Post on 10-Aug-2020
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LEAPing for Student Success @ UW-Whitewater
SusanElrod,Provost&Execu4veViceChancellorforAcademicAffairs(elrods@uww.edu)
§ 4-year,residen4alcampus
§ Enrollment:12,600
§ Full-Time:faculty:335,non-faculty:646
§ Underrepresentedminoritystudents(17%)
§ Firstgenera4onstudents(44%)
UniversityofWisconsin-Whitewater
Whoweare
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Ø InclusiveExcellenceØ Essen4alLearning
OutcomesØ High-ImpactPrac4cesØ VALUERubrics
LEAPPrinciplesWeHaveEmbraced
WorkshopModel• Invita4ontocampus:formteams• TwodaysinJanuary(winterterm)
• Learn,discuss,developac4onplans• Implementplansduringspringsemester• TwodaysinMay(endoffinalsweek)
• Share,discuss,learnmore,reviseac4onplans
• Implementplansthroughnextacademicyear• Progresscheck,sharepostersat
AssessmentDay
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LEAPEventsatUW-W• Workshops:
• Todate,600par4cipantson120LEAPteams• Faculty,staff,administratorsandstudents
par4cipate(“Wearealleducators”)• $800s4pendperperson
• ExampleLEAPProjects:• LEAP&Advising/Clubs/PathwaysforSuccess• ELOsinstudentemployment• LEAPstudentresumeproject• LEAPandprogramoutcomes/review• ResearchAppren4ceshipProgram(RAP)
• AnnualLEAPConference&LEAPDayw/EmployerPanel
Benefitsü Providesacommonlanguageusedacross
campus,acrossalldivisionsanddepartments,amongstudents,faculty,andallstaffcategories
ü IncreasescollaboraBonacrosscampus;breaksdownsilos
ü FocusesintenBonalityofteachingandlearning
ü Improvescampusclimate—a“can-do”collaboraBvespirit
ü AssistsinthetransiBonfromteaching(whatfacultydo)tolearning(whatstudentsgain)
ü IncreasesstudentengagementviaHIPS;improvesappreciaBonanduseofHIPs
ü Improvesfocusoninclusiveexcellence,e.g.,closingequitygaps
ü ProvidessharedmethodforauthenBcassessmentofstudentwork(rubrics)
ü IncreasesuseofdatatoassesslearningandimpactofHIPs
ü Connectsthecurriculumwiththeco-curriculum—amoreintegratedexperienceforstudents(e.g.,ELO’susedinmanyon-campusstudentemploymentexperiences)
ü ProvidesvaluablenaBonalpublicityforUW-W
ü LEAPingtonewheights:ü DevelopmentofLEAPdegree/badgemilestonesfor
e-por9olios/transcripts
ü Connec<ontostudentleadership,careerprograms
ü Embeddinginhighschooloutreachprograms
ü IncreasingfocusforSOTL
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GUIDEDLEARNINGPATHWAYSTHROUGHGENERALEDUCATION
ANDTRANSFERCathyPride,AssociateProfessorofPsychology
pridec@middlesex.mass.edu
• SecondlargestcommunitycollegeinMA• 75+degreeandcerBficateprogramsoffered• Totalenrollment:13,267• Full-BmeFaculty:125
• Part-BmeFaculty:460
• AverageClassSize:21
Bedford
Lowell
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EarlyAssessmentCollaboraCons
• MassachuseesVisionProjectfundedcollaboraBveassessment“experiments”betweensysteminsBtuBons
• Rubriccriteriaappliedtosamplesofstudentwork– criterianotuBlizedtodevelopassignments
• Posi4veOutcome– InsighculobservaBonsbyscorersoncommonchallengesevidencedin
students’worksamples• Drawbacks
– Nowayto“closetheloop”– “otherfaculty’sstudents”– “otherfaculty’sassignments”
AAC&UQualityCollaboraCvesProjectMiddlesex&UMassLowellpilotedDegreeQualificaConsProfile(DQP)withincontextoftransfer
• QuanCtaCveLiteracyinfusedin4disciplineswithhightransferrates
– 2012–2014:~25facultyparBcipated
– Discipline-basedteamscollaborated,designed&assessedresultsofcumula<ve,“signature”assignments
• FormaBveassignmentdesign
• Scaffoldedstudents’developmentoflearningoutcomes
– AssessedstudentarBfactscollaboraBvelypost-assignment
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Huba,M.E.&Freed,J.E.(2000).Learner-centeredassessmentoncollegecampuses:ShiJingthefocusfromteachingtolearning.NeedhamHeights,MA:Allyn&Bacon.(p.108).FromKentStateFacultyProfessionalDevelopmentCenter–February072012.
Discipline-b
ased
teams
fromhigh-transfe
r
programsContextualizedcurriculaand
assessmentswithintransferprograms
Scaffolded
student
developm
entofELO
sas
intellectu
alskill
Backward
sdesignfr
om
Capstone
(senior)p
roject-
basedreq
uirements
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AAC&UQualityCollaboraCvesProjectExpansion
• AddedotherEssenCalLearningOutcomes– SocialResponsibility(2013–2015)– Global&InterculturalLearning(2014–2016)– Cri4calThinking(2015–2016)– ~25addiBonalfacultyperELO– Funding:MADept.ofHigherEdPIFgrant
• Posi4veOutcomeofallQCprojects:– Opportunitytorevise,re-implement,re-assess–“closetheloop”
Lessons Learned• Discipline-based teams
– identified relevant key concepts that students struggle with – developed plan for scaffolding competency within discipline – reflected in assignments (assessments)
• Formative use of rubric for curriculum design before summative assessment – Faculty owned less-than-optimal results – “I know what I could do
differently” – Improved assignment prompts – Provided more opportunities to develop competency
• Collaborative, intellectually creative work – Designing assignments can be creative and intellectually stimulating, as is
sharing and receiving peer feedback
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AAC&USTIRS(ScienCficThinking&IntegraCveReasoningSkills)Fellowship
ProjectGoals
• ContextualizeSTIRSframeworktoLAS:PsychologyconcentraCon(LAPY)program
• Createcoherent,integratedcurriculumculminaBngincapstoneexperience
• Createlibraryoffacultydeveloped,peer-reviewedCornerstoneandConnector(Milestone)assignments
• LinkprojecttoMassTransferAcademicPathwaysProject(MATPP)
Logis4csContextualizeSTIRSframeworktoMCC&LAPYprogram
STIRSimprovethecapacityofundergraduatestudentsinallfieldsofstudytouseevidencetosolveproblems
andmakedecisions
ISLOsCri<calThinking
Quan<ta<veReasoning
LAPYPSLO
Movefromrelyingon“commonsense”orbiasedpacernsofthoughttomakesenseofobserva<ons,andproblemsolvetoeffec<velyusethescien<ficmethodandcri<calthinkingapproachesforthese
samepurposes.(supportsAPAGoals2,3,5)
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STIRS:ISLOs:CriBcalThinkingQuanBtaBveReasoningPSLO
Introduce:PSY101,SOC101
TRANSFER BA/BSCAPSTONE
Con4nuetoReinforce
Reinforce:PSY120,121,150,151,166,171
TransferReady:PSY138
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Logis4cs–Fall2015Usedbackwardsdesign:• DevelopedrubricbasedonLEAPrubrics• Createdscaffolded,cumula4veassignments• Builtstudentcompetencywithcontextualizedessen4allearningoutcomes
How?MappedLAPYcourses• ReviewedSyllabi/CourseObjecBves
– AlignedcourseoutcomeswithPSLO• IdenBfiedcommonexpecta4ons&associatedoutcomesforprogramcourses• Revised/DesignedSignatureAssignments
Capstone
4 Milestones
3 2TransferReady Develop
Benchmark
1Introduce
Explana4onofissues
Issue/problemtobeconsideredcriBcallyisstatedclearlyanddescribedcomprehensively,deliveringallrelevantinformaBonnecessaryforfullunderstanding.
Issue/problemtobeconsideredcriBcallyisstated,described,andclarifiedsothatunderstandingisnotseriouslyimpededbyomissions.
Issue/problemtobeconsideredcriBcallyisstatedbutdescripBonleavessometermsundefined,ambiguiBesunexplored,boundariesundetermined,and/orbackgroundsunknown.
Issue/problemtobeconsideredcriBcallyisstatedwithoutclarificaBonordescripBon.
EvidenceSelecCngandusinginformaContoinvesCgateapointofvieworconclusion
InformaBonistakenfromsource(s)withenoughinterpretaBon/evaluaBontodevelopacomprehensiveanalysisorsynthesis.ViewpointsofexpertsarequesBonedthoroughly.
InformaBonistakenfromsource(s)withenoughinterpretaBon/evaluaBontodevelopacoherentanalysisorsynthesis.ViewpointsofexpertsaresubjecttoquesBoning.
InformaBonistakenfromsource(s)withsomeinterpretaBon/evaluaBon,butnotenoughtodevelopacoherentanalysisorsynthesis.Viewpointsofexpertsaretakenasmostlyfact,withliqlequesBoning.
InformaBonistakenfromsource(s)withoutanyinterpretaBon/evaluaBon.Viewpointsofexpertsaretakenasfact,withoutquesBon.
Influenceofcontextandassump4ons
Thoroughly(systemaBcallyandmethodically)analyzesownandothers'assumpBonsandcarefullyevaluatestherelevanceofcontextswhenpresenBngaposiBon.
IdenBfiesownandothers'assumpBonsandseveralrelevantcontextswhenpresenBngaposiBon.
QuesBonssomeassumpBons.IdenBfiesseveralrelevantcontextswhenpresenBngaposiBon.Maybemoreawareofothers'assumpBonsthanone'sown(orviceversa).
ShowsanemergingawarenessofpresentassumpBons(someBmeslabelsasserBonsasassumpBons).BeginstoidenBfysomecontextswhenpresenBngaposiBon.
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Logis4cs–SpringSemester• PilotedAssignments
• Collectedar4factsthroughBlackboardOutcomes
• AssessedsignatureassignmentsforLAPYoutcomesachievement(throughBbOutcomes)
• DebriefedfindingsatSpringAssessmentDay
ComparisonofMeanRubricScoresbyLevel
0
0.5
1
1.5
2
PSY101/SOC101 PSY120/PSY150 PSY138
MeanRubricScore
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ComparisonofMeanCriterionScoresbyLevel
0
0.5
1
1.5
2
2.5
PSY101/SOC101
PSY120/150 PSY138
Explana4onofIssues
Selec4ng&UsingInfotoInves4gate
InfluenceofContext&Assump4ons
Year2:2016-2017• Expandprojecttoincludeaddi4onalcourses,FTfaculty,
adjuncts• Con4nuetodeveloppeer-reviewedsignatureassignments
thatscaffoldthecurriculum• Assessstudentar4factsforscaffoldedcompetency
development• Buildlibraryofsignatureassignmentstaggedforuseby
mulBpledepartments/programs• Beginreplica4ngPsychologyprogram’sworkinother
programareas
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LessonsLearnedBenefits(inaddiBontoimprovedassignments)• Involvesallfull-Bmefacultyindepartment• DeepThinkingaboutwhatitmeanstobe“transferready”• StrengtheningintegraConacrosscurriculum
– Mappingoutcomes– CourserelaBonships&sequencing– Coursepre-reqs– RoleofgeneraleducaBon
Challenges• Adjunctfaculty• Courseswithmul4plesec4ons• Compensa4on
Discussion
1. WhatareyourgoalsforbuildingcommunityinyourstatearoundLEAPideals,outcomesandprioriBes?
2. HowmightLEAPhelpbringpeopletogethertobuildcommunityandimprovestudentsuccess?
3. WhatworkisyourstateorinsBtuBoncurrentlyinvolvedinrelatedtoguidedlearningpathwaysthroughgeneraleducaBonandtransfer?1. Whatisworking?Whatisnotworking?2. Howcouldyoudevelopguidedlearningpathwaysthatenhance
studentsuccess?3. WhatconcernsorchallengesdoyouanBcipate?Howandto
whatextentcouldyouaddressthem?
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Thankyou!