This document discusses reporting requirements and data collection for the CHAMP program. It outlines what information should be reported, including fiscal and narrative reports to the Department of Labor on a quarterly and annual basis. It also discusses the different levels and types of data to be collected, including student, course, school, and consortium data. Specific student and course data elements are listed, such as student IDs, names, grades, and course details. The document provides guidance on the role of ensuring consistent course information and communication about any changes. It outlines a typical report structure with goals and metrics to analyze related to industry partnerships, technology, credit for prior learning, and further education opportunities.
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
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.
Taaccct 1 online learning status oct 2013cccscoetc
Presentation given at the October 2013 TAACCCT 1 COETC sharing day on the status of the online content for energy courses redesigned or developed in hybrid/online format for CCCS COETC grant
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
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.
Taaccct 1 online learning status oct 2013cccscoetc
Presentation given at the October 2013 TAACCCT 1 COETC sharing day on the status of the online content for energy courses redesigned or developed in hybrid/online format for CCCS COETC grant
Task force recommendations including Multiple placement criteria - assessments, secondary diagnostics, HS transcripts, compression of English and Reading, contextualized curriculum – learning communities, writing across the curriculum, curriculum at all levels customizable to student needs – hybrid formats, modular labs, cognitive and non- cognitive supports, faculty Professional Development
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
This presentation was used in a series of workshops for Prior Learning Assessment Training for the Colorado Community College System under a TAACCCCT3 grant (CHAMP)
Pueblo Community College's Business Simulation Projectcccscoetc
PCC’s ILAG Grant Project created a collaborative effort between PCC’s 3 campuses to design and develop a simulation based teaching opportunity in the Introduction to Business class. Our Big Idea was to introduce the commercial “CEO” simulation into the entry level business class. The CEO simulation is designed to give students the opportunity to make the decisions necessary to start and manage a business by embedding the simulation into their class.
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
Task force recommendations including Multiple placement criteria - assessments, secondary diagnostics, HS transcripts, compression of English and Reading, contextualized curriculum – learning communities, writing across the curriculum, curriculum at all levels customizable to student needs – hybrid formats, modular labs, cognitive and non- cognitive supports, faculty Professional Development
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
This presentation was used in a series of workshops for Prior Learning Assessment Training for the Colorado Community College System under a TAACCCCT3 grant (CHAMP)
Pueblo Community College's Business Simulation Projectcccscoetc
PCC’s ILAG Grant Project created a collaborative effort between PCC’s 3 campuses to design and develop a simulation based teaching opportunity in the Introduction to Business class. Our Big Idea was to introduce the commercial “CEO” simulation into the entry level business class. The CEO simulation is designed to give students the opportunity to make the decisions necessary to start and manage a business by embedding the simulation into their class.
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
CHAMP Grant Instructional Design Meeting September 4 2014cccschamp
Presentation for the Colorado Community College System-Colorado Helps Advanced Manufacturing Programs, TAACCCT3 grant September monthly instructional design meeting
Breakthroughs in badging, moving beyond colorado community colleges' policies...cccschamp
Presentation for the Online Learning Consortium's Annual International Conference Orlando FL Oct. 2015 Badge initiatives are happening in higher education and beyond. Badges are being issued by businesses, associations, institutions and credentialing agencies certifying learner achievement. Colorado Community College System (CCCS) has entered into the badging movement slowly and deliberately.
OTC 18: California Zero-Textbook-Cost Degrees Implementation UpdateUna Daly
Planning and early implementation of California Community College Chancellor’s Office (CCCCO) Zero-Textbook-Cost Degrees (ZTCs) program shifted into full-scale implementation in January 2018, with a total of 23 colleges developing full degree and certificate pathways that have eliminate textbook costs for students. ZTCs include two-year associate degrees and career technical education (CTE) certificates that have been redesigned by faculty to use open educational resources or zero-cost materials.
Join us to hear from the leadership driving this program forward. The lead at the state Chancellor’s office will describe the vision of the program and plans for future innovation. Technical assistance providers from College of Canyons and West Hill College Lemoore will share details of the training and evaluation programs supporting the transformational work at the participating colleges. The chair of the statewide Academic Senate OER Task Force will describe the essential role of faculty adoptions in maximizing the impact of ZTC degrees throughout our state.
Panelists:
LeBaron Woodyard, Dean of Academic Affairs, California Community College Chancellor’s Office
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources & Distance Learning,
College of the Canyons
Ron Oxford, Librarian, West Hills College, Lemoore
Dave Dillon, Counselor/Professor Grossmont College;
Chair, OER Task Force of Academic Senate for California Community Colleges
Moderator: Una Daly, Director CCCOER
Division Meeting - Feb. 25, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Megan Colascione, Student Life, Staff Senate
Pam Bowers, Planning, Assessment and Innovation
Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
2015 freshmen parent night presentationCreek HiLife
This presentation was done by our Counseling Center at Clear Creek High School for parents who may have missed the night's presentation. We are happy to provide you with this information as your news team at creekhilife.com.
Managing Multiple Programs Building relationships and taking on challenges; o...Hobsons
Managing Multiple Programs
Building relationships and taking on challenges;
one, two or ninety at a time.
Presented by Suzanne Anandappa and Pat Bond
Hobsons University 2015
This presentation was provided by Linda Jones of Western New England University, during the NISO event "Changes in Higher Education and The Information Marketplace." The virtual conference took place on June 17, 2020.
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.
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Sarah Knight, head of change - student experience, Jisc
Malcolm Murray, e-learning manager - computing and information services, Durham University
Candace Nolan-Grant, learning technology specialist, Durham University
Corinne Walker, learning resources manager, Oldham Sixth Form College
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
OTC 2017: From OER Adoption to OER DegreesUna Daly
From OER Adoption to OER Degree Pathways: Why, How, and What’s Next?
A panel of California Community College leaders will share their journey from early OER adoption to development of OER degree pathways. Awareness building, faculty and student engagement, and administrative support have been key success factors in OER adoption, but recent support from the state legislature and the Chancellor’s Office is enabling full Zero-textbook-cost degree pathways to maximize student savings.
Hear from the faculty and administrators leading these efforts: how they got started and successful strategies to grow and sustain OER usage at their campus to expand access and empower faculty to improve student engagement and success.
Claire Coyne, Faculty, Santa Ana College
Kats Gustafson, Dean, Online & Distributed Learning Instructional Services, San Diego Community College District
Jim Julius, Faculty Director Online Education, Mira Costa College
Nicole Major, Faculty, Saddleback College
Jennifer Pakula, Faculty, Saddleback College
Moderator: Una Daly, CCCOER Director
Tuesday, 3:20-4:10 pm
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. DATA
• Levels
• Student
• Course
• School
• Consortium
• Credit vs. Non-credit
• Non-data system information
4. Data
• Course History
• Student ID
• Last Name
• First Name
• Combo
• VPDI code
• STDN CRN
• CRS ID
• Subject
• Course Number
• Section
• CRSE TITLE
• Course Credits
• Registration Status
• Final Grade
• Term
• Course Unit of Analysis
• Student ID
• Last Name
• First Name
• Combo
• VPDI code
• STDN CRN
• CRS ID
• Subject
• Course Number
• Section
• CRSE TITLE
• Course Credits
• Registration Status
• Final Grade
• Term
5. Student Unit of Analysis
Student Detail
Student ID
Last Name
First Name
Date Of Birth
Gender
College Email
Pers Email
Cell Phone
Eve Phone
Street1
Street2
City
State
ZIP
UG TERM
GPA
UG CUM GPA
CUM HRS
Ethnicity Code
Ethnicity
FP TIME
STU DISA CODE_1
STU DISA DESC_1
STU VET CAT
STDN DEGCER CODE
STDN DEGCER DESC
MAJR CODE
MAJR DESC
MAJR LABEL
STDN_TYPE_CODE
STVSTYP_DESC
STU_TYPE_LABEL
Course Detail
Course Number
Section
CRSE_TITLE
Course Credits
Registration Status
Final Grade
Term
UI/Employment
YEAR
STU_SSN
Q1_AMOUNT
Q2_AMOUNT
Q3_AMOUNT
Q4_AMOUNT
Student ID
7. 1) Introduction
2) Data & Methodology
3) Goal Specific Results
Goal 1: Utilizing Industry Partnerships
a) Industry Partners
i) Inclusion in Course Redesign
ii) Internships/Apprenticeships
iii) Other
b) Course Offerings
i) Completed & Pending certificate Programs
ii) Faculty
c) Interactive Map
i) Status, work to date & plans for implementation
Year One Report Outline
8. Goal 2: Technologically Advanced Education
d) Technological Redesign of Courses
i) Online/Hybrid courses
e) MOOCs
i) Status and plans for implementation
f) Mobile Labs
i) Which schools are utilizing these?
ii) How are the being redeveloped and used?
g) Student Enrollment
i) Were one year goals hit by each school? Why/why not?
ii) Veterans
Goal 2
9. Goal 3 and 4
Goal 3: Credit for Prior Learning
h) CPL Committee
Goal 4: Leveraging a CHAMP Certificate towards further education
Navigator Goals: Assisting TAA students to
achieve the full potential of the program
11. CC BY and
Attribution
This Workforce Solution, ”Credit for Prior Learning Subcommittee” presentation by
Bitsy Cohn is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work created under the Department of Labor, TAACCCT3 grant, permissions
beyond the scope of this license may be available at www.cccs.edu/CHAMP.
Data
Levels
Student
Course
School
Consortium
Credit vs. Non-credit
Non-data system information
Data reports
Course History
Course Unit of Analysis
Student unit of Analysis
Your Role
Course consistency
Communication when anything in the bible changes
Communication with your CHAMP Leaders
Communication with your cohorts
Year One Report Outline
Introduction
Data & Methodology
Goal Specific Results
Goal 1: Utilizing Industry Partnerships
a) Industry Partners
i) Inclusion in Course Redesign
ii) Internships/Apprenticeships
iii) Other
b) Course Offerings
i) Completed & Pending certificate Programs
ii) Faculty
c) Interactive Map
i) Status, work to date & plans for implementation
Goal 2
Goal 2: Technologically Advanced Education
Technological Redesign of Courses
Online/hybrid courses
MOOCs
Status and plans for implementation
Mobile Labs
Which schools are utilizing these?
How are they being redeveloped and used?
Student Enrollment
Were one year goals hit by each school? Why/Why not?
Veterans
Goal 3 and 4
Goal 3: Credit for Prior Learning
h) CPL Committee
Goal 4: Leveraging a CHAMP Certificate towards further education
Navigator Goals: Assisting TAA students to
achieve the full potential of the program
Questions
This Workforce Solution, ”CHAMP Advisory Meeting Reporting” presentation by Bitsy Cohn is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at www.cccs.edu/CHAMP.
