This document discusses barriers to effective collaboration and strategies to overcome them. It summarizes collaborations between an ATE center called CyberWatch and different partners including academia, industry, and civil society. Challenges discussed include engaging partners, maximizing engagement and expertise, and attracting new partners. Successful collaborations are described as having mutual benefits, different levels of involvement, and addressing each partner's needs. Trust and an ongoing process are emphasized over concrete outcome agreements.
The panel presentation discusses career pathways for STEM technicians as a solution to two national problems: not enough technicians to support innovation and inadequate educational opportunities for capable high school students. It proposes partnering with STEM high schools to provide an alternative curriculum pathway for students interested in associate's degrees to become technicians. The alternative curriculum would adjust math requirements and include technical courses that prepare students to enter engineering technician programs.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
Digital Literacies Webinar RSC Scotland Paul Bailey
This document provides updates on digital literacy projects at two further education colleges in the UK:
1) The Coleg Llandrillo PADDLE Project, which found that students are increasingly relying on their own technologies for study and assessment.
2) The Worcester College of Technology WORDLE Project, which is developing accredited digital literacy units for students and staff.
3) It encourages participants to watch videos from the Developing Digital Literacies projects and lists emerging themes and topics that will be discussed, such as bring your own devices, developing digitally literate senior managers, and subject specific versus personal digital literacies.
This presentation was prepared for the Hong Kong Federation of Continuing Education/Tertiary Education. This presentation focuses on quality models that can inform both design and evaluation of e-learning implementations.
Creative Commons Licensed -- Attribution, NonCommercial--No Derivs License
These slides were initially prepared for a presentation at Hong Kong City University in Oct. 2010. I later added a few slides defining e-learning and addressing 21st century learning.
This document discusses barriers to effective collaboration and strategies to overcome them. It summarizes collaborations between an ATE center called CyberWatch and different partners including academia, industry, and civil society. Challenges discussed include engaging partners, maximizing engagement and expertise, and attracting new partners. Successful collaborations are described as having mutual benefits, different levels of involvement, and addressing each partner's needs. Trust and an ongoing process are emphasized over concrete outcome agreements.
The panel presentation discusses career pathways for STEM technicians as a solution to two national problems: not enough technicians to support innovation and inadequate educational opportunities for capable high school students. It proposes partnering with STEM high schools to provide an alternative curriculum pathway for students interested in associate's degrees to become technicians. The alternative curriculum would adjust math requirements and include technical courses that prepare students to enter engineering technician programs.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
Digital Literacies Webinar RSC Scotland Paul Bailey
This document provides updates on digital literacy projects at two further education colleges in the UK:
1) The Coleg Llandrillo PADDLE Project, which found that students are increasingly relying on their own technologies for study and assessment.
2) The Worcester College of Technology WORDLE Project, which is developing accredited digital literacy units for students and staff.
3) It encourages participants to watch videos from the Developing Digital Literacies projects and lists emerging themes and topics that will be discussed, such as bring your own devices, developing digitally literate senior managers, and subject specific versus personal digital literacies.
This presentation was prepared for the Hong Kong Federation of Continuing Education/Tertiary Education. This presentation focuses on quality models that can inform both design and evaluation of e-learning implementations.
Creative Commons Licensed -- Attribution, NonCommercial--No Derivs License
These slides were initially prepared for a presentation at Hong Kong City University in Oct. 2010. I later added a few slides defining e-learning and addressing 21st century learning.
Assessment and Feedback start-up meeting Oct 2011jisc-elearning
This document summarizes the agenda and goals for a JISC Assessment and Feedback Programme meeting on October 5th, 2011. The meeting aimed to introduce projects to each other's work, identify connections, and facilitate networking. An overview of the program structure, expectations, reporting requirements, and support team was provided. Project representatives gave 2 minute elevator pitches on their value propositions and benefits. A poster networking session allowed projects to explore connections and schedule 10 minute discussions.
OECD Reviews Of Higher Education in Regional and City Development: Building S...EduSkills OECD
The document discusses the OECD's reviews of higher education in regional and city development. Some key points:
- Since 2005, over 30 cities and regions in more than 20 countries have undergone these reviews to build stronger, fairer, and cleaner regions.
- The reviews analyze the global, national, and regional context and focus on the role of higher education institutions in regional development.
- The reviews are conducted through self-evaluations, site visits, and discussions with stakeholders to identify barriers and gaps in higher education engagement for regional growth.
- Examples are provided of reviews conducted in places like Penang, Malaysia, and Victoria, Australia that identified ways to increase strategic alignment between higher education and regional economic
Project DEgree provides developmental education, support services, and a learning community experience to help underprepared young adults earn college credentials. It aims to address the high rates of students requiring remedial courses and failing to complete degrees. Students take developmental courses in reading, writing, and math, plus success skills classes. They receive intensive support from a resource specialist during the first year. In the second year, students transition to college-level work while supported by an advisor. The program aims to increase engagement, motivation, and persistence to graduation.
This document summarizes an NSF presentation about funding opportunities for community colleges. It discusses several NSF programs that support STEM education projects involving community colleges, such as the Advanced Technological Education (ATE) program, which has provided over $650 million for community college technician education programs since 1994. It also briefly describes the goals and application processes for additional programs like STEM Talent Expansion Program (STEP), NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), and Transforming Undergraduate Education in STEM (TUES). The presentation emphasizes starting the proposal process early and following all guidelines to submit a compliant and competitive application.
RALF (Redesigning Assessment and Learning with feedback in the VLEs) ProjectDiogo Casanova
The RALF (Redesigning Assessment and Learning with feedback in the VLEs) project aims at clarifying the role of VLEs in assessment and feedback, understanding students’ perceptions of feedback and how they are being addressed in the VLE and, as importantly, understanding teachers’ perceptions of the constraints they have in their assessment and feedback practice in using the VLE. See further information at https://campuspress.uwl.ac.uk/ralf/
‘Sweet’ strategies for higher education developers working in the third space Rhona Sharpe
The document summarizes a presentation given by Professor Rhona Sharpe of Oxford Brookes University about strategies for higher education developers working in the "third space" between academic and professional services. It discusses the SWEET approach used by the Oxford Centre for Staff and Learning Development (OCSLD), which focuses on being strategic, work-based, efficient, evidence-based, and technology-enhanced. It also examines OCSLD's efforts to embed graduate attributes into the curriculum through initiatives like course design intensives and learning gain projects.
Higher Education for the Knowledge Economy - Professor Lap-Chee TsuiEduSkills OECD
The document discusses the role of higher education in developing skilled workers for the knowledge economy. It notes challenges like globalization and mismatches between expectations. Trends include internationalization and growth of private tutoring. The author presents Hong Kong University as an international institution in China aiming to reform curriculum to develop well-rounded, employable graduates through competencies, knowledge and values.
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...the nciia
This study investigated the impact of entrepreneurship education on engineering students. It found that students who took entrepreneurship courses had higher interest, involvement, and self-efficacy related to entrepreneurship compared to students who did not take courses. Specifically, entrepreneurship courses were linked to higher confidence in business skills and abilities not directly tied to entrepreneurship. The study also found that certain student demographics like Asian students and males participated in entrepreneurship education at higher rates. However, overall few engineering students were exposed to entrepreneurship in their programs.
1) The document discusses a program called Stepping into Your Future that provides online test preparation courses in math and English to help students in California pass high school exit exams.
2) It describes the collaborative development process involving multiple colleges and organizations. Courses were piloted in 2007-2009 and have since expanded statewide.
3) Evaluation found the program increased student retention and pass rates on exit exams, with over 5,000 students enrolled in 2008. It provides a cost-effective way to deliver test preparation at scale statewide.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
What does the future hold forhigher education? Andreas SchleicherEduSkills OECD
The document discusses the future of higher education. It asks four questions: is there no end to the expansion of higher education? Who can make a systemic difference to closing skills gaps? Can mass education be extended to personalized learning for all? How successful are institutions in engaging with evolving learning needs? The document analyzes trends in tertiary education expenditures, graduate supply, and the changing composition of the global talent pool across countries over time.
This document summarizes a presentation given by Ebba Ossiannilsson, PhD from Lund University. The presentation focuses on quality in e-learning and benchmarking e-learning programs. It discusses driving forces for quality in e-learning, approaches to quality assurance like self-evaluation and benchmarking, and benefits that can come from benchmarking e-learning programs, such as improved processes, new ideas, and enhanced reputation. It also provides an overview of the E-xcellence quality assurance program for e-learning that was developed through the EADTU and involved benchmarking by institutions and reviews by quality assurance agencies.
The document summarizes interviews with stakeholders of the UKeU (United Kingdom eUniversity) project. Key findings from the interviews include:
1) There was a clash between the corporate and academic cultures as the corporate nature took precedence over academic aspects.
2) Organizational processes did not address the differences between the corporate and academic sectors which led to frustration.
3) Unrealistic timeframes and priorities on business deals over learning design contributed to tensions and issues.
Program design can increase graduation rates by maximizing program length, embedding certificate programs within degrees, limiting electives and prerequisites, removing structural barriers, and capitalizing on synergies between related programs. Strengthening online courses and advising are also important. The optimal program length is 60 credits; additional hours reduce graduation rates. Certificates of all lengths provide value for students and employers.
This document discusses how open courseware (OCW) can help universities meet their goals. It provides an overview of what OCW is and its benefits. Some key points made include:
- OCW allows universities to increase their global reach and reputation by showcasing academic strengths for students, faculty and lifelong learners.
- It supports student recruitment and retention by providing open access to course materials. This enhances advising and evaluations.
- OCW encourages improvements in teaching quality by promoting the development and sharing of high-quality course content and teaching models.
- While legal, faculty and resource concerns present obstacles, over 200 institutions have launched OCW sites through collaborating in the OCW Consortium
This document discusses organizational culture and learning organizations. It defines organizational culture and describes its characteristics. There are four main types of organizational culture: clan, adhocracy, market, and hierarchy. Strategies for strengthening culture include the actions of leaders, rewards, workforce stability, and socializing employees. A learning organization facilitates members' learning and transformation to remain competitive. Features include systems thinking, personal mastery, mental models, shared vision, and team learning. Benefits are innovation, responsiveness, quality, and image. Adult learning principles emphasize value of process, experience, goals, relevance, practicality, and respect. Learning styles are visual, auditory, and tactile/kinesthetic. WNS is used as an
‘Sweet’ strategies for higher education developers working in the third space SEDA
The document discusses strategies for higher education developers working in the "third space" between academic and professional services. It outlines an approach called SWEET - Strategic, Work based, Efficient, Evidence based, Technology enhanced. Examples are given of how the Oxford Centre for Staff and Learning Development applies this approach, such as embedding graduate attributes, course design intensives, and open online courses. Evaluation of initiatives is emphasized. Recommendations include taking advantage of flexible roles, carefully guiding others into the third space, and creating new career pathways.
Best Practices in Online Academic Advising DeliveryLaura Pasquini
The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.
On Wednesday, September 8, 2010, the AACC government relations staff hosted a free webinar to recap recent legislative developments and look ahead at what remains on the agenda for September and beyond. Topics discussed included the upcoming RFP for the Community College and Career Training Program, gainful employment regulations, the American Opportunity Tax Credit, the White House community college summit, the education jobs fund, FY 2011 funding for key programs and the DREAM Act.
On March 21, the AACC government relations team will provide an overview of issues Congress has been discussing in the first three months of 2012 and what is to come. The team will provide up-to-the-moment information on FY 2013 funding for Pell Grants and other key programs, the second round of TAACCCT program grants, workforce legislation, and more.
Assessment and Feedback start-up meeting Oct 2011jisc-elearning
This document summarizes the agenda and goals for a JISC Assessment and Feedback Programme meeting on October 5th, 2011. The meeting aimed to introduce projects to each other's work, identify connections, and facilitate networking. An overview of the program structure, expectations, reporting requirements, and support team was provided. Project representatives gave 2 minute elevator pitches on their value propositions and benefits. A poster networking session allowed projects to explore connections and schedule 10 minute discussions.
OECD Reviews Of Higher Education in Regional and City Development: Building S...EduSkills OECD
The document discusses the OECD's reviews of higher education in regional and city development. Some key points:
- Since 2005, over 30 cities and regions in more than 20 countries have undergone these reviews to build stronger, fairer, and cleaner regions.
- The reviews analyze the global, national, and regional context and focus on the role of higher education institutions in regional development.
- The reviews are conducted through self-evaluations, site visits, and discussions with stakeholders to identify barriers and gaps in higher education engagement for regional growth.
- Examples are provided of reviews conducted in places like Penang, Malaysia, and Victoria, Australia that identified ways to increase strategic alignment between higher education and regional economic
Project DEgree provides developmental education, support services, and a learning community experience to help underprepared young adults earn college credentials. It aims to address the high rates of students requiring remedial courses and failing to complete degrees. Students take developmental courses in reading, writing, and math, plus success skills classes. They receive intensive support from a resource specialist during the first year. In the second year, students transition to college-level work while supported by an advisor. The program aims to increase engagement, motivation, and persistence to graduation.
This document summarizes an NSF presentation about funding opportunities for community colleges. It discusses several NSF programs that support STEM education projects involving community colleges, such as the Advanced Technological Education (ATE) program, which has provided over $650 million for community college technician education programs since 1994. It also briefly describes the goals and application processes for additional programs like STEM Talent Expansion Program (STEP), NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), and Transforming Undergraduate Education in STEM (TUES). The presentation emphasizes starting the proposal process early and following all guidelines to submit a compliant and competitive application.
RALF (Redesigning Assessment and Learning with feedback in the VLEs) ProjectDiogo Casanova
The RALF (Redesigning Assessment and Learning with feedback in the VLEs) project aims at clarifying the role of VLEs in assessment and feedback, understanding students’ perceptions of feedback and how they are being addressed in the VLE and, as importantly, understanding teachers’ perceptions of the constraints they have in their assessment and feedback practice in using the VLE. See further information at https://campuspress.uwl.ac.uk/ralf/
‘Sweet’ strategies for higher education developers working in the third space Rhona Sharpe
The document summarizes a presentation given by Professor Rhona Sharpe of Oxford Brookes University about strategies for higher education developers working in the "third space" between academic and professional services. It discusses the SWEET approach used by the Oxford Centre for Staff and Learning Development (OCSLD), which focuses on being strategic, work-based, efficient, evidence-based, and technology-enhanced. It also examines OCSLD's efforts to embed graduate attributes into the curriculum through initiatives like course design intensives and learning gain projects.
Higher Education for the Knowledge Economy - Professor Lap-Chee TsuiEduSkills OECD
The document discusses the role of higher education in developing skilled workers for the knowledge economy. It notes challenges like globalization and mismatches between expectations. Trends include internationalization and growth of private tutoring. The author presents Hong Kong University as an international institution in China aiming to reform curriculum to develop well-rounded, employable graduates through competencies, knowledge and values.
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...the nciia
This study investigated the impact of entrepreneurship education on engineering students. It found that students who took entrepreneurship courses had higher interest, involvement, and self-efficacy related to entrepreneurship compared to students who did not take courses. Specifically, entrepreneurship courses were linked to higher confidence in business skills and abilities not directly tied to entrepreneurship. The study also found that certain student demographics like Asian students and males participated in entrepreneurship education at higher rates. However, overall few engineering students were exposed to entrepreneurship in their programs.
1) The document discusses a program called Stepping into Your Future that provides online test preparation courses in math and English to help students in California pass high school exit exams.
2) It describes the collaborative development process involving multiple colleges and organizations. Courses were piloted in 2007-2009 and have since expanded statewide.
3) Evaluation found the program increased student retention and pass rates on exit exams, with over 5,000 students enrolled in 2008. It provides a cost-effective way to deliver test preparation at scale statewide.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
What does the future hold forhigher education? Andreas SchleicherEduSkills OECD
The document discusses the future of higher education. It asks four questions: is there no end to the expansion of higher education? Who can make a systemic difference to closing skills gaps? Can mass education be extended to personalized learning for all? How successful are institutions in engaging with evolving learning needs? The document analyzes trends in tertiary education expenditures, graduate supply, and the changing composition of the global talent pool across countries over time.
This document summarizes a presentation given by Ebba Ossiannilsson, PhD from Lund University. The presentation focuses on quality in e-learning and benchmarking e-learning programs. It discusses driving forces for quality in e-learning, approaches to quality assurance like self-evaluation and benchmarking, and benefits that can come from benchmarking e-learning programs, such as improved processes, new ideas, and enhanced reputation. It also provides an overview of the E-xcellence quality assurance program for e-learning that was developed through the EADTU and involved benchmarking by institutions and reviews by quality assurance agencies.
The document summarizes interviews with stakeholders of the UKeU (United Kingdom eUniversity) project. Key findings from the interviews include:
1) There was a clash between the corporate and academic cultures as the corporate nature took precedence over academic aspects.
2) Organizational processes did not address the differences between the corporate and academic sectors which led to frustration.
3) Unrealistic timeframes and priorities on business deals over learning design contributed to tensions and issues.
Program design can increase graduation rates by maximizing program length, embedding certificate programs within degrees, limiting electives and prerequisites, removing structural barriers, and capitalizing on synergies between related programs. Strengthening online courses and advising are also important. The optimal program length is 60 credits; additional hours reduce graduation rates. Certificates of all lengths provide value for students and employers.
This document discusses how open courseware (OCW) can help universities meet their goals. It provides an overview of what OCW is and its benefits. Some key points made include:
- OCW allows universities to increase their global reach and reputation by showcasing academic strengths for students, faculty and lifelong learners.
- It supports student recruitment and retention by providing open access to course materials. This enhances advising and evaluations.
- OCW encourages improvements in teaching quality by promoting the development and sharing of high-quality course content and teaching models.
- While legal, faculty and resource concerns present obstacles, over 200 institutions have launched OCW sites through collaborating in the OCW Consortium
This document discusses organizational culture and learning organizations. It defines organizational culture and describes its characteristics. There are four main types of organizational culture: clan, adhocracy, market, and hierarchy. Strategies for strengthening culture include the actions of leaders, rewards, workforce stability, and socializing employees. A learning organization facilitates members' learning and transformation to remain competitive. Features include systems thinking, personal mastery, mental models, shared vision, and team learning. Benefits are innovation, responsiveness, quality, and image. Adult learning principles emphasize value of process, experience, goals, relevance, practicality, and respect. Learning styles are visual, auditory, and tactile/kinesthetic. WNS is used as an
‘Sweet’ strategies for higher education developers working in the third space SEDA
The document discusses strategies for higher education developers working in the "third space" between academic and professional services. It outlines an approach called SWEET - Strategic, Work based, Efficient, Evidence based, Technology enhanced. Examples are given of how the Oxford Centre for Staff and Learning Development applies this approach, such as embedding graduate attributes, course design intensives, and open online courses. Evaluation of initiatives is emphasized. Recommendations include taking advantage of flexible roles, carefully guiding others into the third space, and creating new career pathways.
Best Practices in Online Academic Advising DeliveryLaura Pasquini
The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.
On Wednesday, September 8, 2010, the AACC government relations staff hosted a free webinar to recap recent legislative developments and look ahead at what remains on the agenda for September and beyond. Topics discussed included the upcoming RFP for the Community College and Career Training Program, gainful employment regulations, the American Opportunity Tax Credit, the White House community college summit, the education jobs fund, FY 2011 funding for key programs and the DREAM Act.
On March 21, the AACC government relations team will provide an overview of issues Congress has been discussing in the first three months of 2012 and what is to come. The team will provide up-to-the-moment information on FY 2013 funding for Pell Grants and other key programs, the second round of TAACCCT program grants, workforce legislation, and more.
The document summarizes information about American community colleges from the American Association of Community Colleges (AACC). It discusses how community colleges provide education and training opportunities to millions of students annually. It also outlines President Obama's support for reforming and investing in community colleges to help Americans gain skills needed for the job market. The AACC advocates for community colleges and aims to increase college completion rates.
The AACC government relations team provided an overview of the year-end action in Congress and a peek into the year ahead. Topics included up-to-the-moment information on FY 2012 funding for Pell Grants and other key programs and the impact of the Budget Control Act now that the Supercommittee has failed to propose a deficit reduction plan. The webinar also covered the latest developments on the American Jobs Act, the Trade Adjustment Assistance Community College and Career Training Program, Department of Education regulations, and more.
Panel: Community Input on a National Research Council (NRC) Summit on the Changing Dynamics in STEM Education Between Two-Year and Four-Year Colleges and Universities
On July 31, 2012, the AACC government relations team discussed recent developments in Washington that affect community colleges. Topics included funding for Pell Grants and other key programs, Workforce Investment Act reauthorization, the Obama administration's executive order on veteran students, the latest on gainful employment and other regulations, and more.
This document discusses advocating for Pell Grants by community colleges. It provides an overview of Pell Grants, noting their importance for access to higher education. It outlines the growth of Pell Grants, especially at community colleges, and the political challenges in fully funding the program. It encourages grassroots advocacy efforts to maintain the maximum $5,550 Pell Grant for fiscal year 2012 given budget pressures in Congress. Contact information is provided for further resources.
The document compares 20th century classrooms to 21st century classrooms. In the 20th century, presentations were developed by educators outside of class, educators were the presenters and students the audience, and access to course content was linear only in the classroom. In contrast, the 21st century classroom involves students co-developing presentations inside and outside of class, positions students as active participants guided by educators, provides recursive access to electronic course content, and encourages interdisciplinary learning by making disciplinary silos more porous.
The AACC government relations team's update on what is happening in Washington, with a particular emphasis on the federal funding landscape.
Topics included appropriations legislation for the remainder of FY 2011, the administration's FY 2012 budget and the latest news on other key legislation. These are crucial times for many important community college programs, so register to find out what you need to know to protect your institutions' and students' best interests.
Accreditations and ranking in engineering educationDr.V.Ramesh Babu
The document discusses accreditation and ranking in engineering education. It provides information on various accreditation bodies like NBA, NAAC and ranking frameworks like NIRF.
It explains the key aspects of accreditation like vision, mission, programme outcomes etc. It details the criteria used by NBA and NAAC for accrediting institutions and programs along with the associated weightages.
It also summarizes the parameters considered under different domains by NIRF like teaching, learning & resources, research, graduation outcomes, outreach etc. for ranking educational institutions in India.
Teaching for the Always-Evolving Biotechnology Workplacebio-link
Two year biotechnology departments have developed various innovative programs such as student-led contract research and contract manufacturing organizations, research projects, business incubators, and more. At first glance, these programs seem discordant. But, perhaps they provide similar benefits to students preparing for a complex and changing workplace. This session will explore several innovative instructional models, asking how they benefit student learning.
This document summarizes a presentation on baccalaureate pathways in technician education. It includes presentations from James Jacobs on applied baccalaureate degrees, Julia Panke Makela on identifying baccalaureate pathways affiliated with NSF projects, Barbara Anderegg on implications for practice, and Julia Panke Makela on next steps. The presentations covered topics like applied associate and baccalaureate degrees, a survey of NSF grantees about affiliated pathways, findings on program types and fields of study, and opportunities for further research.
The document discusses standards for the design and delivery of online engineering programs in South Africa. It outlines ECSA's accreditation standards for online programs, which include additional requirements beyond traditional in-person programs. Some key points discussed are the legislative framework for accreditation, planning assessments at the program level to map learning outcomes to graduate attributes, designing multiple choice questions and rubrics, and examples of documentation required for accreditation of online programs.
Improving Education Deliverance and Attainment Standards Through Transforming...Mianjamalshah1
This document outlines an agenda for a workshop on improving education standards through transforming academic institutions towards an outcomes-based education system. The workshop will evaluate programmes and address complex problem solving over two days with sessions on taxonomy, programme outcomes, knowledge profiles, and exemplars. Challenges discussed include maintaining fundamentals while encouraging curriculum innovation and avoiding being sidetracked from the objectives. Expectations of accreditation include maintaining education content and quality improvement through an outcomes-based approach. Different levels of outcomes from programme to course are presented, as well as approaches to outcome-based assessment and the relationship between objectives, outcomes and curriculum. Washington Accord graduate attributes and how they map to programme outcomes and knowledge profiles are also detailed.
This document outlines the criteria and weightages for NBA accreditation (Tier II) of engineering programs. It discusses 12 criteria for evaluation including vision, mission and program objectives, program outcomes, curriculum, student performance, faculty contributions, facilities, teaching-learning processes, governance and finances. Maximum points are allocated to each criterion and minimum qualifying points are also specified. Guidelines for a 5-year accreditation require a minimum of 750 total points including minimum scores in mandatory criteria. A 2-year accreditation requires 600 total points and minimum scores in mandatory criteria. The document provides details on the evaluation process and points allocation for each criterion.
Project Lead The Way - A K-12 STEM Program of StudyNAFCareerAcads
Project Lead The Way (PLTW) is a leading STEM education program providing curriculum for middle and high school students. It aims to prepare students for STEM careers which are in high demand. PLTW uses hands-on, project based learning with rigorous and relevant curriculum designed by teachers and industry experts. It offers programs in engineering, biomedical sciences, and computer science to develop students' problem-solving skills. PLTW has seen growth in participation and positive outcomes for students pursuing STEM degrees and careers.
The document summarizes the work of the EADTU Special Interest Group on Online Assessment. It discusses several themes related to challenges and emerging ideas around online assessment design, trust and ethics, operational processes and technology support, and the future of assessment. The SIG aims to share expertise on institutional strategies and experiences with online assessment through activities like compiling inventories of practices and projects, publishing reports, and building an online community. It takes a bottom-up approach and seeks to support institutions in navigating quality standards, student needs, and different national contexts regarding online assessment.
What’s Standard? Industry Application versus University Education of Engineer...Chelsea Leachman
This document summarizes a study on the use of engineering standards by students and professionals. For students, the study found that standards were integrated into design projects and safety standards were most heavily used. A survey of industry professionals found that standards identification involves client requirements, industry standards, and safety standards. Professionals acquire standards through purchases, subscriptions, and physical/digital collections. The use of standards has increased over engineers' careers as solutions have grown more complex.
The document outlines key aspects of outcome-based education including defining program educational objectives, program outcomes, course outcomes, and assessment methods. It discusses developing measurable outcomes aligned with graduate attributes, curriculum mapping, documenting the attainment of outcomes, and using assessment results for continuous improvement. Key steps in the outcome-based education process are identifying outcomes, designing teaching and assessment to achieve outcomes, measuring attainment, reviewing results to identify gaps and drive improvements.
Laura Hickle and Sandy Birmingham presented on implementing a community STEM network using a systems approach. Their goals were to help participants understand how to infuse STEM programs into an educational system and make curricular changes. They discussed essential conditions like collaboration, assessment, and engaged communities. Potential partners were identified as schools, community colleges, employers, and organizations. Measures of success included increased funding, prepared workforce, and involvement. Resources for afterschool STEM programs and sustainability strategies were also provided.
Open 2013: Best Practices for Assistive Technology Design Classes and Their ...the nciia
This document summarizes best practices for team-based assistive technology design courses based on a literature review and case study. It discusses the background of a course at the University of Pittsburgh involving multidisciplinary student teams designing assistive devices. A literature review identified themes around projects, processes, and recommendations. A case study course evaluation found mostly positive outcomes in students' design skills and confidence. Recommendations include using multidisciplinary teams, a process-oriented model, frequent client communication, and opportunities to develop professional roles and commercialization plans. The goal is to train students while benefiting people with disabilities.
This document discusses implementing outcome-based education for engineering programs. It outlines the need to shift focus from traditional teaching to clearly measuring student learning outcomes in order to develop global engineers. Key aspects of outcome-based education include defining the program's vision, mission, objectives and outcomes related to knowledge, skills, attitudes and competencies. Bloom's taxonomy is referenced for categorizing cognitive and affective learning domains. The goal is to prepare students who can solve unknown future problems by strongly understanding fundamentals, acquiring new skills, and developing abilities to adapt to workplace changes.
The one day workshop focused on outcome based education (OBE). The workshop covered linking program objectives and outcomes to course outcomes, developing course outcomes that address different levels of learning, and ensuring attainment of outcomes through assessments. The workshop included various exercises and discussions on implementing OBE effectively through curriculum design, teaching and learning methods, and assessment and evaluation practices. The goal of OBE is to improve learning and increase institutional effectiveness through a process of continual quality improvement.
EVERFI Webinar: How to Leverage Technology and Make Breakthrough ImpactMichele Collu
1. The document discusses how technology can be leveraged to maximize prevention education efforts on college campuses. It addresses reaching all students at scale, engaging learners, and collecting meaningful outcome data.
2. Technology allows programs to be deployed more widely through online trainings and mobile apps. This ensures more students receive mandated training in a manner that fits with how students interact with technology daily.
3. Interactive online programs and adaptive content can bolster the learner experience by providing multi-modal content and customizable paths based on identities. Data collection is also improved through online surveys, assessments within courses, and real-time tracking of engagement and completion.
4. When used strategically, technology can help programs exceed compliance
Chennai-PPT-3-Key Components of OBE-RVR-08-06-2018.pptxAbhishek pradeep
This document discusses key aspects of outcomes-based education (OBE) and accreditation. It begins by outlining the main components of OBE, including vision, mission, program educational objectives, graduate attributes, and program outcomes. It then explains why accreditation has shifted to an outcome-based model due to globalization and the need to assess learner competencies. The document outlines the accreditation criteria, which evaluates elements like curriculum, faculty, facilities, and continuous improvement. It also provides examples of how to write vision and mission statements, program educational objectives, and program and course outcomes. Overall, the document provides an overview of OBE and accreditation with a focus on defining outcomes at the program and course
The CSSIA provides cybersecurity training through a virtualized environment. It develops curricula using tools from vendors like VMware and Cisco. Students can access labs remotely through a centralized architecture. The CSSIA hosts cybersecurity competitions and works to replicate its virtual training model at other schools. It aims to expand curricula, improve the environment, and share results through initiatives like TAACCCT.
Here are the materials you have to choose from:
- Aluminum foil
- Plastic wrap
- Wax paper
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You have 30 minutes to design and build your enclosure. Good luck!
This document discusses the history and future of ebooks and self-publishing. It outlines the development of ebook readers like the Kindle and Nook. It also discusses the rise of apps and app stores, noting that 90% of app downloads in 2010 came from the Apple App Store. The lines between books, ebooks, and apps are blurring as services now allow self-publishing of ebook-like works as apps or vice versa.
This document discusses how to measure the value of job creation in a community using Wellington Industries, a company opening a new facility in Alexander City, AL, as an example. It estimates that 100 new jobs at $16/hour would result in $3.12 million in direct earnings and support a total of 402 direct and indirect jobs. It also estimates $2.05 million would be spent locally on goods and services. The company was attracted by Central Alabama Community College's ability to teach robotics skills needed by the company.
This document summarizes research on assessing the sustainability of projects funded by the National Science Foundation's Advanced Technological Education (ATE) program. The research defined sustainability elements, developed survey measures, surveyed ATE project leaders, and analyzed results. Key findings include: ATE projects report considerable sustainability in programs, collaborations, materials and other areas; non-NSF revenue is difficult to obtain; and projects focus sustainability efforts on expected success areas with reasonable expectations. The research provides a framework and initial evidence for measuring sustainability of educational projects.
This document discusses three international collaboration projects between technology education institutions:
1) A project between Glasgow Caledonian University and Bunker Hill Community College that involved sending community college students to Scotland for computing projects and cultural experiences.
2) The mission and partnership between the MPICT Center and the Centre des Formations Industrielles in Paris to coordinate ICT education across institutions.
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This document discusses research conducted at Abilene Christian University on using mobile devices and technology apps to engage students in 21st century learning. Several studies found that providing students and faculty with mobile devices improved areas like classroom collaboration, learning outcomes, and depth of reflection. Overall, the research demonstrated the educational value of mobile and digital learning in higher education.
This document summarizes a workshop on designing successful dissemination and marketing plans. The workshop agenda includes an expert panel on resources, peer review of existing plans, and roundtable discussions on topics such as Google AdWords, exhibiting at conferences, webinars, and using data to tell a story. Participants will have opportunities to get feedback and share strategies. The goal is to help attendees develop plans for putting their best foot forward in sharing information.
A researcher developed a robotic fish that uses artificial muscles made of electro-active polymers to move like a real fish. This robotic fish could be used as a platform to collect environmental data by adding sensors to monitor water conditions. The artificial muscles allow the robotic fish to change shape like real muscles, enabling lifelike locomotion for environmental monitoring applications.
Building an All-Hands-On-Deck Effort to Support Community Colleges
Keynote Speaker: Kumar Garg, Senior Advisor, Office of Science and Technology Policy, The White House
The AACC government relations team provided an overview of what Congress has on its plate this Fall. Topics included up-to-the-moment information on FY 2012 funding for Pell Grants and other key programs, the work of the deficit reduction "super committee," Trade Adjustment Assistance reauthorization and the latest status of the TAA Community College and Career Training Program, and more.
The Advanced Technological Education program aims to strengthen the skills of technicians through partnerships between educators and industry. It focuses on educating technicians for high-technology fields and supports projects, centers, and research in technician education. The program seeks to improve STEM education and increase diversity in technology careers.
AACC conducted a webinar on December 14, 2010 which covered topics ranging from the latest status of key legislative issues for community colleges to a discussion of the expected impacts of the 2010 elections on Congress and our priorities.
American community colleges are the nation’s overlooked asset. As the United States confronts the challenges of globalization, two-year institutions are indispensable to the American Future. They are the Ellis Island of American higher education, the crossroads at which K–12 education meets colleges and universities, and the institutions that give many students the tools to navigate the modern world. -- The College Board
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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4. “…a bachelor’s degree designed to incorporate
applied associate courses and degrees once
considered as ‘terminal’ or non-baccalaureate level
while providing students with the higher-order
thinking skills and advanced technical knowledge
and skills so desired in today’s job market.”
Townsend, Bragg, & Ruud (2008, p. 4)
5. Julia Panke Makela, Research Specialist &
Project Director
Collin Ruud, Research Associate
Stacy Bennett, Graduate Research Associate
http://occrl.illinois.edu/projects/nsf_applied_
baccalaureate
6. Our targeted-research project aims to:
◦ Identify pathways to baccalaureate degrees in
technician education
◦ Analyze pathway designs, implementation, and
outcomes
◦ Describe how AB degree programs operate and meet
students' and employers' workforce needs
◦ Identify and widely disseminate promising and
exemplary practices
7. Brief survey to identify established formal
pathways to baccalaureate degrees
Follow-up survey on identified baccalaureate
degree pathways on curriculum and instruction,
accreditation and evaluation, enrollments and students
served, partnerships with employers and other higher
education institutions, and perceived impacts of ATE.
Case studies with 7–10 ATE projects and
centers to uncover promising ideas and
proven practices
8. Contacted all NSF-ATE Principal Investigators (PIs) with
grants awarded between1992 and 2011 (~700 grants)
Inquired about:
• degrees affiliated with the NSF-ATE project or center
• fields of study
• retention and recruitment of underrepresented
student populations at the baccalaureate-level
• access to student-level data for baccalaureate degrees
Received 234 responses (36% of the sample)
9. 24% of survey respondents reported associate
degrees affiliated with their ATE project or
center with no established pathway to the
baccalaureate
Some survey non-participants offered
insights into their decision not to participate:
◦ “Our Civil Engineering Practitioner Degree is an AAS
and therefore is a terminal degree. Our participation
in the survey is probably not warranted.”
10. Baccalaureate degree pathways affiliated with
ATE projects and centers fit both:
• Traditional transfer patterns of AS or AA degrees
transferring to BS or BA degrees
• Emerging pathways such as applied baccalaureate (AB)
and community college baccalaureate (CCB) degrees
42% (98 of all respondents) indicated that associate degree
programs had established formal baccalaureate degree
pathways
20% (47 of all respondents) indicated at least one pathway
began from an applied associate degree
11. Manufacturing and Engineering Technology
Computer and Information Technology
Other
Biotechnology
Energy
Electronics
Environmental Technology
Cyber Security and Forensics
Telecommunications
Nanotechnology
Chemical Technology
Geospatial Technology
Civil and Construction Technology
Multimedia Technology
Transportation Technology
Marine Technology
Agricultural Technology
0% 5% 10% 15% 20% 25% 30% 35%
Percent of Respondents Indicating Baccalaureate Degree Pathways
12. Analysis of 87 of established degree pathways
• Applied Associate Technical Baccalaureate (22)
• Applied Associate Traditional Baccalaureate (32)
• Traditional Associate Technical Baccalaureate (11)
• Traditional Associate Traditional Baccalaureate (47)
Degree Examples
Applied Associate AAA, AAS, AAAS, AAT, AET, AT
Traditional Associate AA, AS
Technical Baccalaureate BAA, BAS, BAAS, BAT, BT
Traditional Baccalaureate BA, BS
13. 20 respondents identified the following fields
of study:
• Biotechnology • Manufacturing and
• Chemical technology engineering technology
• Computer and • Marine technology
information technology • Nanotechnology
• Cyber security and • Telecommunications
forensics • Transportation technology
• Electronics
• Energy CCB Defined…
• Environmental Any form of baccalaureate degree awarded by an
institution identified as a community college, technical
technology college, two-year college, two-year or technical branch
campus of a university system, or any other institution
that primarily awards associate degrees.
14. Theoretical and Methodological Frameworks
• Program Quality
Unit • Educational Significance
Influences
• Evidence of
Effectiveness and
Institutional Success
Influences
• Replicability and
External Influences Usefulness to Others
Latucca & Stark (2009), Bragg et al. (2002),
Contextual Influences on Academic Plans Sharing What Works: Exemplary and Promising
Programs Evaluation Criteria
15. Variety makes baccalaureate pathways in
technician education challenging but
compelling to study
Many questions:
• How are programs designed?
• What perceived needs are they addressing?
• What features contribute to their effectiveness?
• What do we know about student outcomes?
• What can be learned from one program that can be
adopted or adapted in other settings?
16. • Debra D. Bragg
• Email: dbragg@illinois.edu
• Check out our website:
OCCRL occrl.illinois.edu
◦ http://occrl.illinois.edu • Participate in our
webinars
◦ PH: 217-244-9390
• Get on our listserv
◦ E-mail: occrl@illinois.edu
• Receive the e-Info
• Friend our Facebook
• Receive our tweets
17. BUILDING REFLECTIVE
LEADERSHIP:
RESEARCH INTO PRACTICES ATE LEADERS
USE TO DEVELOP AND MAINTAIN
INDUSTRY-RELEVANT CURRICULUM,
PROGRAMS, & INSTRUCTION
Louise Yarnall, Raymond McGhee, & Joseph Ames
18. Research goals
Deepen understanding about the industry-CC
collaborative cycle to develop workforce programs
Analysis framed by research model based on past
research and our findings; use model to:
Tell rich stories about ATE Center cases
Describe mechanisms for iteratively translating industry input
into curriculum, programs, and instruction
Describe mechanisms for sustaining the curriculum, program,
and instruction collaboration with industry over time
Describe common metrics of program success
19. Research background
Title: Community College Partnership Models for
Workforce Education Sustainability and Integrated
Instruction
4-year project, beginning Year 3
4 ATE Centers/Projects:
Wind energy, biotechnology, engineering technology,
telecommunications and information technology
Different stages of engagement with industry in instructional
program development: beginning, mid-life, mature
6-7 associated colleges
Case studies
20. Research Team and Advisors
SRI Team and Ames Associates Evaluator and Advisory Panelists
Louise Yarnall, PI Nick Smith, Evaluator,
Syracuse University
Ray McGhee, co-PI Frances Lawrenz, University of
Minnesota
Geneva Haertel Cynthia Wilson, The League for
Robert Murphy Innovation in the Community College
Manjari Wijenaike, former
Carolyn Dornsife ATE Center director
Joseph Ames, Ames Steve Wendel, NCME
Assoc. David Jonassen, University of
Missouri
21. Project Overview
Partnership sub-study:
Evolution of relationships between industry and community
college in workforce programs
Unique stories, common mechanisms to translate industry goals
into instructional programs
Classroom instruction sub-study:
Tracing industry and ATE Center influences on instructional
programs
Characterizing range of workforce education instructional
practices and curricula
22. Research products - Partnership
Cases of ATE Center activities contributing to life cycle of
collaboration with industry in workforce program
development
ATE principal investigator activities
Instructional goals
Rapid development mechanisms
Sustainability challenges
23. Research products - Instruction
Cases of ongoing, classroom-level processes that support
continual instructional updates
Cases of technician education instruction
24. Peek at findings so far
Model of industry-community college instructional
partnerships
Partnership sub-study: Early highlights & starting
cases
25. Model: Findings and Uses
ATE community members can use this model to
strengthen partnerships:
Stepping back, seeing “big picture” of your work
Using the categories in the model to “make sense” of
challenges you face, identify potential opportunities
Researchers use models to make sense of complex
phenomena across multiple settings
Models emerge from past empirical research and
theory; they evolve based on current data
30. ATE-CC Partnership Conceptual Model
FORMATION PARTNERSHIP OUTCOMES/
PROCESSES CAPITAL OUTPUTS
Establishing trust/norms/comm. Creating partnership capital Sustaining the partnership
(Fusing social & org. capital) (Partnership implementation) (Producing results)
Strategic
Need CC support ATE center Industry Resource Student Classroom/ Workplace
role community Leveraging Faculty
Administrator link Certificate
support for Talking with testing Degrees/certif Prepared
Address ATE leader industry Productive
Historic (student pays) icates offered workers
labor supply presence meetings: PD, new placed
needs Organizing technology,
In region Degrees/certif New courses
work groups standards alignment icates created Employee
with faculty Articulates obtained training
Retrain labor need Establish Instructional
incumbent Marketing/out
reach first agreements around Job materials
External
workers equipment, labs / placement/int development
Resources
Trust-building resources ernships
State & local meetings
Improve
technician funding 1/x Instructional
materials sharing
training
Industry adjuncts
Organizational Partnership
boundary Complexity
maintenance -# organizations
-# sectors
-# states
STAGES: Emergence Transition Maturity Critical Cross Roads
31. Partnership sub-study: Early findings
Cases
Uses: ATE community leaders can compare their own
situations to these cases, deriving insights
32. Case 1: Regionally scaling a program
ATE leader role:
Facilitate regional industry, educators
Goal:
Sequence for multi-college ET program
Rapid Development Mechanisms:
Identify core courses that transfer
across local fields (boating & medical
devices)
Crosswalk industry standards to
courses
Sustainability Challenges:
Sustain adults past 1 course
33. Case 2: National dissemination
ATE leader role:
Moving national industry materials to
colleges
Goal:
Providelow-cost, up-to-date, industry-
made IT materials
Rapid Development Mechanisms:
Identify IT platform providers with
materials
Outreach to educators, pass costs to
students, free training & materials
Sustainability Challenges:
Staying current
34. Case 3: Local industry exchange
ATE leader role:
Develop instructional materials,
communicating with industry
Goal:
Enhance existing industry-college
partnership in biotech
Rapid Development Mechanisms:
“SWAT” team capacity
Division of labor around “safety
training”
Sustainability Challenges:
Rust belt economy
Biotech jobs pay half of old jobs
Global companies, no local loyalty
35. Case 4: Boot camp to program
ATE leader role:
Workforce program development
Goal:
Expand boot camp to college program
Rapid Development Mechanisms:
DACUM
Sustainability Challenges:
Timing market need: VC dry up
Keeping industry engaged
Facilitating discussions between
educators/industry
“shop math” vs. “college math”
36. Next steps
Partnership Study:
Follow up interviews with stakeholders
Development of cases, and possibly other tools
Instruction Study:
Interviews to build cases: Describe 2 contrasting
partnerships’ specific classroom instructional goals and
programs
Classroom data to build cases: Select tech classes
representing different levels of technical content and
different emphases on technical vs. professional skills:
Instructional practice: Classroom observations and interviews
Curriculum: Artifacts rated by expert panels
38. Stephen Magura
Kelly N. Robertson
The Evaluation Center
Western Michigan University
Presented at the 2011 National ATE PI Conference
Washington, DC, October 27, 2011
Funded by NSF grant # 0832874
39. Began 1992
Funding FY 11 - $64 million by NSF
Approximately 40 centers & 200
projects
Encompasses biotechnology,
manufacturing, engineering, energy, IT
Located in community colleges
nationwide
40. 1. “Producing more science & engineering
technicians to meet workforce demands”
2. “Improving the technical skills & general science,
technology, engineering, & mathematics (STEM)
preparation of these technicians” and
3. “(Of) the educators who prepare them”
41.
42. Objective 1: Formulate a model for standardized
measurement of outputs pertinent to ATE central goals 1, 2
and 3 that is relevant across different Projects and Centers.
Objective 2: Determine which outputs individual Project
and Centers are measuring as concrete steps toward
achievement of ATE’s central goals and propose
additional outputs that could feasibly be measured.
Objective 3: Determine what types of evaluation designs
individual ATE Projects and Centers are employing to
determine impact and propose alternative or improved
evaluation designs.
43. Promote scientific assessment of
effectiveness
Application of objective effectiveness
measurement strategies
Better understanding of variations in
success of grantees
Return on investment of ATE portfolio to
Congress
44. Objective 1. Existing material on ATE compiled
from four sources:
Selected ATE Project/Center progress and final
reports solicited by an NSF program official
Project/Center evaluator reports previously
submitted to the ATE Resource Center
ATE Project/Center websites
ATE Projects/Centers described in the ATE
Impact publications (Patton, 2008 a,b).
45. Objectives 2 and 3.
One ATE Project was analyzed in each of ten
industries and one ATE Center in each of seven
industries.
The Project and Center chosen within each
industry based on the most information available.
Purpose was to demonstrate that the proposed
framework is applicable to ATE Projects and
Centers across the range of applicable industries.
Projects and Centers are anonymous in the report.
49. Secondary Post-Secondary
Number of Educators who Complete… Elementary Middle High Faculty Industry Professional
Professional Development Workshops
⃞
⃞
⃞
⃞
⃞
⃞
Professional Development Courses
⃞
⃞
⃞
⃞
⃞
⃞
Professional Development
⃞
⃞
⃞
⃞
⃞
⃞
Fellowships/Mentoring
Professional Development
⃞
⃞
⃞
⃞
⃞
⃞
Software/Materials*
Note: *Including hard copy and audio/visual materials for professional development purposes
50. Study
Current Project Current Center
Objectives
Creates simulations that teach the Providing educators with
Description underlying science principles of professional development in
biotechnology & nanotechnology. manufacturing.
Track # of teachers trained &
Pre/post test to assess student
2. Current self-assessment of learning. Plan
achievement in relation to the topics
Outputs the simulations intend to teach.
to start asking teachers about
implementation of learning.
Quality of PD course. Test
3. Recommend teacher skills, changes in
Quality of the simulations.
Outputs classroom practices, & student
learning.
4. Current
Post-training satisfaction
Evaluation Pre-test with repeated post-test.
measures.
Design
5. Recommend Expert panel to assess quality of Pre-test with multiple post test
simulations.
Evaluation Compare student learning with
for PD.
Design cohort receiving standard course.
51. Common ATE Project and Center outputs can
be specified and potentially aggregated to yield
output statistics for the national ATE program
as a whole.
The proposed framework, consisting of the
figures and the tables in the report, narrows
down and partly standardizes the types of data
collected across ATE projects and centers.
52. This standardization can result in meaningful
aggregation of output measures that will make
it possible to better determine program
effectiveness.
Additional instrumentation must be developed
to assess the quality of STEM educational and
outreach resources and their impact on
students’ and educators’ learning and
behavior.
53. The evaluation framework is also useful
because it identifies the gaps in
instrumentation more precisely.
The evaluation framework is very
comprehensive, but all elements are not always
applicable to any individual ATE Project or
Center.
This inherently quantitative data framework
does not diminish the value of additional
qualitative and narrative data that speak to the
value, merit or worth of ATE programs.
54. Some aspects of the proposed framework are
outside the scope of any individual ATE grant
and would better be pursued through targeted
research.
This report is not a final prescription, but may
help frame further discussion of ATE
evaluation.
56. Ron Anderson
rea@umn.edu
October 27, 2011
This project was funded by the National Science Foundation ATE Program for
Targeted Research. The grant was to Colorado University’s DECA Project, Liesel
Ritchie, PI, with a subcontract to Rainbow Research for Project I, Strategies for
Improving Recruitment, Retention and Placement.
1
57. Community College completion rates
embarrassing low at 20 to 40% within 8 years.
Advanced Technology Programs (ATP), while
not as bad as non-ATP programs, still lose
over 50% of their students before completion.
Gender inequality, a serious problem in NSF
ATE projects
Recruitment of racial minorities improving in
NSF ATE projects.
NSF ATE projects neglect student advising &
other strategies to retain students
2
58. *Data from Program Improvement Projects in
Western Michigan State annual ATE Survey by
www.evalu-ate.org
3
59. Data from Program Improvement Projects
in Western Michigan State annual ATE
Survey: www.evalu-ate.org 4
60. Data from Program Improvement Projects
in Western Michigan State annual ATE
Survey: www.evalu-ate.org
5
61. Advanced Technology Programs (ATP) fail to
Attract Women. Data graphed are First-term
Enrollments by Gender for ATP & Non-ATP
Data are based on all students enrolled in
Connecticut Community Colleges 1999-2009.
(N=120,000)
6
62. Many organizations are trying to address the
completion/success gap in 2-year colleges
Analytics movement attempting to forecast
student dropouts
Whitehouse Committee on Measures of
Student Success
◦ Appointed in 2010
◦ Sept. 2011 interim report
◦ April, 2012 target for preliminary report
◦ Years before impact likely
7
63. Common Completion Metrics (National Governors Assoc.)
Voluntary Framework of Accountability (AAAC)
Foundations of Excellence in the First College Year
(Gardner Institute)
Complete College America
Achieve, Inc (35 State network)
Achieving the Dream (Database and Dashboards)
Western Interstate Commission for Higher
Education (WICHE) – Human Capital Database Project
Gates Foundation - funded analytics initiatives
National Agenda for Analytics (EDUCAUSE)
8
64. Predictive Analytics (Capella U & others)
Data Analytics (Sinclair Community College)
Incisive Analytics (IncisiveAnalytics.com)
Platinum Analytics (AstraSchedule.com)
Action Analytics (Symposia in 2009 & 2010,
and EDUCAUSE in 2011)
Learning Analytics (1st International Conference on
Learning Analytics, Feb. 27, 2011)
Student Success Analytics (Purdue U., etc.)
9
65. Analytics is sometime used as synonymous
with ‘analysis’ to sound impressive.
More precisely, ‘analytics’ refers to ‘predictive
analytics,’ or analysis of trend data to predict
future events of individuals or populations.
Current analytics does not follow individual
course-taking histories across time, thus it is
weak in providing individualized information
that students can use.
10
66. Typical Analytics Data:
Trend Line, not a Trajectory
(Trend lines fail to give any information about change
in individual attributes overtime, only aggregates.)
Percent of Students Completing Program X
in each year, 2003-2008
100
90
80
70
60
50
40 46
30 40 39
37 37
20
10
0
2003 2004 2005 2006 2007
11
68. Student-Pathway Trajectories showing Race Gaps
Data are all 2,407 students first enrolled Fall, 2005 in the Community College
of Rhode Island system. Completion is defined as graduation, articulation, or
completion of 48+ credits within 7 terms (4.5 years).
13
69. Recent, dynamic microsimulation techniques
make it possible to follow individual course-
taking histories (trajectories) across time
Thus, using student transcript data records,
models can be built that simulate student
enrollment decisions term by term..
The results give information that students
and student advisors can use to greatly
improve their chances of completing a
program successfully.
14
70. Microsimulation model developed in Modgen
programming language from Statistics Canada
Hundreds of thousands of student transcript records
from the CCs of Connecticut and Rhode Island were
used as test data sets.
For any given set of data, each scenario simulation is
repeated for an equivalent sample of 5 million
students to eliminate random variability, which only
takes about 2-3 minutes.
MicroCC developed with Targeted
Research funds from NSF ATE program.
15
71. Initial model includes 4 student choices or
behaviors (details on next slide)
Model’s core (predictive factors) are derived
from data at hand
◦ 28 separate logistic (and ordered logit) regression
models run to calculate coefficients for each factor and
interaction that predicts success or completion
Multiple scenarios can be simulated by
modifying either
◦ starting populations (mostly demographic factors)
Gender, race, age, and initial full-/part-time status
effect coefficients for student decisions, or
16
72. Process Decision Points: MicroCC Completes this
Decision Sequence for each term of each Student
1) Enrollment 3) Number of
/re-enrollment courses
choice in each attempted
term
2) Full vs Part Time 4) Successful
enrollment in completion
each term of each course
attempted
17
73. Success = completion of program
(graduate, certificate, successful transfer, or
completion of a required number of courses)
Total courses completed = completion of 12
or more courses within 10 terms (5 years)
18
74. Momentum Point One Passed - student
completed 3 courses in first term
Momentum Point Two Passed - student
completed 6 courses in year one
Stopout - student temporarily does not
enroll in term X
Stopouts -total terms student stopped out
19
75. Used in MicroCC
◦ Gender (M/F)
◦ Race (W/B/L/O)
◦ Age (to 21/22+)
◦ Starting term enrollment full-time vs part-time
Data not available in 2010 for MicroCC model
◦ Financial aid in term X
◦ Concurrent job
◦ Marital status
◦ Prior postsecondary education
20
76. Data Restructuring – Creation of longitudinal file from
term-level files can be done but it is time consuming.
Missing Data – Records on transfer status, graduations,
and certificate completions may be incomplete or
nonexistent.
Summer Term Challenge – can summer credits be ignored
completely because there are so few regular students
enroll in summer terms, or should credits and courses
completed during the summer, be added into the counts
for the previous term?
Developmental Courses -- Developmental courses were
tracked but institutions handled them differently.
Transfer credits -- Are they added to new credits, and if
so, when?
Simultaneous enrollments -- In Connecticut we found
many students enrolled in multiple colleges during a single
term.
21
77. Screen print from MicroCC with Student Success Model for
Baseline scenario with RI and CT data
22
78. ◦ Data for MicroCC microsimulations came from two
State enrollment databases:
Rhode Island Community College – 5 annual cohorts
with most analysis just on the 2,502 students first
enrolled in Fall 2005 for 4.5 years
Connecticut Community College system – 276,469
students in 10 cohorts beginning Fall 1999 to 2009.
23
79. Screen print from MicroCC with Student Pathways Models for
Baseline scenario with RI and CT data
Sample output table for student success rates by term
Sample chart of growth of student
completions from above table
0.15
% completed
0.1
0.05
0
1 2 3 4 5 6
terms 1 to 6
24
81. Gaps in success can be deconstructed,
identifying the student pathways that created
specific portions of the gap.
These results have direct relevance for
students and guidance counselors, toward
improving success rates.
26
82. Process Decision Points: MicroCC Completes this
Decision Sequence for each term of each Student
1) Enrollment 3) Number of
/re-enrollment courses
choice in each attempted
term
2) Full vs Part Time 4) Successful
enrollment in completion
each term of each course
attempted
27
83. Most (90%) CT students in ATPs were in
engineering and manufacturing programs.
The remainder were in IT, network, and misc.
science and technology programs.
The 7,310 ATP enrollees in CT were only 6%
of all CC students.
As shown in the next chart, ATP students has
a 17% higher completion rate than non-ATP
students.
28
85. The amount of impact they have on
success depends upon specific regions,
schools, and curricular programs.
If a student enrolls full time plus works
full time and has children to raise, s/he
might not do well in coursework and thus
not keep up the momentum toward
completion.
30
86. But both students and their advisors need to
understand how crucial these decisions are to
pathway success:
1. To enroll continuously – no stop outs
2. To enroll full time
3. To take the larger numbers of courses each term,
within reason
4. To pass the courses attempted.
The simulation model incorporates these
decisions, not just at first enrollment, but at
every term in which the student is enrolled.
31
87. Remaining charts from microsimulations
illustrate how student decisions influence
different subgroups of students within ATP
programs in CT.
Example 1, shows elements of gap between
CT and ATP White and Hispanic men
Example 2, highlights the higher completion
rates of women over men in CT ATPs
32
90. Women Outpace Men in all Race Categories -
Percent of Students Completing their Programs
by Gender & by Race in Conn. N=7,310 ATE students
60
50
49
50 48
43
40
37
35
30 Men
Women
20
10
0
White Black Hispanic
35
91. Microsimulation can uncover enrollment decisions that have
huge effects on student success.
These student decisions can sometimes explain demographic
differences.
Adding additional data, e.g., job history, financial aid and
retention interventions, e.g., mentoring, as factors in the
models, can make the methodology even more powerful.
Enrollment forecasting can be done with greater precision.
The model could also be extended to include post-schooling
job trajectories as well.
For More information contact Ron Anderson
rea@umn.edu or 952-473-5910
36
92. 1. The ATE program should invest in student tracking data
systems, either in conjunction with existing student record
systems or, better yet, a separate data system to which
ATE-funded projects had to contribute.
2. ATE-funded projects should be encouraged or required to
address and report on student advising practices.
3. Training should be developed for high school and
community college student advisors regarding the needs of
STEM students
4. Recruitment of women (with improved advising) into STEM
pathways needs to be given greater priority
37
93. NSF ATE projects may be neglecting student
advising & related strategies to retain students.
Of the 305 projects and centers recently funded
by the NSF ATE program, only two mentioned
“student advising” or “guidance counseling” in
their title or abstract. However, 10 projects (1%)
mentioned “counselors.”
ATE projects could utilize the findings of
MicroCC simulations as guides for student
advising. A system for student progress coaching
and advising is needed with every ATE funded
project
38
95. Microsimulations should be run on many
more States, college populations, and ATE
program populations, so that findings could
be tailored to specific groups of at-risk
students.
Input data for simulations should be
expanded to include job status, financial aid,
and other items relevant to student success.
Microsimulation should be extended to
include articulation and job acquisition
processes.
40