This document outlines plans and strategies for an academic program called Accelerated Programmer Training (APT) at Austin Community College. It discusses problems the program aims to address like high demand for IT jobs but low completers of computer science/IT programs. The document details plans to recruit and retain students through competency-based education, career tracks, and partnerships. It discusses building the program team, developing the curriculum by mapping competencies, and recognizing student achievements through stackable credentials. The goal is to accelerate training of unemployed/underemployed individuals to meet local IT workforce needs.
Faculty Roles, Responsibilities, and LoadFaculty Development Model - Competen...Becky Lopanec
This document summarizes a presentation on faculty roles, responsibilities and workload in competency-based education (CBE) programs. It discusses approaches taken at Austin Community College, Columbia Basin College, Sinclair Community College and the Washington State Board for Community and Technical Colleges. Key points covered include how these institutions obtained faculty buy-in for CBE programs, defined faculty roles in areas like course development, assessment development, facilitation, grading and student performance monitoring, and collaborated with industry partners.
Faculty Development Model - Competency-Based EducationBecky Lopanec
The document summarizes Bellevue College's pilot of a competency-based education (CBE) model for its Business Software Specialist certificate program. Key points:
- The CBE model shifts faculty's role from "sage on the stage" to "guide on the side," working one-on-one with students to guide their learning at their own pace.
- The pilot program removed due dates and converted assignments to practice activities, adding final assessments. Students progressed by passing assessments until earning the certificate.
- Results were positive, with 86% and 77% completion rates in the first two quarters. Many students earned Microsoft Office Specialist certifications.
- Adjustments like self-p
The document discusses strategies for implementing competency-based education (CBE) at three community colleges. It provides background information on each college and outlines their approaches to CBE. The biggest challenges included engaging existing systems while implementing CBE and ensuring minimal disruption. Moving forward, the colleges would emphasize earlier and broader faculty and staff involvement to generate more support and ideas.
Budgeting, Financing, and Sustaining CBE Programs Faculty Development Model -...Becky Lopanec
This document outlines design principles and considerations for creating sustainable competency-based education (CBE) programs. It discusses the need to align program costs with revenue streams, utilize human resources flexibly, and adapt infrastructure to support CBE models. A framework is provided to calculate activity costs by type of provider. Characteristics of sustainable CBE models include seeking sustainability at the program level and keeping costs per student low through efficient use of resources.
The document provides an overview of a competency-based education (CBE) program called Accelerate IT. Key aspects of the program include:
- Aligning courses and curriculum to competencies defined by employers to allow students to progress as they master skills.
- Unbundling faculty roles between course development, assessment, facilitation and grading to improve efficiencies.
- Engaging workforce partners to provide input on in-demand skills and aligning programs.
- Providing holistic student support through academic coaches who monitor progress and intervene if students fall behind.
- Using data analytics to track student performance and continuously improve the program.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
Teaching and learning technology conference -msu blended learning finalcccschamp
This document discusses Metropolitan State University-Denver's efforts to convert engineering technology courses to blended formats to increase student access and fulfill a Department of Labor grant. Key steps included relationship building with faculty, selecting appropriate courses, researching blended learning models, developing course maps and modules, creating online content, and designing synchronous and asynchronous lab experiences. Several engineering technology courses were successfully converted to blended formats through this collaborative process.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Faculty Roles, Responsibilities, and LoadFaculty Development Model - Competen...Becky Lopanec
This document summarizes a presentation on faculty roles, responsibilities and workload in competency-based education (CBE) programs. It discusses approaches taken at Austin Community College, Columbia Basin College, Sinclair Community College and the Washington State Board for Community and Technical Colleges. Key points covered include how these institutions obtained faculty buy-in for CBE programs, defined faculty roles in areas like course development, assessment development, facilitation, grading and student performance monitoring, and collaborated with industry partners.
Faculty Development Model - Competency-Based EducationBecky Lopanec
The document summarizes Bellevue College's pilot of a competency-based education (CBE) model for its Business Software Specialist certificate program. Key points:
- The CBE model shifts faculty's role from "sage on the stage" to "guide on the side," working one-on-one with students to guide their learning at their own pace.
- The pilot program removed due dates and converted assignments to practice activities, adding final assessments. Students progressed by passing assessments until earning the certificate.
- Results were positive, with 86% and 77% completion rates in the first two quarters. Many students earned Microsoft Office Specialist certifications.
- Adjustments like self-p
The document discusses strategies for implementing competency-based education (CBE) at three community colleges. It provides background information on each college and outlines their approaches to CBE. The biggest challenges included engaging existing systems while implementing CBE and ensuring minimal disruption. Moving forward, the colleges would emphasize earlier and broader faculty and staff involvement to generate more support and ideas.
Budgeting, Financing, and Sustaining CBE Programs Faculty Development Model -...Becky Lopanec
This document outlines design principles and considerations for creating sustainable competency-based education (CBE) programs. It discusses the need to align program costs with revenue streams, utilize human resources flexibly, and adapt infrastructure to support CBE models. A framework is provided to calculate activity costs by type of provider. Characteristics of sustainable CBE models include seeking sustainability at the program level and keeping costs per student low through efficient use of resources.
The document provides an overview of a competency-based education (CBE) program called Accelerate IT. Key aspects of the program include:
- Aligning courses and curriculum to competencies defined by employers to allow students to progress as they master skills.
- Unbundling faculty roles between course development, assessment, facilitation and grading to improve efficiencies.
- Engaging workforce partners to provide input on in-demand skills and aligning programs.
- Providing holistic student support through academic coaches who monitor progress and intervene if students fall behind.
- Using data analytics to track student performance and continuously improve the program.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
Teaching and learning technology conference -msu blended learning finalcccschamp
This document discusses Metropolitan State University-Denver's efforts to convert engineering technology courses to blended formats to increase student access and fulfill a Department of Labor grant. Key steps included relationship building with faculty, selecting appropriate courses, researching blended learning models, developing course maps and modules, creating online content, and designing synchronous and asynchronous lab experiences. Several engineering technology courses were successfully converted to blended formats through this collaborative process.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
The document discusses Colorado's efforts to redesign developmental education. It notes that developmental education enrollment and costs have increased significantly in recent years despite low completion rates, especially in math. Colorado established a Developmental Education Task Force to recommend reforms that promote greater student success. Emerging recommendations include revising assessment and placement, compressing and mainstreaming developmental course sequences, and providing additional academic and non-academic supports for students. The goal is to improve developmental education outcomes and help more students complete college programs.
The document discusses a grant program that provided funding to community colleges to develop immersive learning experiences using game-based learning. Thirteen colleges in the system received funds to be used for projects over three years involving game design techniques applied to curriculum. An example project discussed used World of Warcraft concepts integrated into business and economics courses to improve student engagement, performance and retention. Game-based learning aims to adapt beneficial game elements to create engaging learning experiences.
The changing face of assessment and feedback: how technology can make a diffe...Jisc
1) The document discusses challenges in assessment and feedback practices and how technology can help address these challenges. It describes several university projects that developed principles and tools to improve assessment and feedback.
2) Key principles for effective assessment and feedback discussed include clarifying expectations, facilitating self-assessment and reflection, providing high-quality and actionable feedback, and using feedback to improve teaching.
3) Technologies described that can help implement these principles and address challenges include electronic assessment management systems, peer review tools, and analytics tools to study feedback.
An overview of SLN\'s award-winning Faculty Development Process: 5 key elementsAlexandra M. Pickett
The document summarizes the key elements of the SUNY Learning Network's award-winning online faculty development program. The five key elements are: 1) a four-stage faculty development process and seven-step course design process, 2) campus-based support from mentors and administrators, 3) use of a home-grown content management system, 4) systematic evaluation processes, and 5) quality assurance measures like course standards and reviews. The program has helped train over 3,000 faculty across the SUNY system to teach online at scale.
CHAMP grant Y2 Leadership team presentation final 12.02.2015cccschamp
The CHAMP Leadership Team meeting overview discussed project highlights and outcomes to date. Key highlights included the development of over 200 open educational courses and over 10 transfer agreements between colleges. Project outcomes were discussed, with some exceeding goals for participants served and credit hours completed, while others like employment outcomes were below targets. The team discussed strategies to improve internships, apprenticeships, and incumbent worker training programs to better accomplish outcomes.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
AEFLA program directors conference july 2013cccscoetc
Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)
College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms
The document discusses updates to Colorado community college policies regarding Prior Learning Assessment (PLA) Credit. Key changes include credit counting toward core requirements, a new name of PLA Credit, students needing admission and a declared major to receive credit, and a standardized fee structure across colleges. A new PLA Credit Manual and Course Crosswalk Matrix provide guidance on assessing portfolios, standardized tests, and other prior learning. The changes aim to better recognize prior learning and help students accelerate progress toward academic and career goals.
This document summarizes a presentation on using student evaluations (MEQ surveys) at different universities. It discusses approaches at universities in the Netherlands and Belgium visited on a study tour, as well as two London institutions. The presentation covers reflections on survey formats, question types, timing of administration, and how results are disseminated and used for improvement at different schools. It also describes a student-led survey project at one university and considerations for effective survey delivery and use of data. The discussion focuses on integrating surveys with other processes and challenges of online data collection.
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like low completion rates for students requiring developmental courses and proposes accelerating students through the developmental sequence by reducing time, credits, and courses. The recommendations include adopting corequisite models, using multiple measures for placement, expanding support services, and providing faculty training. Colleges are asked to develop implementation plans addressing curricular redesign, testing changes, student supports, staffing, and evaluation metrics to improve student outcomes.
This document summarizes a meeting about redesigning developmental education programs in Colorado community colleges. It discusses initiatives from other states and colleges as models. It notes that 35 people from 16 colleges attended, primarily faculty from English, reading and math. The group was tasked with clarifying the purpose of developmental education, reviewing policies, and recommending strategies. Examples of redesigned programs from other schools are provided. The goals of redesigning Colorado's programs are to accelerate students through reducing time, credits and courses in developmental sequences. Implementation plans and resources needed are discussed.
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
CBE Course Policies Faculty Development Model - Competency-Based EducationBecky Lopanec
This document outlines the policies and procedures for Flex Tech, a competency-based education (CBE) program at Spokane Falls Community College. It discusses the program from several perspectives:
From the faculty perspective, it addresses faculty expectations, completion coaching, and course/assessment development. From the student perspective, it discusses the self-paced and flexible nature of the program, support systems, and prior learning assessment. The document also shares feedback from students on what they liked about the flexible nature and convenience of the CBE courses. Advisory committees from local businesses helped inform the program's development.
The document discusses assessment delivery and proctoring for online courses. It addresses concerns around cheating, verification of student identity, and scheduling and delivery methods for assessments. In-person proctoring can occur at a testing center on campus or private testing centers, and the student is responsible for choosing a qualified proctor. Online proctoring involves remote monitoring of students via webcam. The document provides guidelines on who is eligible to serve as a proctor and restrictions to prevent conflicts of interest.
The document discusses Colorado's efforts to redesign developmental education. It notes that developmental education enrollment and costs have increased significantly in recent years despite low completion rates, especially in math. Colorado established a Developmental Education Task Force to recommend reforms that promote greater student success. Emerging recommendations include revising assessment and placement, compressing and mainstreaming developmental course sequences, and providing additional academic and non-academic supports for students. The goal is to improve developmental education outcomes and help more students complete college programs.
The document discusses a grant program that provided funding to community colleges to develop immersive learning experiences using game-based learning. Thirteen colleges in the system received funds to be used for projects over three years involving game design techniques applied to curriculum. An example project discussed used World of Warcraft concepts integrated into business and economics courses to improve student engagement, performance and retention. Game-based learning aims to adapt beneficial game elements to create engaging learning experiences.
The changing face of assessment and feedback: how technology can make a diffe...Jisc
1) The document discusses challenges in assessment and feedback practices and how technology can help address these challenges. It describes several university projects that developed principles and tools to improve assessment and feedback.
2) Key principles for effective assessment and feedback discussed include clarifying expectations, facilitating self-assessment and reflection, providing high-quality and actionable feedback, and using feedback to improve teaching.
3) Technologies described that can help implement these principles and address challenges include electronic assessment management systems, peer review tools, and analytics tools to study feedback.
An overview of SLN\'s award-winning Faculty Development Process: 5 key elementsAlexandra M. Pickett
The document summarizes the key elements of the SUNY Learning Network's award-winning online faculty development program. The five key elements are: 1) a four-stage faculty development process and seven-step course design process, 2) campus-based support from mentors and administrators, 3) use of a home-grown content management system, 4) systematic evaluation processes, and 5) quality assurance measures like course standards and reviews. The program has helped train over 3,000 faculty across the SUNY system to teach online at scale.
CHAMP grant Y2 Leadership team presentation final 12.02.2015cccschamp
The CHAMP Leadership Team meeting overview discussed project highlights and outcomes to date. Key highlights included the development of over 200 open educational courses and over 10 transfer agreements between colleges. Project outcomes were discussed, with some exceeding goals for participants served and credit hours completed, while others like employment outcomes were below targets. The team discussed strategies to improve internships, apprenticeships, and incumbent worker training programs to better accomplish outcomes.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
AEFLA program directors conference july 2013cccscoetc
Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)
College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms
The document discusses updates to Colorado community college policies regarding Prior Learning Assessment (PLA) Credit. Key changes include credit counting toward core requirements, a new name of PLA Credit, students needing admission and a declared major to receive credit, and a standardized fee structure across colleges. A new PLA Credit Manual and Course Crosswalk Matrix provide guidance on assessing portfolios, standardized tests, and other prior learning. The changes aim to better recognize prior learning and help students accelerate progress toward academic and career goals.
This document summarizes a presentation on using student evaluations (MEQ surveys) at different universities. It discusses approaches at universities in the Netherlands and Belgium visited on a study tour, as well as two London institutions. The presentation covers reflections on survey formats, question types, timing of administration, and how results are disseminated and used for improvement at different schools. It also describes a student-led survey project at one university and considerations for effective survey delivery and use of data. The discussion focuses on integrating surveys with other processes and challenges of online data collection.
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like low completion rates for students requiring developmental courses and proposes accelerating students through the developmental sequence by reducing time, credits, and courses. The recommendations include adopting corequisite models, using multiple measures for placement, expanding support services, and providing faculty training. Colleges are asked to develop implementation plans addressing curricular redesign, testing changes, student supports, staffing, and evaluation metrics to improve student outcomes.
This document summarizes a meeting about redesigning developmental education programs in Colorado community colleges. It discusses initiatives from other states and colleges as models. It notes that 35 people from 16 colleges attended, primarily faculty from English, reading and math. The group was tasked with clarifying the purpose of developmental education, reviewing policies, and recommending strategies. Examples of redesigned programs from other schools are provided. The goals of redesigning Colorado's programs are to accelerate students through reducing time, credits and courses in developmental sequences. Implementation plans and resources needed are discussed.
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
CBE Course Policies Faculty Development Model - Competency-Based EducationBecky Lopanec
This document outlines the policies and procedures for Flex Tech, a competency-based education (CBE) program at Spokane Falls Community College. It discusses the program from several perspectives:
From the faculty perspective, it addresses faculty expectations, completion coaching, and course/assessment development. From the student perspective, it discusses the self-paced and flexible nature of the program, support systems, and prior learning assessment. The document also shares feedback from students on what they liked about the flexible nature and convenience of the CBE courses. Advisory committees from local businesses helped inform the program's development.
The document discusses assessment delivery and proctoring for online courses. It addresses concerns around cheating, verification of student identity, and scheduling and delivery methods for assessments. In-person proctoring can occur at a testing center on campus or private testing centers, and the student is responsible for choosing a qualified proctor. Online proctoring involves remote monitoring of students via webcam. The document provides guidelines on who is eligible to serve as a proctor and restrictions to prevent conflicts of interest.
This document describes a study conducted using a remote proctoring system called Securexam to monitor online exams. Key findings include:
1) 86 students used Securexam to take exams remotely, finding it convenient and easy to use while still preventing cheating.
2) Securexam effectively authenticated identity, monitored students, secured the computer, recorded exam sessions, and reported any violations to instructors.
3) Students reported Securexam was a comprehensive and user-friendly solution that was more affordable and flexible than traditional proctored exams.
Caveon Webinar Series - Ten Test Security Lessons Learned at ATP 2014 march 2014Caveon Test Security
This year's Association of Test Publishers (ATP) Innovations in Testing Conference focused more than ever on test security, and the Caveon team was there. We share with you not only the concepts which we presented, but also new things we learned at the conference.
Caveon leaders John Fremer and Steve Addicott summarize the test security ideas and strategies from ATP and the things you can do to protect your high-stakes tests.
Coaching and Mentoring - Competency-Based EducationBecky Lopanec
The document discusses holistic coaching and mentoring models for students in competency-based education (CBE) programs. It describes how coaches provide wraparound support from enrollment to goal attainment, helping students develop success habits and higher-level skills. Coaches work proactively by monitoring student progress weekly and prioritizing at-risk students. They also collaborate closely with faculty, sharing interventions for struggling students and meeting regularly to discuss student performance. The holistic approach aims to cultivate student completion through personalized, continuous support.
Screening and Enrollment Faculty Development Model - Competency-Based EducationBecky Lopanec
This document discusses key issues in screening and enrolling students in competency-based education (CBE) programs and potential strategies to address them. The four main issues covered are: 1) explaining CBE to community college students, 2) determining if students are a good fit for CBE, 3) addressing disjointed admissions and advising offices, and 4) retrofitting CBE concepts into existing college processes. Speakers from three community colleges share their approaches to introducing CBE, assessing student fit, streamlining enrollment procedures, and integrating CBE programs.
Centralized ID Led Model Faculty Development Model - Competency-Based EducationBecky Lopanec
CurriculumFlex-Paced Web IT Programs discusses Sinclair Community College's centralized model for developing competency-based courses for their TAACCCT grant-funded IT programs. Key aspects include mapping competencies to modularized course content, developing courses either internally with faculty SMEs and IDs or externally via contracting, and organizing courses into unit-based templates to provide flexible pacing for students. Recommendations emphasize starting early, clarifying roles, specifying deliverables, ensuring SME readiness, keeping parties on task, engaging leaders, and appointing a respected project manager.
The document discusses the implementation of the Strategic Infrastructure Projects' (SIP) plan and next steps. It outlines the SIP's catalytic and enabling projects in areas like energy, transport, digital infrastructure, and health. It notes challenges in skills development for construction professionals and proposes solutions like career guidance campaigns, increasing university enrollment and capacity, structured workplace training programs, and funding to support academic staff development and 100 new professional candidates annually. Stakeholder engagements and funding sources are also discussed to take the proposals forward.
CBE Orientation Courses - Faculty Development Model - Competency-Based EducationBecky Lopanec
The document discusses setting up online orientations for competency-based education (CBE) programs, including the goals of introducing students to CBE, reviewing policies, and assessing fit. It provides details on logistics like hosting the orientation in a learning management system and making it a prerequisite for CBE courses. Examples are given of orientations created for IT programs in accelerated and flexible online formats.
This webinar covered Jisc's Digital Experience Insights service, which conducts surveys of students and staff to understand their digital experiences and identify areas for improvement. The webinar agenda included introductions, an overview of the service, guidance on setting up an institutional insights project, tips for getting started with the surveys, and announcements of new developments. Representatives from the Digital Experience Insights team were on hand to answer any questions about using the service.
EDLD808 Program Evaluation Final Project - Online EducationPaul Gruhn
This presentation is a summary of a program evaluation project I performed on the CSC230 Database for Web Applications course, which I teach online, to Community College Students.
Presentation on External Academic Audit Report (2017 18) - R.D.SivakumarSivakumar R D .
This document summarizes an external academic audit of the Department of M.Com.(CA) & Assistant Professor of Computer Science at Ayya Nadar Janaki Ammal College for the years 2016-17 and 2017-18. It provides details of the department's courses offered, staff, teaching methods used, student achievements, publications, guest lectures, and future plans. The auditor made suggestions for improvement that the department has taken action on, such as increasing publications, applying for grants, and organizing more industry engagement activities.
Elements of Program Approval: The Building Blocks for Successful Pathways by ...Bernard Pierorazio
This workshop shares the successful STEM program and support that encourages middle school students to engage in various project-based learning. The outcome includes students gaining the capacity to use the engineering design process and increase the awareness for leadership and college readiness.
Presentation delivered by Robin McGregor, Director of Learning Enhancement at North East Scotland College, at the Scottish Learning Technology Network meeting on the 16th of March, 2018.
This document provides a business plan for a Distance Learning program at Anytown Community College. It outlines the mission and vision to increase access to education through online programs. The plan discusses designing high-quality online courses and assessing student learning. Costs for course development, technology infrastructure, and instructional support are estimated. Projected expenses are outlined for the first 7 years with anticipated revenue from increased enrollment. The strengths of addressing student and faculty needs to support online program success are also highlighted.
The document discusses developing a culture of college and career readiness in schools. It outlines initiatives in Texas like HB 5 and HB 18 that require students to choose an endorsement pathway and allow them to take college coursework earlier. It emphasizes the importance of rigor, writing skills, support structures, and industry partnerships. It provides examples of schools and programs that have successfully prepared students for college and careers through dual credit opportunities, career assessments, defined pathways, and business partnerships.
Updating Teaching Techonologies - Real World Impact!afacct
This document outlines strategies for a grant-funded project at the College of Southern Maryland to update teaching technologies. There are 4 strategies: 1) Develop a new Cloud Computing associate degree program; 2) Collaborate with Continuing Education for stackable credentials; 3) Explore virtual teaching technologies; and 4) Target dual-enrolled and incoming freshmen. Each strategy has objectives, such as increasing enrollments, credentials earned, faculty certifications, and student GPAs. The strategies will be implemented through project management plans and budgets to maximize impact with the grant funding.
This document provides an overview of the Digital Experience Insights service run by Jisc. It summarizes the team members, surveys conducted, reports produced, and new developments. In 2017-18, the service surveyed over 37,000 students across 83 UK institutions to understand their digital experiences. A staff survey pilot received over 1,900 responses from 15 institutions. Reports were produced on the findings and new case studies, videos, and pilot surveys on professional services staff and transnational education are in development. The service aims to help higher education institutions understand student and staff digital experiences and make improvements.
The California Career Pathways Trust is providing funding to support career academies and pathways in California. The CRANE program received $15 million for 22 school districts across 7 counties. The CAP program received $6 million for Sacramento City USD and Elk Grove USD. NextEd received $1.7 million to support 3 staff positions, with the Executive Director position being 40% funded. In total, $250 million was provided statewide to support 107 career academies and pathways through the CAP and CRANE programs focused on industries like advanced manufacturing, agribusiness, clean energy/construction, engineering, information technology, and healthcare/bioscience. These career academies help more students meet A-G requirements and graduate compared to statewide
11th Board of Studies Presentation - R.D.SivakumarSivakumar R D .
The document summarizes the activities of the M.Com.(CA) department of Ayya Nadar Janaki Ammal College over the past year. It provides details of:
1) Programmes offered including M.Com.(CA) and various certificate courses.
2) Achievements of faculty and students such as publications, awards won, and consultancy projects completed.
3) Teaching and learning activities including various ICT-enabled methods, e-resources created, and guest lectures conducted.
4) Future plans to further improve research output and organize conferences/seminars.
5) Proposed revision of M.Com.(CA) curriculum to introduce new papers and implement CBCS
1. The document outlines various programs, enrollment trends, teams, and policies at CCE.
2. It discusses the academic, product, operations, and sales/marketing teams and their roles.
3. Updates are provided on regulatory compliances, counselors, training, feedback mechanisms, policies, and the grievance redressal process.
Colorado Community College System Digital Credential Taskforce meeting Octobe...cccschamp
This document summarizes the agenda and key topics for an upcoming meeting of the Colorado Community College System Micro-Credential Taskforce. The taskforce will review draft issues and recommendations, discuss challenges to implementing digital badges, and review infrastructure and personnel proposals. They will also discuss the viewpoints of the US Department of Education, which sees badges as engaging learners and broadening credentialing, and linking them to competency-based education. Finally, they will brainstorm recommendations and timelines.
Overview of Effective Learning Analytics Using data and analytics to support ...Bart Rienties
Begona Nunez-Herran and Kevin Mayles (Data and Student Analytics), Rebecca Ward (Data Strategy and Governance)
-Move towards centralised LA data infrastructure
-Data governance and lessons learned
Prof Bart Rienties & PhD students (Institute of Educational Technology)
-What is the latest “blue sky” learning analytics research from the OU?
-Rogers Kalissa: Social Learning Analytics to support teaching (University of Oslo)
-Saman Rizvi: Cultural impact of MOOC learning (IET)
-Shi Min Chua: Why does no one reply to my posts (IET/WELS)
-Maina Korir: Ethics and LA (IET)
-Anna Gillespie: Predictive Learning Analytics and role of tutors (EdD)
Prof John Domingue (Knowledge Media Institute) & Dr Thea Herodotou (IET)
-What have we learned from 5 years of large scale implementation of OU Analyse?
-Where is LA/AI going?
The document summarizes a practicum focused on expanding career exploration support for undecided community college students. The goals were to understand career assessment tools, advising methods, and student information systems. Two workshops were conducted that used the Minnesota Career Information System to help students identify careers matching their interests and skills. Students reported greater confidence in career decision making after the workshops. Recommendations include expanding ongoing career development support and using career assessment tools in instructional materials.
Similar to Academic Planning and Strategies Faculty Development Model - Competency-Based Education (20)
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3. FACULTY RECRUITMENT
INOVATION
CAMPUS
INFORMATIONAL
MEETINGS
DEPARTMENT
CHAIR
MEETINGS
FT
FACULTY
MEETINGS
ADJUNCTS
1/3
FT
FACULTY
PARTICIPATION
4. COURSE TEAMS
KICK-‐OFF
COURSE
TEAM
◦ THREE
FACULTY
◦ ONE
LEAD
◦ INSTRUCTIONAL
DESIGNER
NEW
DELIVERY
MODE
◦ MAPPING
COMPETENCIES
◦ DEVELOPING
ASSESSMENTS
◦ CREATING
LEARNING
MATERIAL
STUDENT
MENTOR
5. ASSESSMENTS
STANDARD:
80%
PRETEST
POSTTEST
(FINAL)
TESTS
◦ THREE
ATTEMPTS
PAPERS
◦ TWO
ATTEMPTS
PRESENTATIONS
◦ TWO
ATTEMPTS
6. TRAINING
SALT
LAKE
CITY
SLC
IN
HOUSTON
WEBINARS
AUSTIN
COMMUNITY
COLLEGE
BROWARD
COLLEGE
PHONE
CALLS
W/
SALLY
7. PRODUCTS
TANGIBLES
◦ SANDBOXES/COMMUNITIES
◦ SPREADSHEET
STORIES
DEGREES
◦ AA
IN
BUSINESS
◦ CERTIFICATE
IN
CIT
1
• STUDENT
LEARNING
OUTCOMES
2
• COMPETENCIES
• SUB-‐COMPETENCIES
3
• LEARNING
MATERIAL
• ASSESSMENTS
8. CURRICULUM TEAM
EXISTING
CERTIFICATE
&
DEGREE
NEW
DELIVERY
MODE
DEACTIVATION
OF
CIT
CERTIFICATE
NEW
DEGREES
11. Academic Planning and Strategy
June 5, 2015
Accelerated Programmer Training
IT Capital Academies
Career Expressway
Linda Smarzik, Dean Computer Studies & Advanced Technology
12. Problem to solve: The trend of IT employment in the
Central Texas area
Unemployment rate under 4%
4,700 companies employ over
100,000 people in the
technology sector.
Austin ranks second in the
nation for tech start up jobs with
a median salary of $66,600.
“Austin meets about 60% of
job openings in the IT area.”
“ACC needs to provide
overwhelming support in
Central Texas for entry-level
IT completers.”
*
Aus&n
Chamber
of
Commerce
13. Problem to Solve: Declared majors and completers for
CS/CIT (2013)
Department
Declared
Majors/
2-year and
Certificate
Degree
Seeker/
Intent
Certificate
Seeker/
Intent
Certificate
Completers/
2013
Degree
Completers
2013
Total
Completers
Computer
Science
939 368 N/A N/A 30 30
Comp. Info
Systems/
Info Tech
943 498 109 23 53 76
Total 1,882 861 109 23 83 106
970
14. • Distance learning
enrollment outpaces
traditional enrollment
Traditional Enrollment
23%
Distance Learning
49%
Problem to solve: Distance Learning Enrollment –
2006-2014
15. 13900
14000
14100
14200
14300
14400
14500
14600
14700
14800
37%
38%
38%
39%
39%
40%
40%
41%
2012
2013
2014
Enrollment
42%
41%
40%
39%
38%
37%
36%
35%
Austin Community College District
Distance Learning Spring 2012 - 2014
Spring 2012 Spring 2013 Spring 2014
ABC
8,806
8,694
8,763
DF/IP/Withdrawal
5,884
5,603
5,436
Total
Enrollments
14,690
14,297
14,199
Unsuccessful
40.05%
39.19%
38.28%
Unsuccessful
Rate
3%
Success
rate
improved by
1.77%
16. 75000
80000
85000
90000
95000
100000
37%
38%
38%
39%
39%
40%
40%
41%
2012
2013
2014
Enrollment
32%
31%
30%
29%
28%
27%
26%
25%
Austin Community College District
Traditional Classroom Spring 2012 - 2014
Spring 2012 Spring 2013 Spring 2014
ABC
66,783
62,327
60,172
DF/IP/Withdrawal
28,677
24,970
22,974
Total
Enrollments
95,460
87,297
83,146
Unsuccessful
30.04%
28.60%
27.63%
Unsuccessful
Rate
13%
Success
rate
improved by
2.41%
17. DOL TAACCCT Grant: Accelerated Programmer Training
• 2.1 million dollar grant to develop
24 CIT/CS distance learning
competency based courses
Recruit Retain Recognize Reward
• In consortium with Sinclair CC
and Broward CC and consultation
by Western Governor’s University
• Provide accelerated education
leading to employment in the
CIT/CS workforce
• Recruit TAA eligible, veterans,
and the underemployed
18. Building a CBE program: First 6 to 8 months
• Build a core team of one to three people
• Weekly meetings with core team
• Build a list of apparent activities and a timeline
• Hire program director and team
• Define program focus, processes, and procedures
• Build Industry Leadership Council
• Enlist faculty supporters
• Begin faculty training sessions for curriculum development
• Engage industry partners in identifying course competencies
• Design a CBE master course template
• Develop best practices for curriculum development
• Seek accreditation agency approval of program
• Identify and solicit industry partners
• Create a program informational website
• Develop marketing materials
• Define student intake process
• Begin student recruitment events
19. Building a team: Accelerated Programmer Training
Staff
Grant Hire Name Start Date
Project Director (Level 20) (100%) Samuel Greer 2/4/13
Administrative Assistant III (Level 8) (100%) Crystal Cruz 6/17/13
Coordinator, Research & Analysis (Level 18) (50%) Willie Martinez 6/1/13
Outreach Coordinator (Level 13) (100%) Michael Martino 3/1/13
Contract Recruiter (Service agreement) Gene Brown 6/1/13
Instructional Design Specialist (Level 17) (100%) Ninghua Han 5/1/13
Multimedia Developer (Level 17) (100%) Chris Burns 1/3/13
15 Faculty Subject Matter Experts (Contract)
ACC Staff
Grant Lead Linda Smarzik
Subject Matter Expert Mary Kohls
APT Student Success Specialists Judy Arriaga
20. Building the program: Competency Based Education
RewardRetainRecruit
• Chamber of
Commerce
• Info sessions
• Marketing
• Student Support
Specialists
• Accelerated
Curriculum
• MSA Award
• Certificates
• Degrees
• Career services
• Job Placement
Initial Focus
Recognize
21. Recruit: Marketing methods
Recrui4ng
methods
• APT
and
Computer
Science
Website
• Posters
and
handbills
• RecruiNng
Events
with
the
Chamber
• RecruiNng
Previous
Students
• Radio,
print,
TV
interviews
• ACC’s
front
page
website
banner
• Event
tables
• Advising
by
Department
Chair
• Advising
by
the
counselors
and
advisors
• Social
Media
• Community
partners
• Veterans
recruiter
29. Sidebar: New Distance Learning Model has been
recommended
Faculty Training Course Development
Faculty
Support
Industry
AssessmentAssessment
DL model to establish consistency with curriculum
development, periodic review, student-centered
instruction, student engagement, interaction,
evaluation, usability, course organization, timeliness
of feedback, and course presence.
Comprehensive
Faculty Support
Model
Ongoing training and
support
30. • Informal student organization
• 130 members and counting
• Motivate and support each other
• Share industry information
• Suggest resources for technology and teaching materials
• Meet ups for social and homework
Retain: APT Connect – Student Organization
31. Building a CBE program: Second 6 to 8 months
• Define stacked and latticed career tracks
• Create recruitment video
• Develop course video and engagement tools
• Final review and approval of initial course offerings
• Identify and staff faculty for inaugural courses
• Enroll initial cohort of students into program
• Establish weekly progress checkups with Student Support Specialist
• Solicit student course feedback (survey) and incorporate improvements
• Build program tutoring and advising program
• Monitor student retention
• Peer course review
• Present internally and externally on progress of the grant
• Build student intervention program for retention and student success
32. Recognize: Stacked and latticed certificates
and degrees
Marketable
Skills Award
Software Testing
Specialization
Marketable Skills Award Foundation
a. Intro to Computing — COSC 1301
b. Fundamentals of Networking — ITNW 1325
c. Programming Fundamentals I — COSC 1336
d. Web Design Tools — ITSE 1401
Computer
Programming AAS
Web Programming
Specialist AAS
User and Computer
Support Specialization
User Experience
(latticed with Viscom)
User Computer
Support
Industry
Certifications
Java
Certificate
C++
Certificate
Software
Testing
Database
Certificate
Web
Developer
Specialist
33. • Industry Partners support APT program by agreeing to consider
students for full-time employment and paid internships
• Industry and Community Partners’ logos are placed on our website as
links to their employment pages
Reward: Industry partners
37. TA A C C C T G r a n t
C o n s o r t i u m M e e t i n gReward: Community Partners
• Collaborative
partnerships to
recruit, refer, and
pass on information
40. Building a CBE program: Second and third year
• Identify areas for program improvement
• Redefine faculty roles and compensation
• Streamline registration process
• Extend recruiting efforts to new demographics
• Develop scalable plan for college-wide expansion
• Incorporate innovative CBE focused software programs for deliver/
tracking/interaction
• Partner with local workforce agencies to offer resume/interviewing/soft
skills courses
• Seek internships/projectships opportunities for students nearing
completion
• Create portal connecting industry partners and students for job
placement
• Work with financial aid, registration, and human resources
• Work with budget office (if on a grant) for sustainability
41. Building the program: Competency Based Education
RewardRetainRecruit
• Chamber of
Commerce
• Info sessions
• Marketing
• Student Support
Specialists
• Accelerated
Learning
• MSA Award
• Certificates
• Degrees
• Career services
• Job Placement
• Student flag
• Enroll in
certificate
rather than
course
Initial Focus
Current Focus
Registration
Recognize
Financial
Aid
• Award
financial aid
on progress
rather than
beginning or
end of course
42. Java
Certificate
COSC 1301 ITNW 1325 ITSE 2309
COSC 1336 ITSE 1411 ITSC 1307
ITSE 1345 ITSE 2321 ITSE 1450
ITSE 2317
• All courses available upon
registration
• Offer subscription based tuition
by term or make usage of
Experimental Sites that awards
financial aid for progress
• Students pick up where they left off
the following semester
Course Enrollment: One registration per semester
43. Building the program: Competency Based Education
RewardRetainRecruit
• Chamber of
Commerce
• Info sessions
• Marketing
• Student Support
Specialists
• Accelerated
Learning
• MSA Award
• Certificates
• Degrees
• Career services
• Job Placement
Financial
Aid
Faculty
• Student flag
• Enroll in
certificate
rather than
course
• Award
financial aid
on progress
rather than
beginning or
end of course
• Faculty
loading
• Redefine the
faculty role
Initial Focus
Current Focus
Registration
Recognize
44. Redefining the faculty role
• Hire Instructional Associates (IA) to teach two to three courses
• IA will act as a student support specialist for 30 to 40 students
• IA will also act as a tutor when not teaching a scheduled course
45. Building the program: Competency Based Education
RewardRetainRecruit
• Chamber of
Commerce
• Info sessions
• Marketing
• Student Support
Specialists
• Accelerated
Learning
• MSA Award
• Certificates
• Degrees
• Career services
• Job Placement
Financial
Aid
Faculty
• Student flag
• Enroll in
certificate
rather than
course
• Award
financial aid
on progress
rather than
beginning or
end of course
• Faculty
loading
• Redefine the
faculty role
• LMS
• Synchronous tools
• Early intervention
• Online Proctoring
Initial Focus
Current Focus
Registration
Technology
Recognize
48. From intake to employment
Intake
process
SSP
Ellucian
Degree Map
Starfish
Salesforce
Early
intervention
using
student
support
specialists
Career
Services
Student Tracking System: From intake to employment
49. • Computer Science/Computer Information Technology
• Visual Communication – BMI/Gates Foundation
• IT Capital Academy
• Career Expressway
The Accelerated
Career Program
Visual
Communication
IT Capital
Academy
CS/CIT
Career
Expressway
Scale Up: CBE in other demographics
50. The ACCelerator
Emporium Model
Some College
MSA Award
Accelerated DL CBE
IT Academy
User
Support
Web
Track
54. • Choosing the degree
• Choosing the delivery method
• Defining competencies process
– How students progress
• No required work
• Multiple rich resources
• Option to find their own
resources
• Practice tests
– Grading method
– Faculty roles
– Assessment policies
Planning the
Program
55. 1. PLA Services
a. How to apply experiential learning credits for
students who can demonstrate mastery
2. Working with the General Education disciplines to
share the model and identify SME
3. Working with Continuing Education to articulate
CE learning towards college credit for degree
seeking individuals
4. Career Center to align graduates with Industry
Partners for job opportunities
Partnerships
57. This workforce solution was funded by a $3,200,000 grant awarded
by the U.S. Department of Labor’s Employment and Training
Administration. The solution was created by the grantee and does
not necessarily reflect the official position of the U.S. Department of
labor. The Department of Labor makes no guarantees, warranties, or
assurances of any kind, express or implied, with respect to such
information, including any information on linked sites and including,
but not limited to, accuracy of the information or its completeness,
timeliness, usefulness, adequacy, continued availability, or
ownership