Pueblo Community College's Business Simulation Projectcccscoetc
PCC’s ILAG Grant Project created a collaborative effort between PCC’s 3 campuses to design and develop a simulation based teaching opportunity in the Introduction to Business class. Our Big Idea was to introduce the commercial “CEO” simulation into the entry level business class. The CEO simulation is designed to give students the opportunity to make the decisions necessary to start and manage a business by embedding the simulation into their class.
Task force recommendations including Multiple placement criteria - assessments, secondary diagnostics, HS transcripts, compression of English and Reading, contextualized curriculum – learning communities, writing across the curriculum, curriculum at all levels customizable to student needs – hybrid formats, modular labs, cognitive and non- cognitive supports, faculty Professional Development
AEFLA program directors conference july 2013cccscoetc
Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)
College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms
Pueblo Community College's Business Simulation Projectcccscoetc
PCC’s ILAG Grant Project created a collaborative effort between PCC’s 3 campuses to design and develop a simulation based teaching opportunity in the Introduction to Business class. Our Big Idea was to introduce the commercial “CEO” simulation into the entry level business class. The CEO simulation is designed to give students the opportunity to make the decisions necessary to start and manage a business by embedding the simulation into their class.
Task force recommendations including Multiple placement criteria - assessments, secondary diagnostics, HS transcripts, compression of English and Reading, contextualized curriculum – learning communities, writing across the curriculum, curriculum at all levels customizable to student needs – hybrid formats, modular labs, cognitive and non- cognitive supports, faculty Professional Development
AEFLA program directors conference july 2013cccscoetc
Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)
College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
Sticking Points: Tips for Advancing the PLA Conversation presentation at the ...cccschamp
This presentation Bitsy Cohn, Director, Credit for Prior learning, CCCS; Danielle Forrest, Prior Learning Specialist MSU Denver; Dr. Rey Hernandez, Associate Professor of Economics, MSU Denver around the conversation of Prior Learning Assessment and what is considered crucial to advancing the prior learning assessment conversation?
Faculty voices presentation at ALP Baltimore June 2014cccscoetc
Presentation given at ALP annual conference in Baltimore, MD, June 2014 on the publication "Faculty Voices". Faculty Voices is funded through a TAACCCT 1 grant. The grant focused on energy course redesign and the redesign of all developmental education courses in the Colorado Community College System.
Strategies for securing participant motivation and engagement in a 19 week on...BlackboardEMEA
In this session, we will present the results and experiences from the Teaching for Tomorrow course, a 19 week online course for lecturers designed and delivered by 7 HE institutions in southern Denmark and northern Germany. The course is based on the following learning perspectives:
• Group activities that allow participants to learn from each other and create a learning environment that facilitates both informal and formal learning.
• Activities that encourage participants to reflect on their own learning experiences enabling them to set and pursue personal learning goals relevant to their specific situation. Practical work that lets the participants explore online and blended learning and gain first-hand knowledge of the potentials and challenges.
The course comprises the following 6 modules which each consists of a number of e-tivities.
• The virtual learning environment and e-learning tools
• Introduction to online learning
• Educational design and design of course materials and activities
• Delivery of online courses/The online lecturer
• Web 2.0 and social media
• E –assessment
Each module ends with a badge assignment that participants must submit in order to complete the module.
Teaching and learning activities are both asynchronous and synchronous.
Furthermore, the course started with a face-2-face kickoff event. The main hub of the course is a course site on CourseSites/Blackboard Learn, where discussion forums, blogs and wikis are intensively used. Twitter and Google+ are also used for asynchronous activities. Synchronous activities are carried out via Adobe Connect.
The course ends on 28 February. A questionnaire survey will be conducted in early March to evaluate participants’ experiences. This session will report on the results of the survey. Of particular interest is the degree to which participants have been motivated and engaged through the strategies employed in the course design and delivery:
• E-tivities with clear instructions concerning resources to study, individual contributions, interaction and deadlines.
• Peer feedback and collaboration
• Practical skills training.
• Opportunity to integrate work and learning, participants designing own courses or course elements as part of the course work.
• Mix of asynchronous and synchronous teaching and learning activities
• Module badges
Credit for Prior Learning Subcommittee meeting held on Feb. 28, 2014 with the agenda of: Opening Introductions, Overview of the CHAMP grant and CPL, CHAMP Grant Outcomes,Introduction to CPL/PLA, Judith Wertheim, Ed. D, Vice President, Higher Education Services, The Council for Adult & Experiential Learning (CAEL), Discussion topics – CPL/PLA in Colorado, Strategic analysis - CPL/PLA in Colorado, Strengths/weaknesses/opportunities/threats, The CCCS CPL Policy, Goal setting, Establish goals/timeline for future work, Logistics, meeting schedule, using Basecamp
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
Sticking Points: Tips for Advancing the PLA Conversation presentation at the ...cccschamp
This presentation Bitsy Cohn, Director, Credit for Prior learning, CCCS; Danielle Forrest, Prior Learning Specialist MSU Denver; Dr. Rey Hernandez, Associate Professor of Economics, MSU Denver around the conversation of Prior Learning Assessment and what is considered crucial to advancing the prior learning assessment conversation?
Faculty voices presentation at ALP Baltimore June 2014cccscoetc
Presentation given at ALP annual conference in Baltimore, MD, June 2014 on the publication "Faculty Voices". Faculty Voices is funded through a TAACCCT 1 grant. The grant focused on energy course redesign and the redesign of all developmental education courses in the Colorado Community College System.
Strategies for securing participant motivation and engagement in a 19 week on...BlackboardEMEA
In this session, we will present the results and experiences from the Teaching for Tomorrow course, a 19 week online course for lecturers designed and delivered by 7 HE institutions in southern Denmark and northern Germany. The course is based on the following learning perspectives:
• Group activities that allow participants to learn from each other and create a learning environment that facilitates both informal and formal learning.
• Activities that encourage participants to reflect on their own learning experiences enabling them to set and pursue personal learning goals relevant to their specific situation. Practical work that lets the participants explore online and blended learning and gain first-hand knowledge of the potentials and challenges.
The course comprises the following 6 modules which each consists of a number of e-tivities.
• The virtual learning environment and e-learning tools
• Introduction to online learning
• Educational design and design of course materials and activities
• Delivery of online courses/The online lecturer
• Web 2.0 and social media
• E –assessment
Each module ends with a badge assignment that participants must submit in order to complete the module.
Teaching and learning activities are both asynchronous and synchronous.
Furthermore, the course started with a face-2-face kickoff event. The main hub of the course is a course site on CourseSites/Blackboard Learn, where discussion forums, blogs and wikis are intensively used. Twitter and Google+ are also used for asynchronous activities. Synchronous activities are carried out via Adobe Connect.
The course ends on 28 February. A questionnaire survey will be conducted in early March to evaluate participants’ experiences. This session will report on the results of the survey. Of particular interest is the degree to which participants have been motivated and engaged through the strategies employed in the course design and delivery:
• E-tivities with clear instructions concerning resources to study, individual contributions, interaction and deadlines.
• Peer feedback and collaboration
• Practical skills training.
• Opportunity to integrate work and learning, participants designing own courses or course elements as part of the course work.
• Mix of asynchronous and synchronous teaching and learning activities
• Module badges
Credit for Prior Learning Subcommittee meeting held on Feb. 28, 2014 with the agenda of: Opening Introductions, Overview of the CHAMP grant and CPL, CHAMP Grant Outcomes,Introduction to CPL/PLA, Judith Wertheim, Ed. D, Vice President, Higher Education Services, The Council for Adult & Experiential Learning (CAEL), Discussion topics – CPL/PLA in Colorado, Strategic analysis - CPL/PLA in Colorado, Strengths/weaknesses/opportunities/threats, The CCCS CPL Policy, Goal setting, Establish goals/timeline for future work, Logistics, meeting schedule, using Basecamp
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Getting Started with Online Credit Recovery: Featuring North Carolina Virtual...Blackboard
Many districts are turning to online credit recovery to combat the challenge of lowering dropout rates while meeting the needs of 21st century learners. Often called the "silent epidemic" in our nation's high schools, the negative consequences of dropping out do not stop with low graduation rates but also pose challenges to our nation's economic and social well being.
Join North Carolina Virtual Public School (NCVPS) as they discuss how they created and implemented an online credit recovery program. Already equipped with classic online courses for AP and first time credit, NCVPS decided to offer a credit recovery option as well.
Michelle Lourcey, Curriculum and Instruction Division Director, Credit Recovery and Modular Learning, NCVPS and Jeff Page, Credit Recovery Specialist, NCVPS will describe how they got started creating their 10 courses, complete with content aligned to state standards, and describe their mastery model. They will also share how the program allows students to move at their own pace and provides flexible learning opportunities.
We'll also explore how Blackboard is providing the foundation for this statewide online credit recovery program and review the tools and features NCVPS is using within the Blackboard platform including Adaptive Release.
At American School of Education, our objective is to provide affordable, high-quality teacher education through current, evidence-based instruction. We empower educators to significantly improve student performance. Solely through partnership with America's public schools, we offer graduate degree programs in an innovative instructional model that is focused on results
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
What success means?
Enhancing student experience
First-time student (further/higher education)
Student satisfaction
Employment, business and industry
Education for change
The HVA Gaming project was a collaborative effort between RRCC and PPCC designed to incorporate a first-person gaming simulation into the existing HVAC curriculum. In order to deliver the gaming simulation to students, RRCC and Interplay Energy adapted an HVAC simulation program developed by Delmar/Cengage Learning. The interactive gaming interface created a more engaging and exciting learning experience for students while sharpening HVAC troubleshooting skills. Although there is no substitute for hands-on lab time, access to the simulation software gave students the ability to greatly increase their virtual lab time. Student feedback surveys, which were collected both before using the simulation software and after using it, generated very positive remarks. This project also allowed for the creation of a hybrid class, giving students another learning option.
Morgan Community College's Hybrid-Electric Simulator Portfoliocccscoetc
Morgan Community College's portfolio showcases simulation equipment automotive students learn about vehicle systems and in particular hybrid automobiles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
2. EFFECTIVE FALL 2014, ALL COLORADO
COMMUNITY COLLEGE STUDENTS WILL HAVE
THE OPPORTUNITY TO COMPLETE THEIR DEV
ED REQUIREMENTS IN NO MORE THAN TWO
SEMESTERS. MOST WILL COMPLETE IN ONE
SEMESTER OR LESS.
THE LAST TIME WE REVISED OUR DEV ED CURRICULUM, WE ADDED PRE-HIGH SCHOOL LEVEL COURSES IN MATH,
READING AND ENGLISH. THIS MADE IT POSSIBLE FOR STUDENTS TO HAVE TO SUCCESSFULLY COMPLETE AS MANY AS
9 DEV ED COURSES (IN TYPICALLY NO LESS THAN TWO YEARS) BEFORE THEY ENTERED A COLLEGE LEVEL COURSE.
WHAT HAPPENED???
3. A CONFLUENCE OF EVENTS
▪ President Obama’s Completion Challenge
▪ National Governor’s Association Commitment
▪ Legislating completion: Performance Funding
▪ Thomas Bailey – Students placed into remedial coursework who do not take
remedial courses pass college-level courses and graduate at a higher level than
those who enroll in, and pass, remedial courses.
▪ Complete College America – Time is the Enemy 2011
▪ Achieving the Dream
▪ CCHE, CDHE, CCCS
5. SAVED BY THE BELLE
▪ State leaders wanted to take legislative action; it was just a matter of time
▪ Advocacy at the CCCS leadership level allowed us to take the time to plan
▪ DETF
Broad representation
18 month charge
Resources to support the process
Ability to compel change
▪ Policy
▪ Implementation
6. CORE OPERATING PRINCIPLES
▪ Key metric – success in college courses
▪ Time, not student learning, is the greatest barrier to success
▪ Use evidence based practice
▪ Continuous improvement is essential to long-term success
7. THE DESIGN: 5 PRINCIPLES
▪ Use reverse curriculum design to redesign courses
▪ Design courses for what students need to know for success in college
▪ Encourage active learning by including active and/or experiential learning
experiences with each lesson
▪ Make curriculum design and assessment of student learning and success a
continuous process
▪ Provide students with individualized assistance through embedded affective skills,
professionalism, and support services as much as possible in the process
9. METHODS
▪ Co-requisite courses
▪ Contextualization
▪ Emphasis on rigorous reading and writing
▪ College level materials
▪ Significant interaction with instructor and
peers
11. ▪ Integration and acceleration, not compression
▪ Pre-enrollment advising
▪ Secondary assessment
▪ Contextualization
▪ Modularization
▪ Flipped Classroom
METHODS
▪ Innovative lab designs
▪ Soft landing
▪ Instructor identification and training
12. ASSESSMENT ▪ A CCCS specific assessment
▪ Uniform, weighted, multiple measures
▪ Reading and writing combined
▪ Non-cognitive factors
▪ Test scores to be validated every three
to five years
▪ Calculators allowed to appear on the
elementary algebra exam
13. ADDITIONAL ELEMENTS
STUDENT SERVICES PLAN
▪ Expanded advising
▪ Connections to non-cognitive supports
▪ Ongoing light touch case management
▪ Evaluation
FACULTY PROFESSIONAL DEVELOPMENT
▪ Colleges determine plan
▪ System facilitates training to share
resources
▪ Open source materials
▪ Webinars
▪ Archives
14. THE PICTURE SO FAR…
Fall 2008 compared to Fall 2013
▪ The number of developmental students
registering in college level courses
increased from 56,699 to 76,177
▪ The percentage of all students who
passed a college level course remained
constant over all subject areas
MORE REMEDIAL STUDENTS ARE TAKING
AND PASSING COLLEGE LEVEL COURSES
One year retention
▪ Students entering at the remedial level
have historically been retained through
the first year of enrollment at a lower
rate than non-remedial students
▪ As reported in the 2013 Legislative
Report on Remedial Education, for the
first time in the 12 years that the
report has been produced, students
who entered at the remedial level
were retained through the first year of
enrollment at a higher rate than non-
remedial students
15. LESSONS LEARNED
▪ Advocacy at the highest level of leadership allowed us to do this well
▪ DETF
Broad representation
Ample time - 18 month charge
Resources to support the process
Ability to significantly impact policy making
▪ A flexible policy allows the experts to do their jobs while protecting the interests of the students
▪ Implementation: Significant engagement is a more productive (and possible) goal than majority
consensus
▪ From the first day you field a redesigned course - Evaluate, iterate, repeat
17. CC BY AND ATTRIBUTION
▪ This Workforce Solution, ” Redesigning Developmental Education” presentation by
Bitsy Cohn is licensed under a Creative Commons Attribution 4.0 International
License. Based on a work created under the Department of Labor, TAACCCT3 grant,
permissions beyond the scope of this license may be available
at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-
coetc/
Effective Fall 2014, all Colorado community college students will have the opportunity to complete their dev ed requirements in no more than two semesters. Most will complete in one semester or less.
The last time we revised our dev ed curriculum, we added pre-high school level courses in math, reading and English. This made It possible for students to have to successfully complete as many as 9 dev ed courses (In typically no less than two years) before they entered a college level course.
What happened???
Confluence of Events
President Obama’s Completion Challenge
National Governor’s Association Commitment
Legislating completion: Performance Funding
Thomas Bailey – Students placed into remedial coursework who do not take remedial courses pass college-level courses and graduate at a higher level than those who enroll in, and pass, remedial courses.
Complete College America – Time is the Enemy 2011
Achieving the Dream
CCHE, CDHE, CCCS
Colorado Mirrors the Nation statistics
Saved by the Belle
State leaders wanted to take legislative action; it was just a matter of time
Advocacy at the CCCS leadership level allowed us to take the time to plan
DETF
Broad representation
18 month charge
Resources to support the process
Ability to compel change
Policy
Implementation
Core Operating Principles
Key metric – success in college courses
Time, not student learning, is the greatest barrier to success
Use evidence based practice
Continuous improvement is essential to long-term success
The Design: 5 Principles
Use reverse curriculum design to redesign courses
Design courses for what students need to know for success in college
Encourage active learning by including active and/or experiential learning experiences with each lesson
Make curriculum design and assessment of student learning and success a continuous process
Provide students with individualized assistance through embedded affective skills, professionalism, and support services as much as possible in the process
The design: CCR graphic
Methods
Co-requisite courses
Contextualization
Emphasis on rigorous reading and writing
College level materials
Significant interaction with instructor and peers
The Design: Math graphic
Methods:
Integration and acceleration, not compression
Pre-enrollment advising
Secondary assessment
Contextualization
Modularization
Flipped Classroom
Innovative lab designs
Soft landing
Instructor identification and training
Assessment
A CCCS specific assessment
Uniform, weighted, multiple measures
Reading and writing combined
Non-cognitive factors
Test scores to be validated every three to five years
Calculators allowed to appear on the elementary algebra exam
Additional Elements
Student Services
Expanded advising
Connections to non-cognitive supports
Ongoing light touch case management
Evaluation
Faculty Professional Development
Colleges determine plan
System facilitates training to share resources
Open source materials
Webinars
Archives
The picture so far..
Fall 2008 compared to Fall 2013
The number of developmental students registering in college level courses increased from 56,699 to 76,177
The percentage of all students who passed a college level course remained constant over all subject areas
MORE REMEDIAL STUDENTS ARE TAKING AND PASSING COLLEGE LEVEL COURSES
One year retention
Students entering at the remedial level have historically been retained through the first year of enrollment at a lower rate than non-remedial students
As reported in the 2013 Legislative Report on Remedial Education, for the first time in the 12 years that the report has been produced, students who entered at the remedial level were retained through the first year of enrollment at a higher rate than non-remedial students
Lessons Learned
Advocacy at the highest level of leadership allowed us to do this well
DETF
Broad representation
Ample time - 18 month charge
Resources to support the process
Ability to significantly impact policy making
A flexible policy allows the experts to do their jobs while protecting the interests of the students
Implementation: Significant engagement is a more productive (and possible) goal than majority consensus
From the first day you field a redesigned course - Evaluate, iterate, repeat
Dev Ed in Cololorado:
www.cccs.edu/DE
Questions?
Bitsy Cohn
bitsy.cohn@cccs.edu
(720)858-2883
CC BY and Attribution
This Workforce Solution, ” Redesigning Developmental Education” presentation by Bitsy Cohn is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-coetc/