun, engaging discussions and activities in the science field; teach-ins – public lectures. Market service aspect of program to future students. Who recognizes it?
- Continue to form bonds between other disciplines.
- Have discussion forums to share ideas.
- Recognize that science is more costly than other programs; supplies, instrumentation are expensive but the rewards are great in having a knowledge in science and technology as applied to national and international concerns (e.g. environmental issues). Travel, office expenses, and time expenditures are great.
- Broaden the scope (e.g. develop models to send out to K-12 - a Trunk program) of exercises; consider inclusion for nursing, eco-tourism, exercise science; work with economics students to estimate the economic impact of some of this outreach; fund student travel to teach in K-12, present papers, etc.; outreach to educate future journalists and media folks.
- Link to mathematics is missing in proposal. As of 3/1 there were 90 open mathematic teaching positions (public schools) on teachgeorgia.org. 64 of them were for secondary mathematics positions. Stark comparison with science positions – many fewer are currently needed (however with retirements that number will grow and there is real concern about numbers being produced – when there is high demand, supply will be low); need to have SOE embrace undergraduate tracks to secondary teacher certification in order to get teacher prep program started.
- Develop public knowledge of importance of science; scientists must be willing to be "inclusive" and to appeal to broader population.
- The "service" aspect is not really articulated well in proposal, so it isn't really possible to determine level of distinctiveness.
- Form and strengthen national and international linkages with both private and public, profit, and non-profit organizations, industries and foundations; make direct links to every department on campus and form academic partnerships with other exemplary institutions.
- Develop a learning community with those involved.
- Demonstrate to stakeholders how this program ties into learning objectives and connects to ideals of civic engagement and public service. To do this, there needs to be links to civic engagement programs and student leadership programs already at GC.
Responses for Mentored, Field-Based Cohort (MFBC) Model, School of Education
- Concentrate on specific program goals for mission centrality.
- Define uniqueness of MFBC and why it is nationally distinctive.
- Comment on the Arts & Sciences collaboration and assess faculty support.
- Explore other funding opportunities to be able to admit more students.
- Explore how the program informs other academic programs, and its relation to the Center for Education Research and Service.
- Focus on responding to the diverse needs of the state, a diverse society and a global economy and on developing a diverse student body.
- Assess how are students meeting the SOE mission as architects of change.