The document discusses evaluating online course quality at American Public University System (APUS) to ensure student learning and success. It discusses:
1) APUS's mission of providing affordable and accessible online programs for military and public service communities.
2) The Community of Inquiry framework used to create engaging learning experiences through social, cognitive and teaching presences.
3) APUS's use of data from benchmarked instruments and assessments to continuously improve courses, programs and the student experience through a process of evaluation and decision making.
2011Learning assessment systems that work a follow up reportWCET
This document outlines a presentation on learning assessment systems given at the 23rd Annual Conference in Denver, CO on October 28, 2011. It discusses Capella University's fully embedded assessment model which extends outcome assessment throughout academic programs. It also discusses American Public University System's data-driven culture where they utilize nationally benchmarked instruments and disseminate data to stakeholders through dashboards and reports. Finally, it outlines the University of the Rockies' approach which is grounded in learning outcomes and includes a doctoral "Gates" model, curriculum mapping, and a continuous improvement cycle.
Community of Inquiry Model: Three Presences of TeachingSeth Allen
The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.
This summary provides an overview of a study on improving teaching presence in virtual classrooms:
1. The study examined the three presences (social, cognitive, and teaching) that make up the Community of Inquiry model in blended and online courses. It specifically looked at how teaching presence relates to student satisfaction and instructor interaction.
2. A survey based on the Community of Inquiry instrument was administered to students to collect data on the three presences and how they may relate to demographics and differ between online and blended courses.
3. Preliminary results found the survey to have excellent reliability. Factor analysis also supported the validity of the three presences as distinct constructs.
Introductory slides from the first 'Literature and Practice' Session of the uImagine Scholarship in Online Learning Group held on Monday 14th September
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
The document summarizes the Transparency by Design initiative, a voluntary consortium of online institutions that share common data about their programs on the College Choices for Adults website. The initiative launched in 2009 with data from 12 institutions on over 30 programs. It focuses on learning outcomes and the adult learner experience. Members commit to contributing institutional data according to common standards and expanding the amount of program data and number of member institutions over time. The goal is to provide more robust information for prospective adult students to make informed choices.
The panelists from SUNY Learning Network, University of Illinois at Springfield, and Penn State World Campus discussed how their e-learning institutions responded strategically to economic challenges during the recession. SUNY Learning Network drew down reserves to fund initiatives and reduce campus costs, increased membership, and aligned services with campus needs. The University of Illinois at Springfield pursued continuing education, blended learning models, and research to offset state funding cuts. Penn State World Campus doubled enrollment goals, examined revenue sharing policies, and collaborated across the university system to generate new revenue streams during a period of constrained state support.
The document summarizes a presentation on leveraging a critical friend model. It discusses:
1) Baseline data that showed group 1 (who received feedback) rated higher than group 2 (who received no feedback) in areas like communication, adaptability, and service orientation.
2) Subsequent rounds of data collection found greater improvements in group 1 over group 2, indicating the feedback was effective.
3) Next steps discussed expanding the program and collecting additional data.
2011Learning assessment systems that work a follow up reportWCET
This document outlines a presentation on learning assessment systems given at the 23rd Annual Conference in Denver, CO on October 28, 2011. It discusses Capella University's fully embedded assessment model which extends outcome assessment throughout academic programs. It also discusses American Public University System's data-driven culture where they utilize nationally benchmarked instruments and disseminate data to stakeholders through dashboards and reports. Finally, it outlines the University of the Rockies' approach which is grounded in learning outcomes and includes a doctoral "Gates" model, curriculum mapping, and a continuous improvement cycle.
Community of Inquiry Model: Three Presences of TeachingSeth Allen
The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.
This summary provides an overview of a study on improving teaching presence in virtual classrooms:
1. The study examined the three presences (social, cognitive, and teaching) that make up the Community of Inquiry model in blended and online courses. It specifically looked at how teaching presence relates to student satisfaction and instructor interaction.
2. A survey based on the Community of Inquiry instrument was administered to students to collect data on the three presences and how they may relate to demographics and differ between online and blended courses.
3. Preliminary results found the survey to have excellent reliability. Factor analysis also supported the validity of the three presences as distinct constructs.
Introductory slides from the first 'Literature and Practice' Session of the uImagine Scholarship in Online Learning Group held on Monday 14th September
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
The document summarizes the Transparency by Design initiative, a voluntary consortium of online institutions that share common data about their programs on the College Choices for Adults website. The initiative launched in 2009 with data from 12 institutions on over 30 programs. It focuses on learning outcomes and the adult learner experience. Members commit to contributing institutional data according to common standards and expanding the amount of program data and number of member institutions over time. The goal is to provide more robust information for prospective adult students to make informed choices.
The panelists from SUNY Learning Network, University of Illinois at Springfield, and Penn State World Campus discussed how their e-learning institutions responded strategically to economic challenges during the recession. SUNY Learning Network drew down reserves to fund initiatives and reduce campus costs, increased membership, and aligned services with campus needs. The University of Illinois at Springfield pursued continuing education, blended learning models, and research to offset state funding cuts. Penn State World Campus doubled enrollment goals, examined revenue sharing policies, and collaborated across the university system to generate new revenue streams during a period of constrained state support.
The document summarizes a presentation on leveraging a critical friend model. It discusses:
1) Baseline data that showed group 1 (who received feedback) rated higher than group 2 (who received no feedback) in areas like communication, adaptability, and service orientation.
2) Subsequent rounds of data collection found greater improvements in group 1 over group 2, indicating the feedback was effective.
3) Next steps discussed expanding the program and collecting additional data.
The document proposes using adventure-based learning to promote inclusive excellence in education. It argues that traditional "banking models" of education do not put all students on equal footing. Adventure-based learning is presented as an alternative that provides authentic learning experiences through problem-solving, collaboration, interaction with experts and peers, and timely media-rich curriculum delivered online. Key aspects of adventure-based learning identified include distinguishing between well-defined and ill-defined problems, and potential applications in diverse educational settings through open collaboration. The overall goal is to level the playing field for employability skills in communities.
The document summarizes the development and implementation of the Community-Based Learning (CBL) Scorecard by the Teagle Consortium of Liberal Arts Colleges. The consortium aimed to systematically assess CBL programming and student learning. It developed student, community partner, and faculty scorecards based on best practices research. The scorecards were tested across multiple institutions and refined based on feedback. Implementation findings showed that the scorecards helped shape effective CBL course design and identify areas for improvement. The consortium also facilitated sharing of assessment strategies and results.
What is the purpose of higher education?: Comparing institutional and student...Roy Y. Chan
This document discusses comparing institutional and student perspectives on the non-economic benefits of completing a college degree. It reviews literature on the purposes of higher education and how students and institutions view undergraduate education. The study aims to understand what matters to students during their four college years and how a bachelor's degree fulfills ambitions for advanced skills and competencies by graduation. It involves a literature review and analysis of student surveys and frameworks for degree qualifications to explore how institutional and student goals for higher education align.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
1. The document summarizes a presentation on the Community of Inquiry (CoI) framework, which examines the elements of online learning experiences through teaching, social, and cognitive presence.
2. It provides details on developing instruments to measure each presence, including categories and sample survey items.
3. Research studies are cited that examine the relationships between teaching and social presence and sense of online learning community. The results showed strong correlations between teaching presence elements and learning community scores.
This document summarizes a research agenda to develop new measures of educational quality across higher education institutions. It involves a three-phase pilot study: 1) A dual-institution pilot using surveys, syllabus analysis, classroom observations, and student work to measure academic rigor, teaching quality, and learning outcomes. 2) A multi-institution benchmarking pilot. 3) A national study with publicly reported data. The goal is to provide more comprehensive public data on the educational core of institutions - teaching, rigor, and student experiences - to inform stakeholders and promote institutional self-reflection. The pilots will test frameworks for rigor, teaching, and essential learning outcomes developed from Bloom's Taxonomy and AAC&U guidelines.
Mcdaniel organdadmin ade6265-academic advisement in the online environmentRobin McDaniel
This document discusses the importance of academic advisement in online learning environments. It notes that online students may lack connections to their institution and feel isolated. Effective academic advising can help online students succeed by assisting them with course scheduling, mentoring, and developing social connections through tools like online learning systems and communities. The document recommends that advisement services utilize new technologies and more personalized approaches to guide online students toward their academic and career goals. Studies discussed found that unprepared students and those who did not seek help struggled in online programs, highlighting the significance of advisement support.
The document discusses faculty learning communities (FLCs), which are groups of faculty members who collaborate to improve teaching and learning practices. There are two types of FLCs: cohort-based, which address needs of specific faculty groups, and topic-based, which design curriculum around teaching/learning needs. The document provides frameworks for analyzing, designing, implementing, and assessing FLCs. It emphasizes that FLCs can help faculty build collegial communities, engage in professional development, and create better learning environments for students.
Three generations of Distance Education Pedagogy: Challenges and OpportunitiesTerry Anderson
This document discusses three generations of distance education pedagogy: behavioral/cognitive, constructivist, and connectivist. The behavioral/cognitive approach focuses on individual learning of content through direct instruction. The constructivist approach emphasizes group learning and social construction of knowledge. The connectivist approach involves learning through networks by building connections between information and sharing knowledge. Each generation built upon the previous ones and was influenced by emerging technologies and social needs. The document provides examples of how different tools and approaches can be used to support these pedagogies in distance education.
This document provides an overview of a presentation on student affairs. It discusses how student affairs professionals are facing increasing challenges and expectations to help solve societal issues. The presentation aims to help attendees understand the foundations and roles of student affairs, as well as trends in the field. It also outlines several functional areas that student affairs encompasses and how it provides services to both students and institutions.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This document discusses expanding global learning opportunities in afterschool programs. It describes the variety of afterschool settings and goals to support youth development. Research shows that high-quality afterschool programs improve academic performance and develop skills like self-esteem. The document advocates using the afterschool environment to provide global content, skills, connections, and career opportunities for youth. It offers examples of programs integrating global learning and suggests transforming all afterschool activities with a global perspective.
This document provides several reasons why assessment is important for colleges and accreditation. It discusses the need to clearly articulate learning outcomes, demonstrate that students are achieving outcomes, test graduating students, and show how student outcome data leads to improved learning. The key reasons given are that assessment is needed for accreditation, to prove education quality to stakeholders, and address past feedback that called for more meaningful student learning data and assessment of curriculum effectiveness.
C:\Documents And Settings\Avoorhees\Desktop\A S S E S S M ES T
This document provides several reasons why assessment is important for colleges and accreditation. It discusses the need to clearly articulate learning outcomes, demonstrate that students are achieving outcomes, test graduating students, and show how student outcome data leads to improved learning. The key reasons given are that assessment is needed for accreditation, to prove education quality to stakeholders, and address past feedback that called for more meaningful student learning data and assessment of curriculum effectiveness.
The document summarizes the agenda and content covered during the second day of an IFP staff development training at the Learning Development Centre. The day included starting activities, a review of homework, presentations on research-based teaching approaches and the university strategy, and sessions on assessment, feedback, and inclusive teaching. Formats for making materials accessible were demonstrated. Participants provided feedback and evaluations of the training.
This document summarizes Cal State Fullerton's strategy for piloting e-textbooks on campus. It discusses three phases of pilots conducted from 2012-2013 to test integration of e-textbooks into the learning management system and assess student and faculty experiences. The pilots revealed that while students enjoyed certain e-textbook features, adoption is still slow due to high costs and lack of publisher content. The university aims to develop a sustainable enterprise e-textbook model through closer partnerships between vendors, publishers, and academic programs.
The presentation discussed the growing problem of student financial aid fraud, including common schemes like fraud rings. Institutional representatives from Rio Salado College and Dallas TeleCollege Online shared strategies to prevent fraud such as verifying student identity and prior education, monitoring for duplicate accounts, and staff training. Close inter-institutional collaboration and integrating prevention with student success initiatives were emphasized.
The document proposes using adventure-based learning to promote inclusive excellence in education. It argues that traditional "banking models" of education do not put all students on equal footing. Adventure-based learning is presented as an alternative that provides authentic learning experiences through problem-solving, collaboration, interaction with experts and peers, and timely media-rich curriculum delivered online. Key aspects of adventure-based learning identified include distinguishing between well-defined and ill-defined problems, and potential applications in diverse educational settings through open collaboration. The overall goal is to level the playing field for employability skills in communities.
The document summarizes the development and implementation of the Community-Based Learning (CBL) Scorecard by the Teagle Consortium of Liberal Arts Colleges. The consortium aimed to systematically assess CBL programming and student learning. It developed student, community partner, and faculty scorecards based on best practices research. The scorecards were tested across multiple institutions and refined based on feedback. Implementation findings showed that the scorecards helped shape effective CBL course design and identify areas for improvement. The consortium also facilitated sharing of assessment strategies and results.
What is the purpose of higher education?: Comparing institutional and student...Roy Y. Chan
This document discusses comparing institutional and student perspectives on the non-economic benefits of completing a college degree. It reviews literature on the purposes of higher education and how students and institutions view undergraduate education. The study aims to understand what matters to students during their four college years and how a bachelor's degree fulfills ambitions for advanced skills and competencies by graduation. It involves a literature review and analysis of student surveys and frameworks for degree qualifications to explore how institutional and student goals for higher education align.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
1. The document summarizes a presentation on the Community of Inquiry (CoI) framework, which examines the elements of online learning experiences through teaching, social, and cognitive presence.
2. It provides details on developing instruments to measure each presence, including categories and sample survey items.
3. Research studies are cited that examine the relationships between teaching and social presence and sense of online learning community. The results showed strong correlations between teaching presence elements and learning community scores.
This document summarizes a research agenda to develop new measures of educational quality across higher education institutions. It involves a three-phase pilot study: 1) A dual-institution pilot using surveys, syllabus analysis, classroom observations, and student work to measure academic rigor, teaching quality, and learning outcomes. 2) A multi-institution benchmarking pilot. 3) A national study with publicly reported data. The goal is to provide more comprehensive public data on the educational core of institutions - teaching, rigor, and student experiences - to inform stakeholders and promote institutional self-reflection. The pilots will test frameworks for rigor, teaching, and essential learning outcomes developed from Bloom's Taxonomy and AAC&U guidelines.
Mcdaniel organdadmin ade6265-academic advisement in the online environmentRobin McDaniel
This document discusses the importance of academic advisement in online learning environments. It notes that online students may lack connections to their institution and feel isolated. Effective academic advising can help online students succeed by assisting them with course scheduling, mentoring, and developing social connections through tools like online learning systems and communities. The document recommends that advisement services utilize new technologies and more personalized approaches to guide online students toward their academic and career goals. Studies discussed found that unprepared students and those who did not seek help struggled in online programs, highlighting the significance of advisement support.
The document discusses faculty learning communities (FLCs), which are groups of faculty members who collaborate to improve teaching and learning practices. There are two types of FLCs: cohort-based, which address needs of specific faculty groups, and topic-based, which design curriculum around teaching/learning needs. The document provides frameworks for analyzing, designing, implementing, and assessing FLCs. It emphasizes that FLCs can help faculty build collegial communities, engage in professional development, and create better learning environments for students.
Three generations of Distance Education Pedagogy: Challenges and OpportunitiesTerry Anderson
This document discusses three generations of distance education pedagogy: behavioral/cognitive, constructivist, and connectivist. The behavioral/cognitive approach focuses on individual learning of content through direct instruction. The constructivist approach emphasizes group learning and social construction of knowledge. The connectivist approach involves learning through networks by building connections between information and sharing knowledge. Each generation built upon the previous ones and was influenced by emerging technologies and social needs. The document provides examples of how different tools and approaches can be used to support these pedagogies in distance education.
This document provides an overview of a presentation on student affairs. It discusses how student affairs professionals are facing increasing challenges and expectations to help solve societal issues. The presentation aims to help attendees understand the foundations and roles of student affairs, as well as trends in the field. It also outlines several functional areas that student affairs encompasses and how it provides services to both students and institutions.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This document discusses expanding global learning opportunities in afterschool programs. It describes the variety of afterschool settings and goals to support youth development. Research shows that high-quality afterschool programs improve academic performance and develop skills like self-esteem. The document advocates using the afterschool environment to provide global content, skills, connections, and career opportunities for youth. It offers examples of programs integrating global learning and suggests transforming all afterschool activities with a global perspective.
This document provides several reasons why assessment is important for colleges and accreditation. It discusses the need to clearly articulate learning outcomes, demonstrate that students are achieving outcomes, test graduating students, and show how student outcome data leads to improved learning. The key reasons given are that assessment is needed for accreditation, to prove education quality to stakeholders, and address past feedback that called for more meaningful student learning data and assessment of curriculum effectiveness.
C:\Documents And Settings\Avoorhees\Desktop\A S S E S S M ES T
This document provides several reasons why assessment is important for colleges and accreditation. It discusses the need to clearly articulate learning outcomes, demonstrate that students are achieving outcomes, test graduating students, and show how student outcome data leads to improved learning. The key reasons given are that assessment is needed for accreditation, to prove education quality to stakeholders, and address past feedback that called for more meaningful student learning data and assessment of curriculum effectiveness.
The document summarizes the agenda and content covered during the second day of an IFP staff development training at the Learning Development Centre. The day included starting activities, a review of homework, presentations on research-based teaching approaches and the university strategy, and sessions on assessment, feedback, and inclusive teaching. Formats for making materials accessible were demonstrated. Participants provided feedback and evaluations of the training.
Similar to 2011Evaulating Online Course Quality (20)
This document summarizes Cal State Fullerton's strategy for piloting e-textbooks on campus. It discusses three phases of pilots conducted from 2012-2013 to test integration of e-textbooks into the learning management system and assess student and faculty experiences. The pilots revealed that while students enjoyed certain e-textbook features, adoption is still slow due to high costs and lack of publisher content. The university aims to develop a sustainable enterprise e-textbook model through closer partnerships between vendors, publishers, and academic programs.
The presentation discussed the growing problem of student financial aid fraud, including common schemes like fraud rings. Institutional representatives from Rio Salado College and Dallas TeleCollege Online shared strategies to prevent fraud such as verifying student identity and prior education, monitoring for duplicate accounts, and staff training. Close inter-institutional collaboration and integrating prevention with student success initiatives were emphasized.
This document summarizes a study that categorized online learners into four segments based on their behaviors: Ambivalent Learners, Adaptive Learners, Rebel/Free-Form Learners, and Time-Sensitive Learners. It describes the characteristics of each segment and how they differ in terms of learning factors, interests, difficulties, demographics, and more. It then discusses implications for supporting different types of learners and areas for further research.
The document discusses non-provisioned courses (NPCs) at universities for students and faculty/staff. It describes different types of NPCs including those for student clubs, government, orientation, advising, exams, labs, and instruction. It also covers NPCs for faculty/staff such as committees, compliance training, and discussions. Some pain points mentioned are timely response, budget, authorization, and records. The document proposes solutions like using the student information system, customizing a web GUI, establishing procedures, and payment schedules.
This document provides an overview of process mapping and guidelines for creating process maps. It discusses what a process map is, why an organization might map its processes, and tips for getting started. It also includes four case studies that illustrate how process mapping can be used to clarify complex processes, visualize changes to business processes, and expose areas for improvement. The case studies demonstrate how process mapping creates a common understanding and defines responsibilities for various processes.
The WCET Annual Meeting focused on equity in education. Deborah Santiago discussed equity gaps in degree attainment, technology use, and completion rates between racial groups. She noted that closing these gaps is important for fairness, competitiveness, and institutional survival. Her presentation highlighted data on completion metrics and demographics from different states. She emphasized that intentional efforts are needed to increase Latino degree attainment through collaboration, engagement, and effective policies informed by data analysis.
This document provides a rubric for evaluating faculty peer review at Ashford University. It contains sections on fostering critical thinking in students, providing instructive feedback, communicating high expectations, and establishing relationships. The rubric describes performance levels from Distinguished to Introductory/Beginning for each section and provides additional feedback and recommendations for faculty.
The document outlines competencies and professional expectations for faculty members across four key areas: leadership, adaptability, communication, and technical expertise/professional development. It describes desired behaviors for instructors in areas such as time management, meeting student needs through various instructional methodologies, developing rapport, and demonstrating subject mastery. Consistently exhibiting the outlined competencies and meeting expectations is emphasized for evaluation in areas like course delivery, supervision, and advising.
This document discusses strategies for improving student transfer and degree completion rates across Minnesota State Colleges and Universities (MNSCU). It outlines initiatives like Graduate Minnesota, which aims to reconnect former students with fewer than 20 credits left to complete their degree. Presenters discuss expanding individualized degrees, improving credit transfer policies through tools like the Smart Transfer Plan, and piloting reverse transfer to award associate degrees to students who transfer before completing them. The document emphasizes the need for continued inter-institutional collaboration on advising, policies, and initiatives to help more students attain degrees.
This document outlines strategies for promoting understanding in blended courses. It suggests using online and in-class methods in combination, with asynchronous online activities to build foundational knowledge and synchronous in-class work to strengthen understanding through interaction and application of concepts. Key approaches include using course websites and social media for online learning, videoconferencing to connect distant students, and interactive class sessions focused on problem-solving in small groups. The goal is to move students from beginner to intermediate levels of expertise through authentic tasks that develop both individual comprehension and social learning skills.
The Connecticut Distance Learning Consortium received grants to develop a virtual coaching program called AdultSuccessCoach.org to help adult learners and displaced workers at community colleges and universities. The program provides online academic and career coaching through a shared website and coaching resources. Coaches help students create success plans and connect them to campus resources. The goals are to increase student persistence through coaching and identify best practices for delivering coaching online. Challenges included engaging students and defining the coaching role. Training addressed coaching strategies and role-playing student scenarios. Different schools implemented coaching in various ways such as an orientation course. Lessons showed replicating existing programs was most effective.
This document discusses general education programs at two different institutions - University of Maryland University College (UMUC) and Kaplan University. It provides details on UMUC's state institution model with distribution requirements and flexible degrees. Kaplan University follows a proprietary model focused on adult learners and professional fields. Both institutions implement general education programs across their curriculums with learning outcomes in key areas. They assess learning outcomes and literacy scores to ensure the programs are effective and continuously improving.
This document discusses assessment-based degree programs that award credit based on demonstrated competency rather than course attendance. It outlines several models including OER universities that use open online resources and independent study. Key aspects of validity for credit by assessment include identity verification, quality of assessments, appropriateness of knowledge tested, and scalability. Challenges include verifying student identity and ensuring assessment quality measures intended knowledge. Some programs discussed that award credit through assessment include Charter Oak State College, Excelsior College, and potential OER university models. Infrastructure needs cited include common accreditor definitions and access to federal financial aid for competency-based programs.
This document discusses using curriculum mapping to improve student learning. It emphasizes designing curriculum maps with students in mind by communicating goals, guiding learning, and previewing content. Key characteristics for an effective curriculum map include the appropriate level of detail, a coordinated message, planning, a systematic process, and a community effort. The document also discusses using curriculum maps as advance organizers to help students connect new information to existing knowledge and understand how different elements relate. Providing students with a curriculum map alongside course syllabi can reinforce learning outcomes and relationships between assignments, topics, and feedback.
The faculty evaluation process involves ongoing feedback and evaluation from multiple sources to help instructors continuously improve. Peer faculty, advisors, supervisors, and students all provide input, ideas, and observations. Instructors then use this feedback in reflection to improve their instructional methodology. The goal is for all participants to work together towards ongoing professional development and improved instruction.
This document provides guidance for designing blended courses that thoughtfully integrate online and face-to-face learning. It discusses promoting student understanding through building knowledge online and asynchronously, strengthening understanding through elaboration and sharing perspectives synchronously, and applying understanding through discussion, problem-solving and assessment. Managing blended learning environments effectively requires addressing challenges like engaging both online and on-site students and maintaining multiple technologies simultaneously. The goal is meeting student and institutional needs through flexible instruction that develops students' cognitive abilities.
This document discusses competencies needed for effective teaching in various formats including face-to-face, hybrid, flipped, and online courses. It outlines key areas such as developing a course, interacting with students, teaching strategies, and handling problems. Effective teachers need skills in areas like communication, content delivery, classroom dynamics, organization, and assessment. Resources are provided on competencies for online instruction, checklists for online teaching proficiency, and preparing teachers to teach online.
The document provides an overview of state authorization from A to Z. It discusses reviewing state statutes and regulations, comparing multiple sources of information, creating tracking documents, and building internal and external relationships. Maintaining compliance requires monitoring marketing, catalogs, consumer information, enrollment, regulations and maintaining authorizations, exemptions, and regular review. The presenters aim to share experiences, best practices, effective processes, and recommendations for navigating state authorization.
This study surveyed online faculty across institutions to validate a list of 95 teaching tasks and examine the frequency, importance, and time commitment of these tasks. Key findings include:
1) The top 5 most frequently reported tasks related to maintaining privacy/records and communicating with students.
2) Tasks rated most important for student learning involved clear expectations, feedback, and responding to students.
3) Many tasks took more time online than face-to-face, especially communication and discussion monitoring.
4) Less experienced faculty rated basic tasks as more important while veterans saw advanced tasks as more impactful.
The study aims to further analyze task importance by experience level and needs help identifying missing tasks or surveying additional
The document discusses eTutoring collaboratives that provide online tutoring services through a consortium model. It describes several existing eTutoring programs in different regions that involve partnerships between multiple colleges and universities. These collaboratives aim to address the need for supporting off-campus students in a more cost-effective way than individual institutions could achieve alone. They allow participating schools to combine their tutoring resources onto a single online platform. The document also outlines BCcampus' perspective on developing an eTutoring collaborative in Canada to provide scalable and sustainable online tutoring as a shared service across institutions.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. OUTLINE
• Who are we? Our mission and goals
• Community of Inquiry Framework and evolution at APUS
• Use of data for decision making, continuous improvement, ensuring student
learning and success
• Continuously improving the quality of courses and programs through quality
assurance processes
• Predictive analytics, semantic analyses, PAR framework
• Discussion/comments/questions
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO
SERVE
3. WHO WE ARE
“Educating Those Who Serve”
American Public University System has
been dedicated to educating those who
serve since our doors first opened in
1991. The American Public University
System (APUS) is a fully online system,
encompassing both American Military
University and American Public
University. We are regionally accredited
by the Higher Learning Commission (HLC)
of the North Central Association.
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO SERVE
5. COMMUNITY OF INQUIRY (COI)
“It is nothing short of a miracle that modern methods of instruction have not yet entirely
strangled the holy curiosity of inquiry” – Albert Einstein
An educational community of inquiry is a group of individuals who
collaboratively engage in purposeful critical discourse and reflection to
construct personal meaning and confirm mutual understanding.
The Community of Inquiry theoretical framework represents a process of
creating a deep and meaningful (collaborative‐constructivist) learning
experience through the development of three interdependent elements ‐
social, cognitive and teaching presence.
Over 2 million students across the world have used this validated
instrument.
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO 5
SERVE
6. Social presence is “the ability of participants to
identify with the community (e.g., course of study),
communicate purposefully in a trusting environment,
and develop inter‐personal relationships by way of
projecting their individual personalities.” (Garrison,
2009)
Teaching Presence is the design, facilitation, and
direction of cognitive and social processes for the
purpose of realizing personally meaningful and
educationally worthwhile learning outcomes
(Anderson, Rourke, Garrison, & Archer, 2001).
Cognitive Presence is the extent to which learners
are able to construct and confirm meaning through
sustained reflection and discourse (Garrison,
Anderson, & Archer, 2001).
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text‐based environment:
Computer conferencing in higher education. The Internet and Higher Education, 2(2‐3), 87‐105.
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO
SERVE
8. “Quality begins on the inside . . . and then
Data Driven Culture
works its way out.” ‐Bob Moawad
• Internal and
external
benchmarking
• Data tools for
stakeholders ‐
dashboards,
program and
course level fact
books, data
warehouse,
student learning
assessment
reports.
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO SERVE
12. Regular Dissemination of Data to Stakeholders:
Course and Program Level Fact Books
“In the spirit of science, there really is no such
thing as a "failed experiment." Any test that
yields valid data is a valid test.” ‐ Adam Savage
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO
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19. PROGRAM REVIEW PROCESS
“Quality is never an “One of the great
accident; it is always mistakes is to judge
the result of high policies and
intention, sincere programs by their
effort, intelligent Data External intentions rather
direction and skillful Collection Review than their results.”
execution; it represents Milton Friedman
the wise choice of
many”
William A. Foster Follow‐Up Analysis
Program
Three Year
Review
Plan
Meeting
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO
SERVE
20. Data Aggregation & Analysis
Library and Curriculum External
Learning Resources Assessment Reviewer Feedback
• Course books • Student learning • Expert reviewer report
• Electronic resources outcomes • Industry Advisory
• Instructional strategies Council report
• Learning strategies
• Evaluation procedures
• Academic rigor
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO
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21. Data Aggregation & Analysis
Faculty Students Learning Outcomes
Assessment
• Analysis of faculty • Student demographic • Curricular Mapping
credentials and expertise information • Assessment measures
to ensure breadth and • Enrollment History
diversity • Fact books
• Growth trends • Student learning assessment
reports
• reports
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO SERVE
SERVE
22. Data Aggregation & Analysis
Program Benchmarking Program Directory Review and Findings
Summary
• Program benchmarking • Evaluation of findings • Dean’s observations
with similar programs • Program recommendations • Meeting minutes
and institutions
• Three year proposed
strategic plan
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO SERVE
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23. COURSE REVIEW PROCESS
“Everything can be improved.” ‐ C. W. Barron
“Quality is everyone's responsibility.”‐ W. Edwards
Deming
• Evolution of program review to course review process
• Response to regulation and oversight
• Evaluation of courses as a means to support student success, learning, and
engagement
• Systematic and comprehensive method to identify the strengths and areas for
enhancement or improvement for each course offered by APUS
• Aligned with the Community of Inquiry framework
24. ONLINE CONTACT HOURS CALCULATOR
• Contact hours calculator ‐ Each class evaluated to ensure it had 45 contact
hours of learning and an additional 80 – 100 hours of homework associated
with the class for a total of 120+ hours for undergrad classes and 150+ hours
for grad classes.
• Contact hour calculator emerged as a result of evaluation in the School of
Public Safety and Health
• The template was adopted and refined for implementation across APUS
schools. The calculator provides a tool for parties to calculate contact hours
while establishing expectations.
34. Feel Free to Contact Us!
Dr. Karan Powell, Provost and Executive Vice‐President
kpowell@apus.edu
Dr. Phil Ice, Vice‐President, Research and Development
pice@apus.edu
Dr. Jennifer Stephens Helm, Vice‐President, Institutional
Research and Assessment
jhelm@apus.edu
AMERICAN PUBLIC UNIVERSITY SYSTEM | EDUCATING THOSE WHO
SERVE