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!
The conference theme, “Moving to Mastery: Creativity in Learning Design and Student Learning Assessment,” focuses on our work with students. It provides an opportunity to look at some of the ongoing work in academic centers and programs to promote engaged and creative designs for learning, including formats and strategies for formative assessment, as well as the work of AOSs and other programs for closing the loop on student learning assessment.
Participants have prerecorded sessions in advance of the conference. Abstracts for conference sessions with links to the prerecorded material run down the left side of the home page. When you click the link to the rerecorded session it will launch Elluminate. The Elluminate session takes a minute or two to load and you may need to click OK or accept to allow the Ellumnate files to run on your computer. It is OK to accept the files. At the bottom of each post is a comment link to read and add comments. Please contribute to the discussion by adding your reflections and questions to the site.
Information for AOS and Affinity group meetings on Thursday is available on the AOS and Affinity Group Information page. The room information for the video conferencing is on the Meeting Rooms at Centers page.
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
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 firstname.lastname@example.org.
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.