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UK Undergraduate Education - Update re CPE SB1 project
 

UK Undergraduate Education - Update re CPE SB1 project

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Update for UK College of Education SB1 Committee meeting, August 11, 2011

Update for UK College of Education SB1 Committee meeting, August 11, 2011

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  • Program integration  for a clear and comprehensive pathway for student success
  • Inquiry-based process (starting with what the faculty know and are interested in learning about) We have a Grad Assistant who will be working with and following first year, transitional students in their UK Core journey. Organizing co-curricular activities based on transition needs and the materials the faculty develop - Amy will serve as a liaison between students, advisors, and instructors. Amy Messer is …. Currently a PhD student student in Sociology - she completed her MS in Clinical Psychology from Ohio University with a thesis entitled "Bullying and Social Information Processing: Do the Characteristic Biases Continue into Adulthood?" Her BA in Psychology and Sociology is from UK where she graduated cum laude. She was a research assistant at the Center for Research on Violence Against Women and worked on projects involving alcoholism and adolescents as well as juvenile offenders.  She has worked at Office of Institutional Research, revising/updating the UK Incoming Freshman Survey and the First-Year Experiences Surveys as well as administering the National Survey of Student Engagement (NSSE) at UK.
  • “ a collection of content items, practice items, and assessment items that are combined based on a single learning objective” Robert Beck, U Wisc-Milw 2009 Components include descriptive data to information about rights and educational level – primarily a package of instructional content, practice, and assessment. KEY IS use of metadata for retrieval.
  • Collaborative learning experiences can be offered in multiple delivery modes, including: problem-solving in pairs in a large lecture hall, project-based teams in a seminar class, online challenge tutorials for individual or group practice sessions. DIVER/GLOBAL Including in assigned readings or faculty lectures those examples and issues that expect students to explore “difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Intercultural studies are best augmented by experiential learning in the community and/or by study abroad. Field-based “experiential learning” with community partners is designed as an intentional instructional strategy—and often a required part of a course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve complex problems in a real community. This may include field trips that include strong elements of studying before the experience, applying the new information in a new setting, and (after the trip) reflecting on the experience in depth. VOL/SL This intentional partnership with a community partner embeds an instructional strategy of experiential learning in which students have to apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. This strategy models the idea that giving something back to the community is an important learning outcome at the University-wide level, and that working with community partners is good preparation for citizenship, work and life. Look for our Ctr for SL and Community Engagement this fall. CAP A culminating experience that requires students (often at the end of the course) to create a project of some sort that integrates and applies what they’ve learned. This might be a research paper, a performance, a portfolio of “best work,” or an exhibit. UGR Most prominently used in science disciplines, undergraduate research is now encouraged for students in all disciplines. With strong mentors from the research community, undergraduates are challenged with research questions that are actively contested in a particular field of research. The students are expected to use empirical observation as well as cutting-edge technologies. UK’s Office of Undergraduate Research offers support for students working on research projects embedded within a course or an independent project.
  • The AAC&U promotes a theory of action identifies four primary elements for achievement of essential learning outcomes within the greater framework of inclusion and excellence for all students in a LEAP program: Cross-divisional collaboration  between academic and student affairs professionals Program integration  for a clear and comprehensive pathway for student success Enhanced assessment strategies  that measure quality of learning and outcomes Use of high-impact practices  for engaged student learning Project participants will put these elements into practice through the following general tasks: Creating an  integrated roadmap  across divisional boundaries to coordinate student success efforts; Using effective assessment strategies to build on available evidence of “what works” and act on it; Critically aligning high-impact practices, student learning outcomes, and student support efforts in the curriculum and the cocurriculum. Efforts to achieve these ambitious goals are coordinated and executed through regularly held campus team meetings, attendance at AAC&U ’s Institute on High-Impact Practices and Student Success, and participation in project webinars and meetings.
  • The AAC&U promotes a theory of action identifies four primary elements for achievement of essential learning outcomes within the greater framework of inclusion and excellence for all students in a LEAP program: Cross-divisional collaboration  between academic and student affairs professionals Program integration  for a clear and comprehensive pathway for student success Enhanced assessment strategies  that measure quality of learning and outcomes Use of high-impact practices  for engaged student learning Project participants will put these elements into practice through the following general tasks: Creating an  integrated roadmap  across divisional boundaries to coordinate student success efforts; Using effective assessment strategies to build on available evidence of “what works” and act on it; Critically aligning high-impact practices, student learning outcomes, and student support efforts in the curriculum and the cocurriculum. Efforts to achieve these ambitious goals are coordinated and executed through regularly held campus team meetings, attendance at AAC&U ’s Institute on High-Impact Practices and Student Success, and participation in project webinars and meetings.
  • Not cohorted by section, but rather learning outcomes. Amy will serve as a liaison between students, advisors, and instructors. E.g., study circles to work on learning objects that are introduced in the courses and connect to KY Core Content Standards. E.g., think tanks about teaching strategies in UKCore courses’ learning outcomes & motivation to learn more about chosen major. E.g., forums with students’ advisors about study skills development and specific student behaviors evidenced fall and spring
  • Here is a Wordle of our Design Principles… Notice what the faculty have said is most important about our UK Core based on the Design Principles LEARNING STUDENTS Skills, General, outcomes, education, curriculum What does your Syllabus say? What is important in your class from this perspective?
  • We know our retention rate is not very good, but for those who say it is due to the lack of academic preparation, the chart below drives home the point that we are under-performing considerably on this measure, even for the level of academic preparation of our students, as measured by the ACT/SAT.  What is Alabama or UC-Riverside doing?
  • Purpose is to show that all of us are responsible for Student Success. My goal is not to exclude, difficult to get more circles on the page. IT, CELT, Libraries, IRPE, etc… – implied that they support ALL missions.. Cross division cooperation, co-curriculum important
  • Goal 1 Metrics   By 2014 the Office of Undergraduate Education will demonstrate achievement of Goal 1 as indicated by the following metrics: Metric 1.1.1 Increase first to second fall retention of first-time, first year students to at least 85%   Metric 1.2.1 The number of APP students who need developmental or remedial work in their first semester will be reduced by 75%.   Metric 1.2.2. All APP students will progress into credit bearing course work by the second semester after admission.   Metric 1.2.3 Establish 20 dual credit programs with surrounding high schools.   Metric 1.3.1 At least 75% of incoming freshmen will have access to UK 101.   Metric 1.4.1 Establish articulation agreements for all relevant UK bachelors degree programs with all KCTCS AA and AS programs. Goal 2 Metrics By 2014 the Office of Undergraduate Education will demonstrate achievement of Goal 2 as indicated by the following metrics: Metric 2.1.1 First to Third Fall Retention will increase to 76% or better Metric 2.1.2 Four-year graduation rates will increase to 35% or greater. Metric 2.1.3 Six-year graduation rates will increase to 64% or greater. Metric 2.2.1 A University College representing all exploratory students and providing access to interdisciplinary degrees and other success programming will be in place. Metric 2.3.1. The number of professional advisors campus-wide will grow by 30%. Metric 2.3.2 All academic advisors will be classified in a new Academic Advising classification which will include annual professional development and evaluation. Metric 2.4.1 All undergraduate colleges will have strong relations with the Career Center, including one or more liaisons as needed to meet the needs of each college. Goal 3 Metrics By 2014 the Office of Undergraduate Education will demonstrate achievement of Goal 3 as indicated by the following metrics: Metric 3.1.1 The Honors Program will admit 10% of the incoming freshman class. Metric 3.1.2 The number applications for external scholarships will double from 5 to 10 for Rhodes/Marshall/Truman awards and from 7 to 14 for the Fulbright awards. Metric 3.2.1 The number of students in mentored undergraduate research and creativity activities will increase to X. Metric 3.3.1 The UK Center for Service Learning and Community Engagement will be established. Metric 3.4.1. A catalogue of at least 50 courses that meet defined global learning outcomes will be approved by Fall 2011, and 75 courses by Fall 2012; enrollments in these courses will also be tracked and assessed. Metric 3.5.1 Significant funding will be procured to support Honors, UG Research and Service Learning activities.
  • Enhanced assessment strategies  that measure quality of learning and outcomes Project participants will put these elements into practice through the following general tasks: Using effective assessment strategies to build on available evidence of “what works” and act on it; Resources that are available to faculty, or that faculty can leverage in their course development to effect learning.

UK Undergraduate Education - Update re CPE SB1 project UK Undergraduate Education - Update re CPE SB1 project Presentation Transcript

  • Update on Undergraduate Education CPE SB1 Program & Plans for This Fall August 11, 2011 Randolph Hollingsworth for Mike Mullen, Associate Provost for Undergraduate Education
  • UK Core and SB1 Goals: Program Integration
    • UK Core learning outcomes align with
      • KY Statewide Transfer Gen Ed outcomes, and
      • transition from K-12 KY Core Content Standards
    • UK Core Research Group to explore and build on available evidence of “what works” in a UK Core course
    • UK Core Learning Communities of at-risk and exploratory students (Undergraduate Studies) self-selected or formed by various combinations of UK Core courses
  • Program Integration: UK Core Design Principles
    • Courses in UK's general education curriculum will:
    • use inquiry-based teaching, develop critical thinking skills
    • no more than equivalent of 30 credit hours
    • connect intentionally to student ’s major field of study
    • smooth transition from high school to research university
    • develop communication skills, quantitative reasoning
    • lay foundation for citizenship in pluralistic society
    • specify learning outcomes and systematic assessment
    • UK Core Research Group piloted (launched on May 10, 2011)
    • UK Core Research LibGuides launched
    • UK Faculty Toolkit launched http://ukfacultytoolkit.wordpress.com
    • UE research assistant hired (Amy Messer) – programming coordinator and data analyst
    UPDATE FROM UGE, SO FAR…
  • Members of the Summer 2011 cohort of the UKCore Research Group included:
    • Intellectual Inquiry - Arts & Creativity
      • 3 faculty and 1 lecturer
      • Art Studio, Art Education, Art History, Theatre
    • Composition and Communication I & II
      • 6 faculty, 6 lecturers, 6 graduate assistants
      • Communications, English, Writing/Rheteric/Design
    • Quantitative Reasoning - Statistical Inferential Reasoning
      • 2 faculty, 3 lecturers, 4 graduate assistants
  • Members of Summer’11 UK Core Research Group $1,000 stipend to:
    • Research models of student learning strategies appropriate to one’ s academic discipline that support and illustrate the UK Core Principles.
    • Create at least one learning object for high-impact practices that can be scaled up and disseminated widely.
  • Questions to Guide Research and Development
    • What are those effective practices that your academic discipline uses to engage students – and that you plan to include in your UK Core course?
    • Are these practices embedded in both curricular and co-curricular activities (i.e., high-impact practices)?
    • How are these most effective practices from your discipline tied to the UK Core learning outcomes and how are they assessed?
    • How can these most effective practices be integrated across your academic program and/or other degree programs that rely on your UK Core course?
  • Librarians Supporting Research
    • Intellectual Inquiry - Arts & Creativity
      • Meg Shaw http://libguides.uky.edu/UKCoreAC
    • Composition and Communication I & II
      • Debbie Sharp http://libguides.uky.edu/UKCoreCC
    • QR - Statistical Inferential Reasoning
      • Tom Hecker http://libguides.uky.edu/UKCoresri
  • Learning Objects for High Impact Practices in a UK Core Course
    • Faculty pinpoint an assignment/activity/topic that usually proves difficult for students to be successful in their UK Core course
    • Pilot in Pbworks then publish and allow use by:
      • other faculty and to US exploratory students in 2011-12 courses in the 3 UK Core categories
      • the University of Kentucky faculty community (via the UK Faculty Toolkit)
      • the statewide Gen Ed faculty community (via Kentucky Learning Depot or MERLOT)
  • Learning Object Repository
    • KYLearningDepot.org
    • Sophia.org
    MERLOT.org
  • UK Faculty Toolkit Emphasizing LEAP “High Impact Practices”
    • http://ukfacultytoolkit.wordpress.com
    • collaborative projects
    • diversity/global learning activities
    • community-based learning, field trips
    • volunteer activities, service learning
    • capstone projects
    • embedded undergraduate research
  •  
  • Cross-divisional collaboration
    • UK Core Learning Communities Coordinator and academic advisors
    • Special programs counselors/advisors and mentors, e.g., First Scholars, CARES, Robinson Scholars, Honors, UG Research
    • Librarians and Multi-modal Communications lab consultants for digital literacy and information literacy skill-building
    • Academic Enhancement ’s academic consultants and peer mentors in “The Study”
    • UK101 Academic Orientation instructors and peer instructors
    • Student Government Association members, Freshman Leadership Development Program interns, Residence Life hall directors and RAs, Greek leadership, religious student groups
    • Call for new members of the UKCore Research Group (adding to wiki, monthly meetings for all)
    • UK Faculty Toolkit expanded to showcase findings & development of UKCore Research LibGuides
    • First-Year Skill-building and Intergroup Dialogues
    • First-Year Leadership interns and Study Circles on Transition & Kentucky Core Content Standards
    • Undergraduate Studies Learning Communities
    PLANS FOR THIS FALL…
  •  
    • Retention Programming raised the retention rate to over 80% for third year in a row
    • Graduation rates still lag
    KY High School Grads in Transition: About UK Excellence
  • Retention and 6-Year Graduation Rates – UK and Top 20 Benchmarks for 2009 Source: UK Institutional Research TOP 20 Georgia Tech Ohio State U Penn State Rutgers Texas A&M UC-Berkeley UC-Davis UCLA UC-San Diego U of Florida U of Illinois U of Maryland U of Michigan U of Minnesota UNC-CH U of Pittsburgh U of Texas U of Virginia U of Washington U of Wisconsin
  • Retention Rates vs ACT- 2007  An Equal Opportunity University UK Office of Institutional Research
  • HS Preparation and UK Success
    • Students with 3.5+ HS GPA and 20+ ACT
      • First year retention = 80-90%
      • 6 Year Graduation = 61 to 75%
    • Students with <3.5 HS GPA or <20 ACT
      • First year retention = 61-70%
      • 6 Year Graduation = 39-49%
  • Retention Programming to Date
    • Advising staff additions
    • K-Week activities
    • UK 101 expansion
    • Academic Enhancement (The Study) expansion
    • More freshmen living on campus
    • Academic Alerts and Midterm Grades
    • Financial Alerts and Financial Ombud
    • Targeted interventions by cohort
  • Student Success Undergraduate Education Academic Advising Academic Support Cross-college Academic Enrichment Retention Services P-20 Initiatives Colleges and Departments Academic Programs Academic Advising Student Services Engagement Student Affairs Co-curriculum K-Week UK 101 C&T Organizations LLC Housing Enrollment Management Recruit and Matriculate Transfer Services Financial Aid/Scholarships Registration Undergraduate Experience (Simplified View) Institutional Diversity Academic Advising & Support Engagement International Programs Study Abroad International Programming InformationTechnology CELT Libraries IRPE InformationTechnology CELT Libraries IRPE
  • Where Do Faculty Fit In?
    • UK Core
    • Students will:
    • understand and use processes of intellectual inquiry.
    • demonstrate competent written, oral, visual communication skills as producers and consumers of information.
    • understand and use methods of quantitative reasoning.
    • understand complexities of citizenship and processes for making informed choices as engaged citizens in a diverse, multilingual world.
    • UE Strategic Plan
    • UE will, in partnership with faculty, staff and students at UK:
    • enhance success for students in transition
    • ensure continued student success toward degree attainment
    • provide enriching educational programs for all students
  • Enhanced assessment strategies
    • Student data warehouse and communications based on student characteristics
    • UK Freshman Interest Survey and NSSE first-year student questionnaire
    • UK101 Academic Orientation assessments
      • Career Center ’s “Who Am I” survey
      • time management and study strategies
      • alcohol education quiz
    • Feedback from UK CORE learning communities events/activities, academic advisors, exit surveys