Page 20 - International Journal of Process Educaiton (Special Issue)

Table 1 Foundation Course Stakeholders and Their Roles

Administrators

• Acknowledge the need for the course
• Provide resources for course development
• Identify and resolve staffing constraints, including teaching assignments within and among academic units
• Be open to changes in pedagogy and program culture

Design Team

• Inventory the needs of course stakeholders
• Align course outcomes with desired long-term behaviors
• Select learning activities and pedagogies for the course
• Assemble instructional materials
• Recommend training for course instructors
• Participate in regular course review activities

Course Instructors

• Attend recommended orientation sessions/meetings
• Communicate and uphold course expectations
• Refine activities to better meet course outcomes
• Be open to exploring student-centered pedagogies
• Cooperate with other instructors in delivering a common, high-quality experience to all students
• Collect data on the effectiveness of learning activities for review by the instructional team
• Make recommendations for how the foundations course can be leveraged in upper-level coursework

Senior Faculty

• Provide timely input to the course design team
• Value the efforts of the design team and instructors
• Be willing to teach a foundations course on an occasional basis to stay abreast of changes in program culture
• Modify the expectations and delivery of upper-division courses to take advantage of foundations course outcomes

Support Staff

• Consult with the design team to ensure that needed resources (i.e. library, career center, and computer labs) are
available for use in the course

• Provide feedback on learning activities associated with the resources/services they provide

• Share success stories with other units on campus

Students

• Openly communicate with peers and instructors
• Actively participate in all learning activities.
• Accept personal accountability for class assignments and interpersonal behaviors both in and out of the classroom
• Develop a mentality of exceeding course standards, not just being satisfied with minimum acceptable performance

The content from Foundations of Learning is also of Learning within a business context (Bobrowski & Cox
easily adapted to disciplinary contexts, as is seen in the 2003). Illinois State University also designed their own
introduction to business course, Gateway to Business foundations course, Enterprise (Newgren, 2003, 2004), to
(Bobrowski & Cox, 2001), developed at SUNY Oswego, stand as the Business 100 course.
which integrated content and activities from Foundations

18 International Journal of Process Education (February 2016, Volume 8 Issue 1)