The Office of Academic Affairs sent out a survey regarding the first Virtual Fall Academic Conference. The survey was administered for a period of two weeks. The survey was a mix of open ended questions and matrix questions.
Welcome: Meg Benke
College Learning Goals: Deb Amory
PowerPoint: vFAC college goals present v2 11-17-11
Attached please find the final draft of the College Learning Goals that was most recently revised by the GSPC/CUSP working group. Our hope is that GSPC and CUSP will vote on the goals at your next meetings and forward to the Senate in time for a vote at the December Senate meeting. Attached is a brief history of the development of the goals, as well as a few FAQs, and the statement of learning goals themselves. The working group carefully considered the broad range of feedback on the initial draft and I think did a good job of addressing the various concerns. (But then again… call me biased!). In any event, I do look forward to hearing about your discussions.
Also, a huge thanks to Lynae Sakshaug and Roxana Toma from GSPC; to Jeff Lambe and Rebecca Fraser from CUSP, and to Tai Arnold, for a long, spirited and yet collegial video discussion that led to this latest and hopefully final revision : )
If you have any questions for the live session, please email email@example.com. She will read them to Deb for the question period in the session.
To give folks a fuller sense of our discussions about the revisions at our meeting last week, attached here are the notes outlining some of the details from discussion of various points, along with edited text as we worked towards our final revisions. Hopefully this will not complicate the discussion (it is not the final draft!) but rather will provide some sense of our reasoning as we thought through the rich feedback we received on the initial draft. Thanks!
Discussants are Brett Sherman, Eileen O’Connor and Barbara Tramonte
Tina Wagle is moderating.
This is the first of our three panel discussions related to the presentations recorded prior to the conference. Presentations in this area demonstrate inventive learning environments that support student learning goals and/or objectives, or a program or course/study designed to achieve student learning goals and/or objectives. The three prerecorded sessions for this discussion are:
Contained within the post for each of these sessions is a recording that we hope you will view prior to the discussion period. Click on the link within the post to access the recording. Please send your questions for the panel to firstname.lastname@example.org with the subject “conference question.”
Panel: Brett Sherman (Metro), Linda Guyette Hamell (HVC) and Mildred Van Bergen (LIC)
In an effort to improve student learning and retention, faculty and academic support professionals from several centers across the College have collaborated to design creative approaches that integrate academic support into credit-bearing studies. This presentation will explore several of these models, highlighting the benefits for faculty and students alike.
Link to prerecorded presentation: Creative Design for Student Learning: Embedding Academic Support in Credit-bearing Studies
Presenter: Eileen O’Connor
How can online and distance environments be developed to support professional communities and collaboration? Although working together on complex projects can encourage learning, working within an online environment makes it difficult for an instructor to oversee and manage collaboration and to ensure that students are moving towards the desired instructional outcomes. The author will review how she structured and scaffolded the development process; modeled the complex outcomes desired; required frequent, reported student-to-student meetings; and increased ownership, responsibility and pride-in-the-work through the student-designed virtual pods (in Second Life) and shared project-wikis/websites. The professional networking impact will be discussed as well.
Link to prerecorded presentation: Fostering collaboration, ownership, and professional networks—in online and distance environments
Presenters: Donna Mahar, Heather Reynolds, Barbara Tramonte, Tina Wagle
This interactive power point presentation highlights how the backward design methodology framed the creation and implementation of new teacher education programs.
Following the backward design process as espoused by Wiggins and McTighe, the following process guided program: define goals and objectives, identify outcomes and results, determine acceptable evidence of competency, plan instructional strategies that lead to desired competency levels. Outcomes and results were guided by the Common Core Learning standards and college and career readiness goals that are requirements of the federal Race to the Top grant awarded to New York State. Creative and innovative collaborations among graduate education faculty and major urban school districts across New York State identified ways to define goals and objectives for these new graduate programs as well as plan instructional strategies to lead to desired competencies.
Link to the prerecorded Elluminate Session: Creativity and Backward Design: Building 21st Century Programs in Higher Education
Presenters: John Golzy, Mark Abendroth, Eileen O’Connor
Education faculty members in mathematics, social studies, and science required that their students videotape, upload, and share private YouTubes of mini lessons within online “methods” courses. These faculty shared ideas, experiences, YouTube-links, and assessment strategies during the semester as their parallel courses were conducted. Upon completion of the courses, they polled their collective insights, presenting their findings at a SUNY conference and disseminating the results through a peer reviewed journal. Overall, these faculty gained rich perspectives on their pre-service teachers’ lessons through these live observations and they generated strategies for improved assignment modeling and assessment in future courses.
Link to prerecorded Elluminate session: Using YouTube in Online Courses to Observe and Evaluate Pre-Service Teacher Performance
Panel: Viktoria Popova-Gonci, Jeffrey P. Lambe
In attempts to continue informing PLA practices with theory and technological innovations, this presentation will demonstrate how a Concept Mapping (CMapping) program developed by the Institute of Human and Machine Cognition can be applied to PLA practices: both to the process of uncovering and communicating tacit learning and to the process of assessing learning outcomes in the framework of a non-course matching evaluation model. We will demonstrate how Cmapping offers tools for assessing complex conceptual relationships of learning, which may be challenging to ascertain during the process of linear presentation of knowledge, or essay writing.
Link to prerecorded presentation: Applying Concept Map Theory to the Practice of Prior Leaning Assessment
Presenter: Bob Carey (Metro)
“Transformative evaluation” invites us to move beyond the current practice of “But I evaluate when I grade” to the more interesting work of exploring how our shared practice as faculty mentors can provide students with the opportunities to become discerning readers and confident writers.
Link to prerecorded presentation: Transformative Evaluation: Where to Begin?
Discussants are Duncan RyanMann, Bridget Nettleton and Roz Rufer
Jim Savitt is moderating the session.
This is the third of our three panel discussions related to the presentations recorded prior to the conference. Presentations in this area focus on activities that AOS groups programs have undertaken or are developing to learn from and use findings from assessment, or on activities or learning design that will or supports effective assessment of student learning outcomes. The three prerecorded sessions for this discussion are:
Contained within the post for each of these sessions is a recording that we hope you will view prior to the discussion period. Click on the link within the post to access the recording. Please send your questions for the panel to email@example.com.
Panel: Leslie Ellis; Roselyn Dow; Duncan RyanMann
In the spring of 2011 the BM&E Area of Study engaged in an Assessment in the Major and an Area of Study Review. The data generated from these two assessment activities were analyzed by CPIE and the data and analysis appears in two reports. The BM&E Area of Study is currently exploring ways to “close the loop” and take insights from these assessment activities and apply them to our work with students. A group from the BM&E Area of Study will participate in a retreat in early December to move this effort forward. This session and discussion will focus on some of the challenges and opportunities this process poses for faculty.
Link to prerecorded presentation: BM&E and “Closing the Loop” in Assessment
Presented by: Kim Balko, Bridget Nettleton, Teresa Smith
All of us in higher education are faced with the possibility of engaging in programmatic assessment. For the nursing program the specialized accrediting body is the Commission on Collegiate Nursing Education or CCNE. The program participated in writing the self-study document and the on-site visit in 2009 and 2010 and received full accreditation. This presentation will review lessons learned from engaging in programmatic assessment.
Link to prerecorded Elluminate Session: Lessons Learned From The Accreditation Journey
Presenters: Roz Rufer and Alan Belasen
As part of the accreditation for the MBA, we wanted to measure student learning as value-added outcomes. Our research design included testing inbound and outbound cohorts with a single instrument. As part of the process for continuing improvement, we assessed the validity of our instrument. This presentation discusses our process.
Link to prerecorded Elluminate session: Closing the loop as Part of the MBA Accreditation and Assessment.