The document summarizes curriculum reform efforts at the University of British Columbia's Civil Engineering department. It outlines a 4-phase process used to identify program outcomes, integrate courses vertically and horizontally, and implement changes. The document also discusses how attitudes, both positive and negative, can influence curriculum reform. Evidence of constructive attitudes driving reform at the global, institutional, and department levels is presented. Challenges posed by destructive attitudes are also examined. Student attitudes are analyzed through design course reflections and surveys to understand how to further address concerns.
The document outlines an assignment for a curriculum management framework for a school. It includes:
1) An introduction assigning students to interview a school principal about their curriculum management practices and create a framework.
2) Details of the current curriculum management roles of heads of department, deputy principals, principals, district officials, and district directors at schools.
3) Examples of a proposed curriculum management framework detailing the roles and responsibilities of educators, learners, heads of department, and other parties.
4) Conclusion emphasizing the importance of clear management plans and processes to improve learner assessment and achievement.
Kuali Student Kuali Days 2011 Project UpdateCheryl
Project team leads for the Kuali Student Project gave a presentation at Kuali Days 2011 in Indianapolis to update the Kuali community on the Kuali Student Project.
CLASS (Creative Leadership Achieves Student Success) is an innovative education initiative that focuses on four components of effective teaching to raise student achievement: Expanded Career Paths, Effective Performance Evaluation, Relevant Professional Development, New Compensation Models.
Learn more by visiting: http://www.chalkboardproject.org/what-we-do/class.php
CSCL Tools for Regulating Collaboration & TeamworkTieLab
Mariel Miller & Allyson Hadwin, University of Victoria
Presented at the 2013 conference for the Canadian Society for the Study of Education (CSSE)
Increasing emphasis on collaboration in academic and work contexts means learners are required to develop skills for regulating teamwork. The purpose of this study was to examine scripting and visualization tools for supporting regulation of shared task perceptions during a complex collaborative task. Prior to the task, groups engaged in individual and group planning using either (a) a scripting tool structuring regulation including task analysis, or (b) a scripting tool augmented with visualization of each member’s task perceptions. Findings indicated that, in both groups, shared task perceptions were generally accurate in relation to the instructor’s expectations. However, groups (a) struggled to construct consensus among diverse individual perceptions, (b) demonstrated little active and purposeful construction of shared task perceptions, and (c) encountered planning related challenges during collaboration. Groups showed small improvements across assignments, however, many difficulties re-occurred.
The document provides a course outline for a Masters of Business Administration program at the International Islamic University Malaysia. The course titled "Managing Corporate Resources" is a core course offered in semester 1 of 2011/2012. It is a 3-credit hour course taught over 118 hours by Dr. Dolhadi Zainudin. The course introduces students to essential management principles and theories from an Islamic perspective and aims to enhance students' problem-solving, decision-making, and communication skills. Assessment includes participation, exams, case analyses, a group project, and a final exam.
This document outlines the scope and sequence, objectives, requirements, and topics of the EDUC. 127 Special Topics course. The course aims to reinforce knowledge and skills for pre-service professionals through multidisciplinary learning. Over the course of the semester, topics include principles of education, learning styles, leadership, classroom management, curriculum development, and teaching strategies. Assessment is based on class participation, outputs, exams, and a teaching portfolio. Suggested learning experiences incorporate a variety of active learning techniques.
This document outlines the objectives and structure of a leadership development program. The program aims to:
1. Equip participants with leadership tools to lead more effectively.
2. Help participants develop leadership strategies and objectives for themselves and their organizations.
3. Measure participants' leadership competence at the beginning and end to track progress.
4. Develop participants' leadership coaching skills to create leadership around them.
The program involves an initial assessment, two days of in-person workshops, two days of video conferences, and a final two days in-person. Participants apply their learnings between sessions and complete a final case study on the program's impact. The document provides an overview of session topics and activities to
The document outlines an assignment for a curriculum management framework for a school. It includes:
1) An introduction assigning students to interview a school principal about their curriculum management practices and create a framework.
2) Details of the current curriculum management roles of heads of department, deputy principals, principals, district officials, and district directors at schools.
3) Examples of a proposed curriculum management framework detailing the roles and responsibilities of educators, learners, heads of department, and other parties.
4) Conclusion emphasizing the importance of clear management plans and processes to improve learner assessment and achievement.
Kuali Student Kuali Days 2011 Project UpdateCheryl
Project team leads for the Kuali Student Project gave a presentation at Kuali Days 2011 in Indianapolis to update the Kuali community on the Kuali Student Project.
CLASS (Creative Leadership Achieves Student Success) is an innovative education initiative that focuses on four components of effective teaching to raise student achievement: Expanded Career Paths, Effective Performance Evaluation, Relevant Professional Development, New Compensation Models.
Learn more by visiting: http://www.chalkboardproject.org/what-we-do/class.php
CSCL Tools for Regulating Collaboration & TeamworkTieLab
Mariel Miller & Allyson Hadwin, University of Victoria
Presented at the 2013 conference for the Canadian Society for the Study of Education (CSSE)
Increasing emphasis on collaboration in academic and work contexts means learners are required to develop skills for regulating teamwork. The purpose of this study was to examine scripting and visualization tools for supporting regulation of shared task perceptions during a complex collaborative task. Prior to the task, groups engaged in individual and group planning using either (a) a scripting tool structuring regulation including task analysis, or (b) a scripting tool augmented with visualization of each member’s task perceptions. Findings indicated that, in both groups, shared task perceptions were generally accurate in relation to the instructor’s expectations. However, groups (a) struggled to construct consensus among diverse individual perceptions, (b) demonstrated little active and purposeful construction of shared task perceptions, and (c) encountered planning related challenges during collaboration. Groups showed small improvements across assignments, however, many difficulties re-occurred.
The document provides a course outline for a Masters of Business Administration program at the International Islamic University Malaysia. The course titled "Managing Corporate Resources" is a core course offered in semester 1 of 2011/2012. It is a 3-credit hour course taught over 118 hours by Dr. Dolhadi Zainudin. The course introduces students to essential management principles and theories from an Islamic perspective and aims to enhance students' problem-solving, decision-making, and communication skills. Assessment includes participation, exams, case analyses, a group project, and a final exam.
This document outlines the scope and sequence, objectives, requirements, and topics of the EDUC. 127 Special Topics course. The course aims to reinforce knowledge and skills for pre-service professionals through multidisciplinary learning. Over the course of the semester, topics include principles of education, learning styles, leadership, classroom management, curriculum development, and teaching strategies. Assessment is based on class participation, outputs, exams, and a teaching portfolio. Suggested learning experiences incorporate a variety of active learning techniques.
This document outlines the objectives and structure of a leadership development program. The program aims to:
1. Equip participants with leadership tools to lead more effectively.
2. Help participants develop leadership strategies and objectives for themselves and their organizations.
3. Measure participants' leadership competence at the beginning and end to track progress.
4. Develop participants' leadership coaching skills to create leadership around them.
The program involves an initial assessment, two days of in-person workshops, two days of video conferences, and a final two days in-person. Participants apply their learnings between sessions and complete a final case study on the program's impact. The document provides an overview of session topics and activities to
The vice-principal outlines proposals for curriculum reform with the objectives of enhancing learning and producing better graduates. Key proposals include a flexible 5-year framework with exit qualifications at all years, "Enhanced Study" options for 25% of the first two years and 12.5% of the next two years, and developing flexible learning spaces and student support. "Enhanced Study" includes "Sixth Century Courses", "Sustained Study" in languages or business, and choosing courses to broaden disciplines. The reform aims to distinguish the university and align with leading institutions globally.
Lesson Learned from a Curriculum Change ProcessPeter Gow
This document discusses lessons learned from curriculum reform efforts at schools. It emphasizes that curriculum reform is an ongoing process that requires long-term commitment and structures to ensure continuous development. It also stresses the importance of connecting reform efforts to the school's mission and strategic plan. Finally, it notes that curriculum reform is challenging and impacts all areas of the school, requiring support structures for professional development and accountability.
21st century curriculum standard and current curriculum research practice ap...Joseph Mwanzo
The document discusses 21st century education and skills. It outlines key indicators for educational attainment in Kenya such as learner outcomes, quality of education institutions, and readiness for school. It also discusses the framework for 21st century learning which describes skills like critical thinking, communication, collaboration and creativity. The four C's and 21st century skills like flexibility, leadership and social skills are emphasized. The document contrasts old and new learners, noting new learners are more visual, hands-on, tech-savvy and collaborative. It advocates for learner-centric and competency-based approaches using problem-based and cooperative learning linked to the real world.
The document discusses key concepts in research-based curriculum design including conceptual understandings, research methods, curriculum evaluation, and the relationship between theory, policy, and practice. It poses several discussion questions about the importance of distinguishing scientific research from curriculum development, how social factors influence curriculum research, and how learning theories, evaluation, teacher roles, and knowledge structures affect curriculum validity and scope. The questions also address how terminology, research methodologies, and contextual variables impact research reliability and the application of theory to practice.
This document discusses arousal, anxiety, and controlling stress in emergency staleness kinesiology. It defines arousal and anxiety, and explains the relationship between arousal and performance. There are several types of anxiety and signs of arousal and anxiety are described. Stress is defined and the types and general adaptation syndrome are outlined. Physiological and behavioral measures for assessing arousal and anxiety are provided. Finally, several theories about arousal, anxiety and performance are summarized.
Teachers participated in an action research project exploring the Informed Learning model of embedding information literacy education into curriculum design. The project provided structure for ongoing professional development meetings over multiple terms. Teachers found benefits in collaborating with colleagues, sharing experiences of applying ideas in their classrooms, and reflecting on their practices. Participating in action research empowered teachers to try new approaches and be accountable to incorporating information literacy education in their teaching.
Academic assessment plan. under constructionOAAVFAC
The document summarizes an academic assessment plan under development at a college. It outlines accomplishments made so far, including inventorying existing assessment tools and aligning goals and outcomes across levels. A proposed timeline is provided seeking feedback by specific dates. The purpose is to advance the academic plan, connect it to learning goals, and promote assessment to internal and external audiences including accreditors. Input is requested from an assessment task force and college community.
The document summarizes an initiative called interACT that aimed to improve feedback and assessment practices through the use of technology. The project developed an online system for students to self-evaluate their work, request specific feedback, and engage in dialogue about feedback with tutors. An evaluation found that students found the process clear and valuable for obtaining targeted feedback and discussing their work. Future work includes developing more interactive digital tools to improve feedback exchanges.
Richard Lai 2014 - An assessment ePortfoilo for developing the reflective thi...ePortfolios Australia
Deep approaches to learning by students are encouraged by teaching that fosters engagement with learning and assessment tasks and clearly stated learning outcomes and expectations. Students learn deeper if they are required to reflect on what they have learned. Reflective thinking by students is not only a description of 'what they have seen or done', but rather it is a process of their drawing comparisons with what happened, what they already know, how they relate this experience to the theories that they have been introduced to and how they modify their own ideas in light of this reflection. In this paper, we present our experiences in using the 4 R (Report, Relate, Reason and Reconstruct) principle developed by John Bain (2002) in teaching a software engineering subject. Students are required to submit the 4R ePortfolios on the major topics of the subject as a part of their overall assessment.
Learning about Assessment Literacy - Nicky Spawls and Clare O'Donoghuemdxaltc
This document discusses the Assessment Literacy Project at a university education department. It aimed to promote assessment literacy among both students and staff. For students, activities included engaging with grading criteria, self-assessment, and formative feedback on drafts. For staff, it involved collaborative design of criteria, marking calibration, and moderation. Evaluation found higher pass rates and engagement when assessment literacy strategies were employed across multiple modules in a programme. The project highlighted the need to integrate assessment fully into the learning process and provide meaningful feedback opportunities throughout programmes.
This document discusses North Carolina's educator effectiveness update for a statewide meeting of local planning teams. It focuses on setting the context for improving student learning through enabling great teaching. It discusses key elements of the educator effectiveness policies including using a growth model called EVAAS to measure standards 6 and 8, determining educator effectiveness status, and developing measures of student learning for non-tested grades and subjects. The goal is to create a system that identifies the strongest teachers so they can teach others and supports teachers who need additional help.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
The document discusses curriculum improvement and the curriculum development process. It covers several key points:
1. It defines curriculum improvement and describes it as the continuous modification and betterment of curriculum throughout the school year based on current students. This can be viewed as curriculum development or curriculum change.
2. It outlines the four phases of curriculum development: planning, content and methods, implementation, and evaluation and reporting. It provides details on the steps and processes involved in each phase.
3. It discusses different approaches to curriculum improvement, including technical/scientific, behavioral/rational, systems-managerial, intellectual/academic, and various non-technical approaches like humanistic/aesthetic and reconstructionism. It notes
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
The document proposes changes to the summative assessment approach used in an ESOL course. It argues that solely using a final exam limits what can be evaluated and does not encourage inclusive practices. An alternative is proposed that incorporates formative assessment of coursework and class involvement in the final evaluation to better assess learner progress and reduce exam pressures. The curriculum model also needs to be more dynamic and contextual to accommodate the diverse needs of learners.
NWEA is introducing a new framework called Keeping Learning on Track (KLT) to help teachers use formative assessment strategies to continuously adapt instruction based on evidence of student learning. KLT has five key strategies: clarifying learning targets, activating students as owners of learning, facilitating effective discussions, providing feedback, and activating students as peer resources. It will be implemented over multiple years, starting with teacher learning communities focusing on the foundations and then deepening understanding of strategies through ongoing collegial support.
This document summarizes a research project that aimed to redesign assessment and feedback processes using technology to promote dialogue. The researchers introduced an interactive online platform called interACT to facilitate formative assessment and feedback between students and tutors. Most students found the cover page and feedback dialogue to be valuable for learning. The feedback audit also helped with faculty development. Future work includes refining the process and helping students understand feedback pedagogy.
This document describes the interACT project which aims to improve assessment and feedback practices through the use of technology. It discusses how the project embarked on a literature review to identify key principles of effective feedback. Baseline activities revealed inconsistencies in feedback that the project sought to address. The project re-engineered assessments, provided faculty development, and engaged students in feedback through self-review and use of a wiki. Future developments include creating e-activities to improve feedback dialogue and introducing new assignment types.
Tqf day 1 - learning outcomes and teaching strategiesRMIT
This document discusses a workshop on linking learning outcomes, learning activities, and assessments in higher education from Australian and Thai perspectives. The workshop aims to help participants apply teaching standards and strategies to meet learning outcomes outlined by the Thailand Qualifications Framework. It explores how changes in learners and learning affect teaching strategies. It also discusses the value of qualifications frameworks from a university perspective, including how they can facilitate outcomes, standards, mobility and pathways while helping to assure quality.
The document outlines Cerdon College's strategic agenda and priorities for 2011. It focuses on 1) the strategic agenda set by the CEO, 2) the school's strategic agenda, and 3) specific areas of focus around teaching and learning, assessment, pastoral care, and technology. Key priorities include literacy, numeracy, strategic resourcing, Catholic formation, professional learning, assessment practices, and the role of the assistant principal for pastoral care.
This document discusses a research project being conducted by Dr. Brenda Bagwell and Dr. Lori Poole at CSU-Global Campus to analyze online class discussions. The research has two phases: Phase I examines how discussion prompts and instructor interactions impact student posts, and Phase II analyzes what Bloom's cognitive levels students demonstrate in their posts and if this deepens over time. Preliminary results of Phase I found that discussion prompt type influences post content and interactions. Phase II initial findings show students are often at remembering and understanding levels, though prompts aiming for higher levels did see some applying and analyzing. The research aims to help improve online discussions and determine if courses are achieving intended learning outcomes.
The document discusses redesigning the First Year Seminar course at Bronx Community College. It notes many students require remediation and have additional challenges like low income, family responsibilities, and being the first in their family to attend college. The redesign aims to facilitate student success, efficient course taking, and graduation by providing academic and social supports through the seminar. It involves collaborating across departments, training faculty, and integrating ePortfolios to promote student engagement, learning outcomes, self-assessment, and a cohesive first year experience.
The vice-principal outlines proposals for curriculum reform with the objectives of enhancing learning and producing better graduates. Key proposals include a flexible 5-year framework with exit qualifications at all years, "Enhanced Study" options for 25% of the first two years and 12.5% of the next two years, and developing flexible learning spaces and student support. "Enhanced Study" includes "Sixth Century Courses", "Sustained Study" in languages or business, and choosing courses to broaden disciplines. The reform aims to distinguish the university and align with leading institutions globally.
Lesson Learned from a Curriculum Change ProcessPeter Gow
This document discusses lessons learned from curriculum reform efforts at schools. It emphasizes that curriculum reform is an ongoing process that requires long-term commitment and structures to ensure continuous development. It also stresses the importance of connecting reform efforts to the school's mission and strategic plan. Finally, it notes that curriculum reform is challenging and impacts all areas of the school, requiring support structures for professional development and accountability.
21st century curriculum standard and current curriculum research practice ap...Joseph Mwanzo
The document discusses 21st century education and skills. It outlines key indicators for educational attainment in Kenya such as learner outcomes, quality of education institutions, and readiness for school. It also discusses the framework for 21st century learning which describes skills like critical thinking, communication, collaboration and creativity. The four C's and 21st century skills like flexibility, leadership and social skills are emphasized. The document contrasts old and new learners, noting new learners are more visual, hands-on, tech-savvy and collaborative. It advocates for learner-centric and competency-based approaches using problem-based and cooperative learning linked to the real world.
The document discusses key concepts in research-based curriculum design including conceptual understandings, research methods, curriculum evaluation, and the relationship between theory, policy, and practice. It poses several discussion questions about the importance of distinguishing scientific research from curriculum development, how social factors influence curriculum research, and how learning theories, evaluation, teacher roles, and knowledge structures affect curriculum validity and scope. The questions also address how terminology, research methodologies, and contextual variables impact research reliability and the application of theory to practice.
This document discusses arousal, anxiety, and controlling stress in emergency staleness kinesiology. It defines arousal and anxiety, and explains the relationship between arousal and performance. There are several types of anxiety and signs of arousal and anxiety are described. Stress is defined and the types and general adaptation syndrome are outlined. Physiological and behavioral measures for assessing arousal and anxiety are provided. Finally, several theories about arousal, anxiety and performance are summarized.
Teachers participated in an action research project exploring the Informed Learning model of embedding information literacy education into curriculum design. The project provided structure for ongoing professional development meetings over multiple terms. Teachers found benefits in collaborating with colleagues, sharing experiences of applying ideas in their classrooms, and reflecting on their practices. Participating in action research empowered teachers to try new approaches and be accountable to incorporating information literacy education in their teaching.
Academic assessment plan. under constructionOAAVFAC
The document summarizes an academic assessment plan under development at a college. It outlines accomplishments made so far, including inventorying existing assessment tools and aligning goals and outcomes across levels. A proposed timeline is provided seeking feedback by specific dates. The purpose is to advance the academic plan, connect it to learning goals, and promote assessment to internal and external audiences including accreditors. Input is requested from an assessment task force and college community.
The document summarizes an initiative called interACT that aimed to improve feedback and assessment practices through the use of technology. The project developed an online system for students to self-evaluate their work, request specific feedback, and engage in dialogue about feedback with tutors. An evaluation found that students found the process clear and valuable for obtaining targeted feedback and discussing their work. Future work includes developing more interactive digital tools to improve feedback exchanges.
Richard Lai 2014 - An assessment ePortfoilo for developing the reflective thi...ePortfolios Australia
Deep approaches to learning by students are encouraged by teaching that fosters engagement with learning and assessment tasks and clearly stated learning outcomes and expectations. Students learn deeper if they are required to reflect on what they have learned. Reflective thinking by students is not only a description of 'what they have seen or done', but rather it is a process of their drawing comparisons with what happened, what they already know, how they relate this experience to the theories that they have been introduced to and how they modify their own ideas in light of this reflection. In this paper, we present our experiences in using the 4 R (Report, Relate, Reason and Reconstruct) principle developed by John Bain (2002) in teaching a software engineering subject. Students are required to submit the 4R ePortfolios on the major topics of the subject as a part of their overall assessment.
Learning about Assessment Literacy - Nicky Spawls and Clare O'Donoghuemdxaltc
This document discusses the Assessment Literacy Project at a university education department. It aimed to promote assessment literacy among both students and staff. For students, activities included engaging with grading criteria, self-assessment, and formative feedback on drafts. For staff, it involved collaborative design of criteria, marking calibration, and moderation. Evaluation found higher pass rates and engagement when assessment literacy strategies were employed across multiple modules in a programme. The project highlighted the need to integrate assessment fully into the learning process and provide meaningful feedback opportunities throughout programmes.
This document discusses North Carolina's educator effectiveness update for a statewide meeting of local planning teams. It focuses on setting the context for improving student learning through enabling great teaching. It discusses key elements of the educator effectiveness policies including using a growth model called EVAAS to measure standards 6 and 8, determining educator effectiveness status, and developing measures of student learning for non-tested grades and subjects. The goal is to create a system that identifies the strongest teachers so they can teach others and supports teachers who need additional help.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
The document discusses curriculum improvement and the curriculum development process. It covers several key points:
1. It defines curriculum improvement and describes it as the continuous modification and betterment of curriculum throughout the school year based on current students. This can be viewed as curriculum development or curriculum change.
2. It outlines the four phases of curriculum development: planning, content and methods, implementation, and evaluation and reporting. It provides details on the steps and processes involved in each phase.
3. It discusses different approaches to curriculum improvement, including technical/scientific, behavioral/rational, systems-managerial, intellectual/academic, and various non-technical approaches like humanistic/aesthetic and reconstructionism. It notes
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
The document proposes changes to the summative assessment approach used in an ESOL course. It argues that solely using a final exam limits what can be evaluated and does not encourage inclusive practices. An alternative is proposed that incorporates formative assessment of coursework and class involvement in the final evaluation to better assess learner progress and reduce exam pressures. The curriculum model also needs to be more dynamic and contextual to accommodate the diverse needs of learners.
NWEA is introducing a new framework called Keeping Learning on Track (KLT) to help teachers use formative assessment strategies to continuously adapt instruction based on evidence of student learning. KLT has five key strategies: clarifying learning targets, activating students as owners of learning, facilitating effective discussions, providing feedback, and activating students as peer resources. It will be implemented over multiple years, starting with teacher learning communities focusing on the foundations and then deepening understanding of strategies through ongoing collegial support.
This document summarizes a research project that aimed to redesign assessment and feedback processes using technology to promote dialogue. The researchers introduced an interactive online platform called interACT to facilitate formative assessment and feedback between students and tutors. Most students found the cover page and feedback dialogue to be valuable for learning. The feedback audit also helped with faculty development. Future work includes refining the process and helping students understand feedback pedagogy.
This document describes the interACT project which aims to improve assessment and feedback practices through the use of technology. It discusses how the project embarked on a literature review to identify key principles of effective feedback. Baseline activities revealed inconsistencies in feedback that the project sought to address. The project re-engineered assessments, provided faculty development, and engaged students in feedback through self-review and use of a wiki. Future developments include creating e-activities to improve feedback dialogue and introducing new assignment types.
Tqf day 1 - learning outcomes and teaching strategiesRMIT
This document discusses a workshop on linking learning outcomes, learning activities, and assessments in higher education from Australian and Thai perspectives. The workshop aims to help participants apply teaching standards and strategies to meet learning outcomes outlined by the Thailand Qualifications Framework. It explores how changes in learners and learning affect teaching strategies. It also discusses the value of qualifications frameworks from a university perspective, including how they can facilitate outcomes, standards, mobility and pathways while helping to assure quality.
The document outlines Cerdon College's strategic agenda and priorities for 2011. It focuses on 1) the strategic agenda set by the CEO, 2) the school's strategic agenda, and 3) specific areas of focus around teaching and learning, assessment, pastoral care, and technology. Key priorities include literacy, numeracy, strategic resourcing, Catholic formation, professional learning, assessment practices, and the role of the assistant principal for pastoral care.
This document discusses a research project being conducted by Dr. Brenda Bagwell and Dr. Lori Poole at CSU-Global Campus to analyze online class discussions. The research has two phases: Phase I examines how discussion prompts and instructor interactions impact student posts, and Phase II analyzes what Bloom's cognitive levels students demonstrate in their posts and if this deepens over time. Preliminary results of Phase I found that discussion prompt type influences post content and interactions. Phase II initial findings show students are often at remembering and understanding levels, though prompts aiming for higher levels did see some applying and analyzing. The research aims to help improve online discussions and determine if courses are achieving intended learning outcomes.
The document discusses redesigning the First Year Seminar course at Bronx Community College. It notes many students require remediation and have additional challenges like low income, family responsibilities, and being the first in their family to attend college. The redesign aims to facilitate student success, efficient course taking, and graduation by providing academic and social supports through the seminar. It involves collaborating across departments, training faculty, and integrating ePortfolios to promote student engagement, learning outcomes, self-assessment, and a cohesive first year experience.
Sloan C Interdisciplinary Approach Presentation 2009jennife1
American Public University System (APUS) has developed internal processes to ensure the academic quality and integrity of online courses and programs. This session will focus on the process for conducting a system wide interdepartmental program review of academic programs. Quantitative and qualitative metrics will be discussed.
This document discusses ongoing efforts to improve the process for reviewing online course development and delivery at Ozarks Technical Community College. It provides background on how the college arrived at its current updated review process by drawing from various quality standards frameworks. The implementation involves conducting separate development and delivery reviews, piloting review documents, and soliciting feedback. Results so far indicate that the approach has led to consistent improvement in online courses over time and greater instructor engagement in professional development.
Using research to_create_effective_on-linetrtkaren
The document discusses evaluating the effectiveness of FCPS online professional development courses. It outlines the current state of the courses and issues that need addressing per research. An evaluation plan is proposed using surveys, test scores, and expert reviews to determine if the courses impact teaching and learning, and if they meet criteria for high-quality professional development. If not effective, the courses would be redesigned or replaced with new courses following best research practices for online teacher training.
1. ASCE Structures Congress- Austin, Texas
Special Session on Education Reform
Reflections on the Role of Attitudes
in Curriculum Reform: UBC Civil Engineering
C. Bazett1, T. Froese2, B. Lence3, S. Nesbit4, J. Sibley5, R. Vaziri6, C. Ventura2
University of British Columbia
1 Curriculum Redevelopment Associate
2 Professor
3 Associate Head & Professor
4 Senior Instructor
5 Director- Center for Instructional Support
6 Department Head & Professor
3. Timeline of Curriculum Redevelopment at UBC Continued…
PHASE 1- IDENTIFY PROGRAM LEVEL OUTCOMES
Today
4. Curriculum Redevelopment at UBC: a simplified framework
Phase 1
Identify Program Level Outcomes
Phase 2
Group Planning & Vertical
Integration
Phase 3
Horizontal Integration &
Resource Analysis
Phase 4
Implementation Round 1
5. Attitudes…
are “the ways in which one thinks and feels in response to a
fact or situation.” -Civil Engineering Body of Knowledge
directly influence behavior as well as learning.
that are negative can pose significant challenges to curriculum
reform efforts, or they can be process drivers.
Constructive attitudes reinforce the ideal curriculum reform climate,
a “curriculum community that is informed by the scholarly literature
and best learning-centered practices, and that is data-driven and
responsive in the broad context of UBC Civil Engineering.”
-Harry Hubball
6. A Changing Climate for Curriculum Reform
Evidence of constructive attitudes…
At the Global and Institutional Level
•Accreditation boards (CEAB, ABET) emphasizing learning-centered curricula
•Recognition of the new demands on Civil Engineers in the 21st Century
•New dialogue among academia & industry about responsibility for formal education
•Growing influence of UBC’s resource centers (CWSEI, TAG, ISC)
•UBC’s vision document (TREK 2010)
•UBC’s hiring of Carl Wieman and other respected scholars on pedagogy/curriculum
Harry Hubball Gary Poole Jim Sibley
Department of Curriculum Center for Teaching and Center for
and Pedagogy Academic Growth Instructional Support
7. A Changing Climate for Curriculum Reform
Evidence of constructive attitudes…
At the Department Level
•New department strategic vision
- new administration
- shift in demographics
- teaching release, full-time associate for curriculum reform
•Provision of new facilities in support of team-based learning (Design Studio)
•Development of second and fourth year design courses
At the Student Level
•Confronted with a more complex world, students demand more
•Diverse backgrounds and educational experiences diverse expectations
8. Challenges to Curriculum Reform
Evidence of destructive attitudes…
At the Global and Institutional Level
•Lack of consensus among academics and industry about the
role each plays in the formal education process
•Lack of incentive for quality teaching (‘publish or perish’ attitude)
At the Department Level
•‘I’m the expert’ attitude- Perceptions about the value of pedagogy
Affects
buy-in •“I’m no expert!”- Fears of being ill-equipped to change teaching style
•‘Content is king’ attitude- Tradition of attitude persists
At the Student Level
•Alternative teaching styles may be threatening to students
9. A Model for Behavior Change: Addressing Faculty Buy-in
The Theory of Planned Behavior -Icek Aizen
Any behavior change involves an individual’s attitudes, subjective norms,
and perceived behavioral control.
Corollary: Individuals will be more likely to buy-in to the
curriculum reform process if they believe…
• it will actually lead to changes in the CE curriculum (beliefs about outcomes)
• their participation will aid in the process
• changes to the curriculum are positive and necessary (evaluations of outcomes)
• their colleagues believe they should participate (normative beliefs)
• they want to do what their colleagues want them to do (motivations to comply)
• they will be able to commit to/ perform the changes required
10. A Closer Look at Student Attitudes About the Program
Capstone Design Course Reading Reflections
Students offered recommendations to address the
most commonly unmet attitudes:
Confidence
•More case studies highlighting the differing needs
and views of stakeholders
Consideration of others
•Speaking opportunities
•participatory classes
•Smaller classes
•Stronger professor relationships
Entrepreneurship
•More guest speakers talking about entrepreneurship
•Mandatory business course
11. A Closer Look at Student Attitudes about the Program
Student Engagement Survey Results (Sample)
3.0
2.8
2.6
Degree of Development
1. Are constructive attitudes 2.4
2.2 2nd years
degrading as students move 2.0 3rd years
4th years
1.8
through the degree? 1.6
1.4
1.2
1.0
Sustainability Globalization Leadership Lifelong learning
5
4.5
2. Why do students have 4
Level of Support
3.5
negative attitudes towards 3
2.5
RAP experiences (team-based 2
1.5
learning)?
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ct
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ice
ar
s
sp es
s
s
W La b s
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3. Do students automatically discount learning
experiences that they cannot immediately see as relevant?
12. A Closer Look at Student Attitudes about the Profession
Attitudinal Survey Results (Sample)
(2007/ 2008)
13. Conclusions
• Attitudes play an essential role in curriculum reform, influencing
Faculty and student behavior and learning
Implications from student survey results:
•attitudes may not be readily apparent to Faculty (RAP)
•negative attitudes may be unintentionally reinforced
•attitudes may be positively influenced by new course designs
• Behavioral change (buy-in) is affected by attitudes, subjective norms,
and perceived behavioral control
•Considering all three helps create the ideal ‘curriculum climate’
• Further research on student attitudes is required to inform the
structure and experiences of a new curriculum that supports
both cognitive and affective development.
Editor's Notes
Main Idea: Curriculum Reform, by its very nature, is about reflection. Departments must reflect on the existing curriculum, on their role within a wider community, on their philosophies about teaching and learning, on their defining characteristics, on the desirable qualities of their graduates, etc. On this occasion of reflection, the Curriculum Redevelopment Committee at UBC considered the important role of attitudes in the process of Curriculum Reform.
Main Idea: Before moving on, let me provide some context in the form of curriculum reform milestones that have taken place in the past at the Department. Activities have been sustained over the years, but until recently was being led, and in many cases executed, by one person, on the side of their desks.
Main Idea: Starting this year with the formation of a Curriculum Redevelopment Committee, a teaching release, and a full-time associate, the activity level on the project has increased significantly. This slide shows some of the milestones that have occurred this year as well as many more that are on the horizon. They comprise the strategic plan for our curriculum redevelopment process, which we hope will affect change starting in September of 2010.
Main Idea: This flowchart shows a simplified framework of our Curriculum Redevelopment process. In Phase 1, the stage in which we currently find ourselves, we are identifying program level learning outcomes and desirable educational experiences by engaging several stakeholder groups. In Phase 2, several teams representing the Civil sub-disciplines will plan improvements to their streams by vertically integrating content, attributes, and experiences, working from the existing curriculum map. Phase 3 will involve horizontal integration of the target streams, as well as development of a final curriculum map based on the resources available. Phase 4 represents the first phase of the implementation and monitoring plan.
Main Idea: Now that you have an idea of our history and process, let’s return to our theme on attitudes. This slide attempts to answer the question, “What are attitudes, and why are they important in Curriculum Reform?” The paragraph at the bottom of the slide indicates how attitudes relate to our mantra, provided to us by our industry expert, Harry Hubball. Examples of behavior: Faculty buy-in, a student’s professional decisions Examples of learning: Faculty understanding of curriculum redevelopment, student comprehension of content
Main Idea: In our reflections, the committee identified evidence of drivers, or constructive attitudes, that have contributed to a changing climate for Curriculum Reform. These drivers exist on multiple levels: Global/Institutional, Departmental, and Student Level. TREK 2010 Quotes: “ The University of British Columbia will provide its students, faculty, and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity, and mutual respect.” The graduates of UBC will have developed strong analytical, problem-solving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative.
Main Idea: Drivers, or constructive attitudes, at the Department and Student Levels. The photographs along the bottom of the slide show how the Design Studio supports team-based learning.
Main Idea: The process of Curriculum Reform is also challenged by destructive attitudes, evidence of which is provided on this slide. These are the hurdles that we will need to address and overcome moving forward.
Main Idea: Of the several challenges identified on the previous slide, the committee saw Faculty buy-in as a particularly important challenge to address moving forward. It is perhaps useful to reference the Theory of Planned Behavior when developing strategies to gain a critical mass of buy-in. The theory states that behavioral change (to buy-in or not) is influenced by more than just attitudes. It is also affected by subjective norms and perceived behavioral control. Subjective norms are what a person believes others think they should do (what do my colleagues think I should do?). Perceived behavioral control is the confidence a person has in their ability to perform successfully the actions contemplated (the responsibilities and commitments of buy-in). The six points under the corollary illustrate how the theory of planned behavior applies to Curriculum Reform.
Main Idea: Now that we have provided a background in constructive and destructive attitudes at various levels and the ways in which attitudes influence behavioral change, let’s examine how our committee is exploring attitudes on a more detailed level. Much of this work so far has focused on trying to measure the attitudes students have about the existing Civil Engineering program and about the profession. The Civil Engineering Body of Knowledge for the 21 st Century justifies this priority: “ Absent a proactive effort at the university level, many civil engineering students and young engineers are not likely to acquire [constructive] attitudes—or worse, are likely to acquire negative attitudes.” –Civil Engineering Body of Knowledge CIVL 445: The following assignment was given to a class of 4th year capstone design course students in April 2008: “Make a curriculum change suggestion as to how to teach one of the attitudes suggested in the Body of Knowledge” report. 15 BOK Attitudes Commitment Confidence Consideration of others Curiosity Entrepreneurship Fairness High expectations Honesty Integrity Intuition Judgment Optimism Persistence Positivity Respect Self esteem Sensitivity Respect Self esteem Sensitivity Thoughtfulness Thoroughness Tolerance
Main Idea: Earlier this month, a student engagement survey was administered to 2 nd , 3 rd , and 4 th year students in the Civil Engineering program. The goal was to obtain feedback from students about a variety of issues: strengths and weaknesses of the program, recommendations for addressing the weaknesses, levels of support for currently utilized learning experiences and proposed curriculum changes, degree to which the program developed the BOK competencies. Although not explicitly designed to measure student attitudes, they were nonetheless captured in the data, stimulating important attitudinal questions for further consideration. Question 1. “The what”. The 4 competencies singled out are closely related to attitudes. It remains to be seen whether the responses of 2 nd and 3 rd year students are inflated by the offering of CIVL 201/202, or whether student attitudes do degrade as they progress through the degree (more about this on the next slide). Question 2. “The How” Question 3. Comes from the following data: 25% of students responded that the program lacked the flexibility to allow them to pursue personal interests 30% of second year students did not see the usefulness of the material they were learning (Polytechnic student attitude?)
Attitudinal Survey: This survey attempts to measure student attitudes about the Civil Engineering profession and the influence of innovative coursework (Community Service Learning) on these attitudes. Students are asked to indicate the direction and intensity of their agreement with a series of strategically-designed statements. The diagram on this slide compares the responses of 3 cohorts of students to one of the survey statements. The 2 nd year students after taking the course were most likely to strongly agree, followed by 2 nd year students before taking the course and finally 4 th year students who did not take the course. The purple (2 nd years) and turquoise (4 th years) bars, both indicating students who have not taken the course, hint at the possibility that student attitudes have degraded. Future Work: Acquire more longitudinal study data (in particular, survey 4 th year students who have taken the course), Validate survey questions (are they understood, how would an expert respond?)
Main Idea: Today’s presentation has focused on the importance of attitudes not only in establishing and sustaining momentum for a curriculum reform process (buy-in), but also in the product of this process, a revised curriculum that reinforces constructive attitudes necessary for learning and thriving as a professional engineer. Continuing work through student surveys and interviews will help galvanize the particular attitudes that our educational process is reinforcing or lacking, and highlight the potential for innovative courses to influence them. All of this will contribute to a new curriculum supportive of both cognitive and affective development.