COE FACULTY 101
January 9,
2014
OUTLINE
1. Teaching/student support (3:30-4:25)
COE advising (15 min)
Center for Teaching and Learning (30 min)
Rubrics (10 min)
2. Course Development (4:25-4:40)
3. Assessment and Accreditation COE and OSU
(4:40-5:00)
***Break (5:00 to 5:30)***
4. Broader Impact Partners (5:30-5:50)
***Socialize***
ADVISORS ARE YOUR FRIENDS
Summer 2015, all first-year COE students
advised centrally
What is advising?
Professional verses
Faculty advising
Exploration,
academic success,
career, PIN,
curricular, procedural
MyDegrees
COE CENTRAL ADVISORS
Mary
Chuinard
COE Head Advisor
Brett Jeter
International and academic
success advising
Caine Francis and
Nova Schauss
COE Central Advising
Sarah
Kameron
Kyllo
Kadooka
Michelle
White
SCHOOL ADVISORS
Tyler
DeAdder
MIME Advising
Carrie
John
Randall
Barber
NERHP Advising
Joan Stueve
Nancy
Holman
BEE Advising
Roger Ely
CBEE Advising
Kristen
Richard
Rorrer
Kerr
SCHOOL ADVISORS
Calvin
Hughes
Shannon
Reed
CCE Advising
Janice
Nave-Avebele
Katie
Whitehead
EECS Advising
Lizabeth
Padma
Marquez
Akkaraju
(Ecampus)
Nicholas
Malos
(Ecampus)
CENTER FOR TEACHING AND LEARNING
 CTL Website (http://oregonstate.edu/ctl/ )
 Winter Symposium
 Teaching Tools (Rubrics, etc.)
 Video Introduction to cognition
(https://media.oregonstate.edu/media// 0_r wgtq59h)
 Rubrics and more….
(https://media.oregonstate.edu/media// 0_k6clrdif)
RUBRICS
EXAMPLE RUBRIC TO ASSESS DESIGN
Performance
1
Indicators
(unsatisfactory)
Develop process PFDs are incomplete
(missing unit
flow diagrams
Perform
economic
analyses
2
(satisfactory)
3
(good)
4
(excellent)
PFDs incorporate
appropriate unit
operations), missing or operations and
incorrect standard
conventions, but not all
elements (stream and minor elements (utility
equipment #s, correct streams, pumps, etc.)
symbols, flow
information)
PFDs accurate,
thorough, incorporate
conventions
appropriately
PFDs incorporate
additional processing not
explicitly defined in the
description based on
appropriate process
considerations (e.g.
minimizing waste
Missing major aspects
of costs (capital and
manufacturing) or
profitability analyses
Complete and relatively
accurate cost and
profitability analyses
Comprehensive and
accurate assessment of
costs, multiple measures
of profitability with analysis
of meaning, discussion of
sensitivity
Comprehensive
evaluation of multiple
alternatives (accurate
calculation of costs,
profitability)
Consideration of multiple
constraints
Optimize design No recognition of
given constraints constraints and no
Considers capital costs
and depreciation,
manufacturing costs and
determines profitability.
Substantially complete
and somewhat accurate
Consideration of
constraint(s). Attempt to
alternatives considered evaluate multiple
alternatives
EXAMPLE RUBRIC TO ASSESS DESIGN
Performance
1
Indicators
(unsatisfactory)
Develop process PFDs are incomplete
(missing unit
flow diagrams
2
(satisfactory)
PFDs incorporate
appropriate unit
operations), missing or operations and
incorrect standard
conventions, but not all
elements (stream and minor elements (utility
Set of criteria
equipment
#s, correct that
streams, pumps, etc.)
symbols,
defineflowand describe
information)
Perform
economic
analyses
the important
components
of the
Missing
major aspects
Considers capital costs
ofwork
costs (capital
and depreciation,
beingandevaluated
manufacturing) or
profitability analyses
Optimize design No recognition of
given constraints constraints and no
manufacturing costs and
determines profitability.
Substantially complete
and somewhat accurate
Consideration of
constraint(s). Attempt to
alternatives considered evaluate multiple
alternatives
3
(good)
4
(excellent)
PFDs accurate,
thorough, incorporate
conventions
appropriately
PFDs incorporate
additional processing not
explicitly defined in the
description based on
appropriate process
considerations (e.g.
minimizing waste
Complete and relatively
accurate cost and
profitability analyses
Comprehensive and
accurate assessment of
costs, multiple measures
of profitability with analysis
of meaning, discussion of
sensitivity
Comprehensive
evaluation of multiple
alternatives (accurate
calculation of costs,
profitability)
Consideration of multiple
constraints
EXAMPLE RUBRIC TO ASSESS DESIGN
Performance
1
Indicators
(unsatisfactory)
Provides
clear
Develop process PFDs are incomplete
targets of
(missing unit
flow diagrams
proficiency to
students
Enables
unambiguous
assessment
Perform
of
qualitative
economic
tasks
analyses
Promotes
consistency
between
Optimize design
multiple
given constraints
evaluators
2
(satisfactory)
3
(good)
4
(excellent)
PFDs incorporate
appropriate unit
operations), missing or operations and
incorrect standard
conventions, but not all
elements (stream and minor elements (utility
equipment #s, correct streams, pumps, etc.)
symbols, flow
information)
PFDs accurate,
thorough, incorporate
conventions
appropriately
PFDs incorporate
additional processing not
explicitly defined in the
description based on
appropriate process
considerations (e.g.
minimizing waste
Missing major aspects
of costs (capital and
manufacturing) or
profitability analyses
Complete and relatively
accurate cost and
profitability analyses
Comprehensive and
accurate assessment of
costs, multiple measures
of profitability with analysis
of meaning, discussion of
sensitivity
Comprehensive
evaluation of multiple
alternatives (accurate
calculation of costs,
profitability)
Consideration of multiple
constraints
Considers capital costs
and depreciation,
manufacturing costs and
determines profitability.
Substantially complete
and somewhat accurate
No recognition of
Consideration of
constraints and no
constraint(s). Attempt to
alternatives considered evaluate multiple
alternatives
VALUE RUBRICS
Developed by the Association of American Colleges and Universities
 Creative Thinking
 Critical Thinking
 Ethical Reasoning
 Global Learning
 Inquiry and Analysis
 Intercultural
Knowledge and
Competence
 Foundation and Skills
for Lifelong Learning
 Oral Communication
 Problem Solving
 Quantitative Literacy
 Teamwork
 Written
Communication
PROBLEM SOLVING RUBRIC
COURSE DEVELOPMENT
So….you want to offer a new course.
1. Review plans with School’s curriculum
committee
2. Develop a syllabus with the required content
3. Options
 Offer under a
blanket course #
 New course #
4. Online Curriculum
Proposal System
OSU COURSE PROPOSAL
Visit “Course Proposals” from right menu of
APAA ( http://drupaldev.cws.oregonstate.edu/apaa/academic programs/home )
 Checklist for proposals
 Common problems
 Syllabus template
 Blooms taxonomy
Select “Curriculum Proposal System” from top
menu of APAA
ACCREDITATION
By Program (ABET)
6 year cycle
Single self-study
report due at year 6
by University (NWCCU)
7 year cycle
Reports every 2 years
with different content
Effect on you (typical faculty)?
 Course outcomes (on your syllabus) must map to
specific program outcomes
 Must complete course reflection after each course
 During year 5 and 6 collect graded student work
BROADER IMPACT PARTNERS WILL…
 Help with proposal project description and
budget
 Work with PI to develop integration
 Implement, administer and assess broader
impact project
 Deliver material for final reports