CollectedCampusResources
RoadmapProjectMeeting
January22,2014
AAC&U
ALAMOCOLLEGES
MyMap for Success AlamoENROLL My Alamo Career Virtual Career and Placement Center Alamo Institutes Description CHATTANOOGASTATECOMMUNITYCOLLEGE
Roadmap ePortfolio Template Additional Links/Resources COMMUNITYCOLLEGEOFALLEGHENYCOUNTY
Roadmap Terms Glossary Campus Communication Plan Template CCAC Roadmap Signature Assignment LANECOMMUNITYCOLLEGE
Steps to Enroll for “First Time in College” Students Tips for Student Success Flyer Advising Resources Lane CLO Poster Lane Core Learning Outcomes First Year Philosophy HIP Survey Questions Draft Integrative Faculty Development Presentation MIAMIDADECOLLEGE
Learning Management System Resources MIDDLESEXCOMMUNITYCOLLEGE
Compilation of ePortfolio Resources MONROECOMMUNITYCOLLEGE
MCC Academies Model Roadmap Project Description and Presentation MCC Roadmap Academies Subcommittee Representation SALTLAKECOMMUNITYCOLLEGE
Faculty ePortfolio Resource Site SLCC ePortfolio Description for Students TIDEWATERCOMMUNITYCOLLEGE
TCC/AAC&U Learning Outcome Rubrics Rubric Sample: Critical Thinking (see website for other rubrics) General Education Assessment Tool for Faculty P.2 P.7 P.10 P.18 P.51 P.56 P.58 P.70 P.74 AlamoColleges
MyMapforSuccess
AlamoENROLL
MyAlamoCareerVirtualCareerandPlacementCenter
AlamoInstitutesDescription
2
MyMAP for Success
Career Development , Transfer and Employability
Deciding
Exploring
Entry & New Student Orientation
Connection
ACES Start Here tab
Outreach & Recruitment
High School Transition
On Campus
Go FAARR!
Financial Aid Saturdays
Dual Credit / Early Admissions
Prior Learning Assessment
AlamoAcademies
College Programs
Community Education Centers
Yes
Need to test
Military Education Centers
Education Initiatives
Community Partnerships
SDEV
Test Prep
ISP
GPS
Public Relations
Complete TSI Exam
AlamoEnroll Website
Introduction to College & Alamo Institutes Post Test Advising NSO Advising
Registration
Ready, Set, Apply
Institutional & Student Support
Curriculum & Instruction Delivery
Automatic Degree
Progress to Degree
Reverse Transfer
Refresher Course
AlamoEnroll
Module
Required Readiness
Graduation Required Readiness
Optional
New Student
Orientation
Continuum
Success Initiatives
TSI Components
AC Online
New Student Orientation Continuum
DRAFT
Apply Texas
Student Admitted: application and transcript on file
1/17/2014
Completion, Transfer and Placement
Refresher Courses
Pre‐College Level
Financing Your Future! Test Prep
(pubic access) Graduation Readiness & Processing
SMART START
First Day Counts
No
Early College
Internships / Capstone
Success Points
15, 30, 42 & 60 hrs
Core Completion Mobile GO Center
Continuing Education
Alamo GPS ISP
(Weeks 4 & 8)
LEGEND
GED/ABE/ESL
Completion
Early Alert Points
New Student & Family Convocation Welcome Week
Financial Aid
Assessment
Responsibility
Resources
cafécollege
Progress
Attendance & Early Alert
College Connections
Transitioning
Preparing
Preparing
3
To access thisNORTHEAST
page LAKEVIEW
go to:COLLEGE
http://www.alamo.edu/AlamoENROLL/
NORTHWEST VISTA COLLEGE
PALO ALTO COLLEGE
ALAMO DISTRICT
ST. PHILIP'S COLLEGE
Alamo University Center
SAN ANTONIO COLLEGE
Donate
Financial Aid
Contact Us
Search Keywords
login to ACES
STUDENTS
ADMISSIONS
EMPLOYEES
BUSINESS & COMMUNITY
ABOUT US
library
quicklinks
NEWS & EVENTS
AlamoENROLL
AlamoENROLL
Future Students
AlamoENROLL
Former Students
Transfer Students
Bacterial Meningitis
Catalog & Schedules
Continuing Education
Off-Campus Sites
Resources
Visit Our Colleges
Web Browser
Information
If you are:
If you are:
If you are:
A student who previously attended
one or more of the Alamo Colleges
and has not enrolled within one
year at an Alamo College.
High School/Home School
Graduate
GED Recipient
Dual Credit High School Graduate
Early Admissions Applicant
Tech Prep Graduate
Alamo Area Academy Graduate
Begin Here A student who has completed
previous college work at a college
or university, including the
Community College of the Air
Force, and plan to attend the
Alamo Colleges.
Fall / Spring Transient student
enrolled in a college/university who
intends to take courses at the
Alamo Colleges for only one
semester.
Begin Here Applying for Dual Credit Begin Here 4
Welcome to the My Alamo Career Virtual Career and Placement Center.
The Virtual Center, a joint venture between the Alamo Colleges and Workforce Solutions
Alamo, brings together high quality career and education planning information with links to the
most effective tools available online to assist you in achieving your career and education goals.
To access this page go to: http://www.myalamocareer.org/
FOR VIEWING:
If you do not wish to experience the Virtual Career & Placement Center, you can still access the content in our
Text-Only Site.
Partners!
5
Alamo Institutes
Creative & Communication Arts Institute
Art director, artist, graphic designer, actor, choreographer, dancer, musician, broadcast news analyst, editor,
photographer, technical writer, reporter, fashion designer, desktop publisher, craft artist, multimedia artist,
Camera operator
3
Arts, Audio/Video Technology & Communications *
Business and Entrepreneurship Institute
Manager, computer and Information systems manager, human resources manager, management analyst,
event planner, audit clerk, executive assistant, procurement clerk, financial advisor, budget analyst, actuary,
credit analyst, food service manager, chef, travel guide, real estate broker, public relations specialist
Business Management & Administration4; Finance6; Hospitality & Tourism9; Marketing 14
Health & Biosciences Institute
Registered nurse, dental hygienist, physician, pharmacy technician, psychiatrist, radiologic technologist,
phlebotomist, biomedical engineer, veterinary technician, speech-language pathologist, physician assistant
Health Science 8
Advanced Manufacturing & Logistics Institute
Architect, civil engineer, landscape architect, carpenter, electrician, hoist and winch operators, plumber,
dental laboratory technician, tool and die maker, welder, mechanical drafter, commercial pilot, aircraft
mechanic, motorcycle mechanic, air traffic controller, drafter
Architecture & Construction 2; Manufacturing13; Transportation, Distribution & Logistics16
Public Service Institute
Educator, archivist, librarian, farm and home management advisor, interpreter, special education teacher,
teacher assistant, financial examiner, radar and sonar technician, counselor, social worker, funeral service
manager, firefighter, correctional officer, court reporter, paralegal, emergency medical technician
Education & Training5; Government & Public Administration7; Human Services10 ; Law, Public Safety, Corrections & Security12
Science & Technology Institute
Food scientist, animal breeder, geological technician, environmental protection technician, water and wastewater treatment plant operator, computer programmer, chemical engineer, chemist, physicist, statistician,
mathematician, hydrologist, geographer, economist, historian
Agriculture, Food & Natural Resources ; Information Technology ; Science, Technology, Engineering & Mathematics
1
11
15
*National Career Clusters Framework
6
ChattanoogaStateCommunityCollege
RoadmapePortfolioTemplate
AdditionalLinks/Resources:
Roadmap Project Presentation: http://prezi.com/embed/8y8ecuafozlb/?bgcolor=ffffff&lock_to_path=1&auto
play=0&autohide_ctrls=0&features=undefined&disabled_features=unde
fined Video for AAC&U Site Visit: http://www.youtube.com/watch?v=HPfeFxDwomM&feature=youtu.be 7
Home
To access this page go to: https://chattanoogastate.digication.com/
roadmap_template/Home/
e-Portfolios Directory
Login
Roadmap Template
site map
WARNING: This e-Portfolio is currently being used as a template. Published changes or deletions will affect new e-Portfolios
created from this template.
My Life
My Work Ethic
My Plan
My Career
My Learning
Contact
My Life
Home Life
Family
Hobbies & Interests
Pets
Educational Background
Campus Life
Social Media
Community
Service Learning
Welcome to your new ePortfolio
Here you have the chance to showcase yourself in a way that will be much fuller than
can be done with a standard resume. While you should definitely personalize your
ePortfolio, remember than your primary purpose is self-promotion and demonstration
of your learning. Future employers, schools, or professionals will be able to see your
ePortfolio and, from what they see here, make decisions about hiring you, accepting
you into an educational program, or networking with you. Let your ePortfolio reflect
who you are, but never lose sight of its purpose and value to you as a personal
marketing tool.
As you work on your ePortfolio and develop materials for it, you will want to delete
these instructional modules so that your ePortfolio reflects only the things that you
want people to see.
_____________________________________________________________________
Personalize Your Theme
One change that you will want to make will be to personalize your theme. This Page: This page will be the "home page" for your ePortfolio. Think about what you
want your viewers' first impression of you to be. You may want to post a photo, write
a brief introduction, post an audio greeting, post a short video, or present some other
media. Create a module that best does that. When you have finished and are ready
to make your ePortfolio public, you will want to delete this instruction module (what
you are reading) from your ePortfolio. My Life Banner Image: You will also want to replace the banner image above (students
walking on campus). You can use a photo from your home life or create a montage. 8
For best results, your finished banner image should be 980x200 pixels. The following changes can be made from the Portfolio Settings tab.
Banner: Think of the banner for your ePortfolio as similar to the Cover image in
Facebook. This is the image that appears at the top of each page, currently the
Chattanooga State default banner that appears on all Chattanooga State ePortfolios. You can create your own image to replace the default image. For best results, your
image should be no more than 779 pixels wide. Most graphic programs will let you
create an image.
Directory Icon: Think of your Directory icon as being similar to your Profile Photo in
Facebook. For best results, create an image that is square, 100x100 pixels in size. The
Directory Icon is the image that you see on the menu for all ePortfolios.
Other Design Elements: Digication, the company that makes this ePortfolio, does allow
users to make changes to the CSS style sheet for the ePortfolio. However, unless you
are knowledgeable and have experience using style sheets, it would be best to use the
default settings. Bad coding in the CSS style sheet could make your ePortfolio
unreadable. Again, unless you have extensive knowledge of CSS style sheet encoding,
do not change these elements.
___________________________________________________________________
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CommunityCollegeofAlleghenyCounty
RoadmapTermsGlossary
CampusCommunicationPlanTemplate
CCACRoadmapSignatureAssignment
10
Roadmap Glossary
Roadmap - A project sponsored by Association of American Colleges and Universities (AAC&U) that is
designed to help community colleges create robust and proactive programs of academic support—tied
to expected learning outcomes—that engage students at entrance and teach them, from the outset,
how to become active partners in their own quest for educational success.
Bridges to Success – CCAC’s Roadmap project
Integrate existing student success initiatives so that each complements and builds upon the
others to streamline student progress from a Strong Start to a Great Finish.
Roadmap Cross-Functional Team - is a group of hand-picked, student-centered representatives from
various areas of the college. The team will collaborate to support the implementation of Bridges to
Success.
The team’s main tasks are: reviewing existing materials, creating a prototype academic map, sharing the
prototype on their campus to get input from key stakeholders (including students), and finalizing the
product by June 2014.
Terms
Academic Map – is a guide, characterized by various stages, that outlines the ideal pathway to
graduation. An academic map identifies essential services at each milestone and directs students to
engage in specific tasks to support their progress to the next milestone on the map.
Acceleration - the opportunity for students to move more efficiently through the developmental course
sequence. They can choose to review basic skill-building before taking the placement tests, thereby
increasing their chances of scoring higher. Further testing during the first week of classes is another way
by which faculty recommend exemption of a developmental course through vertical change. Finally,
students who meet certain criteria may register simultaneously for a college-level course and its
developmental pre-requisite thereby reducing by one semester some required courses.
ALP (Accelerated Learning Program) - an initiative which permits eligible students to register
simultaneously with the same instructor for a college-level course and its developmental pre-requisite.
Students earn separate grades for the courses, but assignments and classroom activities for both
courses are related and intertwined. Skill-building in the developmental course is then applied
immediately in the college-level one.
November 15, 2013
11
Collaboration – working together to achieve success.
Collaboration occurs on two levels. First, CCAC offers many opportunities for students to collaborate
throughout their academic career, for example:
0-15 credits – use the Math Café to collaborate with other students
15-30 credits –work with an academic advisor to stay on track with academic plan
30-45 credits – student work with Job Placement & Career Services to establish an internship
45-60 credits – students and advisors work together to completion graduation application
The second level of collaboration involves the necessary cooperation between the multiple services at
the college available to students that facilitate their pathway to success. For example, Supportive
Services and Career Services collaborating to help a student prepare for an interview.
Connection - classroom activities and assignments that use support services to promote students’
academic progress. For example, when faculty share course topics and assignments with support
services such as tutors, students are able to see how what occurs in the classroom is supported by other
services to promote their academic success.
Developmental - pre-college level courses mandated by placement test scores exist in three academic
disciplines: math, reading, and English. Skills are strengthened at the developmental level so that
students are capable of handling college-level courses. Students must earn a “C” or better in order to
progress to the next level.
Educational Plan - an outline showing the progression of courses within a program of study that
students must follow to achieve their educational goals. A plan must include the possibility of
developmental coursework and the sequence of pre-requisite and other support networks necessary for
students’ successful transition through their program of study.
Engagement – involvement or participation
Student Engagement - actively involved in coursework, often includes working with an
instructor or other students in a group setting, utilizes resources. (synonym – active learning)
Faculty and Staff Engagement – active participation in institutional efforts to improve student
success
Frontloading – strategic placement of support resources early on to create a Strong Start that promotes
greater preparedness of new students for college-level work.
Inclusiveness – a set of core values and general principles that promote accessibility for all students at
all levels of preparedness to programs promoting their full academic potential and success.
November 15, 2013
12
Integration – the coordination of all student success initiatives into a coherent, coordinated and
effective educational plan.
Intentionality - mindful and purposeful actions
Student intentionality – students must be mindful and purposeful as they make decisions about
each aspect of their academic experience. Consideration must be made from how many hours a
week they work to how many credit hours they take, to make informed decisions.
College intentionality – the college must provide students with structured guidance and tools to
help them reach their goals. Consideration must be made from transferability requirements to
career program requirements, to identify definitive pathways for students to follow. Bridges to
Success is one such available guide.
Learning Outcomes – the knowledge, skills and attitudes that students acquire from a learning
experience. In other words, what students know; what students can do or what students believe as a
result of a learning experience.
Milestone - various points which mark significant progress toward degree completion. Such points are
often identified by skills mastery, by credit completion, and by requirements met. These need to be
celebrated and recognized because they signal achievement toward that final goal of graduation.
Pathways – shared strategies for student success marked by stages of educational development that
create opportunities for students to enter and succeed in progressively higher levels of academic
achievement. No one student success initiative supersedes any other as solely responsible for a
student’s success. Instead, access to the various student success initiatives varies from student to
student as the need warrants.
Success – positive student outcomes marked by persistence, goal-driven academic achievement, and
personal development. Success is measured by a student’s achievement in reaching and then
progressing beyond each milestone on her/his path to completion. See “Milestones.”
Essential Services
Advising - a developmental process through which students identify and realize their educational goals.
It is based on a dynamic partnership between advisor and student, and it is intentional, planned,
supportive and strengths-based. Good advising facilitates student access to college academic programs
and success initiatives. It coordinates learning experiences that support students’ intellectual and
personal development and their transition from one academic milestone to the next. Advising evolves
over time with students assuming greater responsibility for their progress toward completion. It begins
with the initial drafting of an educational plan upon a student’s entry to the college, clarifies and refines
a student’s progress in their program of study at the 30-45 credit milestone, and concludes with the
completion of the student’s educational goals.
November 15, 2013
13
Job Placement & Career Services – helps students prepare to enter the job market.
Discover Your Career Path (0 - 15 CR) – after choosing a major, students can pursue career goals
through career exploration and education
Develop Résumé and Interview Skills (30 CR) – a service to help students create a résumé and
develop interview skills
Attend a Job Fair (30 CR) – informal recruiting and information sessions hosted by various
employers for students who are beginning to explore the job market
Land an Internship (45 CR) - in addition to gaining real-world experience, college internships
allow students to enhance their résumés and make valuable contacts that can be essential to
landing the ideal job upon graduation
Learning Commons – similar to the Math Café, the Learning Commons is a facility located on each of the
four campuses where students can drop in to receive assistance and form study groups for academic
subjects related to reading and English, paper writing and study techniques.
Math Café – a drop-in assistance center. Students can get the help they need without an appointment.
Math Cafés are staffed by facilitators who answer questions and design individual and group learning
activities to help students succeed in math. Peer tutors, college students who excel at mathematics,
provide additional support at peak times.
Many students begin their college career requiring at least one developmental math course.
The Math Café is designed to support students enrolled in MAT 080 and MAT 090 in a variety of
ways including one-on-one and group tutoring, workshops, study groups and customized
computer programs. The best way to ensure success is for students to visit early and often.
The Math Café supports students in all levels of mathematics in an effort to assist students in
completing associate degree graduation requirements.
Orientation – a formal, initial introduction to the campus and college environment


Orientation is part of the enrollment process. It provides guidance to students on how to access
various college resources and provides tools to refresh and prepare for placement testing.
Orientation is required prior to students being able to select courses for their first semester.
Orientation is a two tiered process. The first is available to students online from anywhere with
an internet connection; the second is available on campus and provides students with access to
computer and photo IDs needed to get off to the right start. Students can return at any time to
the online orientation to be reminded of resources available throughout their CCAC career.
Placement Test Preparation – the opportunity to refresh and prepare for placement testing. Newly
admitted students (or students who have not completed their placement tests) are welcome to go to a
Math Café to use online resources prior to taking their placement tests.
November 15, 2013
14
Transfer Counseling – helps students plan a smooth transition from CCAC to a four-year institution.
Students should identify a major and transfer institution in their first or second semester to ensure they
understand the transfer requirements of the target institution.
November 15, 2013
15
CommunicationPlan
Recipients(↓)
Cross‐functionalteam
Cross‐functionalteam
Cross‐functionalteam
Typesofinformation
(→)
Introduction to
BridgestoSuccess
How: email w/ introduction video plus a phone call. What: Recruiting pitch When: week of 12/2/13 By Whom: A – Allysen B ‐ Lucille N – Mary Lou S/OCS – Mary Kate How: Email ‐ expectations
What: Share materials (Glossary, Action Plan, timeline w/meetings) When: week of 12/2/13 By Whom: Mary Kate How: 1st meeting
What: Presentation – help team understand their role (review Action Plan and PGCC and an interactive map) When: January 2014 By Whom: Core team Introductionto
RoadmapProjectand
AAC&ULEAP
How: Mailing
What: Share materials (Peer Review Vol. 15/No 2, The Leap Vision for Learning) When: week of 12/2/13 By Whom: Mary Kate How: What: When: By Whom: 16
CCAC Roadmap Signature Assignment Too often, well‐intentioned faculty, administrators, and staff think they can best communicate with students by creating a newsletter or hand‐out or poster that they develop, without ever consulting with students first. With regard to an academic roadmap for students to use, CCAC finally had the idea to put its creation directly into the hands of students, and what better group of individuals than those enrolled in our Portfolio course (ART265). This is a three‐credit course only for art, graphic communication, and digital graphic design majors. By the time students are in this course, they have a credible body of artwork produced under college‐level instruction. They are not only familiar with art and graphic design, but they have been in college for at least four semesters, long enough to be experienced travelers on the pathway to graduation. The plan is to present the project to the students at the beginning of the Spring 2014 semester. Based on what they have learned along their college journey ‐‐ the mistakes they made, the roadblocks they encountered, the helpful hints they discovered, ‐‐ students will create a visual academic roadmap for entering freshmen. The art faculty will suggest both a tangible version, as well as a digital application, that freshmen can download and carry with them wherever they go. The art students will include what they think freshmen need to know at various milestones, so that the product can be used as a guide for students by students. Although this will be a graded classroom project, the goal is to identify one that the college can use as its ultimate academic map. 17
LaneCommunityCollege
StepstoEnrollfor“FirstTimeinCollege”Students
TipsforStudentSuccessFlyer
AdvisingResources
LaneCLOPoster
LaneCoreLearningOutcomes
FirstYearPhilosophy
HIPSurveyQuestionsDraft
IntegrativeFacultyDevelopmentPresentation
18
To access this page go to: http://lanecc.edu/
counseling/steps-enroll-first-time-college
COUNSELING DEPARTMENT
STEPS TO ENROLL FOR "FIRST TIME IN
COLLEGE" STUDENTS (INCLUDES COLLEGE
NOW)
Step 1: Complete the online Admissions form
Receive your Lane identification number (L#)
Receive your temporary myLane PIN/PASSPHRASE for use in Step 5 below
You must have an email address before completing this online form. Find out more about setting up a free email account.
Step 2: Apply for Financial Aid
Due to the unprecedented increase in the number of financial aid applications being processed, it is taking 2-8 weeks to
process aid awards once all documents have been received. We urge you to submit your financial aid application immediately.
Step 3: Complete your Placement Testing
Schedule testing after receiving your L number.
Step 4: Initiate your myLane account and complete the New Student Information Session (not compatible with
tablets and mobile devices)
Step 5: Schedule a New Student Academic Advising Session
You must have completed Steps 1 and 3 before attending your New Student Academic Advising Session.
If you have not completed your Placement Testing before your scheduled New Student Academic Advising Session, you will
not be allowed to attend and you will need to reschedule.
These sessions include group academic advising.
Step 6: Register for Classes in myLane
New students to Lane must complete Steps 4 and 5, prior to registering for the first time. Students not completing Step 5 will
not be able to register for any future terms until it has been completed.
By completing a New Student Academic Advising Session, you become better prepared for choosing proper classes, saving
you time and money, promoting your academic progression and goal completion.
If you have any questions about academic advising or programs offered at Lane Community College, contact the Counseling
Department:
Email coundept@lanecc.edu (preferred) or call (541) 463-3200.
Come by the Counseling and Advising Center at the 30th Avenue campus, in Building 1, Room 103.
19
TITAN TIPS
FOR STUDENT SUCCESS
See your
advising team
Academic advisors and counselors help you develop your
educational plan, select appropriate courses, interpret college
requirements and evaluate your progress.
Go to class
Take responsibility for your learning. This means attend class,
be on time, come prepared and participate.
Plan your
time wisely
Every instructor provides a syllabus. Use it to create a study
calendar and break assignments into steps with ample time to
complete each step. Things take longer than we expect.
Do homework
promptly
Did you know that 30-80% of the information you learn in a
lecture is lost within the first 24 hours if you do not review it?
Maximize your success by scheduling time to study every day.
Start a study
group
Participation helps everyone in the group excel in class,
increases active involvement with the course content and
helps you develop teamwork skills – a skill employers desire.
Ask questions
Raise your hand and ask the instructor to go over things you
don’t understand. You’ll be better prepared for tests if you
clear up confusion.
Use tutoring
Studies show that tutoring is associated with higher GPAs,
pass rates and persistence in college. Visit tutor centers early
and often for maximum success.
Meet with
instructors
Instructors want you to succeed. Meet with your instructors
during office hours to discuss things you don’t understand.
Make a plan
Get involved
Figure out your career and academic direction. Set goals, both
short- and long-term, and take steps to reach those goals.
College life is more than academics. Join a club. Visit the
Student Life Center. Use the campus recreational facilities.
Meet new friends and add pleasure to your life.
20
To access this page go to: https://classes.lanecc.edu/course/index.php?categoryid=26
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Academic Advising Resources are set up in Moodle by each academic advising team to
provide free online information and communications to prospective, new, current, and
returning students. If you do not see your area of interest listed, please choose the symbol to the right of each Resource.
Scroll down to choose the resource that you want and then select "Login as Guest." If you
want to have access to email updates related to your area of study choose this link for
instructions.
Students
Faculty
Courses
Winter 2014
Academic Advising
Advanced
Technology
(Litty/Riumallo)
Allied Health
(Hampton)
Advanced Technology - Culinary
and Hospitality Programs
(Litty/Riumallo)
Art and Related
Majors (PerezJefferis))
Allied Health Programs (Hampton)
Business and
Education Ac...
Advising
(Landy/Hupcey)
Arts and Related Majors (PerezJefferis)
Business and Education majors
(Landy/Hupcey)
Dental Assisting (Alvarado)
Dental Hygiene (Alvarado)
Emergency Medical Technician
Basic and Paramedicine
(Hampton)
English as a Second Language
(Soriano/Rocha)
Dental Assisting
(Alvarado)
Dental Hygiene
(Alvarado)
EMT Basic and
Paramedicine
Advising (Hampton)
ESL/ELL Advising
(Soriano/Rocha)
Fitness Programs-AAS
(Alvarado)
Exercise and Movement ScienceAAS (Alvarado)
Guided Studies/Core
College Advising
(Soriano/Rocha)
Guided Studies and Core College
Connections (Soriano/Rocha)
HRT, Coding and
Transcription Advising
(Hampton)
Health Records Technology
including Medical Coding and
Transcription (Hampton)
Language, Literature and
Communication (Shipp/Lott)
Programs and Groups
TRAINing
Shared OER Courses
21
Medical Office Assisting (MOA)
(Hampton)
New Student Academic Advising
Nursing LPN and RN Programs
(Alvarado)
Physical Therapist Assistant
(Alvarado)
Program of Study
Respiratory Care (Alvarado)
Science, Math & Engineering,
Computer Information Technology
and Pre-Professional Health
Social Science Majors (Shipp/Lott)
Undeclared (Siegfried/Smyth)
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Core Learning Outcomes THINK • ENGAGE • CREATE • COMMUNICATE • APPLY Think critically Definition: Critical thinking is an evaluation process that involves questioning, gathering, and analyzing opinions and information relevant to the topic or problem under consideration. Critical thinking can be applied to all subject areas and modes of analysis (historical, mathematical, social, psychological, scientific, aesthetic, literary, etc.). Students who think critically: ●
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Identify and define key issues Determine information need, find and cite relevant information Demonstrate knowledge of the context and complexity of the issue Integrate other relevant points of view of the issue Evaluate supporting information and evidence Construct appropriate and defensible reasoning to draw conclusions Engage diverse values with civic and ethical awareness Definition: Engaged students actively participate as citizens of local, global and digital communities. Engaging requires recognizing and evaluating one’s own views and the views of others. Engaged students are alert to how views and values impact individuals, circumstances, environments and communities. Students who engage: ●
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Recognize and clarify personal values and perspectives Evaluate diverse values and perspectives of others Describe the impact of diverse values and perspectives on individuals, communities, and the world Demonstrate knowledge of democratic values and practices Collaborate with others to achieve shared goals. Create ideas and solutions Definition: Creative thinking is the ability and capacity to create new ideas, images and solutions, and combine and recombine existing images and solutions. In this process, students use theory, embrace ambiguity, take risks, test for validity, generate new questions, and persist with the problem when faced with resistance, obstacles, errors, and the possibility of failure. Students who create: ●
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●
●
Experiment with possibilities that move beyond traditional ideas or solutions. Embrace ambiguity and risk mistakes Explore or resolve innovative and/or divergent ideas and directions, including contradictory ideas Utilize technology to adapt to and create new media Invent or hypothesize new variations on a theme, unique solutions or products; transform and revise solution or project to completion Persist when faced with difficulties, resistance, or errors; assess failures or mistakes and rework Reflect on successes, failures, and obstacles 24
Communicate effectively Definition: To communicate effectively, students must be able to interact with diverse individuals and groups, and to adjust messages according to audience, purpose, language, culture, topic, and context. Effective communicators also value and practice honesty and respect for others, exerting the effort required to listen and interact productively. Students who communicate effectively: ●
●
●
●
●
●
Select an effective and appropriate medium (such as face‐to‐face, written, broadcast, or digital) for conveying the message Create and express messages with clear language and nonverbal forms appropriate to the audience and cultural context Organize the message to adapt to cultural norms, audience, purpose, and medium Support assertions with contextually appropriate and accurate examples, graphics, and quantitative information Attend to messages, negotiate shared meaning, identify sources of misunderstanding, and signal comprehension or non‐comprehension Demonstrate honesty, openness to alternative views, and respect for others’ freedom to dissent Apply Learning Definition: Applied learning occurs when students use their knowledge and skills to solve problems, often in new contexts. When students also reflect on their experiences, they deepen their learning. By applying learning, students act on their knowledge. Students who apply learning: ●
●
●
●
Connect theory and practice to develop skills, deepen understanding of fields of study and broaden perspectives Apply skills, abilities, theories or methodologies gained in one situation to new situations to solve problems or explore issues Use mathematics and quantitative reasoning to solve problems Integrate and reflect on experiences and learning from multiple and diverse contexts 25
Lane Community College
First Year Philosophy
June, 2013
WELCOME to Lane Community College!
We are glad you are here to pursue your education. Education provides a better life,
economically, intellectually, and socially. Recognize this value, and spend your time, effort and
money wisely. Research shows the first year is critical to build solid foundations for academic
and personal success. Lane faculty and staff care about your success, and will support you in
setting and achieving your goals. We commit to creating an environment that provides a strong
start for you at Lane. We will help you navigate the complex systems, meet challenges, learn
deeply and celebrate your accomplishments.
Lane designs intentional first year activities to include learning opportunities and strategies for
success so that you can achieve the following outcomes:
discover your unique life goals and determine career directions
develop, implement, and maintain a clear academic plan suited to your life and career
goals
create a financially sound plan for you to complete your education
cultivate effective academic attitudes and behaviors
understand core learning abilities
connect meaningfully with others
obtain support when obstacles appear
succeed in classes and learn in a deep and lasting way
achieve timely goal completion
Learning is at the heart of everything we do at Lane, and learning occurs inside and outside the
classroom. We are eager to work together with you to make your first year purposeful and
productive.
26
HIP Survey Questions Draft Participation in High Impact Practices on Campus: 1. What is your role on campus? Enrollment Finanicial Aid Tutoring Services Computer services/Student Help Desk Counselor Advisor CTE Faculty Transfer Faculty ABSE Faculty Student Services Staff Instructional Support Services 2. Are you employed at Lane Full Time Part‐Time More than half‐time Part Time Less than Half Time 3. How familiar are you with the term “High Impact Practices”? Have never heard of it Have heard it used recently but I am unsure of what it refers to I know the term and use it frequently 4. LEARNING ACTIVITIES Which of the following have you engaged with in the past two years in your classes or services? Learning Communities Service Learning Reading Together Internships Field Research Community Speakers coming to your class Organizing student attendance at an off‐campus event as a class or in groups for class credit Capstone Courses Capstone Projects 5. WRITING ACROSS THE CURRICULUM/ WRITING TO LEARN 27
Which of the following forms of writing do you regularly include as part of your course or service design and practice? Formal, graded writing homework of one page or more in your classes Informal, graded writing homework of one page or more in your classes Non‐graded or in‐class writing as a teaching and learning tool in your classes Formal researched writing of more than 1 page in your classes Formal researched writing of more than 3 pages in your classes 6. CO‐CURRICULAR ACTIVITIES IN YOUR CLASSES Which of the following co‐curricular activities have you explicitly included in your course or service design in the past five years? On‐campus club involvement Student Government Tutoring (or would this belong under Learning Activities?) Academic advising about your discipline Leadership opportunities Athletics or Intramurals Work‐study or Learn and Earn opportunities Internships Conferences, Seminars or Workshops 7. ACTIVE AND COLLABORATIVE LEARNING Which of the following collaborative assignments have you used at least once each term in the past five years? discussion groups study groups collaborative research collaborative problem‐solving, lab work etc. collaborative creative projects 8. DIVERSITY/GLOBAL CONTEXTS How often in a given term do(es) your class(es) or service(s) embed explicit instruction in and engagement with diversity and/or learning in a global context? 28
Every term at least one class discussion Every term at least one reading and discussion Every term at least one short formal assignment Every term at least on major formal assignment Other_________________ 29
Student Success is
Everyone’s Responsibility:
Integrative Faculty
Development
at Lane
Anne McGrail, PhD
Mary Parthemer, MSW, LCSW
Lane Community College
Eugene, Oregon
mcgraila@lanecc.edu
parthemerm@lanecc.edu
https://www.lanecc.edu/lc/fresources/faculty-resources
30
Our Work Today
• Talk about the development of a student
success culture at Lane
• Overview of our institutional strategies
• Focus on our Faculty Development
• How Faculty Development fits into a shift
from a “Freedom to Fail” culture to a “Right
to Succeed Culture
• Invite you to consider your own student
success culture
31
Systemic Change
• A comprehensive, integrated FYE
• Takes developing a common language –
Success Principles, College Knowledge,
Right to Succeed, Everyone’s Responsible
• Intentional
• Collaborative
• Integrated
• Comprehensive
32
Noel Levitz Student Success Formula:
Touchstone of Our
Student Success Design
Engagement + Learning +
Satisfaction = Student Success
(2003)
• All changes and improvements have been mapped
onto improving of one of these elements.
• Provided clarity and direction throughout.
• Evaluation based on these elements.
33
Changing Lane’s Culture
for Student Success
• Numerous FYE strategies to improve success
• Faculty Development was one strategy
• Discovered that intentional faculty development strategy is
absolutely critical to improving engagement, learning, and
satisfaction
– Not an add-on
– Dynamic and responsive
– Developmental-room to grow
– Requires skilled, committed
leadership
– Committed resources
– Multiple opportunities over extended period
34
Our Working Assumption:
Engaging faculty would lead to increased
student success
We knew that student engagement leads to increased learning,
persistence and success.
Faculty engagement
• with students,
• with each other,
• with engaged pedagogy
• with a culture of student success
would lead to improved learning environments for engagement
and student satisfaction
35
Making Faculty Engagement
Happen
“Students don’t do optional.”
Engaging students must be
integrated and intentional.
Likewise with engaging faculty:
engaging busy community college
faculty (many of whom are part-time
and work at more than one job) in the
work of improving learning and
satisfaction must be intentional and
integrated.
It has to happen by design.
36
An Intentional Shift from a
Freedom to Fail Culture
Identifying Features at Lane
• “Silo effect”: weak coordination between Academic & Student
Affairs
• “Students’ free choice" of course selection regardless of
preparation
• “Revolving door”: students fail--and re-take--classes for
which they’re underprepared
• “Anyone can take my class.” Inadequate structure for and
application of placement tests and prerequisites
• “Why Don’t They Already Know…..?” Students expected to
know college customs and how to succeed in college
• “Tutoring is for underachievers” Tutoring services stumbled
upon or avoided.
37
Freedom to Fail Features
on Your Campus:
What Are They?
How Might You Change Them?
Activity:
• Create quick list of “freedom to fail”
policies/practices at your institution (SOLO 1 min)
• In groups of 3: briefly share one “freedom to fail”
practice and its impacts (SHARE 5 min)
• As a group, choose a common “freedom to fail”
practice and brainstorm what you think a “right to
succeed” solution might look like (5 min)
• Discuss with the room
38
Creating a Right to Succeed Culture
Faculty Development at Lane
Right to Succeed Assumption
Engaging Faculty
Students deserve to start where they are and
incrementally build on their learning
Skills inventory to increase faculty understanding
of what’s needed in their classes (Placement,
prerequisites, preparation “P-3” Committee)
,
Recognize and emphasize the critical nature of
both curricular and co-curricular learning to
students’ success
Workshops that help faculty to embed college
success principles and co-curricular features as
well as engaging pedagogies
Must teach the college systems, policies
practices, and how to navigate them prior to
students getting tangled in red tape. Timely,
repeated in multiple ways, multiple times, by
multiple people.
Developing faculty expertise in college systems
beyond their department and discipline.
“Mid-term student self-assessments” distributed in
Week 5 to remind faculty of an appropriate
advising role they are best at playing.
It takes time and context to learn a new culture
Starting with incremental changes, adjusting
along the way, adding new programs and
opportunities, workshops. Expanding what works…
We are all responsible for student success
Creating a language for all to talk about student
success—now in the mission of the college, in the
accreditation documents as indicators of
achievement
39
Engaging Faculty in a
Right to Succeed Culture
First effort:
On Course Workshop
A focus on pedagogical
strategies.
• learner-centered
structures and strategies
across curriculum
• empowerment strategies
for developing active,
responsible and
successful learners
40
Integrative Learning Workshop
for a Right to Succeed Culture
•
•
Developing purposeful integrative learning experiences that improve “college
knowledge” and enhance disciplinary understanding.
Videos of assignment designs here:
https://www.lanecc.edu/lc/fresources/faculty-presentations
41
High Impact Practices for a
Right to Succeed Culture
42
Workshops and Curriculum
Development and Infusion for a
Right to Succeed Culture
https://www.lanecc.edu/es/lc/fresources/curricular-infusion-project
43
Tea and Topics for a
Right to Succeed Culture
https://www.lanecc.edu/es/lc/fresources/tea-and-topics
44
College-Wide Conversation for a
Right to Succeed Culture
https://www.lanecc.edu/asa/titan-ed-talks
Inservice presentations
for broad
dissemination of
“Right to Succeed”
language about:
• Integrative Learning
(“Titan Ed Talk”)
• First Year Matters
(Spring Conference)
• Placement,
Preparation and
Prerequisite (“P-3”)
Inventory
• First Year
Philosophy
45
Emerging Right to Succeed Culture
•
•
•
•
•
Shared value “right to
succeed”
Common language to talk
about it
Strategies to implement it
across disciplines
Breaking down silos—
”everyone’s responsible”
We now have an
environment for the next
level of Right to Succeed
culture
46
Cultural Shifts at Your College
Activity:
•
•
•
•
Individually create quick list of cultural shifts
required to implement right to succeed solutions
at your institution? (SOLO 1 min)
In groups of 3, each person briefly share one
cultural shift needed (SHARE 5 min)
In groups of 3, select one cultural shift and
brainstorm faculty/staff development strategies
that will contribute to the needed cultural shift (5
min)
Discuss with the room (3 min)
47
For Cultural
Change to Happen
What’s Needed?
•
•
•
•
•
•
Demonstrate outcomes through quantitative and qualitative
information
Carving out time and opportunity for conversation. That’s
where change begins and continues: faculty need to try out,
reflect on and share changes big and small: successes,
struggles, resistance, ideas.
Feedback loop promotes continual innovation and
improvement: Keeping everyone apprised of how what they
are doing in their classrooms and elsewhere is impacting
student success
Sharing our work and developing expertise: Workshop
artifacts and curricular infusions
Community of practice with collaborative leadership
This is ongoing work!
48
Resources and Examples of Activities
Learning Communities at Lane: A Fast Lane to Success Video
http://www.youtube.com/watch?feature=player_embedded&v=pLZWZ91343Y
Science teachers helping students to find the resources available to help them
understand
http://www.youtube.com/watch?v=THyNMwaIf9c&feature=youtu.be
“Integrative Learning” as a new language: Titan Ed Talk
https://www.lanecc.edu/asa/titan-ed-talks
Cross-disciplinary talk about “a junior version of the whole game”
http://www.youtube.com/watch?v=AglJbDM2Dok&feature=youtu.be
Science and argumentative writing teachers on climate change and climate change
skeptics
http://www.youtube.com/watch?v=AglJbDM2Dok&feature=youtu.be
49
Find this presentation at
Lane Community College Learning Communities
Faculty Resource Site:
https://www.lanecc.edu/lc/fresources/faculty-resources
50
MiamiDadeCollege
LearningManagementSystemResources
51
Miami Dade College’s Roadmap project involves designing Individualized Education Plans that track students’ learning goals and assess improvement. The College’s Learning Management System, ANGEL, offers many resources:  Alert Notifications – increase student engagement using text‐messages  Interactive rubrics – help manage open‐ended answers, collaborative submissions, a wiki and/or blog assignment  Collaborative spaces – keep the students, advisors, & faculty connected  Social Learning – engage students through discussion forums Academic and Career Advising Tools
52
Easy Reporting Access Interactive Rubrics 53
Social Learning: The Turnitin tool develops students' critical thinking skills and empowers them to improve their writing abilities anytime, anywhere. 54
Collaborative Spaces: Keeps the students, advisors, and faculty connected and fosters discussion of current events 55
MiddlesexCommunityCollege
CompilationofePortfolioResources
56
Middlesex Community College (MCC) A Compilation of Eportfolio Resources The following resources have been of particular value in advancing MCC’s eportfolio initiative. Model eportfolio sites Laguardia Community College: http://eportfolio.lagcc.cuny.edu/ University of Toronto: http://ctl.utsc.utoronto.ca/technology/bb‐eportfolios Salt Lake Community College: http://www.slcc.edu/gened/eportfolio/students.aspx Stony Brook University: https://stonybrook.digication.com/stony_brook_eportfolio_showcase/Leadership2 Rhode Island School of Design: https://risd.digication.com/portfolio/directory.digi?sid=3123&cid=0&tid=0&pid=0&amp Eportfolio showcase https://www.pinterest.com/middlesexcc/eportfolio‐showcase/ Following the best practices of other eportfolio‐using institutions, in particular LaGuardia Community College, MCC has instituted an annual ePortfolio showcase that all eportfolio‐using students are encouraged to enter. Our judges include MCC faculty, staff, administrators and students (peer tutors who support eportfolio use), as well as faculty and staff from other institutions. At this early stage of the college’s eportfolio development, eportfolio winners are posted on our college Pinterest site, rather than our own college website. We expect to make these winning eportfolios more public as our eportfolio use becomes more systemic and the winning entries increase in professional appearance. Relevant ePortfolio Research  Our starting point for research and examples of best practice in eportfolio use. Middlesex Community College is an AAEEBL member: http://aaeebl.site‐ym.com/  Article shared with faculty, staff and administrators to support student use of eportfolios at MCC as an important component of our Student Success work, with a focus on underserved populations: http://www.hets.org/journal/articles/61‐using‐eportfolio‐to‐improve‐retention‐of‐hispanic‐students‐
at‐a‐predominantly‐black‐college  Article shared with faculty, staff and administrators connecting student use of eportfolios with Massachusetts’ Vision Project’s Advancing a Massachusetts Culture of Assessment (AMCOA) work focused on use of authentic student work as evidence of student learning: http://www.changemag.org/Archives/Back%20Issues/2011/January‐February%202011/making‐
learning‐visible‐full.html  Article shared with faculty, staff, administrators and students promoting use of digital resumes as important career tools: http://online.wsj.com/news/articles/SB10001424052970203922804578080543455774854?mg=reno64
‐
wsj&url=http%3A%2F%2Fonline.wsj.com%2Farticle%2FSB100014240529702039228045780805434557
74854.html 57
MonroeCommunityCollege
MCCAcademiesModel
RoadmapProjectDescriptionandPresentation
MCCRoadmapAcademiesSubcommitteeRepresentation
58
Monroe Community College  State University of New York
The Academies Model
The Academies
Model
Community
Engagement and
Development
Business and
Hospitality
Management
Social Sciences
and Cultural
Studies
Health Related
Sciences
STEM
Arts and
Humanities
DRAFT
DRAFT
Schools at MCC
N
Placement
Automotive
Biology
Orientation
HVAC
Applied Technology
Machining
Environmental Science
Chemistry
Mathematics
Pre-Forestry
Linked Co-Curricular
Experience
Integrated Supports





Career Development
Academic Supports
Early Alert
Transfer Advisement
Targeted Group Services
Admissions
Liaison
R&R
Liaison
Counseling
and Special
Services
Liaison





First Year Experience
Campus Life Events
Wellness
Residential Life
Student Organizations
Faculty
Coordinator
Financial
Aid Liaison
Library
Liaison
Cross
Campus
Liaison
Career
and Transfer
Liaison
DRAFT
DRAFT
Geosciences
Physics Engineering Science
 High impact pedagogies
 Contextualization
 Interdisciplinary
Academic
Mentors
Solar/Thermal
Mechanical Technology
Lab Tech
Landscape Architecture
High Impact Experiences
Collaboration
 Intrusive Advisement
 Academic Celebration
Optic Fabrication
Construction Technology
Biotechnology
Computer Science
Advising &
Academic
Planning
Completion!
59
Monroe Community College
Rochester, NY
ROADMAP PROJECT
BUILDING AN ACADEMIES
MODEL AT MCC
TEAM LEADERS:
KATE SMITH
KRISTEN FRAGNOLI
EBONY CALDWELL
60
Academies at Monroe Community College
The use of Academies at Monroe Community College is both a philosophical approach
and a re-designed organizational structure. Academies organize the students’ experience
so that they are presented with a clear, intentional pathway into and through the
College. Academies place high impact learning and meaningful relationships at the
center of the students’ experience. Students are clustered according to their academic
pursuit; in each academy an interdisciplinary team of faculty supports the use of
innovative, high impact pedagogy. Students and teaching faculty are partnered with
Academy Mentors to provide holistic support, intrusive advising, and early and frequent
interventions. Faculty, Student Services professionals and Mentors work collaboratively
throughout the duration of the students’ time at the college. This cross divisional,
interdisciplinary model helps students more readily connect with faculty, staff and peers
who no longer work in isolation from each other.
Student cohorts are intentionally guided through goal setting, career and academic
planning and personal development activities. Within the Academy model, student
milestones are regularly acknowledged and celebrated. Students participate in
mandatory orientation, required high impact experiences and are monitored with an
early alert system. Students do not necessarily go through all of their coursework as a
single cohort; however opportunities for contextualized learning and cohorted
experiences are possible. Regular communication and collaboration between
professional staff and teaching faculty enhance meaningful connections with each
student in the academy and among MCC colleagues.
61
MCC Roadmap Academies Action Plan:Project Goals
Develop an intentional college wide structure (academies) to
increase student persistence, engagement and goal
accomplishment. An Academies model will:
 Create Personalized pathways that help students develop and articulate
their individual goals and persist through the necessary stages to
accomplish their goals (1 – Learning First, 2-Career Pathways)
 Develop and implement new organizational structures to ensure holistic,
personalized support (1, 3-Partnerships, 4-Effectiveness, Efficiency)
 Establish and implement assessment processes that will inform best
practices across all phases of the academies model (1, 4,)
 Require students to engage in high impact learning practices; expand the
number of high impact opportunities available across MCC campuses (1,3,)
62
MCC Sample Academies Pathways
School of Stem
School of
Health Related
Sciences
School of
Community
Development &
Engagement
Program ready
students in all
academy programs.
Program ready
students in all
academy programs
Program ready
students in all
academy programs
ex. Engineering EN01
ex. Nursing NU01
ex.CJ01
Students one level
below program –i.e.
“LA eligible “
Students one level
below program –i.e.
“LA eligible “
Students one level
below program –i.e.
“LA eligible “
ex. LAEN or LAST
ex. LANU or LAHS
ex. LACJ or LAPS
Students placed into
TS01 ex. TSEN or TSST
Students placed into
TS01 ex. TSNU or TSHS
Students placed into
TS01 ex. TSCJ or TSPS
63
Leveraging MCC Expertise and Energy
Faculty
Senate
Title III
Provost’s
Retention
Council
Student
Services &
Academic
Depts
Cross
Divisional
Projects
e.g. EED
Completion
& Retention
Goals
Liberal
Arts
Program
Review
General
Ed.
Review
Teaching
Creativity
Center
Student
Life &
Leadership
Academies
HIPs:
WAC,SVL,U
RSICA,
Global, FYE
64
Development of a High Impact
Culture at MCC through Academies
(vs. pockets of impact)
AAC&U
HIPs
“Local”
HIPs
SS
HIPs
High Impact
Characteristics
TCC
Faculty
Senate:
Pedagogy
Grants, faculty
institutes, PD
activities
Shared
definitions,
policies re.
mandatory
practices
Establish
criteria and
measurements
for assessment
and review of
HIPs
General
Education
&
Liberal Arts
re-design
Recommendations
Connect and
coordinate
current HIP
structures: LC,
SVL, WR,
URSICA, etc.
Academies
as the
Cornerstone
65
MCC Roadmap Academies Steering Committee



















Co-Chairs:
Kate Smith, Dean, Academic Foundations
Kristen Fragnoli, Dean, Liberal Arts
Mathematics/Faculty Senate
Counseling, International & Veterans Services
Mathematics Department
Information and Computer Technologies
Title III Grant
Advisement and Graduation Services
Health Professions
Educational Technology Services
Curriculum and Assessment Office
Advisement and Graduation Services
Career and Transfer Center
ESOL/TRS Department
Human Services Department/Damon City Campus
Division of Science, Health and Business
Office of Student Life and Leadership
Admissions Office/Enrollment Management
Damon City Campus Student Support Services
Institutional Research

66
MCC Roadmap Academies Project Subcommittees
 Academy Curriculum
 Admissions/Registration/Financial Aid
 Advisement Processes
 Assessment
 High Impact Practices (HIPs)
 Leadership
 Orientation/COS/FYE
 Technology
67
Roadmap Academies Subcommittee
Representation by Division
Admissions/Registration
Academic Services
Student Services
Administrative Services
Science, Health and Business
Academic Foundations
Liberal Arts
Academic Services
Student Services
Academic Services
Student Services
Orientation/COS/FYE
Liberal Arts
Academic Foundations
Academic Foundations
Academic Foundations
Student Services
Academic Foundations
Student Services
Educational Technology Services
Academic Services
Academic Services
Advisement Process
Career Technical Education
Student Services
Academic Foundations
Student Services
Academic Foundations
Student Services
Student Services
Science, Health and Business
Student Services
Liberal Arts
Academy Curriculum
Academic Foundations
Liberal Arts
Science, Health and Business
Academic Services
Liberal Arts
Student Services
Career Technical Education
Student Services
Academic Foundations
Liberal Arts
Science, Health and Business
High Impact Practices
Liberal Arts
Science, Health and Business
Student Services
Science, Health and Business
Student Services
Academic Services
Academic Services
Student Services
Educational Technology Services
Science, Health and Business
Technology
Student Services
Educational Technology Services
Science, Health and Business
Student Services
Academic Services
Educational Technology Services
Academic Foundations
Student Services
Science, Health and Business
Career Technical Education
Assessment
Academic Services
Career Technical Education
Science, Health and Business
Student Services
Academic Services
Student Services
Educational Technology Services
Academic Services
68
Roadmap Academies Subcommittee
Representation by Department
Admissions/Registration
Admissions
Counseling
Student Accounts
Engineering Science/Physics
Dual Enrollment
World Languages/Cultures
Admissions
Student Services, DCC
Registration and Records
Financial Aid
Orientation/COS/FYE
Mathematics
Title III
ESOL/TRS
ESOL/TRS
Student Life and Leadership
Student Support Services
Student Services, DCC
Library
Admissions
Research
Advisement Process
Hospitality
Counseling
Academic Support Services
Athletics
Advisement/Graduation
ESOL/TRS
Advisement/Graduation
Career and Transfer Center
Business Admin/Economics
Student Services, DCC
Psychology
Academy Curriculum
ESOL/TRS
AHPS
Chemistry/Geosciences, TCC
Assessment
English/Philosophy
Advisement/Graduation
Applied Tech Center
Career and Transfer Center
ESOL/TRS
Psychology, DCC
Health and Physical Education
High Impact Practices
Mathematics
Business Admin/Economics
Health Services
Biology
Counseling
Registration and Records
Human Services, DCC
Advisement/Graduation
Library
Biology, WAC
Technology
Financial Aid
Instructional Technologies
Health and Physical Education
Career and Transfer Center
Academic Services
Library
Student Support Services
Student Life and Leadership
Chemistry/Geosciences
Hospitality
Assessment
Research
Information and Computer Tech
Health Professions
MCC Association
Assessment
Student Life and Leadership
Library
Research
69
SaltLakeCommunityCollege
FacultyePortfolioResourceSite
SLCCePortfolioDescriptionforStudents
70
To access this page go to: http://facultyeportfolioresource.weebly.com/
Faculty ePortfolio Resource Site
Search
Home
Why ePortfolio?
Learning Outcomes
ePortfolio Prep
Assignments & Rubrics
Signature Assignments
Reflection
ePortfolio Pedagogy
ePortfolio Examples to
Show Your Students
Welcome to the Faculty Resource
Site Important Resources for Faculty
ePortfolio Manual
ePortfolio Syllabus Statement
Reflection Handout
SLCC Publication Center Book of Assets
SLCC Publication Center Website Reflection Rubric (pdf) (Word)
ePortfolios at Other Institutions
San Francisco State University Video
San Francisco State University Website
La Guardia Community College Website
La Guardia Community College Videos
Clemson University Website
Virginia Tech Website
Student Voices "I hope this portfolio serves as a means of
expressing my journey and life experiences,
as well as an adequate representation of
“I have gained great insights into myself
through connecting my work, school
experiences, and learning outside the
71
STRONG GENERAL EDUCATION EPORTFOLIOS
DOCUMENT SLCC'S LEARNING OUTCOMES
Goals & Outcomes
Critical Thinking
By the time you graduate with an Associate’s
degree, each of SLCC’s learning outcomes on
your Goals and Outcomes page (except Lifetime
Wellness) should have at least 2 links to
assignments that demonstrate your achievement
of those outcomes.
By the time you graduate with an Associate’s
degree, your ePortfolio should include the following:
• At least 3 assignments in which you solve an
unstructured problem (i.e., one without a single
correct answer)
• At least 4 assignments or reflections in which
you make connections from one class (or
assignment) to another
• At least 3 instances of your creative
expression
• At least 3 assignments or reflections in which
you had to analyze, synthesize, or evaluate
• At least 2 assignments or reflections in which
you demonstrate understanding of the
scientific method
• At least 4 reflections in which you think
about your own thinking (metacognition), your
learning process, or how assignments
challenge your assumptions about the world
Tip #1: This handout is your guide to what
SLCC considers to be a strong ePortfolio. We
want you to graduate with more than a
diploma and a GPA. We want you to possess
an ePortfolio that is rich with your work and
reflections that provide evidence that you have
met the College’s learning outcomes for all
students. So we advise you to use your
ePortfolio to showcase your unique path
toward the learning outcomes that will help
you be successful regardless of your major or
your career choice.
72
Quantitative Literacy
By the time you graduate with an
Associate’s degree, your ePortfolio
should include the following:
• Projects and reflective writing
from all the Math classes you
take
• At least 2 assignments outside of
Math courses in which you
analyze quantitative data or use
quantitative data in a table or
graph to support an argument
Learning Outside the
Classroom
By the time you graduate with an
Associate’s degree, your ePortfolio
should include at least 2 strong entries
on your Outside the Classroom page
(e.g., internships, clubs, sports, service-learning,
hobbies, volunteering, work-school balance,
community engagement, etc.).
Tip #2: Use reflection throughout
your ePortfolio to:
• make connections across
disciplines,
• illustrate how a particular
assignment addresses key
learning outcomes, and
• think out loud about your own
thinking processes.
Effective Communication
By the time you graduate with an
Associate’s degree, your ePortfolio should
include the following:
• Excellent reflection throughout
• Dolor
Examples
writing
adipiscing:of
David
Hubertin at least 5
Office:
Work
Phone
different genres
Cell: Mobile Phone
• At
least
1 audio or video track of
Email:
David.Hubert@slcc.edu
you making a speech or
presentation
Working with Others
By the time you graduate with an Associate’s degree, your ePortfolio
should have at least 3 assignments or reflections clearly indicating
how you successfully work with others (e.g., writing about what you
learned through giving and receiving peer feedback, or a group project in which
you played a key role).
Civic Engagement
By the time you graduate with an Associate’s degree, your ePortfolio
should include the following:
• At least 3 assignments in which you demonstrate knowledge
of U.S. history, politics, economics, or social issues
• At least 2 assignments in which you demonstrate knowledge
of global politics, economics, historical development, and/or
geography
• At least 1 assignment or reflection in which you grapple with
issues of diversity in American life
• If you have them--and it is fantastic if you do--your servicelearning experiences, reflections and work toward being a
Civically Engaged Scholar
Computer and Information Literacy
By the time you graduate with an Associate’s degree, your ePortfolio
should include the following:
• At least 10 assignments you complete using computer
hardware and software
• At least 4 assignments in which you relied on your own
research outside of class (i.e., sources not provided by the instructor)
• Credible sources used in all of your assignments
• Proper citation of your credible sources
Lifetime Wellness
By the time you graduate with an Associate’s degree, your ePortfolio
should include at least 1 assignment/reflection indicating your
understanding of the importance of physical activity and its
connection to lifelong wellness.
Tip #3: You can double or triple-dip your assignments to meet
learning outcomes. For example, a research paper on gender
discrimination in the United States fits in Effective Communication
as a genre of writing, in Civic Engagement as an example of
grappling with issues of diversity, and possibly in Quantitative
Literacy if you analyze/present data to support your argument.
73
TidewaterCommunityCollege
TCC/AAC&ULearningOutcomeRubrics
RubricSample:CriticalThinking(seewebsiteforotherrubrics)
GeneralEducationAssessmentToolforFaculty
74
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Critical Thinking Rubric
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C&U
Association
of American
Colleges and
Universities
CRITICAL THINKING RUBRIC
DEFINITION
Critical thinking is a habit of mind characterized by
the comprehensive exploration of issues, ideas, artifacts,
and events before accepting or formulating an opinion
or conclusion.A person who is competent in critical
thinking evaluates evidence carefully and applies
reasoning to decide what to believe and how to act. A
person with competency in this area demonstrates the
ability to demonstrate among degrees of credibility,
accuracy, and reliability of inferences drawn from
given data; recognizes parallels, assumptions, or
presuppositions in any given source of information;
evaluates the strengths and relevance of arguments on a
particular question or issue; weighs evidence and decides
if generalizations or conclusions based on the given data
are warranted; determines whether certain conclusions
or consequences are supported by the information
provided; and uses problem solving skills.
FRAMING LANGUAGE
This rubric is designed to be transdisciplinary, reflecting
the recognition that success in all disciplines requires
habits of inquiry and analysis that share common
attributes. Further, research suggests that successful
critical thinkers from all disciplines increasingly need to
be able to apply those habits in various and changing
situations encountered in all walks of life.
This rubric is designed for use with many different
types of assignments and the suggestions here are not
an exhaustive list of possibilities. Critical thinking can
be demonstrated in assignments that require students to
complete analyses of text, data, or issues. Assignments
that cut across presentation mode might be especially
useful in some fields. If insight into the process
components of critical thinking (e.g., how information
sources were evaluated regardless of whether they were
included in the product) is important, assignments
focused on student reflection might be especially
illuminating.
GLOSSARY
The definitions that follow were developed to clarify
terms and concepts used in this rubric only.
• Ambiguity: Information that may be interpreted in
more than one way.
• Assumptions: Ideas, conditions, or beliefs (often
implicit or unstated) that are “taken for granted or
accepted as true without proof.” (quoted from www.
dictionary.reference.com/browse/assumptions)
• Context: The historical, ethical. political, cultural,
environmental, or circumstantial settings or conditions
that influence and complicate the consideration of any
issues, ideas, artifacts, and events.
• Literal meaning: Interpretation of information exactly
as stated. For example, “she was green with envy”
would be interpreted to mean that her skin was green.
• Metaphor: Information that is (intended to be)
interpreted in a non-literal way. For example, “she
was green with envy” is intended to convey an
intensity of emotion, not a skin color.
Excerpted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes.
Copyright 2010 by the Association of American Colleges and Universities.
76
CRITICAL THINKING VALUE RUBRIC
for more information contact value@aacu.org
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
3
Milestones
2
Benchmark
1
Explanation of issues
Issue/problem to be considered
critically is stated clearly and described
comprehensively, delivering all
relevant information necessary for full
understanding.
Issue/problem to be considered
critically is stated, described, and
clarified so that understanding is not
seriously impeded by omissions.
Issue/problem to be considered critically
is stated but description leaves some
terms undefined, ambiguities unexplored,
boundaries undetermined, and/or
backgrounds unknown.
Issue/problem to be considered
critically is stated without
clarification or description.
Evidence
Selecting and using
information to investigate a point of view or
conclusion
Information is taken from source(s) with
enough interpretation/evaluation to develop
a comprehensive analysis or synthesis.
Viewpoints of experts are questioned
thoroughly.
Information is taken from source(s)
with enough interpretation/evaluation
to develop a coherent analysis or
synthesis. Viewpoints of experts are
subject to questioning.
Information is taken from source(s) with
some interpretation/evaluation, but not
enough to develop a coherent analysis or
synthesis. Viewpoints of experts are taken
as mostly fact, with little questioning.
Information is taken from source(s)
without any interpretation/
evaluation. Viewpoints of experts are
taken as fact, without question.
Influence of context
and assumptions
Thoroughly (systematically and
methodically) analyzes own and others’
assumptions and carefully evaluates the
relevance of contexts when presenting a
position.
Differentiates between self and others’
assumptions and several relevant
contexts when presenting a position.
Questions some assumptions. Identifies
several relevant contexts when presenting
a position. May be more aware of others’
assumptions than one’s own (or vice
versa).
Shows an emerging awareness of
present assumptions (sometimes
labels assertions as assumptions).
Begins to identify some contexts
when presenting a position.
Student’s position
(perspective, thesis/
hypothesis)
Specific position (perspective, thesis/
hypothesis) is creative, taking into account
the complexities of an issue.
Limits of position (perspective, thesis/
hypothesis) are acknowledged.
Others’ points of view are synthesized
within position (perspective, thesis/
hypothesis).
Specific position (perspective, thesis/
hypothesis) takes into account the
complexities of an issue.
Others’ points of view are
acknowledged within position
(perspective, thesis/hypothesis).
Specific position (perspective, thesis/
hypothesis) acknowledges different sides
of an issue.
Specific position (perspective, thesis/
hypothesis) is stated, but is simplistic
and obvious.
Conclusions and
related outcomes
(implications and
consequences)
Conclusions and related outcomes
(consequences and implications) are
logical and well supported; reflect student’s
informed evaluation, demonstrating ability
to weigh evidence and place perspectives
discussed in priority order.
Conclusion is logically tied to a
range of information, including
opposing viewpoints; related outcomes
(consequences and implications) are
identified clearly; evidence is generally
well supported.
Conclusion is logically tied to information
(because information is chosen to fit
the desired conclusion); some related
outcomes (consequences and implications)
are identified clearly; support of evidence
is limited.
Conclusion is inconsistently tied to
some of the information discussed;
related outcomes (consequences and
implications) are oversimplified; little
to no support of evidence.
Solving Problems
Not only develops a logical, consistent
plan to solve a problem, but recognizes
consequences of a solution and can
articulate reasons for choosing a solution.
Having selected from among several
approaches, develops a logical,
consistent plan that considers how to
solve a problem.
Considers and rejects less acceptable
approaches to solving a problem.
Only a single approach is considered
and is used to solve a problem.
77
Administrators open term, select competencies, and enter cycle parameters including deadlines and group scoring session information: Administrators upload spreadsheets containing selected students identified by Institutional Effectiveness into the Tool. 78
Uploading the selected students spreadsheets triggers automated emails to faculty requesting work products for selected students. Sample faculty notification of selected students email: 79
Administrators create Tool access accounts for scorers: Administrators upload work products for selected students by clicking edit: 80
Browse and select work products. Click Submit: When work products are uploaded, the Tool assigns each to two scorers and sends emails notifying the scorers that work products are available for scoring. Sample scorer notification of work product available for scoring email: 81
Scorers may log into Tool remotely and score at their convenience or may attend group scoring sessions. Both remote scoring and group sessions require scorers to use the Tool. Scorers log in and see the Welcome page, then click Score Work Products tab: Scorers click pencils to score work products: 82
Tool displays scoring reminders and links to work products. Rubric appears below work product link. Scorers click bubbles for selected scores for each dimension of the rubric and then click Submit Scores. Scoring queues get smaller as work products are scored: 83
Administrators select No for Product Accessible if work products can not be scored, then select Inaccessible Reasons. Notes can be added to the predefined reasons. Tool tracks status of work products and scorers. Tool automatically assigns work products to third scorers if scores from first two scorers differ by more than one on any dimension of the rubric. Third scorers are notified by automated emails. These emails are the same as for the initial two scorers; scorers are not informed that they are third scorers. 84
If scorers are unable to complete scoring, administrators may reassign all work products in queues to other scorers by editing scorer access: Administrators may access various reports: 85
TCC General Education Assessment Tool for Faculty Administrators open term, select competencies, and enter cycle parameters including deadlines and group scoring session information: Administrators upload spreadsheets containing selected students identified by Institutional Effectiveness into the Tool. 86
Uploading the selected students spreadsheets triggers automated emails to faculty requesting work products for selected students. Sample faculty notification of selected students email: 87
Administrators create Tool access accounts for scorers: Administrators upload work products for selected students by clicking edit: Browse and select work products. Click Submit: 88
When work products are uploaded, the Tool assigns each to two scorers and sends emails notifying the scorers that work products are available for scoring. Sample scorer notification of work product available for scoring email: Scorers may log into Tool remotely and score at their convenience or may attend group scoring sessions. Both remote scoring and group sessions require scorers to use the Tool. Scorers log in and see 89
the Welcome page, then click Score Work Products tab: Scorers click pencils to score work products: 90
Tool displays scoring reminders and links to work products. Rubric appears below work product link. Scorers click bubbles for selected scores for each dimension of the rubric and then click Submit Scores. Scoring queues get smaller as work products are scored: Administrators select No for Product Accessible if work products can not be scored, then select Inaccessible Reasons. Notes can be added to the predefined reasons. 91
Tool tracks status of work products and scorers. Tool automatically assigns work products to third scorers if scores from first two scorers differ by more than one on any dimension of the rubric. Third scorers are notified by automated emails. These emails are the same as for the initial two scorers; scorers are not informed that they are third scorers. 92
If scorers are unable to complete scoring, administrators may reassign all work products in queues to other scorers by editing scorer access: Administrators may access various reports: 93