To: Terri Warpinski

From: G. Bothun

Re: Application for Associate Vice Provost for Instruction

Cover Letter

Personal Statement:

I am applying for the position of Associate Vice Provost for Instruction at the University of Oregon because I am interested in enhancing the quality of undergraduate education at the UO and in providing functional and effective oversight of that process from the framework of the Provost's office. My motivation for this application does not stem from a desire for an administrative position per se, but rather I see this as a real opportunity to channel my many years of experience and dedication to the issue of classroom instruction into real physical outcomes. In addition, I am very well aware that the concept of "instruction" now extends to well beyond the classroom walls and that curricula and curriculum materials need to be designed to provide a better balance between learning that occurs in physical space and learning that can occur in network space. In addition, Course Management Systems such as Blackboard (not my personal favorite) have now become mission critical and therefore represent a significant part of the total instructional equation. Indeed, the main strength I would bring to this position is a fully integrated view of instruction in the digital age, both in terms of practice and in terms of my own implementation. We are on the cusp of a transformation in the teaching and learning process that is evolving away from the learned sage filling empty vessels to one that involves more participatory learning and the emergence of a true learning community. What every instructor desires is good student engagement. Higher ED nationally is struggling with legacy curriculum delivery systems and out moded physical instructional spaces. As a result, student engagement in the learning process is in decline (and this is well documented). As an institution, the UO needs to re-vitalize the learning process to produce a more engaging atmosphere. I have realized partial success in my own teaching and while I would not use that as a template, I would use that as an indicator that success can be achieved. I am completely committed to improving student engagement as the primary outcome of this position and therefore request reasonable consideration of my application.

Relevant Experience

  1. In 1994, I first became interested in how educational technology and redesigned classrooms could improve the learning experience by accelerating a move away from the dominant lecture mode, to a more participatory mode of active and collaborative learning. I have been teaching my classes in this manner ever since, constantly evolving them to take advantage of the latest technology tools. With such tools (simulations, data-driven exercises, etc), I am now able to give much more comprehensive homework (beyond just busy work) as well as introduce students, at the general education level, to data reduction and analysis. I also allow the students to work together in problem solving teams so has to promote and initiate collabortive learning. As might be expected, this has not been met with a chorus of enthusiasm by the students as the workload in my classes for them, has increased, as a result of the deployment of instructional technology. However, I remained convinced that a) the students learning experience has been broadened, b) the meaning of the credit hour has been restored in my classes (i.e. there is substantial out of class work now) and c) their facility with computers and networking has increased and d) they have worked together as part of a team. Thus, by taking these re-designed courses, the students also have acquired new skill sets.

  2. In parallel with the development of asynchronous learning spaces, a renewed and committed effort in improving our physical classrooms needs to come forth. I have been a member of the Classroom Improvement Committee ever since its inception (1994) and, while strictly limited by available funds, we have renovated and improved a few classrooms on campus. I believe this has been a very valuable experience and I have gained considerable knowledge about approachs that work and approachs that become cumbersome. I have also seen cost-effective transformations as well as costly investments which in the end made not significant difference. I cite two examples:

    • 207 Chapman - an extremely successful project which opened up a classroom (seat count went from a cramped 189 down to an open 117) into a significantly more engaging learning atmosphere.

    • 110 Fenton - a gigantic, 450K investment (most of that for an improved mechanical system) which, in the end, returned a room configuration very similar to the original one.

  3. I have been on the Educational Technology Committee since its inception and have Chaired this body off an on over the last 13 years. In that capacity, and in partnership with Media Services, I have over-seen the deployment of presentation tools in the classroom (e.g. data projectors) to the point where abotu 75% of our general education classrooms have computer projection capability (remember, this process started in 1995). In addition, I have been responsible for early adoption and testing of two now widespread classroom technologies:

    • A starpanel, which is essentially an external monitor for a laptop that one can draw on - this is an extremely functional replacement for a blackboard in a large lecture room that can only be viewed by the first rows of seats. (A starpanel is not a document camera)

    • The student personal response system (known these days as the clicker ). This is a system of hand held transmitters that the students can use to answer questions, express opinions, etc.

  4. In the Summer of 2001, I initiated the creation of a new kind of learning space on campus, which turns out to be one of the first of its kind in the US. Condon 204 was converted from a dysfunctional lecture room to a flat floor room with movable tables and chairs in which 40 wireless laptop computers could be deployed. This space is very effective for either collaborative learning and/or problems based instruction. Since then, these spaces have migrated to the Library and have turned out to be quite functional and successful.

Qualifications

  1. I have a very strong interest in teaching good and meaningful classes at the lower undergraduate levels and I have developed several new classes at the UO. I am a firm believer in interdisciplinary general education as well as collaborative teaching and would like to work to expand that activity here.

  2. I have chaired a substantial number of different kinds of committees both locally and nationally. I generally have good communication skills and am guilty of perhaps being too direct. I do have very strong motivation and excellent decision making abilities. I have an extensive record of scientific collaboration and clearly can function well as a member of any team.

  3. I have very good conflict resolution skills (though at first glance that might be difficult to discern). For example, from 1996-2002 I was scientific editor for the the most prestigious journal in the world in my field, The Astrophysical Journal . Throughout that time I earned, what I think is the proper description of my modus operandi, tough but fair (contact R. Kennicutt in reference list for confirmation). I do have high standards, but I am quite receptive to input. Then I will convolve that input with my standards to reach a decision.

  4. I am familiar and competent at managing a budget for large programs. I have been essentially doing this as the Educational Technology Committee Chair since 1995 where a budget of $5 million needs to be invested every year in student services, network infrastructure, faculty services, etc. I have also managed several large research grant budgets over the last 10 years.

  5. I served (in 2003) as Acting Director of the Environmental Studies program and oversee all aspects of that program. I have no prior experience as a department head, primarily because I have zero interest in being the department head of Physics. I did effectively serve as the Associate Head for the Physics Department (contact D. Belitz for verification).

  6. For the past 13 years I have been active and successful in deploying instructional technology on the UO campus as well as in initiating classroom improvements. As a result, I have served as a functional interface between Media Services, Facilities Services, Network Services, CAS, the Registrar and the Provost's office, all done in a relatively unofficial capacity and mostly via volunteerism. I most certainly roll up my sleeves in all of this and, on many occasion, have assisted with the wiring and physical deployment of equipment.

  7. Since January 1997 I have taught more than 1000 students (in 7 different kinds of courses) via distance education programs offered by Continuing Ed. I have considerable knowledge in this area.

Knowledge of UO/OUS Procedures:

While I don't claim to have extensive knowledge in this area I can cite two forms of relevant experience:

  • Through the Edtech process I have certainly become acquainted with the organizational structure of the UO and the various lines of reporting.

  • Both through the Edtech process and in my capacity as director of the Pine Mountain Observatory, I am very familar with OAR rules as they relate to purchasing. I have full knowledge of the bidding requirements, department of justice requirements, and have experience in procurement of equipment at several levels.

Summary Statement

I am interested in this position because I think it represents a new opportunity to exercise initiative in a meaningful and long lasting way. Whatever the mission of the University is, that mission is most strongly manifested by what happens in our classrooms. This essential part of our mission has been neglected to too long and I would work as tireless advocate of giving this higher priority. I believe that I am fully qualified to meet the duties and responsibilities as they are listed and that my documented experience supports that premise. My considerable baseline of experience, coupled with a deep commitment to improving undergraduate education and to create new and better learning spaces lends itself well to this particular set of duties associated with this position. I strongly believe that evolution and change in our undergraduate education mission will allow the UO to remain competitive and I look forward to working collectively with all the disciplines to spearhead that change. Finally, I believe in adopting a fully integrated view of instruction - one that includes on and off campus instruction, instructional learning spaces, campus labs, course management systems, student e-folios, etc. These are all components of the digital learning age which is well upon us now.




References

The following people can be contacted to comment on various aspects of my skill set:

Administrative Core Competency

  1. Deb Carver (University Librarian)
  2. G. Hecht (Director, Facilities Services)
  3. N. Deshpande (former Associate Dean, CAS)

Knowledge of Teaching Issues

  1. Herb Chereck, Univeristy Registrar
  2. Georgeanne Cooper, TEP
  3. John Nicols, History Professor
  4. Wendy Katkin, Reinvention Center, SUNY

Technical Knowledge

  1. Tom Matney, Head Media Services
  2. Dale Smith, Head, Network Services
  3. Cathy Soutar, University Planning

Decision Making Ability

  1. D. Belitz (Physics Head/CAS Dean)
  2. R. Kennicutt, Editor in Chief, The Astrophysical Journal

Working Relationships with Support Staff

  1. Patty Valenzuela (Physics Business Manager)
  2. Colleen Mckillip (Executive Assistant, Administration)
  3. Mary Bradley (Computing Center)
  4. Sandra Gladney (Continuing Ed)
  5. Georgia Scott (Computing Center)

Links to Other Supporting Materials