Deciphering Best Practices for Underprepared College Students Christine Vodicka
This presentation gives an overview of services provided by the Tutoring and Academic Success Center (TASC) at Cleveland State University in Cleveland, Ohio. In particular, the Success Coaching and Viking Academic Boot Camp programs are explored in more detail.
Based in Melbourne Victoria, La Trobe University operates 11 schools across 7 campuses and educates more than 36,000 students – including over 8,000 international students from some 90 countries – across its vibrant and connected campus network.
In 2014 La Trobe supported staff through a significant but necessary organisational change. Post the change, there was an acknowledgement that a fresh approach to business process management was necessary to support the new structure and enable key objectives in the strategy.
In this webinar, Michelle Marcantonio, Senior Manager Process Improvement shares how La Trobe University developed a quality, capability and support structure that empowered staff to create a positive improvement culture
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
Lessons from Adopting an Adaptive Learning PlatformJeremy Anderson
Presentation delivered at NERCOMP 2017 with Heather Bushey, Director of SOUL and FIPSE PM, and Criss Guy, Online Course Builder. Provides an overview of adaptive learning and its benefits, as well as the challenges and rewards of adoption.
Deciphering Best Practices for Underprepared College Students Christine Vodicka
This presentation gives an overview of services provided by the Tutoring and Academic Success Center (TASC) at Cleveland State University in Cleveland, Ohio. In particular, the Success Coaching and Viking Academic Boot Camp programs are explored in more detail.
Based in Melbourne Victoria, La Trobe University operates 11 schools across 7 campuses and educates more than 36,000 students – including over 8,000 international students from some 90 countries – across its vibrant and connected campus network.
In 2014 La Trobe supported staff through a significant but necessary organisational change. Post the change, there was an acknowledgement that a fresh approach to business process management was necessary to support the new structure and enable key objectives in the strategy.
In this webinar, Michelle Marcantonio, Senior Manager Process Improvement shares how La Trobe University developed a quality, capability and support structure that empowered staff to create a positive improvement culture
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
Lessons from Adopting an Adaptive Learning PlatformJeremy Anderson
Presentation delivered at NERCOMP 2017 with Heather Bushey, Director of SOUL and FIPSE PM, and Criss Guy, Online Course Builder. Provides an overview of adaptive learning and its benefits, as well as the challenges and rewards of adoption.
Are you in the beginning stages of developing an online or blended class? This webinar provides an overview of the Sloan-C New to Online Workshop Series and how you can develop the skills you need to successfully design and deliver your class.
Join us to learn more about the New to Online Series, what to expect in a workshop, and how you can sign up to take part in an upcoming workshop. This webinar has no prerequisites and can be taken by anyone who is interested in improving the quality of their online course design and how to start teaching online.
A presentation by UCR School of Business Administration (SoBA) academic advisors Lisa Miller, Lata Patel, and Allan Taing on how to make orientation meaningful for transfer students.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Are you in the beginning stages of developing an online or blended class? This webinar provides an overview of the Sloan-C New to Online Workshop Series and how you can develop the skills you need to successfully design and deliver your class.
Join us to learn more about the New to Online Series, what to expect in a workshop, and how you can sign up to take part in an upcoming workshop. This webinar has no prerequisites and can be taken by anyone who is interested in improving the quality of their online course design and how to start teaching online.
A presentation by UCR School of Business Administration (SoBA) academic advisors Lisa Miller, Lata Patel, and Allan Taing on how to make orientation meaningful for transfer students.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
Lisa Young, Faculty Director, Teaching and Learning Center
Sian Proctor, Geology & Sustainability, Faculty
Paul Golisch, Dean & CIO, Adjunct Math Faculty
2. Situating ourselves… What is holding us back? What propels us? Wherein lies the hesitation? How do we act now? OR Why not the revolution now? Why is the revolution now? What is so befuddling? What is clear to us?
3. Why Acceleration is needed Students are caught in Academic Pipeline Our curricular and pedagogic best intentions have not been working Ongoing (and escalating?) Economic Crisis
4. Goals for Acceleration in Context Move students more quickly to transfer Increase student persistence and success Create models and curriculum that propel students towards their educational goals Manage limited resources more effectively
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7. 800 students start 3 levels below transfer—400 pass 400 students make it to 2 levels below transfer—200 pass 200 students make it to 1 level below transfer—100 pass 100 students make it to transfer—50 students pass (Note: This thought experiment posits a 50% success rate, and assumes that every student who passes moves to the next level.) …THE LESS EFFECTIVE IT IS
8. 800 + 400 + 200 + 100 = 1500 students served (duplicated headcount for three levels) 1500 students divided by 25 students/class = 60 sections 60 sections x $5K/section (typical adjunct rate)= $300,000 $300,000 divided by the 50 successful students who passed the transfer level course=$6K/successful student It costs the institution more for each ultimately successful student ($6K) than it does to teach an entire class of 25 students ($5K). Meanwhile, 750 students (94%) did not pass the transfer class, throwing their academic future in grave doubt. …THE LESS EFFECTIVE IT IS
14. Acceleration at Chabot 17 years ago, Chabot College English Dept. developed response to issues raised in “Releasing The Trap” Chabot’s accelerated approach works…
15. Acceleration at Chabot Success in Freshman Comp: Accelerated vs. non-accelerated pathway --Dr. Katie Hern, Chabot IR Office, and Faculty Inquiry Network Chabot’s accelerated approach works, but…
16. Acceleration beyond Chabot …Our experience tells us that we need a comprehensive response in order to successfully scale Acceleration beyond the culture and experience of one department.
23. …For Pedagogical Innovation Put students at the center of their own learning Foster deep learning and teach to whole student Design effective, innovative lessons and courses
24. …For Student Capacity Leverage their resounding capacity for learning Bring affective domain to center of classroom Challenge them to do far more than what is often asked
26. …For Assessment Strategies Bring Inquiry mind-set to assessment Integrate Student Voices into assessment process Train faculty to Make Visible their work so others can see it
27. …For Institutional Navigation Share out Acceleration model with colleagues, department, institution Strategize and take steps to scale up model Integrate campus services to make Acceleration model a success
38. Terraforming Imagine that a student is asked to pass a Math class one level beneath transfer, and then pass the transfer level Math class. Let’s say the student has a 70% of doing this. That is pretty good odds.
39. Terraforming Imagine that this same student also is asked to pass an English class one level beneath transfer, and then pass the transfer level English class. Let’s say the student has a 70% of doing this. That is also pretty good odds.
40. Terraforming Imagine that this same student also is asked to pass a Reading class one level beneath transfer, before being allowed to take Transfer level English. Let’s say the student has a 70% of doing this. That is still pretty good odds.
41. Terraforming But here is the problem. Before the student can hope to transfer, she must accomplish ALL of these things. A math formula explains that this is not so easy to do: 70% x 70% x 70% = 34% of accomplishing all 3 tasks. She has a 1 in 3 chance. And of course 70% success rate is quite high…
42. Terraforming 50% x 50% x 50% = 12. 5% chance of passing all the courses. And it’s not just one student we are talking about here; MOST of the students on our campuses face these (suddenly not so good) odds.
43. Terraforming You and your department can create the most enlightened acceleration model that moves your students very quickly to transfer. But if some other area of the campus has NOT done this, students will get caught up there. The conditions that support student success must be created across an institution.