Academy for College Excellence (ACE) serves under-prepared college students. Through a full-time semester-long accelerated program, ACE helps students learn and transform themselves from the inside out as they rethink their relationship to learning and to college. But the ACE program works because it transforms institutions as well as students. It is classroom-based, and much of what students in other programs get through outside counseling, ACE students get in the classroom. Over the last 8 years, ACE has demonstrated that it is both sustainable and scalable, today serving over 750 students in seven community colleges across three states. This talk focuses on ACE's program design, the transformations it requires, and how two-year and four-year institutions alike can adapt its approach to their own mission and students.
This document provides information about a two-day leadership skills program for senior executives held in Dubai. The program focuses on developing skills like leadership style, motivation, decision-making, and ethical leadership. It involves simulations, exercises and assessments. Successful completion can earn credits towards degrees from an accredited US university. The target audience is presidents, CEOs, and other top-level executives seeking to enhance their leadership abilities.
You are invited to...... Don\'t miss this dynamic and engaging program, part of an Internationally accredited Leadership Diploma Program in collaboration with Nova Southeastern University, Fischler School of Education & Human Services, USA. Earning three (3) credits towards doctoral degree program. Credits also transfer to ILGE\'s new Global Executive MBA (GEMBA) Degree Program.
This stimulating and encouraging program focuses on developing executive leadership skills and strategies shown to improve both the productivity and motivation levels of senior level executives, their teams, and their organizations. Through a series of simulations, interactive exercises and discussions, you learn how to apply powerful new leadership models for improved personal and work group satisfaction and productivity. You also explore topics such as transformational versus transactional leadership; the role of charisma and vision; situational/ contingency approaches to a more strategic approach. During the program you will assess yourself with respect to your leadership profile and personality type, identifying your strengths and areas to target for improvement. Core senior-level executive competencies focused on include: leadership style, motivation and drive, personality style and diversity, executive decision-making, ethical idealism, courage and will.
This document provides an overview of the various modules in an education management system including fee management, academic information, transport, hostel, library management, and reports. It also lists some current clients that use the education management system and highlights SMS and email integration features.
Session 1 - Introduction to launching your e-courseivarsity.net
The presentation will be useful to those faculty who would are new to e-teaching and would like to understand how convert their regular course into e-course
1. The need for complex quality management across different levels of higher education.
2. Challenges universities may face in implementing quality management systems, such as IT requirements and data collection capabilities.
3. Using learning outcomes and competence-based curricula aligned with the European Qualifications Framework.
Webinar: Spagic and eForm Services: a practical approach to PDF supportSpagoWorld
This document discusses how to manage PDF forms in Spagic, an open source BPM and case management platform. It provides an overview of Spagic and its capabilities, including workflows, human tasks, and eForms. It then describes how to create an interactive PDF document to be used in a Spagic process, including adding submit buttons and hidden fields to store user and process instance information. The document directs readers to the Spagic website for more documentation on managing PDF forms.
The document outlines the various roles and responsibilities of an Accreditation Liaison Officer (ALO). The ALO acts as a resource on accreditation matters, maintains accreditation documents, submits required reports to WASC, manages substantive changes, responds to complaints, communicates changes in WASC policy, facilitates accreditation reviews, coordinates accreditation visits, handles financial invoices, and participates in the WASC ALO community. The ALO should be familiar with key WASC resources like the accreditation standards, review process, policies manual, and online community.
Keeping the Ball Rolling: Developing a System that Supports Real Progress in ...WASC Senior
The document announces a grant opportunity from the Advancement of Student Learning Council (ASLC) to fund projects related to student learning outcomes assessment. The mini-grants of up to $5,000 are intended to support new initiatives that further program-level assessment. Eligible faculty must submit a two-page application by March 1, 2012 describing how their proposed project aligns with their program's assessment plan and advances assessment of student learning outcomes. Funded projects will be evaluated on their purpose, methodology, relevance to assessment, and innovative approach.
This document provides information about a two-day leadership skills program for senior executives held in Dubai. The program focuses on developing skills like leadership style, motivation, decision-making, and ethical leadership. It involves simulations, exercises and assessments. Successful completion can earn credits towards degrees from an accredited US university. The target audience is presidents, CEOs, and other top-level executives seeking to enhance their leadership abilities.
You are invited to...... Don\'t miss this dynamic and engaging program, part of an Internationally accredited Leadership Diploma Program in collaboration with Nova Southeastern University, Fischler School of Education & Human Services, USA. Earning three (3) credits towards doctoral degree program. Credits also transfer to ILGE\'s new Global Executive MBA (GEMBA) Degree Program.
This stimulating and encouraging program focuses on developing executive leadership skills and strategies shown to improve both the productivity and motivation levels of senior level executives, their teams, and their organizations. Through a series of simulations, interactive exercises and discussions, you learn how to apply powerful new leadership models for improved personal and work group satisfaction and productivity. You also explore topics such as transformational versus transactional leadership; the role of charisma and vision; situational/ contingency approaches to a more strategic approach. During the program you will assess yourself with respect to your leadership profile and personality type, identifying your strengths and areas to target for improvement. Core senior-level executive competencies focused on include: leadership style, motivation and drive, personality style and diversity, executive decision-making, ethical idealism, courage and will.
This document provides an overview of the various modules in an education management system including fee management, academic information, transport, hostel, library management, and reports. It also lists some current clients that use the education management system and highlights SMS and email integration features.
Session 1 - Introduction to launching your e-courseivarsity.net
The presentation will be useful to those faculty who would are new to e-teaching and would like to understand how convert their regular course into e-course
1. The need for complex quality management across different levels of higher education.
2. Challenges universities may face in implementing quality management systems, such as IT requirements and data collection capabilities.
3. Using learning outcomes and competence-based curricula aligned with the European Qualifications Framework.
Webinar: Spagic and eForm Services: a practical approach to PDF supportSpagoWorld
This document discusses how to manage PDF forms in Spagic, an open source BPM and case management platform. It provides an overview of Spagic and its capabilities, including workflows, human tasks, and eForms. It then describes how to create an interactive PDF document to be used in a Spagic process, including adding submit buttons and hidden fields to store user and process instance information. The document directs readers to the Spagic website for more documentation on managing PDF forms.
The document outlines the various roles and responsibilities of an Accreditation Liaison Officer (ALO). The ALO acts as a resource on accreditation matters, maintains accreditation documents, submits required reports to WASC, manages substantive changes, responds to complaints, communicates changes in WASC policy, facilitates accreditation reviews, coordinates accreditation visits, handles financial invoices, and participates in the WASC ALO community. The ALO should be familiar with key WASC resources like the accreditation standards, review process, policies manual, and online community.
Keeping the Ball Rolling: Developing a System that Supports Real Progress in ...WASC Senior
The document announces a grant opportunity from the Advancement of Student Learning Council (ASLC) to fund projects related to student learning outcomes assessment. The mini-grants of up to $5,000 are intended to support new initiatives that further program-level assessment. Eligible faculty must submit a two-page application by March 1, 2012 describing how their proposed project aligns with their program's assessment plan and advances assessment of student learning outcomes. Funded projects will be evaluated on their purpose, methodology, relevance to assessment, and innovative approach.
WASC Evaluator Training Webinar Fall 2011WASC Senior
This document provides an overview and agenda for an evaluator workshop to prepare participants for conducting accreditation visits in the fall of 2011. It covers the context and processes for accreditation reviews, expectations and timelines for the capacity/preparatory and educational effectiveness reviews, roles and responsibilities of evaluation team members, strategies for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip participants to conduct thorough, evidence-based reviews that result in useful feedback and judgments about institutions.
Wasc Evaluator Training Webinar - July 13, 2011WASC Senior
The document provides an overview of an evaluator workshop for accreditation visits in fall 2011. It discusses the evolving context of accreditation, changes in higher education, perceptions of accreditation, and changes within the WASC region. The agenda covers the accreditation review process, preparing for and conducting visits, developing recommendations, and writing team reports. It also addresses recent requirements around student success, program review, sustainability, the impact of recession, and marketing accuracy.
This document provides guidance for assistant chairs for WASC accreditation visits. It outlines the roles and responsibilities of assistant chairs before, during, and after the visit. These include assisting the chair in planning, taking notes during meetings, drafting sections of the team report, and ensuring all tasks are completed. Common challenges like an ineffective chair or team members lacking preparation are discussed. The document also reviews protocols for the 2010-11 visits, such as addressing student success and program review in reports.
The document discusses the regulatory landscape of higher education in the United States. It notes the diversity of institutions, from public and private colleges and universities to community colleges and for-profit schools. It also examines the different roles of states, the federal government, and accrediting bodies in regulating higher education. A key issue is balancing innovation with accountability as the field undergoes changes like the growth of online education and national universities.
1) The document provides an overview and agenda for an assistant chair webinar to prepare them for their role on accreditation visits.
2) It outlines the key responsibilities of assistant chairs before, during, and after the visit including drafting sections of the report, taking notes, and ensuring team cohesion.
3) Common challenges for assistant chairs like an ineffective chair or unprepared members are discussed along with updates to the accreditation process regarding student success, program review, and finances.
Jennifer Lindholm: Capstones and Core Competencies: Emerging Pathways for As...WASC Senior
UCLA has over 27,000 undergraduate students across 5 academic units and 125 majors. The university aims to implement capstone experiences for all majors by 2019 to foster student development and assess learning outcomes at the course, program, and institutional level. Capstones include senior seminars, research projects, internships, and community projects. They are designed to deepen discipline knowledge and integrate learning, with common goals of research, critical thinking, and communication skills. Surveys found capstones provided intellectual challenges and helped students apply knowledge from major coursework.
Wasc evaluator training webinar spring 2011 (Jan 11, 2011)WASC Senior
This document provides an overview and agenda for an evaluator workshop to prepare accreditation team members for site visits in spring 2011. It covers the context and process of accreditation, changes to the standards and review process, preparing for and conducting visits, developing team recommendations, and writing effective team reports. The goal is to equip evaluators to conduct effective visits, produce high-quality reports, and make sound judgments regarding institutions under the standards.
This document provides guidance for assistant chairs for WASC accreditation visits. It outlines the roles and responsibilities of assistant chairs before, during, and after the visit. These include assisting the chair with planning, taking notes during meetings, drafting sections of the report, and editing the final report. Common challenges for assistant chairs like an ineffective chair or unprepared team members are discussed. The document also reviews protocols for the visits, emphasizing the evaluation of student success, program review, sustainability, finances, and compliance with revised standards.
The document summarizes the process of preparing for a WASC accreditation review at Pacific Union College, a small Adventist liberal arts college. It describes establishing a WASC planning committee with faculty, staff, and administration representation to oversee the self-study. The committee separated duties between a chair for continuity and a writer to craft the report. Extensive communication kept the campus informed and involved through meetings, emails, and a website. While the process was time-intensive, dividing tasks and gaining input helped produce an honest self-assessment that satisfied the accreditation team.
Anya Kamenetz DIYU at the 2011 WASC ARCWASC Senior
Colleges and universities today can no longer afford to conduct business as usual. The pressures of rising costs and ever-stronger mandates for accountability, access and success are too strong. Students, meanwhile, have urgent questions about the return on their investment and the relevance of the education they're receiving in a 21st century context. The way we connect, communicate, and access information is changing every day. When will these changes substantially affect education? Kamenetz addresses all these concerns and sets forth her vision of a future that includes personal learning networks, personalized learning paths, expanded peer learning and assessment, and learning that blends experiential and digital approaches. Faculty and administrators need to lead the way from the second to the "third horizon" of change by incorporating the seeds of future transformation while improving their institutions' working today.
A briefing by Ralph A. Wolff, President of the Senior College Commission of WASC outlining new Federal Regulations that impact WASC accredited institutions.
The document discusses 10 trends affecting the future of higher education: 1) Financial challenges due to public funding cuts and the economic downturn. 2) President Obama's priorities of increasing the percentage of college graduates and supporting community colleges. 3) The growing influence of for-profit colleges. 4) The increasing role of technology and distance education. 5) Internationalization and globalization of higher education. 6) Increased focus on quality, accountability and student outcomes. 7) Sustainability and climate change initiatives on campuses. 8) Shifting focus to 21st century skills. 9) New forms of institutions through partnerships and online programs. 10) What other trends should be considered.
Keeping the Ball Rolling: Developing a System that Supports Real Progress in ...WASC Senior
The Advancement of Student Learning Council (ASLC) was created to promote a culture of student learning assessment and facilitate program reviews at Pepperdine University. The ASLC aims to train faculty in assessment, conduct annual/5-year program reviews, and provide aggregated assessment data to institutional effectiveness. The charter outlines the ASLC's functions, membership structure transitioning to elected representatives, responsibilities of members, and a timeline for preparing for an upcoming accreditation review through 2022.
The document outlines goals and pressures around redesigning the WASC accreditation process to better suit the 21st century. The key goals are to shorten reviews, increase transparency and public accountability, explore alternative models of education, and increase oversight of for-profit institutions. It discusses both external pressures like concerns over student outcomes and value of degrees, as well as internal dissatisfaction with the lengthy and costly nature of the process. It considers alternative accreditation approaches and core principles around compliance, improvement and public accountability. Regional data on institutions, student enrollment, and common issues identified in reviews are also presented.
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...WASC Senior
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
Intending Learning and Learning by Intent: 10 Ways in Which a Degree Qualific...WASC Senior
At present, there is no national consensus in the US on the learning outcomes appropriate to associate, baccalaureate, and master's degrees. Such a consensus could serve many purposes, but one of the most important would be its potential positive impact on the learning process. Gaston has written on the Bologna Process and was one of the consultants to the Lumina Foundation's draft degree qualifications profile, titled "A Transformational Challenge for U.S. Higher Education." In his talk, he focuses on the advantages US students would enjoy as a result of more clearly defined expectations at each degree level. He also suggests ways in which such expectations might enhance the process of institutional accreditation.
Connecting the Dots between Financing and SustainabilityWASC Senior
Connecting the Dots between Financing and Sustainability by Jane V. Wellman
Presented at the 2010 WASC Academic Resource Conference
April 22 2010 Long Beach, CA
The document discusses plans to revise the WASC accreditation process and handbook for 2012-2020. It outlines key issues like graduation rates, credit transfer, and accountability. It proposes combining the first review with the proposal stage, shortening the process from 5 to 3 years, and using more off-site reviews. Task forces will focus on retention, learning outcomes, reporting, and institutional reviews. Revisions aim to streamline compliance while promoting improvement and accountability.
The document provides an agenda and materials overview for a workshop on designing online courses. The agenda includes introductions, logging into the Quality Matters website, an overview of course design standards and principles, and an activity where participants tour an existing online course to identify strengths and weaknesses. The document outlines several course design topics such as the difference between design and delivery, factors that affect course quality, and how to begin planning an online course by considering student demographics, goals, expectations and skills.
The document discusses how NASA master practitioners learn how to do their jobs. It describes a session where 70 NASA masters were asked how they learn. Their responses were organized into mind maps showing that they learn through experience, mistakes, mentors, teamwork, education and training, conversations, personal networks, and continuing education. The document also presents a learning continuum that shows the importance of different learning methods increases over the course of a career. It concludes by requesting information from others on how they and their teams learn.
The document discusses how the Constellation Program Office implemented Earned Value Management (EVM) across all of its projects. It describes how the Marshall Space Flight Center's Office of Strategic Analysis and Communications collaborated with various program elements to establish processes for collecting, formatting, and integrating EVM data. This included providing tools, training, and guidance on work breakdown structures and organization breakdown structures. Once the initial elements established these processes, other elements began adopting them as well. Eventually, EVM data was integrated and rolled up at the overall Constellation program level.
WASC Evaluator Training Webinar Fall 2011WASC Senior
This document provides an overview and agenda for an evaluator workshop to prepare participants for conducting accreditation visits in the fall of 2011. It covers the context and processes for accreditation reviews, expectations and timelines for the capacity/preparatory and educational effectiveness reviews, roles and responsibilities of evaluation team members, strategies for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip participants to conduct thorough, evidence-based reviews that result in useful feedback and judgments about institutions.
Wasc Evaluator Training Webinar - July 13, 2011WASC Senior
The document provides an overview of an evaluator workshop for accreditation visits in fall 2011. It discusses the evolving context of accreditation, changes in higher education, perceptions of accreditation, and changes within the WASC region. The agenda covers the accreditation review process, preparing for and conducting visits, developing recommendations, and writing team reports. It also addresses recent requirements around student success, program review, sustainability, the impact of recession, and marketing accuracy.
This document provides guidance for assistant chairs for WASC accreditation visits. It outlines the roles and responsibilities of assistant chairs before, during, and after the visit. These include assisting the chair in planning, taking notes during meetings, drafting sections of the team report, and ensuring all tasks are completed. Common challenges like an ineffective chair or team members lacking preparation are discussed. The document also reviews protocols for the 2010-11 visits, such as addressing student success and program review in reports.
The document discusses the regulatory landscape of higher education in the United States. It notes the diversity of institutions, from public and private colleges and universities to community colleges and for-profit schools. It also examines the different roles of states, the federal government, and accrediting bodies in regulating higher education. A key issue is balancing innovation with accountability as the field undergoes changes like the growth of online education and national universities.
1) The document provides an overview and agenda for an assistant chair webinar to prepare them for their role on accreditation visits.
2) It outlines the key responsibilities of assistant chairs before, during, and after the visit including drafting sections of the report, taking notes, and ensuring team cohesion.
3) Common challenges for assistant chairs like an ineffective chair or unprepared members are discussed along with updates to the accreditation process regarding student success, program review, and finances.
Jennifer Lindholm: Capstones and Core Competencies: Emerging Pathways for As...WASC Senior
UCLA has over 27,000 undergraduate students across 5 academic units and 125 majors. The university aims to implement capstone experiences for all majors by 2019 to foster student development and assess learning outcomes at the course, program, and institutional level. Capstones include senior seminars, research projects, internships, and community projects. They are designed to deepen discipline knowledge and integrate learning, with common goals of research, critical thinking, and communication skills. Surveys found capstones provided intellectual challenges and helped students apply knowledge from major coursework.
Wasc evaluator training webinar spring 2011 (Jan 11, 2011)WASC Senior
This document provides an overview and agenda for an evaluator workshop to prepare accreditation team members for site visits in spring 2011. It covers the context and process of accreditation, changes to the standards and review process, preparing for and conducting visits, developing team recommendations, and writing effective team reports. The goal is to equip evaluators to conduct effective visits, produce high-quality reports, and make sound judgments regarding institutions under the standards.
This document provides guidance for assistant chairs for WASC accreditation visits. It outlines the roles and responsibilities of assistant chairs before, during, and after the visit. These include assisting the chair with planning, taking notes during meetings, drafting sections of the report, and editing the final report. Common challenges for assistant chairs like an ineffective chair or unprepared team members are discussed. The document also reviews protocols for the visits, emphasizing the evaluation of student success, program review, sustainability, finances, and compliance with revised standards.
The document summarizes the process of preparing for a WASC accreditation review at Pacific Union College, a small Adventist liberal arts college. It describes establishing a WASC planning committee with faculty, staff, and administration representation to oversee the self-study. The committee separated duties between a chair for continuity and a writer to craft the report. Extensive communication kept the campus informed and involved through meetings, emails, and a website. While the process was time-intensive, dividing tasks and gaining input helped produce an honest self-assessment that satisfied the accreditation team.
Anya Kamenetz DIYU at the 2011 WASC ARCWASC Senior
Colleges and universities today can no longer afford to conduct business as usual. The pressures of rising costs and ever-stronger mandates for accountability, access and success are too strong. Students, meanwhile, have urgent questions about the return on their investment and the relevance of the education they're receiving in a 21st century context. The way we connect, communicate, and access information is changing every day. When will these changes substantially affect education? Kamenetz addresses all these concerns and sets forth her vision of a future that includes personal learning networks, personalized learning paths, expanded peer learning and assessment, and learning that blends experiential and digital approaches. Faculty and administrators need to lead the way from the second to the "third horizon" of change by incorporating the seeds of future transformation while improving their institutions' working today.
A briefing by Ralph A. Wolff, President of the Senior College Commission of WASC outlining new Federal Regulations that impact WASC accredited institutions.
The document discusses 10 trends affecting the future of higher education: 1) Financial challenges due to public funding cuts and the economic downturn. 2) President Obama's priorities of increasing the percentage of college graduates and supporting community colleges. 3) The growing influence of for-profit colleges. 4) The increasing role of technology and distance education. 5) Internationalization and globalization of higher education. 6) Increased focus on quality, accountability and student outcomes. 7) Sustainability and climate change initiatives on campuses. 8) Shifting focus to 21st century skills. 9) New forms of institutions through partnerships and online programs. 10) What other trends should be considered.
Keeping the Ball Rolling: Developing a System that Supports Real Progress in ...WASC Senior
The Advancement of Student Learning Council (ASLC) was created to promote a culture of student learning assessment and facilitate program reviews at Pepperdine University. The ASLC aims to train faculty in assessment, conduct annual/5-year program reviews, and provide aggregated assessment data to institutional effectiveness. The charter outlines the ASLC's functions, membership structure transitioning to elected representatives, responsibilities of members, and a timeline for preparing for an upcoming accreditation review through 2022.
The document outlines goals and pressures around redesigning the WASC accreditation process to better suit the 21st century. The key goals are to shorten reviews, increase transparency and public accountability, explore alternative models of education, and increase oversight of for-profit institutions. It discusses both external pressures like concerns over student outcomes and value of degrees, as well as internal dissatisfaction with the lengthy and costly nature of the process. It considers alternative accreditation approaches and core principles around compliance, improvement and public accountability. Regional data on institutions, student enrollment, and common issues identified in reviews are also presented.
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...WASC Senior
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
Intending Learning and Learning by Intent: 10 Ways in Which a Degree Qualific...WASC Senior
At present, there is no national consensus in the US on the learning outcomes appropriate to associate, baccalaureate, and master's degrees. Such a consensus could serve many purposes, but one of the most important would be its potential positive impact on the learning process. Gaston has written on the Bologna Process and was one of the consultants to the Lumina Foundation's draft degree qualifications profile, titled "A Transformational Challenge for U.S. Higher Education." In his talk, he focuses on the advantages US students would enjoy as a result of more clearly defined expectations at each degree level. He also suggests ways in which such expectations might enhance the process of institutional accreditation.
Connecting the Dots between Financing and SustainabilityWASC Senior
Connecting the Dots between Financing and Sustainability by Jane V. Wellman
Presented at the 2010 WASC Academic Resource Conference
April 22 2010 Long Beach, CA
The document discusses plans to revise the WASC accreditation process and handbook for 2012-2020. It outlines key issues like graduation rates, credit transfer, and accountability. It proposes combining the first review with the proposal stage, shortening the process from 5 to 3 years, and using more off-site reviews. Task forces will focus on retention, learning outcomes, reporting, and institutional reviews. Revisions aim to streamline compliance while promoting improvement and accountability.
The document provides an agenda and materials overview for a workshop on designing online courses. The agenda includes introductions, logging into the Quality Matters website, an overview of course design standards and principles, and an activity where participants tour an existing online course to identify strengths and weaknesses. The document outlines several course design topics such as the difference between design and delivery, factors that affect course quality, and how to begin planning an online course by considering student demographics, goals, expectations and skills.
The document discusses how NASA master practitioners learn how to do their jobs. It describes a session where 70 NASA masters were asked how they learn. Their responses were organized into mind maps showing that they learn through experience, mistakes, mentors, teamwork, education and training, conversations, personal networks, and continuing education. The document also presents a learning continuum that shows the importance of different learning methods increases over the course of a career. It concludes by requesting information from others on how they and their teams learn.
The document discusses how the Constellation Program Office implemented Earned Value Management (EVM) across all of its projects. It describes how the Marshall Space Flight Center's Office of Strategic Analysis and Communications collaborated with various program elements to establish processes for collecting, formatting, and integrating EVM data. This included providing tools, training, and guidance on work breakdown structures and organization breakdown structures. Once the initial elements established these processes, other elements began adopting them as well. Eventually, EVM data was integrated and rolled up at the overall Constellation program level.
This document discusses the Student and Learning Management System (SALM) project at TAFE in New South Wales. It provides an overview of current and upcoming student administration projects from 2008 to 2011. This includes projects to improve credit transfer, payments, tracking of TVH and apprentice students, online enrolment and more. It outlines the challenges of implementing SALM, including effective communication, modifying business rules and processes, training staff, and cultural change management. It proposes a "train the trainer" model where staff from each campus will be trained to train others on SALM. An organization chart shows how SALM training and implementation will be managed across the Riverina Institute.
The document provides an overview of various workplace strategy and change services offered by Global Workplace Solutions, including:
1) Evaluating business challenges, workplace contributions, and interventions to address performance metrics.
2) Analyzing workstyles, organization dynamics, and accelerating cultural change.
3) Evaluating workplace performance, space efficiency, utilization, and generational attitudes.
4) Developing solutions by pulling together insights and determining the right strategy, including envisioning, planning, preparing for and managing change.
This document summarizes strategies for reducing recruitment costs within the further education (FE) sector. It discusses migrating advertising away from traditional methods by working with companies like Monster to provide preferential online advertising packages. Case studies show how colleges saved an average of £20,000 each by placing ads on Monster's sites. The document also discusses implementing eRecruitment solutions to automate manual recruitment tasks. A case study of City College Norwich found that Monster's talent management system helped improve efficiency by streamlining the application and hiring process. Overall, collaborative approaches to online advertising and talent management systems can help colleges reduce recruitment costs significantly.
This document is a course syllabus for a Branding 101 course. It provides details on the course including a summary, aims, learning outcomes, employability skills developed, modes of delivery including a day-by-day lesson plan, and assessment criteria. The course is designed as a 2 credit, 1 week intensive session to introduce students to branding concepts and principles and give them opportunities to analyze and apply these concepts through problem-based learning and lectures. Students will develop an understanding of branding and how to build brand assets and strategy through participation in the course.
The Midlands Energy Graduate School (MEGS) is a collaboration between three UK universities to conduct energy-related research and teaching. The project aims to provide a learning framework and online community of practice for energy professionals. Researchers conducted interviews and a literature review on roles in the energy sector. They developed a database of industry contacts and administered a questionnaire. Workshops allowed input on building an e-learning platform and networking tools. Feedback was obtained on the final website. The results showed participation from various professions in continued professional development training and a need to address gaps in competency requirements for renewable energy roles.
The document outlines an entity relationship diagram for an education organization. The diagram shows 16 entities related to students, staff, assessments, programs, and education agencies. Key entities include students, staff, courses, assessments, schools, and education organizations at the local, state, and service center levels that are all connected through relationships between the entities.
Meruvian is an education and development institute based in Java and open source technologies. It was founded in 2006 to link the education and industry sectors. The document outlines Meruvian's founder Frans Thamura, vision and mission to bridge the gap between education and industry. It also describes Meruvian's methodology, products, programs and services like job skills assessment and an integrated technopreneurship center.
This document provides information about the edTPA assessment for teacher certification. It was created by Stanford University and AACTE to provide a uniform evaluation of teaching skills. Students complete edTPA portfolios in Taskstream, which can then be sent to Pearson for official scoring. The document outlines the student and faculty perspectives in Taskstream and describes how the Pearson integration works. It also addresses some common student and faculty questions.
This document outlines various tech and enterprise education pathways for individuals from primary school through post-secondary education. It shows programming and coding programs like Code Club, Appshed Academy, and Codecademy for secondary students and young adults, as well as entrepreneurship initiatives like Young Enterprise, General Assembly, and Seedcamp for those seeking to start businesses. The graphic maps the progression of opportunities available at different education levels.
ePravesh is an online admission management solution that aims to simplify the traditional paper-based admission process. It offers major benefits such as reduced paperwork, lower administration costs, faster turnaround times, fewer errors, and easier communication with prospective students. The system handles all aspects of the admission process from online applications to demand draft management to shortlisting candidates. It provides insights into the admission process and helps attract more global students in a scalable way compared to traditional paper-based systems.
ePravesh is an online admission management solution that aims to simplify the traditional paper-based admission process. It offers major benefits such as reduced paperwork, lower administration costs, faster turnaround times, fewer errors, and easier communication with prospective students. The system allows institutions to manage courses and student applications online. It provides features such as online application forms, demand draft management, admission status updates, and analysis of application data.
The goal of implementing Earned Value Management (EVM) in the EVA Systems Project Office (ESPO) was to utilize existing products and processes where possible to make them compatible with EVM. The presentation covered the Work Breakdown Structure, Organizational Breakdown Structure, Responsibility Assignment Matrix, Control Accounts, Work Packages, Planning Packages, Integrated Master Plan, and schedule integration using Primavera and Deltek Cobra tools. It also discussed interfaces with other processes and EVM integration with the prime contractor.
The goal of implementing Earned Value Management (EVM) in the EVA Systems Project Office (ESPO) was to utilize existing products and processes where possible to make them compatible with EVM. The presentation covered the Work Breakdown Structure, Organizational Breakdown Structure, Responsibility Assignment Matrix, Control Accounts, Work Packages, Planning Packages, Integrated Master Plan, and schedule integration using Primavera and Deltek Cobra tools. It also discussed interfaces with other processes and EVM integration with the prime contractor.
WebPA - A Practical Approach to Peer AssessmentKenji Lamb
WebPA is a tool for peer assessment of group work that provides individualized marks. It allows students to assess their peers' contributions anonymously. Teachers benefit from its flexibility and ability to automatically generate marks. Students benefit from greater reflection, feedback, involvement in assessment, and fair evaluation of individual contributions to group work. The tool has been adopted by over 250 institutions worldwide and enhances learning outcomes from group projects.
The document provides information about CEMS Entrepreneurs, a global platform connecting CEMS students, alumni, faculty, and corporate partners involved in entrepreneurship. It outlines the objectives to unite CEMS entrepreneurs and cultivate an entrepreneurial culture. Key information includes how members can connect, inspire, and collaborate with each other; potential benefits of joining for different groups; and how to become a member through the website or Facebook group. The team behind CEMS Entrepreneurs and their backgrounds are also summarized.
The document outlines the development of a K-5 math program from 2008-2014. It involved several phases including an internal review, audit, professional learning, program development, and implementation. Key aspects that were focused on included aligning assessments, providing teacher training, developing new curriculum and instructional approaches, and monitoring implementation. The goal was to improve math instruction based on an analysis of various programs and research in math education best practices.
Shaw Learning Academy offers a wide range of training and career development programs to help associates achieve success. Programs include orientation for new employees, leadership development, sales training, product knowledge courses, and programs to develop skills in areas like supervision, communication, and technology. Shaw supports education through tuition reimbursement and partnerships with local colleges. The goal is to provide growth opportunities and invest in employees.
Similar to Underprepared Students, Underprepared Institutions: Transformation 360º (20)
Keeping the Ball Rolling: Developing a System that Supports Real Progress in ...WASC Senior
This document is a state of assessment report for a school that addresses 10 questions. It asks about the current infrastructure and processes for assessment, challenges to assessment efforts, and needs to improve assessment. It also inquires about the status of assessment in academic programs and student/staff perspectives on assessment. Specific data is requested on learning outcomes, curriculum mapping, assessment plans, rubric use, and connecting outcomes to the school's mission. The involvement of students in assessment processes is also addressed.
Helen Chen: Electronic Portfolios and Student Success: A Framework for Effec...WASC Senior
This document discusses electronic portfolios and their effective implementation to promote student success. It provides an overview of assessment methods that can be used with eportfolios, including performances, common assignments, and classroom assessment techniques. The document outlines an eportfolio implementation framework that involves defining learning outcomes, understanding learners, designing learning activities, assessing student learning, using eportfolio tools, and evaluating the impact. It also discusses identifying stakeholders and mapping learning objectives across different levels. The document promotes using eportfolios to help students integrate and synthesize their learning.
Peter Facione: Questions for Assessing Critical Thinking UsefullyWASC Senior
This document discusses key questions to consider when assessing critical thinking skills. It outlines three basic options for measuring learning outcomes: 1) Using rubrics and rating tools to evaluate student work, 2) Having students complete tests or complete performance tasks that are scored, and 3) Gathering qualitative data through focus groups, interviews or observations. It also provides 14 questions to guide the assessment process, including defining the construct being measured, collecting baseline data, developing valid and reliable measures, sampling approaches, gathering and analyzing data. The goal is to develop meaningful assessment of critical thinking that can show growth, strengths and accomplish learning goals.
Signature assignments are common assessment tasks designed collaboratively by faculty that can be adapted to different course contexts while still measuring shared learning outcomes. They provide authentic tasks and a common data set to evaluate student learning across programs and institutions. Well-designed signature assignments engage students, guide effective pedagogy, and facilitate faculty discussions on student learning. Potential disadvantages include the time needed for development and perceptions of inflexibility.
Terry Rhodes: Show Me the Learning: Valid Assessment of Learning in Undergrad...WASC Senior
The document discusses the VALUE (Valid Assessment of Learning in Undergraduate Education) project, which developed 15 rubrics to assess student learning outcomes across institutions. It details the project activities, outcomes developed, commonalities among the rubrics, and studies demonstrating the rubrics' validity, usability, and reliability. Institutions have widely adopted the rubrics to assess writing, critical thinking, civic engagement, and other outcomes, and the results are helping to improve student learning.
The document provides four recommendations for new Academic Liaison Officers (ALOs) regarding their role with the WASC Accreditation Commission for Senior Colleges and Universities. The first recommendation is to learn and use the CFRs (Criteria for Review) as they provide the foundation for strong decision making and policy. The second is to keep the broader vision of good teaching, deep learning, and evidence-based decision making in mind amidst details. The third is to share this vision by explaining WASC's goals to colleagues and distributing WASC guidelines. The final recommendation is to accept invitations to serve on visiting teams to gain experience evaluating other institutions.
Wasc evaluator training webinar spring 2011 (Jan 11, 2011)WASC Senior
This document provides an overview and agenda for an evaluator workshop to prepare accreditation team members for site visits in spring 2011. It covers the context and process of accreditation, changes to the standards and review process, preparing for and conducting visits, developing team recommendations, and writing effective team reports. The goal is to equip evaluators to conduct high-quality reviews and make sound judgments about institutions under the accreditation standards.
Wasc evaluator training webinar spring 2011WASC Senior
The document provides information and guidance for evaluators conducting WASC accreditation visits in Spring 2011. It outlines the context and process for accreditation reviews, including the three-stage review process and expectations for capacity/preparatory and educational effectiveness reviews. It also provides guidance on preparing for the visit, such as roles and responsibilities, timeline, pre-visit preparation, and determining visit strategy.
This document provides an overview and agenda for an evaluator workshop to prepare accreditation team members for fall visits in 2010. It covers the context and process of accreditation, changes to standards and reviews, tips for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip evaluators to conduct high-quality reviews and make sound judgments aligned with WASC standards.
Capacity and preparatory review workshop 2010WASC Senior
The document provides information about an upcoming Capacity and Preparatory Review (CPR) Workshop for institutions undergoing reaffirmation of accreditation with the WASC Senior College and University Commission (WSCUC). It discusses the purpose and goals of the CPR, which is to demonstrate an institution's core commitment to institutional capacity and readiness for the subsequent Educational Effectiveness Review. The workshop will provide guidance to institutions on developing the CPR self-study report, engaging the campus community, and preparing for the reaffirmation process.
The document summarizes the accreditation process used by the Western Association of Schools and Colleges (WASC). It discusses the three main stages of review: the Proposal/Capacity and Preparatory Review, the Educational Effectiveness Review, and the follow-up process. It also explains the focus and requirements of the Capacity/Preparatory Review and Educational Effectiveness Review, which evaluate an institution's resources and student learning outcomes.
This document outlines the key elements of an effective program review process for community colleges. It discusses integrating program review, planning, resource allocation, and assessment of student learning outcomes and institutional effectiveness. The presentation provides details on developing program missions aligned with institutional missions, identifying student and program outcomes, analyzing achievement and learning outcome data, identifying gaps, and using the results to plan program improvements and reallocate resources. The goal is to embed this systematic, ongoing process at all levels of the institution to continuously assess and improve programs, student achievement, and institutional quality.
This document summarizes an accreditation liaison officers annual workshop. It provides an overview of Western Association of Schools and Colleges (WASC) activities including the number of accredited institutions, new applicant institutions, peer participation, committee activities like reviews and site visits, and educational effectiveness. It also discusses key policy issues around student outcomes, regulations, and a task force report on improving student success.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
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.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. 4/7/11
Underprepared
Students,
Underprepared
Ins3tu3ons:
Transforma3on
360º
WASC-‐Sr
2011
Academic
Resource
Conference
Diego
Navarro
Founding
Director
&
Instructor
www.my-‐ace.org
Academy
for
College
Excellence
(ACE)
diego@my-‐ace.org
Underprepared
Students
&
Ins3tu3ons
QUESTIONS
TO
EXPLORE
TODAY
Context
Underprepared
students
and
Ins3tu3ons
What
is
the
Academy
for
College
Excellence
(ACE)?
What
are
the
needs
of
underprepared
student?
What
approaches
work
with
these
students?
What
do
colleges
need
to
do
to
address
these
students?
2
1
2. 4/7/11
Underprepared
Students
&
Ins3tu3ons
QUESTIONS
TO
EXPLORE
TODAY
Context
Underprepared
students
and
Ins@tu@ons
What
is
the
Academy
for
College
Excellence
(ACE)?
What
are
the
needs
of
underprepared
student?
What
approaches
work
with
these
students?
What
do
colleges
need
to
do
to
address
these
students?
3
Underprepared
Students
&
Ins3tu3ons
QUESTIONS
TO
EXPLORE
TODAY
Context
Underprepared
students
and
Ins3tu3ons
What
is
the
Academy
for
College
Excellence
(ACE)?
What
are
the
needs
of
underprepared
student?
What
approaches
work
with
these
students?
What
do
colleges
need
to
do
to
address
these
students?
4
2
3. 4/7/11
What
is
the
Academy
for
College
Excellence?
What
is
the
ACE
Model
for
Students?
Integrated
Courses
Bridge
Semester
•
Intensive
12-‐16
weeks
13.5
CREDITS
•
Accelerated
•
Transforma3ve
Team
Self
Team
Self
Management
Management
PROJECT-‐BASED
PROJECT-‐BASED
Career
Computer
Computer
Career
Skills
Social
JJus@ce
Social
us@ce
Planning
Planning
Skills
Research
Research
STUDENT
Course
Course
COHORT
Founda@on
Math
Math
Movement
Movement
Course
Two
Week
Intensive
English
English
3
CREDITS
Behavior
System
Behavior
System
6
3
4. 4/7/11
What
is
the
Academy
for
College
Excellence?
PROVEN
SUCCESS
IN
DEVELOPMENTAL
EDUCATION
ACE Cohort Students
Cabrillo College
Comparison Group
Source:
Jenkins,
Davis,
Zeidenberg,
Ma]hew,
and
Wachen,
John,
“Educa3onal
Outcomes
of
Cabrillo
College’s
Digital
Bridge
Academy:
Findings
from
a
Mul3variate
Analysis,”
Community
College
Research
Center,
Teacher’s
College,
Columbia
University,
2009.
7
Underprepared
Students
&
Ins3tu3ons
QUESTIONS
TO
EXPLORE
TODAY
Context
Underprepared
students
and
Ins3tu3ons
What
is
the
Academy
for
College
Excellence
(ACE)?
What
are
the
needs
of
underprepared
student?
What
approaches
work
with
these
students?
What
do
colleges
need
to
do
to
address
these
students?
8
4
5. 4/7/11
“Probably
wrong
and
definitely
incomplete”
Student
Risk
Factors
Issues
of
life
experience
and
circumstances
How
to
create
countervailing
force
to
anchor
students
to
college
Personal
Life
against
their
complex
lives
Academic
Life
which
pull
them
away
Poverty
Experienced
Industrial
Educa3on
Model,
Parental
stress
about
$$
Underperforming
Schools
Unsafe
Neighborhoods,
School
does
not
ins3ll
Violence,
Gangs,
Guns,
21st
century
professional
skills
Trauma,
Domes3c
Abuse
Lack
of
“dorm
life”
and
peer
or
alumni
support
Substance
Abuse,
Addic3ons
Courses
lack
relevancy
Homelessness;
Hunger
or
classes
are
not
interes3ng
Death;
Illness
in
family
First
in
family
to
a]end
college
No
role
models
or
cultural
understanding
of
Higher
Ed
9
Getting to Know Who You Are
5
7. 4/7/11
“Probably
wrong
and
definitely
incomplete”
Student
Vulnerabili3es
Issues
that
block
or
deter
students
from
ligh3ng
the
fire
within
Rela@onship
to
SELF
Rela@onship
to
OTHERS
Lack
self-‐leadership
skills
to
work
Nega3ve
experiences
of
school
Students
have
complex
lives
effec3vely
with
others
Lack
of
career
awareness
Do
not
understand
how
to
design
Live
in
survival
mode;
fear
and
insecurity;
Need
to
be
super-‐vigilant
effec3ve
teams
Lack
long-‐term
goals
and
“watch
their
backs”
Do
not
understand
the
condi3ons
Student
needs
to
work
that
create
self-‐management
in
Lack
self-‐awareness
and
contribute
to
family
teams
Feel
hopeless,
trapped
Lack
self-‐agency,
self-‐regula3on,
and
Lack
collabora3ve
communica3on
the
ability
to
delay
gra3fica3on
skills;
Do
not
see
the
styles
and
strengths
of
teammates
Don’t
see
themselves
as
college
students;
Lack
effec3ve
habits
for
Not
handling
their
own
bio-‐reac3on
college
success
with
others;
Inappropriate
behaviors;
PTSD
Experiencing
life
as
unfair
and
unjust
Lack
the
tools
and
skills
in
leading/
par3cipa3ng
in
ac3on
Bound
to
cultural
pa]erns
and
expecta3ons
Unable
to
sense
when
others
are
not
on
board
13
Underprepared
Students
&
Ins3tu3ons
QUESTIONS
TO
EXPLORE
TODAY
Context
Underprepared
students
and
Ins3tu3ons
What
is
the
Academy
for
College
Excellence
(ACE)?
What
are
the
needs
of
underprepared
student?
What
approaches
work
with
these
students?
What
do
colleges
need
to
do
to
address
these
students?
14
7
8. 4/7/11
Intensity
of
Student
Support
R&D
Solu3ons
for
Students
High
li 3es
abi
ner
Intensity
u l
d
V
an
Med
isks
e
of
R
gn itud
Ma
t ’s
den
Stu
Low
College
provides
Current
Dev
Ed
model
ACE
MODEL
usual
services
of
outside-‐class
support
services
24/7
Curriculum-‐based
Peer
Network
Support
Types
of
Student
Support
15
Intensity
of
Student
Support
Student
Support
Cost
Comparison
High
Current
Dev
Ed
model
COST
OF
DELIVERY
of
outside-‐class
support
services
Med
College
provides
24/7
Curriculum-‐based
Low
usual
services
Peer
Network
Support
INTENSITY
OF
STUDENT
SUPPORT
16
8
10. 4/7/11
Personal
Competencies
Team
work
Self-‐discipline
Seeing
styles
of
others
Compassion
Non-‐violent
communica3on
4/6/11
Academic
Competencies
Analyzing
informa3on
Becoming
an
expert
Developing
solu3ons
&
plans
Learning
to
work
in
teams
Purng
thoughts
into
speech
Wri3ng
at
college-‐level
Learning
math
4/6/11
10
11. 4/7/11
How
is
ACE
different
than
other
programs?
• Repairs
the
damage
done
by
past
educa@onal
experiences
• Transforms
student
from
the
inside
out
• Helps
them
believe
they
can
do
it
• U@lizes
strength
of
student:
social
jus@ce
focus
• Creates
a
virtual
dorm
through
the
cohort
model
What
we
do
We
take
students
who
know
how
to
survive
&
persist
Help
them
translate
these
strengths
into
the
academic
environment
So
they
become
more
effec@ve
people,
not
just
more
effec3ve
students
11
12. 4/7/11
How
we
do
it
Transform
student
from
the
inside
out
Recognize
the
importance
of
the
affec3ve
domain
Repair
damage
done
by
past
life
experiences
U3lize
strength
of
student:
social
jus3ce
focus
Help
them
believe
they
can
do
it
Synthesize
diverse
theories
&
prac3ces
Affec@ve
Domain
Rela3onship
to
Self
Rela3onship
to
Others
Self-‐Iden3ty
–
Am
I
a
student?
A]uned
communica3on
Self-‐Efficacy
–
Can
I
make
it
in
Empathy
&
social
awareness
the
academic
world?
Leadership
&
team
work
Self-‐Determina3on
–
What
Social
&
emo3onal
learning
professional
career
do
I
want?
Belonging
&
community
Self-‐Organiza3on
–
Can
I
set
&
achieve
goals?
Self-‐Regula3on
–
Can
I
control
myself
to
achieve
what
I
want?
12
13. 4/7/11
Repair
Damage
Create
the
condi3ons
for
learning
by
allevia3ng
symptoms
such
as:
Hyper-‐arousal
Loss
of
concentra3on
Emo3onal
numbing
Intrusive
thoughts
Bio-‐reac3on
on
minor
s3muli
Diverse
theories
&
prac@ces
Social
learning
theory
Self-‐efficacy
theory
Self-‐regula3on
theory
Language
immersion
theory
Neuroplas3city
theory
13
14. 4/7/11
How
does
ACE
curriculum
benefit
students?
Promotes
persistence
to
later
semesters
How
does
ACE
curriculum
benefit
students?
Promotes
persistence
to
later
semesters
Accelerates
them
through
the
remedial
sequence
to
transfer-‐level
courses
14
15. 4/7/11
How
does
ACE
curriculum
benefit
students?
Promotes
persistence
to
later
semesters
Accelerates
them
through
the
remedial
sequence
to
transfer-‐level
courses
Helps
them
accumulate
college
&
transfer-‐level
credits
faster
Underprepared
Students
&
Ins3tu3ons
QUESTIONS
TO
EXPLORE
TODAY
Context
Underprepared
students
and
Ins3tu3ons
What
is
the
Academy
for
College
Excellence
(ACE)?
What
are
the
needs
of
underprepared
student?
What
approaches
work
with
these
students?
What
do
colleges
need
to
do
to
address
these
students?
30
15
16. 4/7/11
What
do
Colleges
Need?
#1
• Develop
the
capacity
for
ac3on
and
change
• ACE
Faculty
Experien3al
Learning
Ins3tute
and
Professional
Development
workshops
– Faculty:
learn
to
work
collabora3vely
with
peers
– Colleges:
create
a
culture
of
effec3ve
ac3on
and
change/innova3on
ACE
Adop3on
Methodology
MAJOR
STAGES
OF
ACE
PARTNER
COLLEGE
RELATIONSHIPS
QUALIFYING
STAGE
Discovery
Due
Commit-‐ Transi3on
Imple-‐ STAGE
ACTIVATING
Live
SUSTAINING
STAGE
Steady
Scaling
Ins3tu-‐
Diligence
ment
Planning
menta-‐
Cohorts
State
3onaliza-‐
(3
to
6
months)
(3
to
93ononths)
m
(2
to
5
years)
3on
Phase
1
Phase
2
Phase
3
Phase
4
Phase
5
Phase
6
Phase
7
Phase
8
Phase
9
SUSTAINING
•
Scaling
•
Ins3tu3onaliza3on
ACTIVATING
•
Steady
State
•
Transi3on
•
Implementa3on
QUALIFYING
•
Live
Cohorts
•
Discovery
•
Due
Diligence
•
Commitment
32
16
17. 4/7/11
ACE
Adop3on
Methodology
THE
WORK
OF
ADOPTION
IS
COORDINATED
IN
EACH
OF
5
TRACKS
QUALIFYING
Discovery
Due
Commit-‐ ACTIVATING
Live
Transi3on
Steady
SUSTAINING
on
Scaling
STAGE
ment
Diligence
Planning
STAGE
Cohorts
State
STAGE
Phase
1
Phase
2
Phase
3
Phase
4
Phase
5
Phase
6
Phase
7
Phase
8
Phase
9
Management
Of
Change
Curriculum
Professional
Development
Scheduling
Recrui@ng
&
Student
Support
33
ACE
Adop3on
Model
ACE
WORKSHOPS
AND
TOOLS
PROVIDE
SUPPORT
AS
NEEDED
QUALIFYING
Discovery
Due
Commit-‐ ACTIVATING
Live
Transi3on
Steady
SUSTAINING
on
Scaling
STAGE
ment
Diligence
Planning
STAGE
Cohorts
State
STAGE
Phase
1
Phase
2
Phase
3
Phase
4
Phase
5
Phase
6
Phase
7
Phase
8
Phase
9
Management
Workshop
Of
Change
Intersec3on
of
a
Track
+
Phase
ACE
Module
name
“ACE
302-‐C”
means
Curriculum
302-‐C
Curriculum
Track
near
Phase
3
Professional
Development
Tools
&
Services
Scheduling
ACE
SEA
(Self-‐Efficacy
Assessment)
tool
is
an
example
of
ACE’s
early
warning
system
Recrui@ng
&
ACE
Student
Support
SEA
34
17
18. 4/7/11
What
do
Colleges
Need?
#2
• Understand
the
impact
of
their
interven3ons
• Describe
the
theory
of
change
and
why
the
interven3on
works
Pathway
to
Solu3ons
Ar@culated
Final
Program
Problems
Iden@fy
Design
• Academic
Needs
Theories
&
Solu@on
Pilo@ng
• Risk
Levels
Methods
Ac@vi@es
Solu@ons
• Vulnerabili3es
36
18
19. 4/7/11
ACE
Student
Outcomes
Logic
Model
Short-‐term
Intermediate
Long-‐term
Ac@vi@es
Outcomes
Outcomes
Outcomes
(Bridge
Semester)
Personal
development
ACE
•Self-‐efficacy
Curriculum
•Self-‐esteem
and
Pedagogy
•Awareness
________
•Hope/op@mism
Enrollment/
•Iden@ty
as
college
Persistence
Target
and
Founda@on
Course
student
Persistenc
Recruit
e
Skills
&
Knowledge
Credits
Students
Bridge
•Academic
Semester
•College
&
Career
•Professional
behaviors
Academic
Achievement
and
Support
21st
Century
Skills
Progress
•Communica@on
&
Comple@on
Approach
Listening
•Leadership
Self-‐Efficacy
_______
•Teamwork
Cohort
Peer
Support
Network
Model
Credits
Earned
Assump@ons
• Community
colleges
represent
a
realis3c
avenue
to
higher
educa3on
and
success
in
life,
but
low-‐
income,
underprepared
students
who
reflect
a
combina3on
of
risk
factors
are
oxen
not
well
served
by
those
colleges
through
developmental
educa3on
programs.
• Students
from
high
risk
groups
must
be
given
the
opportunity
through
transforma3ve
educa3onal
experiences
to
develop
the
essen3al
knowledge,
technical
skills,
and
creden3als
that
will
allow
them
to
succeed
in
the
workplace.
37
Promote
Integrity
to
ensure
student
outcomes
Integrity
to
the
curriculum
Integrity
to
the
model
as
Integrity
to
the
model
as
experienced
by
the
it
is
implemented
in
a
as
implemented
by
the
students
cohort
college
• Founda3on
Course
• Behavior
System
• English
/
Math
accelera3on
• Team
Self
Management
• Faculty
lead
role
• FC
teacher
also
teaches
one
• Social
Jus3ce
Research
• Faculty
cohort
role
of
the
Bridge
courses
Course
• FELI
training
To
promote
integrity:
• Create
ACE
Integrity
Architecture
to
clearly
define
requirements;
embed
in
adop3on
methodology
• Deliver
workshops
and
ins3tutes
to
transfer
understanding
of
ACE
curriculum
and
approach
• Provide
adop3on
support
to
faculty,
staff
and
administrators
regarding
implementa3on
and
scaling
• Create
and
implement
cer3fica3on
program
for
master
mentors
and
teachers
• Collect
and
analyze
student
outcomes
data
and
feedback
• Develop
regional
events
to
share
experiences
and
develop
new
ideas
19
20. 4/7/11
Model
of
Factors
Related
to
ACE
Program
ACE Sources of Psychological Outcomes
Program Self-Efficacy & Processes
Components Identity
Enactive Mastery
Academic & Career Self- Performance
Curriculum
Efficacy
Vicarious Experiences
Faculty Academic & Career Behaviors
Identity
Social Persuasion
Peer Support
Leadership & Teamwork Attitudes
Efficacy
Emotional Experience
39
Understanding
the
Student
Vulnerability
Profile
40
20
21. 4/7/11
Understanding
the
Student
Vulnerability
Profile
Structural
Equa3on
Model
of
ACE
Process
and
Outcomes
41
Na3onal
Science
Founda3on
Funded
Studies
Data
Collec3on
and
Evalua3ons
Funded by National Science Foundation Advanced Technology Education (ATE) grants
Higher Education Evaluation and Research Group (HEERG)
N. Badway (2005 and 2007)
Two longitudinal studies examined characteristics of participants in
the Foundation Course and Bridge Semester and the personal and
academic growth related to participation.
Report 1 Student
Outcomes
Evalua<on
Compares outcomes before and after DBA (now called ACE) to
aggregate statistics on California community college students.
Report 2 Persistence
and
Achievement
Analyzes retention, credits earned, and GPA during the DBA (ACE)
program; persistence, credit accumulation, and grade point change
subsequent to the first semester of DBA (ACE); and compares
outcomes to other Cabrillo College students.
Academy
for
College
Excellence
(ACE)
was
formerly
known
as
Digital
Bridge
Academy
(DBA)
42
21
22. 4/7/11
University
of
California
Faculty
Training
Studies
Data
Collec3on
and
Evalua3ons
Funded by The James Irvine Foundation⌃ and The William and Flora Hewlett Foundation*
Center for Justice, Tolerance & Community
at University of California Santa Cruz
Three studies in 2006 and 2007
⌃Passing the Torch: An Evaluation of the Digital Bridge Academy Replication
(London, Smith, and George, 2006)
Examined the pilot phase of faculty training, course curriculum and principles;
Found that students of all ethnicities and geographic locations respond
positively to the Foundation Course, and that the training approach was
successful in helping faculty new to the DBA (ACE) embrace its components.
⌃Policy and Institutional Issues Related to Digital Bridge Academy Replication
(Navarro, Smith, George, and London, 2006)
Discussed the policy-related issues involved with replicating the program
at other colleges.
⌃* Feeding The Fire: Professional Development and the Digital Bridge
Academy Faculty Training
(Schirmer, Rosner, London, Bullock, 2007)
Examined how
DBA
(ACE) philosophy
and
curriculum
aid
faculty
in
teaching
their
DBA
and
non-‐DBA
(ACE)
courses; and the broader implications this has for faculty
and community colleges.
Academy
for
College
Excellence
(ACE)
was
formerly
known
as
Digital
Bridge
Academy
(DBA)
43
Columbia
University
CCRC
Longitudinal
Study
Data
Collec3on
and
Evalua3ons
Funded by The James Irvine Foundation⌃ and The William and Flora Hewlett Foundation*
Columbia University: Community College Research Center
Jenkins, D., Hayward, C. (2009)
Educational Outcomes of the Academy for College Excellence:
Findings from a Multivariate Analysis
Compared educational outcomes of the first nine cohorts of DBA
(ACE) students with other students at Cabrillo who did not
participate in the program. This study found significant positive
effects for participation in both the accelerated and non-
accelerated versions of the DBA (ACE).
Academy
for
College
Excellence
(ACE)
was
formerly
known
as
Digital
Bridge
Academy
(DBA)
44
22
23. 4/7/11
Gates
Founda3on
Funded
Longitudinal
Studies
Data
Collec3on
and
Evalua3ons
ACE
Evalua3on
Design– for 5 year longitudinal study
Funded by Bill and Melinda Gates Foundation
MPR Associates (2010-2015) in progress
Evaluation of the Academy for College Excellence and its
Variations at other Community Colleges
Rigorous
quan3ta3ve
evalua3on
of
ACE
and
various
implementa3ons
of
the
model
on
other
campuses.
Evalua3ng
both
the
student
program
and
the
Faculty
Experien3al
Learning
Ins3tute
(FELI).
Measures
of
student
self-‐efficacy
and
other
personal
growth
indicators
will
be
analyzed
with
rela3on
to
achievement
outcomes
and
student
reten3on.
Will provide the Academy, the Gates Foundation, and
participating colleges with data and information that will
support ongoing program improvement and contribute
knowledge to the field about features of the model that
relate most strongly to positive outcomes for students.
45
What
do
Colleges
Need?
#3
• Ability
to
facilitate
change
to
adopt
and
scale
innova3ons
– Educa3onal
approach
to
faculty
development
and
college
leadership
capacity
building
23
24. 4/7/11
What
has
ACE
learned
about
scaling?
CODIFY
TEST
STRATEGIZE
MANAGE
THE
CHANGE
47
What
has
ACE
learned
about
scaling?
CODIFY
Use
replicable
ar3facts
•
ACE
Curriculum
Kits
(curriculum,
training)
to
codify
•
ACE
Professional
Development
key
insights
and
promote
integrity
Document
a
clear,
detailed
•
ACE
Adop3on
Methodology
approach
to
implemen3ng
the
•
ACE
Integrity
Architecture
innova3on
at
new
ins3tu3ons
48
24
25. 4/7/11
What
has
ACE
learned
about
scaling?
TEST
• Five
40-‐hour
pilots
tes3ng
nine
Pilot
test
the
curriculum
sets
of
curriculum
Check
to
be
sure
it
can
be
taught
• Third-‐party
study
by
non-‐founders
• Train-‐the-‐trainer
test
• Scaling
bonus
for
colleges
to
go
Run
tests
that
“push
the
beyond
current
cohort
level
envelope”
revealed
barriers
49
What
has
ACE
learned
about
scaling?
STRATEGIZE
• ACE
Regional
Adop3on
Model
Look
for
economies
of
scale
in
the
for
Bridge
Semester
rollout
strategy
• But
not
for
standalone
Professional
Development
Determine
all
roles
that
are
cri3cal
for
success
(not
just
• ACE
Adop3on
Workshops
faculty
but
also
administrators
and
staff)
and
train
them
Be
clear
about
what’s
required
vs.
• ACE
Integrity
Architecture
recommended,
and
promote
• ACE
Integrity
Audit
replica3on
integrity
50
25
26. 4/7/11
What
has
ACE
learned
about
scaling?
MANAGE
THE
CHANGE
• Not
just
tops-‐down
but
also
Shared
governance
requires
bo]oms-‐up
approaches
shared
sponsorship
• Bring
together
mul3ple
levels
&
silos
Look
at
the
larger
system
• ACE
Elements
Drive
Systemic
Change
and
work
those
levers
• Early
adopters
Understand
the
mo3va3on
–
Being
part
of
the
movement
of
your
early
adopters
vs.
• Mainstream
adopters
mainstream
adopters
and
–
Making
a
living
while
doing
adapt
rewards
accordingly
something
good
51
Underprepared
Students,
Underprepared
Ins3tu3ons:
Transforma3on
360º
WASC-‐Sr
2011
Academic
Resource
Conference
Diego
Navarro
www.my-‐ace.org
Founding
Director
&
diego@my-‐ace.org
Instructor
26