An Evidence-Based Process for QualityDigital Credentials

Jeff King EdD | UCO

Center for Excellence inTransformative Teaching amp Learning

IMS Global Summit on Digital Credentials

Arizona State Univ | February 2018

What is it

STLR is how UCO implements

Transformative Learning

Develops studentsrsquo beyond-disciplinary

skills

Expands studentsrsquo perspectives of their

relationships to self others community

and environment

Placeholder Slide Videoplayed here can be foundathttpsyoutubeUFM1KnidU68

What is it

STLR is how UCO implements

Transformative Learning

Develops studentsrsquo beyond-disciplinary

skills

Expands studentsrsquo perspectives of their

relationships to self others community

and environment

Placeholder Slide Videoplayed here can be foundathttpsyoutubeUFM1KnidU68

STLR is how UCO implements

Transformative Learning

Develops studentsrsquo beyond-disciplinary

skills

Expands studentsrsquo perspectives of their

relationships to self others community

and environment

Placeholder Slide Videoplayed here can be foundathttpsyoutubeUFM1KnidU68

Placeholder Slide Videoplayed here can be foundathttpsyoutubeUFM1KnidU68

Why STLR

Coachability (26) ability to accept and implement feedback

Emotional Intelligence (23) ability to understand amp manage

onersquos own emotions amp recognize othersrsquo

Motivation (17) sufficient drive to achieve potential and excel

in the job

Temperament (15) attitude amp personality suited to the job and

work environment

Technical Competence (11) Functional andor technical

skills amp knowledge required for the job

Murphy M (2006) Leadership IQ study Why new hires fail Public Management88(2) 33-34

The Leadership IQ Study Top Five Reasons New Hires Fail

(3-yr study 5000+ hiring managers 20000+ new hires

312 corporations organizations institutions)

Beyond-disciplinary Skills Are Not Shown on the

Academic Transcript

STLR

develops

these

skills

We can no longer afford to graduate

engineers who can only follow

directions We must graduate

engineers prepared to ask ldquoWhat

ought to berdquo

Patrick Awuah | President

Ashesi University | Ghana

AcademicTranscript

Discipline Global amp Health amp Leadership Research ServiceKnowledge Cultural Wellness Creative amp Learning

Compe- Scholarly amp Civictencies Activities Engage-

ment

Exposure

Integration

Transformation

ST

LR

Ach

iev

em

en

t

Bad

ge

Lev

els

Tenet Transformation Integration Exposure NOT Assessed

SL The student is actively engaged in socially responsible behavior and civic dialogue beyond course material The student develops and articulates informed perspective based on both theory knowledge (class content) and service experience The studentrsquos ability to think critically about societal issues is evident and demonstrated through personal reflection

CE The student can articulate through thorough explanation andor direct application anunderstanding of her his rights and responsibilities as a contributing citizen in a democratic society

SL The student expresses awareness of how herhis service experience contributes to understanding and awareness of core societal issues The student may become actively engaged in addressing one or more core societal issues but does not completely make connections beyond course material

CE The student has a developing sense of her- or himself as a contributing citizen but may not fully grasp herhis individual rights or responsibilities The studentrsquos level of engagement is growing but has not reached the point of full contribution

SL The student completes the required service-learning component of the class There is no evidence of the application of course material to practice within the service-learning experience

CE The student comes to an awareness of what democracy is and what opportunities are available for citizen engagement and contribution The student has not demonstrated active engagement or involvement in civic life

SL The student does not complete the required service-learning component of the course

CE The student has not engaged with the community and is not aware of democratic principles or concepts

Ro

bu

st R

ub

rics

ST

LR

Stu

de

nt

Mo

bile

Da

sh

bo

ard

Da

sh

bo

ard

Dri

ll-D

ow

n

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Coachability (26) ability to accept and implement feedback

Emotional Intelligence (23) ability to understand amp manage

onersquos own emotions amp recognize othersrsquo

Motivation (17) sufficient drive to achieve potential and excel

in the job

Temperament (15) attitude amp personality suited to the job and

work environment

Technical Competence (11) Functional andor technical

skills amp knowledge required for the job

Murphy M (2006) Leadership IQ study Why new hires fail Public Management88(2) 33-34

The Leadership IQ Study Top Five Reasons New Hires Fail

(3-yr study 5000+ hiring managers 20000+ new hires

312 corporations organizations institutions)

Beyond-disciplinary Skills Are Not Shown on the

Academic Transcript

STLR

develops

these

skills

We can no longer afford to graduate

engineers who can only follow

directions We must graduate

engineers prepared to ask ldquoWhat

ought to berdquo

Patrick Awuah | President

Ashesi University | Ghana

AcademicTranscript

Discipline Global amp Health amp Leadership Research ServiceKnowledge Cultural Wellness Creative amp Learning

Compe- Scholarly amp Civictencies Activities Engage-

ment

Exposure

Integration

Transformation

ST

LR

Ach

iev

em

en

t

Bad

ge

Lev

els

Tenet Transformation Integration Exposure NOT Assessed

SL The student is actively engaged in socially responsible behavior and civic dialogue beyond course material The student develops and articulates informed perspective based on both theory knowledge (class content) and service experience The studentrsquos ability to think critically about societal issues is evident and demonstrated through personal reflection

CE The student can articulate through thorough explanation andor direct application anunderstanding of her his rights and responsibilities as a contributing citizen in a democratic society

SL The student expresses awareness of how herhis service experience contributes to understanding and awareness of core societal issues The student may become actively engaged in addressing one or more core societal issues but does not completely make connections beyond course material

CE The student has a developing sense of her- or himself as a contributing citizen but may not fully grasp herhis individual rights or responsibilities The studentrsquos level of engagement is growing but has not reached the point of full contribution

SL The student completes the required service-learning component of the class There is no evidence of the application of course material to practice within the service-learning experience

CE The student comes to an awareness of what democracy is and what opportunities are available for citizen engagement and contribution The student has not demonstrated active engagement or involvement in civic life

SL The student does not complete the required service-learning component of the course

CE The student has not engaged with the community and is not aware of democratic principles or concepts

Ro

bu

st R

ub

rics

ST

LR

Stu

de

nt

Mo

bile

Da

sh

bo

ard

Da

sh

bo

ard

Dri

ll-D

ow

n

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Beyond-disciplinary Skills Are Not Shown on the

Academic Transcript

STLR

develops

these

skills

We can no longer afford to graduate

engineers who can only follow

directions We must graduate

engineers prepared to ask ldquoWhat

ought to berdquo

Patrick Awuah | President

Ashesi University | Ghana

AcademicTranscript

Discipline Global amp Health amp Leadership Research ServiceKnowledge Cultural Wellness Creative amp Learning

Compe- Scholarly amp Civictencies Activities Engage-

ment

Exposure

Integration

Transformation

ST

LR

Ach

iev

em

en

t

Bad

ge

Lev

els

Tenet Transformation Integration Exposure NOT Assessed

SL The student is actively engaged in socially responsible behavior and civic dialogue beyond course material The student develops and articulates informed perspective based on both theory knowledge (class content) and service experience The studentrsquos ability to think critically about societal issues is evident and demonstrated through personal reflection

CE The student can articulate through thorough explanation andor direct application anunderstanding of her his rights and responsibilities as a contributing citizen in a democratic society

SL The student expresses awareness of how herhis service experience contributes to understanding and awareness of core societal issues The student may become actively engaged in addressing one or more core societal issues but does not completely make connections beyond course material

CE The student has a developing sense of her- or himself as a contributing citizen but may not fully grasp herhis individual rights or responsibilities The studentrsquos level of engagement is growing but has not reached the point of full contribution

SL The student completes the required service-learning component of the class There is no evidence of the application of course material to practice within the service-learning experience

CE The student comes to an awareness of what democracy is and what opportunities are available for citizen engagement and contribution The student has not demonstrated active engagement or involvement in civic life

SL The student does not complete the required service-learning component of the course

CE The student has not engaged with the community and is not aware of democratic principles or concepts

Ro

bu

st R

ub

rics

ST

LR

Stu

de

nt

Mo

bile

Da

sh

bo

ard

Da

sh

bo

ard

Dri

ll-D

ow

n

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

We can no longer afford to graduate

engineers who can only follow

directions We must graduate

engineers prepared to ask ldquoWhat

ought to berdquo

Patrick Awuah | President

Ashesi University | Ghana

AcademicTranscript

Discipline Global amp Health amp Leadership Research ServiceKnowledge Cultural Wellness Creative amp Learning

Compe- Scholarly amp Civictencies Activities Engage-

ment

Exposure

Integration

Transformation

ST

LR

Ach

iev

em

en

t

Bad

ge

Lev

els

Tenet Transformation Integration Exposure NOT Assessed

SL The student is actively engaged in socially responsible behavior and civic dialogue beyond course material The student develops and articulates informed perspective based on both theory knowledge (class content) and service experience The studentrsquos ability to think critically about societal issues is evident and demonstrated through personal reflection

CE The student can articulate through thorough explanation andor direct application anunderstanding of her his rights and responsibilities as a contributing citizen in a democratic society

SL The student expresses awareness of how herhis service experience contributes to understanding and awareness of core societal issues The student may become actively engaged in addressing one or more core societal issues but does not completely make connections beyond course material

CE The student has a developing sense of her- or himself as a contributing citizen but may not fully grasp herhis individual rights or responsibilities The studentrsquos level of engagement is growing but has not reached the point of full contribution

SL The student completes the required service-learning component of the class There is no evidence of the application of course material to practice within the service-learning experience

CE The student comes to an awareness of what democracy is and what opportunities are available for citizen engagement and contribution The student has not demonstrated active engagement or involvement in civic life

SL The student does not complete the required service-learning component of the course

CE The student has not engaged with the community and is not aware of democratic principles or concepts

Ro

bu

st R

ub

rics

ST

LR

Stu

de

nt

Mo

bile

Da

sh

bo

ard

Da

sh

bo

ard

Dri

ll-D

ow

n

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

AcademicTranscript

Discipline Global amp Health amp Leadership Research ServiceKnowledge Cultural Wellness Creative amp Learning

Compe- Scholarly amp Civictencies Activities Engage-

ment

Exposure

Integration

Transformation

ST

LR

Ach

iev

em

en

t

Bad

ge

Lev

els

Tenet Transformation Integration Exposure NOT Assessed

SL The student is actively engaged in socially responsible behavior and civic dialogue beyond course material The student develops and articulates informed perspective based on both theory knowledge (class content) and service experience The studentrsquos ability to think critically about societal issues is evident and demonstrated through personal reflection

CE The student can articulate through thorough explanation andor direct application anunderstanding of her his rights and responsibilities as a contributing citizen in a democratic society

SL The student expresses awareness of how herhis service experience contributes to understanding and awareness of core societal issues The student may become actively engaged in addressing one or more core societal issues but does not completely make connections beyond course material

CE The student has a developing sense of her- or himself as a contributing citizen but may not fully grasp herhis individual rights or responsibilities The studentrsquos level of engagement is growing but has not reached the point of full contribution

SL The student completes the required service-learning component of the class There is no evidence of the application of course material to practice within the service-learning experience

CE The student comes to an awareness of what democracy is and what opportunities are available for citizen engagement and contribution The student has not demonstrated active engagement or involvement in civic life

SL The student does not complete the required service-learning component of the course

CE The student has not engaged with the community and is not aware of democratic principles or concepts

Ro

bu

st R

ub

rics

ST

LR

Stu

de

nt

Mo

bile

Da

sh

bo

ard

Da

sh

bo

ard

Dri

ll-D

ow

n

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Exposure

Integration

Transformation

ST

LR

Ach

iev

em

en

t

Bad

ge

Lev

els

Tenet Transformation Integration Exposure NOT Assessed

SL The student is actively engaged in socially responsible behavior and civic dialogue beyond course material The student develops and articulates informed perspective based on both theory knowledge (class content) and service experience The studentrsquos ability to think critically about societal issues is evident and demonstrated through personal reflection

CE The student can articulate through thorough explanation andor direct application anunderstanding of her his rights and responsibilities as a contributing citizen in a democratic society

SL The student expresses awareness of how herhis service experience contributes to understanding and awareness of core societal issues The student may become actively engaged in addressing one or more core societal issues but does not completely make connections beyond course material

CE The student has a developing sense of her- or himself as a contributing citizen but may not fully grasp herhis individual rights or responsibilities The studentrsquos level of engagement is growing but has not reached the point of full contribution

SL The student completes the required service-learning component of the class There is no evidence of the application of course material to practice within the service-learning experience

CE The student comes to an awareness of what democracy is and what opportunities are available for citizen engagement and contribution The student has not demonstrated active engagement or involvement in civic life

SL The student does not complete the required service-learning component of the course

CE The student has not engaged with the community and is not aware of democratic principles or concepts

Ro

bu

st R

ub

rics

ST

LR

Stu

de

nt

Mo

bile

Da

sh

bo

ard

Da

sh

bo

ard

Dri

ll-D

ow

n

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Tenet Transformation Integration Exposure NOT Assessed

SL The student is actively engaged in socially responsible behavior and civic dialogue beyond course material The student develops and articulates informed perspective based on both theory knowledge (class content) and service experience The studentrsquos ability to think critically about societal issues is evident and demonstrated through personal reflection

CE The student can articulate through thorough explanation andor direct application anunderstanding of her his rights and responsibilities as a contributing citizen in a democratic society

SL The student expresses awareness of how herhis service experience contributes to understanding and awareness of core societal issues The student may become actively engaged in addressing one or more core societal issues but does not completely make connections beyond course material

CE The student has a developing sense of her- or himself as a contributing citizen but may not fully grasp herhis individual rights or responsibilities The studentrsquos level of engagement is growing but has not reached the point of full contribution

SL The student completes the required service-learning component of the class There is no evidence of the application of course material to practice within the service-learning experience

CE The student comes to an awareness of what democracy is and what opportunities are available for citizen engagement and contribution The student has not demonstrated active engagement or involvement in civic life

SL The student does not complete the required service-learning component of the course

CE The student has not engaged with the community and is not aware of democratic principles or concepts

Ro

bu

st R

ub

rics

ST

LR

Stu

de

nt

Mo

bile

Da

sh

bo

ard

Da

sh

bo

ard

Dri

ll-D

ow

n

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

ST

LR

Stu

de

nt

Mo

bile

Da

sh

bo

ard

Da

sh

bo

ard

Dri

ll-D

ow

n

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Da

sh

bo

ard

Dri

ll-D

ow

n

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Official STLR

Student Events

STLR Class

Assignments

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Student Organi-

zation or Group

wSTLR Artifact

STLR TL

Student Projects

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Includes confidence intervals at 95

Target Population Definition Low socio-economic status first generation underrepresented minorities ldquoLow STLRrdquo Engaged only

through attending STLR-tagged events and automatically assigned lowest level of achievement (ldquoexposurerdquo) ldquoHigh STLRrdquo Created a

learning artifact assessed using STLR rubrics

dagger Significantly higher than ldquoNo STLRrdquo at plt001

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

STLR Achievement Record

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Graduates ready and motivated

to solve

societal challenges and who

want to create

not simply consume

Welcome Work Show Case Philosophy Reacutesumeacute

STLR ePortfolio(link to Juliarsquos eportfolio)

Graduates ready and motivated to solve

societal challenges and who want to create

not simply consume

Badge Evidence Data Mining amp Student Peer-

to-Peer Connection

Enhancement

Badge Evidence Data Mining amp Student Peer-

to-Peer Connection

Enhancement

US Department of Education $78M Title III Grant

EducauseGates Foundation 2015 Breakthrough Models

Incubator Grant

Lumina FoundationAACRAONASPA Comprehensive

Student Record Grant

WCET Outstanding Work Award 2016

Lumina Foundation Essential Employability Qualities

Grant

ATampT Research Partnership

Jeff King EdD | jking47ucoedu | wwwucoedustlr

Jeff King EdD | jking47ucoedu | wwwucoedustlr