PATH FORWARD ADVISORY GROUP: UPDATES

OUR CHARGE

“Provide counsel in responding to and prioritizing the recommendations. The team will monitor progress, serve as a liaison with senior leadership, and partner to communicate updates with the campus community.”

OUR PROCESS (TO DATE)

• President Peterson formed 3* Action Teams (about 15-20 each team: students, faculty, staff) in October 2017. These were:o Student Mental Healtho LGBTQIA Community Supporto Campus Cultureo *Campus Safety was a 4th team proposed but it was postponed.

• Each team produced a report and set of recommendations within 30 days

• Approximately 180 recommendations were generated

• Path Forward Advisory group appointed by Pres. Peterson in January 2018o Have met weekly (and more) to review all recommendationso Organized recommendations to about 50o Drafting objectives and expected outcomes for all new recommendations

• Pres. Peterson assigned Executive Sponsors overseeing objective implementation

• Executive sponsors provided status report updates on implementation progress, advisory group is preparing for communications

OUR PROCESS (TO DATE)

FunctionsInfrastructure

(Includes

Organizationa

l Change)

StrategicVision

andEvaluation

Training and

Professional

Developmen

t

Communications

CLU

STE

RS

Academics Group 1 Group 2 Group 3 Group 4

Student and CommunityLife Group 5 Group 6 Group 7 Group 8

Health and Well Being Group 9 Group 10 Group 11 Group 12

ACADEMIC OBJECTIVE EXAMPLES

1.3.1 - Review current policies and practices around grading and related academic policies and the perception of its effectiveness to ensure that they align with the needs of faculty and students (e.g., grading on the curve, plus/minus grading)

Objective root from mental health action team • Consider adding additional “forgiveness” grade replacement beyond freshman year,

explore increasing number of pass/fail options permitted • Address the often unclear/inconsistent/ever-changing grading policies in Georgia Tech

courses (e.g., students report that a professor who grades on a curve creates a learning context where students never know where they stand, and this may increase competition between students)

ACADEMIC OBJECTIVE EXAMPLES

3.2.1 - Assess the need for a policy or policy changes requiring that faculty communicate due dates for assignments at least a week in advance with a strong encouragement for them to be planned at the beginning of the semester. Efforts should be taken to enforce policies related to the syllabi and require the inclusion of campus resources pertaining to academic success and mental health in the same way that academic integrity and disability accommodations are included. (objective lead: Student Regulations Committee)

Objective Root: Mental Health and Campus Culture Action Team• Syllabi audits to ensure that current policies are mentioned and implemented. (Campus

Culture)• Improve faculty communication about due dates for homework assignments and quizzes –

assigning them at least one week in advance, and with definite due dates (preferable already clearly scheduled at the beginning of the semester so that students can better plan).

• Better enforcement of compliance to syllabus requirements and other policies related to classes. Require statement within all course syllabi that points students toward campus resources for mental health and academic success (similar to academic integrity and disability statements)

ACADEMIC OBJECTIVE EXAMPLES

2.3.1 - Review the role that teaching plays in promotion and tenure standards. As part of this, define (or clarify) standards and expectations of teaching excellence.

Objective Root: Campus Culture Action Team• Expand the value of teaching experiences and excellence in tenure decisions. Make

teaching, respect, and inclusiveness a greater part of the tenure process.Initial status update: • The Task Force on Teaching Effectiveness reviewed different ways of defining

effective teaching and measuring it. They plan to report their results at the end of fall 2018.

1. How can faculty play a role in achieving the implementation of the academic objectives?

2. What can the administration do to engage faculty more as part of the GT community?

QUESTIONS FOR DISCUSSION