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Academic Program Development and Accreditation Course

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These are the slides for our free course. You can find the course on Udemy at:
https://www.udemy.com/academic-program-development-and-accreditation/
and the YouTube Course Playlist at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0VhgBZxVBfZUmt49heXPnhh

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Academic Program Development and Accreditation Course

  1. 1. Academic Program Development and Accreditation Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  2. 2. 4 Course Series in Udemy 4. Faith and Learning Integration 2. Instructional Design for Online and Blended Courses 3. Academic Program Development 1. Disruptive Innovation in Higher Education
  3. 3. Course Outcomes After completing this course, you should be able to:  Design courses in Udemy (or in an unaccredited organization) for academic credit  Design an effective higher education academic degree or certificate program  Collect stakeholder feedback and conduct online research of similar programs to determine effective program design  Develop program outcomes and an outcome map to courses  Develop values integration for those in Christian higher education, ministry, missions agency or churches providing high-quality unaccredited, semi- accredited and non-formal education  Apply lean startup principles and agile methods to academic program design to adapt to resource-constrained environments  Complete the documentation needed to submit an academic program for review to an accreditor (or design program documentation to support alternative methods to accreditation in contexts where that is needed)
  4. 4. Target Audience  Udemy course designers that would like to create courses for credit  Educators that would like to get their programs accredited  Department chairs or other designers of accredited degree or certificate programs  Udemy course developers wanting their students to get academic credit for their courses  Educational program directors at non-accredited institutions wanting their programs to be able to be accepted as transfer credit to accredited institutions  A particular focus will be on Christian educators and/or those serving the poor or in developing countries  Educators interested in developing online or blended learning for adult learners  Those who value pragmatism and cost-effectiveness in education  Potential partners with City Vision University that would like to co-develop a program to submit for accreditation
  5. 5. Course Requirements and Corequisites  Course requirements. It would be helpful to: ◦ Have some experience with developing educational programs and a general idea of goals and potential courses that would make up your academic program ◦ Have some experience with teaching or developing courses
  6. 6. What Makes this Course Unique 1. This course uses proven disruptive innovation models in academic program design. 2. This course is designed around constructivist learning philosophy so that you will learn program design through building a program to meet accreditation requirements. 3. Second, this course will provide very practical Creative Commons worksheets and templates for you to use and reuse in building your program and seeking accreditation.
  7. 7. How You Can Help  Our goal is to significantly expand access to higher education globally ◦ This course is largely a volunteer driven project of Christian Higher Education Innovation Alliance (cheia.org), which is a charity-driven collaboration of 100+ leaders to enable the global growth of post-secondary education serving the majority world and the poor.  Ways you can help and participate ◦ Contribute templates, resources and suggestions to improve the course ◦ Spread the word about this course ◦ If interested, join CHEIA’s Google Group ◦ Take our other free courses
  8. 8. How to Design Courses in Udemy for Academic Credit Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  9. 9. MIT’s edX Micromasters in Supply Chain Management as a Model 243,000 Free edX non-credit MOOC Participants 1,900 Certificate Students (pay $1,350, 622 complete) 40 Degree Students
  10. 10. City Vision MOOC Certificate Strategy and Funnel Free MOOC Students in Udemy Accredited Instance of Udemy Courses in LMS Complete Certificate Degree Programs
  11. 11. Design Tips for Developing Accredited Courses in Udemy  Design so the accredited version is as similar as possible to Udemy version ◦ View Udemy course as courseware assigned in your accredited course in your Learning Management System (LMS) ◦ Design Udemy course with the same number of sections as you have weeks in your LMS course, and assign one Udemy section per week in LMS.  Weekly design in LMS ◦ Assign Udemy section for that week as required materials ◦ Mirror Udemy assignments in LMS for each week ◦ Enter grades in LMS with comments or links to comments  Assessment Design ◦ Project-based courses work best, given Udemy’s design ◦ Consider using Google Classroom in parallel if needed to assist students in creating templates and to allow for collaborative editing ◦ Use peer response assignments rather than forums since Udemy does not support forums
  12. 12. Strategy for Accredited Institutions  Submit courses to accreditor (as required) explaining that the Udemy instance of your course is courseware ◦ Many schools use courseware like Pearson and McGraw Hill, so accreditors and government regulators have a framework for handling courseware  Timing Consideration ◦ Students can take Udemy course at any time ◦ Students sign up for accredited course like they would any other course and need to follow timeline for that course  Government Aid Consideration ◦ US Federal Student Aid (Title IV) will not allow federal aid for self-paced courses. To address this, only allow students to access each week’s assignment after that week opens. ◦ Competency-based or self-paced courses will allow for students to submit entire course assignments at once.
  13. 13. Strategy for Unaccredited Organizations  Design your course so it looks like an accredited course (syllabus, hours requirements). ◦ US: Carnegie hour definition 45 hours of activity per credit hour. ◦ ECTS: one credit typically 25 to 30 hours of work.  When possible, design your course to be project-based or portfolio-based. ◦ Most schools will have a prior learning portfolio process, so design the final project to be able to serve as the portfolio.  Provide institutions accepting your credit with documentation similar to what would be provided to an accreditor. ◦ Use standard course names and course outcomes. Show that your course meets standard course outcomes.  Seek out partners that will provide articulation agreements for your credit.  Consider alignment with ACE Credit Recommendations, NCCRS, CLEP, AP or other credit exams
  14. 14. Proven Unbundling/Rebundling Models to Get Credit for Unaccredited Courses & Programs Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  15. 15. Tools and Models for Transnational and Alternative Credit Paths Non-Accredited Programs 1. Non- Government Recognized Accreditation (i.e. ICETE) 2. Articulation Agreements 3. National Vocational Qualifications 4. Transnational Validation and Franchises 5. Prior Learning Portfolios 6-8. MOOCs, Standarized Exams, Etc. See my Clayton Christensen Institute article (Part 1, Part 2)
  16. 16. Open Source Software & Open Courseware Business Models Open Source Software (Linux, Drupal) Customized Products & Consulting (Red Hat/IBM, Acquia) Open Courseware (ThirdMill, Saylor City Vision MOOCs) Customized Academic Programs & Consulting (City Vision)
  17. 17. ThirdMill Courses City Vision MOOCs City Vision Accredited Courses Custom Program Design Collaboration with City Vision and Partner Submitted to Accreditor as Needed Partner Developed Courses Other Partners Standard ThirdMill Programs EMI Program St. Matthew’s Program Culturally Contextualized Custom Programs Partnering & Consulting Courses Unbundling, Rebundling and Custom Program Development Saylor Academy Degree Path Saylor Courses
  18. 18. City Vision’s Ministry Certificate Path Partnership with ThirdMill 600,000 Free ThirdMill non-credit MOOC Participants 100 Certificate Students (pay $1,200 in total) Degree Students
  19. 19. City Vision’s Degree Path Partnership with Saylor Academy Saylor Academy Students (millions) Saylor Associate’s Degree Path (pay $2,000 in total) Bachelor’s Path ($5,000 in Total)
  20. 20. ThirdMill Courses City Vision MOOCs City Vision Accredited Courses Collaborative Custom Program Design by City Vision and EMI Partner Developed Courses 12 Credit Custom Graduate Certificate in Christian Studies for Engineering Ministries International Culturally Contextualized Custom Programs Partnering & Consulting Courses Custom Certificate Path for Engineering Ministries International • Bible • Theology • Vocation, Calling & Purpose of Work • Theology of Technology • Cross-Cultural Management & Ministry Non-Credit Students Taking Free Versions
  21. 21. ThirdMill Courses City Vision MOOCs City Vision Accredited Courses Collaborative Custom Program Design by City Vision and Wheeler Prior Learning Assessment Process Partner Developed Courses Custom Degree Path for Wheeler Mission Culturally Contextualized Custom Programs Partnering & Consulting Courses Custom Certificate Path for Wheeler Mission • Biblical Counseling Program
  22. 22. ThirdMill Courses City Vision MOOCs City Vision Bible Courses Collaborative Custom Program by City Vision and St. Matthew’s Designed for Blended Learning with Local Facilitation Partner Developed Courses Custom Certificate Path for St. Matthew’s House in Ministry or Addiction Counseling Culturally Contextualized Custom Programs Partnering & Consulting Courses Custom Certificate Path for St. Matthew’s House (in development) • The 12 Steps: a Spiritual Journey• Vocation, Calling & Purpose of Work • Addiction Counseling Certification Non-Credit Students Taking Free Versions
  23. 23. Who City Vision Partners with on Joint Program Development  Based on our mission, we typically seek out faith-based partners that are serving ◦ The poor, addicted and underserved ◦ The developing world  Three Options for partnering ◦ Option 1: You develop unaccredited training for evaluation for credit by City Vision (Wheeler Mission, YWAM UofN, TUMI, Mission Year) ◦ Option 2. You co-design a program path using a combination of City Vision courses and new custom courses we get accredited (Engineering Ministries International, St. Matthews) ◦ Option 3. We co-design an entirely new program for accreditation (Thirdmill Seminary)  If interested in partnering, contact us at web.cityvision.edu/partnering/
  24. 24. Academic Program Planning and Assessment Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  25. 25. Organizational Strategic Planning Process Situation Assessment • Organizational Assessment • Analysis (SWOT, etc.) Goals & Outcomes • Mission, Vision & Values • Institutional Level Outcomes: high level goals • Measurable Detailed Goals (SMART) & KPIs Implementation Plan • Strategic Steps & Milestones • Work Plan & Specifications
  26. 26. Relationship between Strategic Plan & Institutional Effectiveness Plan Source: Nichols, J. O., & Nichols, K. W. (2005). A Road Map for Improvement of Student Learning And Support Services Through Assessment. Agathon Pr.
  27. 27. Hierarchy, Theory of Assessment & Backward Design Mission Administrative & Educational Support Outcomes Institutional Learning Outcomes Program Learning Outcomes (PLO) Degree A Course Learning Outcomes (CLO) Course A Course Learning Outcomes (CLO) Course B Unit Learning Outcomes (ULO) Assessment Assessment Signature (Summative) Assessment Unit Learning Outcomes (ULO) Assessment Assessment Signature (Summative) Assessment Program Learning Outcomes (PLO) Degree B General Education Learning Outcomes Each Level Needs to: • Fit within the scope of the level above it • Have Outcome Measures to Prove that the Outcomes Above it Were Achieved Proof Content Content Content Content • Backward design means Outcomes first, then assessment, then content
  28. 28. Program Learning Outcomes (PLOs)  Often “flow” from Institution Level Outcomes (ILO) and/or mission.  Should be clearly defined and measurable.  Should be reasonably attainable.  Include the development of skills, providing job-related training, the imparting on knowledge and information, the training in the application of knowledge and skills and the development of desirable habits and attitudes. Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman
  29. 29. Course Learning Outcomes (CLOs)  Describe what learners should be able to know or do at the conclusion of a specific course. They include what the learner will not only be able to do, but also how well they can do it and under what conditions  Support the mastery of PLO  Should link up (“map”) to the PLO – and ILO/Mission Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman
  30. 30. Academic Program Design Models Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  31. 31. ADDIE Model Image Source: https://commons.wikimedia.org/wiki/File:Skema_ADDIE.jpg YouTube Video on ADDIE Model
  32. 32. Importance of Adaptive Design: Traditional ADDIE (Waterfall) Backward Program Design Audience is Traditional Students Outcomes for Well-Defined Fields Assessments Based on Known Outcomes Instruction with Known Content Available Evaluation Feedback Iteration Is Years
  33. 33. Technical vs Adaptive Challenges Technical Challenges  Clearly defined  Can be solved by experts  Can be resolved in short(er) time  Can be solve through authority  Requires information learning without paradigm shift Adaptive Learning  Problem and approach undefined  Not necessarily solvable  Long-term process solution  Solved in partnership of leader and community  Must develop new paradigm Source: Leadership on the Line, 2002, by Martin Linsky, Ronald A. Heifetz
  34. 34. Successive Approximation Model (SAM) Provides a more iterative, lean approach with faster feedback cycles than traditional ADDIE Image Source: https://ilite.wordpress.com/2015/03/11/iterative-e-learning-development-with-sam/ YouTube Video on SAM - Successive Approximation Model
  35. 35. Importance of Adaptive Design: Optimal Design Methodology Changes Based on Environment DESIGN APPROACH PROBLEM: We know what customers want (the field doesn’t change much) SOLUTION: We know how to deliver it (tech & resources don’t change much) Waterfall √ √ Agile √ no Lean Startup no no Source: http://www.slideshare.net/NatalieHollier/lean-strategymeetup-small/
  36. 36. Project Management: Waterfall vs. Agile vs. Lean Design Source: http://www.slideshare.net/NatalieHollier/lean-strategymeetup-small/ (Traditional ADDIE & Assessment Plans)
  37. 37. Lean Startup Process Build MeasureLearn Product (start with MVP) Data Pivot Maximize Loop Iteration Speed Ries, E. (2011). The Lean Startup: How Today’s Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses (First Edition). Crown Business.
  38. 38. The Challenge: Rapid Growth of Higher Education Globally 100 Million Students in 2000 263 Million Students in 2025 (84% of growth in the developing world) Sources Karaim, R. (2011). Expanding higher education: should every country have a world-class university. CQ Global Researcher, 5(22), 525–572. Lutz, W., & KC, S. K. (2013). Demography and Human Development: Education and Population Projections. UNDP-HDRO Occasional Papers, (2013/04). Retrieved from http://hdr.undp.org/sites/default/files/hdro_1304_lutz_kc.pdf 137 Million New Students in Developing Countries by 2025 4.9 billion middle class globally by 2030
  39. 39. Priorities for Project Management Triangle for Course Design Vary Based on Environment Practical Application/ Adaptive Revision Frequency (time) Cost Quality (scope) Developing Countries Western Countries 1. Fixed Cost Design vs. Fixed Quality Design How does design change if cost must be 1/10th or 1/100th (as in Ethiopia)? 3. Quality and Cultural Contextualization Since the foundation of most materials is for middle-class Western audiences, cultural contextualization is a much larger part of the definition of quality outside of Anglo contexts. 2. More Adaptive Design & Practical Application Cultural minorities with limited resources often face environments with more unknowns than Western educators who are in a more homogeneous globally dominant culture, thus requiring more adaptive design.
  40. 40. How Do You More than Double Access to Higher Education in 25 years? Design for 4 Interrelated Uncertainties Changing Students Changing Goals Affordable Content Availability Costs Different students based on different goals, content and costs. $1,000 degree vs. $10k degree vs. $100k degree What goals are realistic given the students, costs and content? Different costs, goals and students will present different content options + content & platforms are rapidly changing. Different content availability, goals and students will allow radically different costs.
  41. 41. Academic Program Needs Analysis and Research Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  42. 42. Methods of Needs Analysis  Mostly done by larger institutions in large degree markets ◦ Purchase industry research reports ◦ Local government or industry agencies and research studies ◦ Surveys, Focus Groups, Working Groups  Smaller Institutions or Adaptive Problems ◦ Lean Startup Methods ◦ Online market research ◦ Interviews  All Institutions ◦ Comparable programs ◦ Assessment models ◦ Licensing standards
  43. 43. Program Needs Analysis and Research Process Program Outcomes, Courses & Curriculum Map 1. Org Mission, Objectives, Faculty Input & Institutional & GE Learning Outcomes 2. Needs of Students & Employers (Advisory Board) 3. National, Industry and Licensing Standards 4. Research Comparable Programs: Courses, Outcomes, Concentration s & Sequencing External Stakeholder Needs Internal Stakeholder Needs & Priorities External Standards Learning from Field
  44. 44. Needs Analysis: Aligning Program Outcomes with General Education, Institutional Learning Outcomes and Standards Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  45. 45. Program Needs Analysis and Research Process Program Outcomes, Courses & Curriculum Map 1. Org Mission, Objectives, Faculty Input & Institutional & GE Learning Outcomes 2. Needs of Students & Employers (Advisory Board) 3. National, Industry and Licensing Standards 4. Research Comparable Programs: Courses, Outcomes, Concentration s & Sequencing External Stakeholder Needs Internal Stakeholder Needs & Priorities External Standards Learning from Field
  46. 46. Hierarchy, Theory of Assessment & Backward Design Mission Administrative & Educational Support Outcomes Institutional Learning Outcomes Program Learning Outcomes (PLO) Degree A Course Learning Outcomes (CLO) Course A Course Learning Outcomes (CLO) Course B Unit Learning Outcomes (ULO) Assessment Assessment Signature (Summative) Assessment Unit Learning Outcomes (ULO) Assessment Assessment Signature (Summative) Assessment Program Learning Outcomes (PLO) Degree B General Education Learning Outcomes Each Level Needs to: • Fit within the scope of the level above it • Have Outcome Measures to Prove that the Outcomes Above it Were Achieved Proof Content Content Content Content • Backward design means Outcomes first, then assessment, then content
  47. 47. Alignment of Outcomes with Standards  US: Lumina’s Degree Qualifications Profile provides standard learning outcomes for all Associate’s, Bachelor’s and Master’s degrees  Europe: Bologna Tuning Process is an agreement between European countries to ensure comparability of higher education qualifications  National Qualification frameworks  Accreditors standards  Goal should be to align with standards to the extent required and where they support your mission and outcomes
  48. 48. Lumina’s Degree Qualification Profile Grid
  49. 49. Mapping DQP for Degree and Institutional Profiles
  50. 50. AAC&U LEAP Essential Learning Outcomes & VALUE Rubrics
  51. 51. National Vocational Qualifications  150 countries around the world now have national qualifications frameworks or NQFs  Often are divided into vocational and university level qualifications  Much more modular and flexible than degrees  Typically tied to international standards dominated largely by the UK and Europe Source: http://www.universityworldnews.com/article.php?story=20170328000916417
  52. 52. European Qualification Framework (EQF) Source: https://en.wikipedia.org/wiki/European_Qualifications_Framework Level Knowledge Skills Example In the context of EQF, knowledge is described as theoretical and/or factual. cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments). Level 1 Basic general knowledge basic skills required to carry out simple tasks (UK) RQF entry level 3. Level 2 Basic factual knowledge of a field of work or study basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools (UK) GCSE Grades D-G, RQF Level 1, Lower secondary school Level 3 Knowledge of facts, principles, processes and general concepts, in a field of work or study a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information (UK) GCSE Grades A*-C, RQF level 2 Level 4 Factual and theoretical knowledge in broad contexts within a field of work or study a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study (UK) A-level, RQF level 3, vocational school Level 5 Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems (UK) HNC, HND, Foundation Degree, RQF levels 4 & 5, Certificate of Higher Education, Diploma of Higher Education, Level 6 Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study (UK) Bachelor's degree, RQF level 6, Graduate Certificate, Graduate Diploma; Level 7 Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or researchCritical awareness of knowledge issues in a field and at the interface between different fields specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields (UK) Master's degree, Postgraduate Certificate, Postgraduate Diploma, RQF level 7; Level 8 Knowledge at the most advanced frontier of a field of work or study and at the interface between fields the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice Doctorate, PhD, Professional Doctorate, (Italy) Dottorato di ricerca, RQF level 8.[2]
  53. 53. Writing Effective Program Outcomes Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  54. 54. Writing Effective Learning Outcomes  Remember that learning outcomes describe what learners should be able to know or do at the conclusion of a lesson/unit, course, or program.  When writing effective learning outcomes, consider the following: ◦ Identify the concept you want students to learn (e.g., scientific method). ◦ Identify the level of knowledge you want students to attain (e.g., application of scientific method) ◦ Identify the verb that describe the observable behavior you want students to demonstrate (e.g., apply the scientific method) ◦ Identify any additional context or criteria for the learning outcome (e.g., apply the scientific method to the explanation of life in outer space) ◦ Identify the level of student you are developing these learning outcomes for (e.g., first year undergraduate, master’s, doctoral)
  55. 55. Using Bloom’s Taxonomy for Writing Learning Outcomes  Bloom’s Taxonomy is a classification of educational goals.  Intended as a tool for curriculum planning, delivery, and assessment.  There are six different levels, starting with lower order skills like remembering, understanding to higher order skills like evaluating and creating.  Each level of learning has a corresponding set of actionable verbs aimed at assessing student learning.
  56. 56. Bloom’s Taxonomy with Action Words Remember (recall facts and basic concept)  Define  Duplicate  List  Memorize  Repeat  State Understand (explain ideas or concepts)  Classify  Describe  Discuss  Explain  Identify  Locate  Recognize  Report Apply (use information in new situations)  Execute  Implement  Solve  Use  Demonstrate  Interpret  Operate  Schedule Analyze (draw connections among ideas)  Differentiate  Organize  Relate  Compare  Contrast  Distinguish  Examine  Experiment Evaluate (justify a position or decision)  Appraise  Argue  Defend  Judge  Select  Support  Value  Critique Create (produce new or original work)  Design  Assemble  Construct  Conjecture  Develop  Formulate  Author  Investigate
  57. 57. Writing Effective Learning Outcomes Verb Noun Context (optional) The actionable verb corresponding to the different levels of Bloom’s Taxonomy The noun refers to the knowledge, skills, and abilities you want students to learn. The context indicates where, when, or how the outcome will be applied. Example: Identify (verb) the seven steps of the research process (noun) when writing a research paper (context).
  58. 58. Using Bloom’s for Measuring Learning at the Varying Levels Based on story of Goldilocks and Three Bears  Remember: Describe where Goldilocks lived.  Understand: Summarize what the Goldilocks story was about.  Apply: Construct a theory as to why Goldilocks went into the house.  Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event.  Evaluate: Assess whether or not you think this really happened to Goldilocks.  Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.
  59. 59. Resources for Writing Effective Learning Outcomes
  60. 60. Faith Integration in Academic Program Development Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  61. 61. Faith Integration at Various Outcome Levels Mission Administrative & Educational Support Outcomes Institutional Learning Outcomes Program Learning Outcomes (PLO) Degree A Course Learning Outcomes (CLO) Course A Course Learning Outcomes (CLO) Course B Unit Learning Outcomes (ULO) Assessment Assessment Signature (Summative) Assessment Unit Learning Outcomes (ULO) Assessment Assessment Signature (Summative) Assessment Program Learning Outcomes (PLO) Degree B General Education Learning Outcomes Content Content Content Content Key Points for Faith Integration Outcomes Depth of Faith Integration Will Vary by Course Subject
  62. 62. Level of Depth of Faith Integration in Various Subjects
  63. 63. Western Bias in Faith-Based Academic Institutions in Bloom’s Domains  Tendency of Western faith-based institutions to significantly overvalue cognitive domains of learning and to devalue affective and psychomotor domains ◦ Strongly reinforced by accreditation structures that focus on assessment of outcomes that are more easily measured ◦ Resulting process teaches objectivism  Need to be intentional at both program level and institutional level to offset this bias ◦ Affective: Invest in mentoring, practicum, community, service learning, spiritual formation, journaling, creative expression, affective questions ◦ Psychomotor: Invest more in and grant credit for internships, practicum, service learning, coops, field experience Source: Shaw, P. (2014). Transforming Theological Education: A Practical Handbook for Integrative Learning. Langham Global Library.
  64. 64. Quotes on Challenges of Faith Integration “While we teach orally ‘the Word became flesh’, too often we teach psychologically and methodologically ‘the Word became text’ - Éla 1988 “In theological education, the easier something is to assess, the less important that something is likely to be.” - Graham Cheesman “No truth is taught by words or learned by intellectual means… Truth must be lived into meaning before it can be truly known.” - Horace Bushnell 1979 Source: Shaw, P. (2014). Transforming Theological Education: A Practical Handbook for Integrative Learning. Langham Global Library.
  65. 65. Importance of Balancing Domains of Learning Result of Over-Emphasizing One Domain of Learning  Overemphasizing the cognitive domain: pride and irrelevance  Overemphasizing affective domain: ignorant pietism & emotionalism  Overemphasizing behavioural domain: empty technical excellence Christian Integration needs to not only integrate faith, but it also needs to provide a holistic balance across all three domains of learning to shape healthy individuals. Shaw, P. (2014). Transforming Theological Education: A Practical Handbook for Integrative Learning. Langham Global Library.
  66. 66. Krathwohl’s Affective Domain Taxonomy Source: https://mochmoch.weebly.com/blog/krathwohls-affective-domain-of-objectives and https://global.indiana.edu/documents/Learning-Taxonomy-Affective.pdf Verbs • acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, uses, verifies • adheres, alters, arranges, combines, compares, completes, defends, explains, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes • completes, describes, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works • answers, assists, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes • asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits erect, replies, uses
  67. 67. Faith Integration in Course and Program Review Rubrics  Best practice is to have faith-integration items based on an institutions values in their course and program evaluation rubrics ◦ Typically it is much more important to have deep faith integration at the program level for every individual course  Can inventory courses and programs by level of faith integration desired and compare to what level is actually there ◦ See OSCQR+ Rubric Tab ◦ Should tie course review rubrics to Institutional Learning Outcomes and General Education Outcomes
  68. 68. Faith Integration in General Education & Institutional Learning Outcomes  Best practice faith-based institutions often put many of their faith- integration learning outcomes in ◦ General Education ◦ Institutional Learning Objectives (or Ideal Graduate Profile)  See sample research links  Other Key Tools ◦ International Council for Christian Higher Education ◦ Spiritual Assessment Tools  Spiritual Transformation Inventory (STI)  ABHE Exams for Bible Knowledge or AP Bible Exam from ExamYard
  69. 69. Design: Academic Faith Integration Dr. Michael Truong Executive Director, Office of Innovative Teaching & Technology Azusa Pacific University www.apu.edu
  70. 70. What is Academic Faith Integration? “Faith integration is informed reflection on and discovery of the relation(s) between the Christian faith within the academic disciplines, professional programs, the arts, and lived practice resulting in the articulation of Christian perspectives on truth and life in order to advance the work of God in the world.” – Azusa Pacific University
  71. 71. What is Academic Faith Integration? “Faith integration is informed reflection on and discovery of the relation(s) between the Christian faith within the academic disciplines, professional programs, the arts, and lived practice resulting in the articulation of Christian perspectives on truth and life in order to advance the work of God in the world.” – Azusa Pacific University
  72. 72. What is Academic Faith Integration? “Faith integration is informed reflection on and discovery of the relation(s) between the Christian faith within the academic disciplines, professional programs, the arts, and lived practice resulting in the articulation of Christian perspectives on truth and life in order to advance the work of God in the world.” – Azusa Pacific University
  73. 73. What is Academic Faith Integration? “Faith integration is informed reflection on and discovery of the relation(s) between the Christian faith within the academic disciplines, professional programs, the arts, and lived practice resulting in the articulation of Christian perspectives on truth and life in order to advance the work of God in the world.” – Azusa Pacific University
  74. 74. Academic Faith Integration Content Knowledg e Christian Faith Academic Faith Integration
  75. 75. Strategies for Academic Faith Integration Compatibility Strategy Emphasizes areas of harmony or compatibility between discipline and faith. Applications include 1) using biblical examples to illustrate disciplinary concepts (e.g., Moses as a leadership model) or 2) showing Christianity’s relevance to disciplinary knowledge (e.g., human nature, beauty, history) Transformationa l Strategy Remakes or transforms the discipline to align with Christian worldview. Applications include 1) advocating the existence of truth, reason, and meaning (e.g., creation of the world) and 2) upholding biblical authority in the discipline (e.g., sin as source of social ills). Reconstructioni st Strategy Replaces faulty foundation of the discipline with Christian worldview. Applications include 1) employing Christian worldview as the organizing principle to interpret the discipline (e.g., replace relativism with absolute truth) and 2) replacing disciplinary assumptions (e.g., replace random chance with God’s sovereignty) *Adapted from Beers and Beers (2008). “Integrating of Faith and Learning” in The Soul of a Christian University: A Field Guide for Educators.
  76. 76. Reflective Questions 1. THE WHAT (the investigation) • What are the foundational assumptions of the issue, course, or discipline? • How do I know that this knowledge claim is true? • Is there an agenda or ideology behind this conclusion? • What is the worldview behind or implied by the claim? 2. SO WHAT? (the interpretation) • How does the claim fit in with the Christian faith? • How could my worldview act as a filter to evaluate this subject? • What ethical questions does the knowledge/expertise in this subject raise? • What does this subject tell us about God? 3. NOW WHAT? (the application) • Where is the hope here? • How might we reclaim this area for the glory of God? • How could the restoration of this issue be a signpost for the kingdom of God? • How could learning in this subject affect my faith development? *Adapted from Beers and Beers (2008). “Integrating of Faith and Learning” in The Soul of a Christian University: A Field Guide for Educators.
  77. 77. Integrative Questions  English: What are the similarities and differences in interpreting the biblical texts and interpreting other literature texts?  Political Science: What is the role of forgiveness in international relations?  Fine Arts: What are the limits, if any, on the freedom for human creative expression?  History: How do alternative views on the “direction of history” (e.g., linear, cyclical, teleological) fit or not fit with the Christian narrative?  Economics: What is the relationship between the quest for profitability and the Christian call for compassion and justice?  Physics: What are the similarities and differences between the use of models in scientific inquiry and the use of models in theological inquiry?  Education: What is the relationship between subject-centered and student- centered teaching pedagogies in light of a Christian perspective on personhood?*Adapted from Beers and Beers (2008). “Integrating of Faith and Learning” in The Soul of a Christian University: A Field Guide for Educators.
  78. 78. Academic Faith Integration Resources https://www.apu.edu/faithintegration/
  79. 79. Curriculum Mapping Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  80. 80. Curriculum Maps in the Assessment Logic Model Mission Administrative & Educational Support Outcomes Institutional Learning Outcomes Program Learning Outcomes (PLO) Degree A Course Learning Outcomes (CLO) Course A Course Learning Outcomes (CLO) Course B Unit Learning Outcomes (ULO) Assessment Assessment Signature (Summative) Assessment Unit Learning Outcomes (ULO) Assessment Assessment Signature (Summative) Assessment Program Learning Outcomes (PLO) Degree B General Education Learning Outcomes Curriculum Maps Show the Linkage Between Program Learning Outcomes and Course Learning Outcomes Proof Content Content Content Content Syllabus Typically Shows the Linkage Between Course Learning Outcomes and Unit Learning Outcomes Signature or Summative Assessments Are Foundational to Curriculum Maps
  81. 81. Goals of a Curriculum Map  Demonstrate Alignment (within a program, between general education and institutional goals, etc.)  Identify where and how particular outcomes are expected, explicitly taught for, and assessed (Ewell, 2013)  Allow for backwards design of the curriculum  Identify role of course pre-requisites  Identify gaps in outcomes/levels (initially)  Identify optimal sequence  Be used as advising tool—identify pathways  Be incorporated in program reviews, a part of refinements/successes  Serve as Key Tool toward Institutional Improvements Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman
  82. 82. Signature Assignment/Embedded Assessment  Embedded in courses (shouldn’t require “double grading”)  Aimed at measuring Program Learning Outcomes as well as course outcomes  Often the same assignment and instrument for each course ◦ Rubric ◦ Exam Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman
  83. 83. Curriculum Mapping Process  Identify PLO’s  Identify courses where PLOs are demonstrated by students  Identify signature assignments and assessments  Identify levels of learning (where does “mastery” occur?)  Create matrix (the Curriculum Map)  Identify (and fix) gaps in outcomes, assignments, assessment  Ensure scaffolding/alignment Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman
  84. 84. Curriculum Map Example Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman
  85. 85. Questions to Evaluate Your Curriculum Map  Are all outcomes presented, in a logical order?  Do all the key courses address at least one outcome?  Do multiple offerings of the same course address the same outcomes, at the same levels?  Do some outcomes get more coverage than others?  Are all outcomes first introduced and then reinforced?  Do students get practice on all the outcomes before being assessed, e.g., in the capstone?  How are electives/pre-reqs figured in? Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman
  86. 86. Developing Program Assessment Plans in Formats Used by Accreditors Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  87. 87. Institutional Effectiveness Paradigm & the Five Column Model Source: Nichols, J. O., & Nichols, K. W. (2005). A Road Map for Improvement of Student Learning And Support Services Through Assessment. Agathon Pr.
  88. 88. Sample 5 Column Model for Program Assessment Undergraduate Nonprofit Management Program Five Column Model Expanded Statement of Institutional Purpose Program Intended Educational Outcomes Means of Assessment and Criteria for Success Summary of Collected Data Use of Results Institutional Mission Statement: to provide radically affordable Christian education to underserved communities via distance learning Institutional Goal: to provide practical undergraduate education to Christians to equip them in their field in social service and social entrepreneurship careers. 1. Understand and apply the roles and responsibilities of a nonprofit board of directors and the management team to provide governance and leadership to the nonprofit organization. 2. Understand and apply basic accounting and budgeting principles in order to successfully manage the finances of a nonprofit organization. 3. Understand and apply basic marketing, communication and fundraising principles in operating a successful nonprofit organization. 4. Understand and apply nonprofit management principles related to program development, ethics, decision-making and nonprofit legal and regulatory requirements. 5. Understand and apply the essential elements of nonprofit human resource management including volunteer management, hiring, firing, supervision and legal considerations. 80% of students shall receive a pass rate score of 70% for final projects and final exams tied to assessing educational outcomes. (direct) Job placement rate of graduates. (indirect) 72.3% of students have achieved a pass score of 70% for final projects and final exams tied to assessing educational outcomes. 95.5% were placed in training related jobs (77.3%), other jobs (4.5%) or went on for advanced degrees (13.7%). Reviewed pass rates for each courses. Identified problems with one faculty and one courses Joy at Work. Course is being rewritten and considering replacing faculty. Developed formal survey and interview questionnaire for graduates and employers to provide more detailed data in future.
  89. 89. Course and Program Evaluation Rubrics Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  90. 90. OSCQR Course Evaluation Rubric
  91. 91. OLC’s Quality Scorecard Suite (free program rubrics)
  92. 92. Developing Key Program Processes, Policies & Documents Needed for Accreditation Dr. Andrew Sears President, City Vision University www.cityvision.edu andrew@cityvision.edu
  93. 93. Final Project: Prepare a Degree Proposal for an Accreditor  Recommend using the Distance Education Accrediting Commission’s application, but may use templates from other accreditors ◦ Assignment: Download and read through Change in Educational Offerings (Degree Programs Part 2) from https://www.deac.org/Seeking- Accreditation/Applications-and-Reports.aspx  Key Components of Proposal ◦ Development of program outcomes ◦ Curriculum map between courses and program outcomes (attachment) ◦ Degree Program Comparison (attachment) ◦ Understand and apply educational theory needed to answer key questions in the accreditation proposal ◦ Develop other key attachments needed in the proposal
  94. 94. About the Distance Education Accrediting Commission (DEAC)  The oldest and premiere US accreditor focused on distance and online education (www.deac.org)  DEAC will accredit institutions outside the US  Why use DEAC in this course? ◦ DEAC is a global model for best practices in accreditation of online education that could be translated in other accreditation contexts ◦ DEAC has extremely thorough documentation and training material needed ◦ Could still use another accreditor if desired  Note the scope of this course is to focus on the degree proposal component of overall accreditation ◦ The full Self Evaluation Report for accreditation is beyond the scope of this course (but this course could get you halfway there)
  95. 95. Key Resources from DEAC  Assignment download and Read through Change in Educational Offerings (Degree Programs Part 2) from https://www.deac.org/Seeking-Accreditation/Applications-and-Reports.aspx  DEAC’s Self Evaluation Resource Template at: https://www.deac.org/Seeking-Accreditation/Applications-and-Reports.aspx  DEAC’s Preparing for Accreditation Free Online Course ◦ https://www.deactraining.org ◦ There is also a free Course for Accreditation Evaluators

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