9/14/16

1

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

9/14/16

2

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

9/14/16

3

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

9/14/16

4

GUIDEDLEARNINGPATHWAYSTHROUGHGENERALEDUCATION

ANDTRANSFERCathyPride,AssociateProfessorofPsychology

pridec@middlesex.mass.edu

•  SecondlargestcommunitycollegeinMA•  75+degreeandcerBficateprogramsoffered•  Totalenrollment:13,267•  Full-BmeFaculty:125

•  Part-BmeFaculty:460

•  AverageClassSize:21

Bedford

Lowell

9/14/16

5

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

9/14/16

6

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

9/14/16

7

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

9/14/16

8

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)

9/14/16

9

STIRS:ISLOs:CriBcalThinkingQuanBtaBveReasoningPSLO

Introduce:PSY101,SOC101

TRANSFER BA/BSCAPSTONE

Con4nuetoReinforce

Reinforce:PSY120,121,150,151,166,171

TransferReady:PSY138

9/14/16

10

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.

9/14/16

11

Logis4cs–SpringSemester•  PilotedAssignments

•  Collectedar4factsthroughBlackboardOutcomes

•  AssessedsignatureassignmentsforLAPYoutcomesachievement(throughBbOutcomes)

•  DebriefedfindingsatSpringAssessmentDay

ComparisonofMeanRubricScoresbyLevel

0

0.5

1

1.5

2

PSY101/SOC101 PSY120/PSY150 PSY138

MeanRubricScore

9/14/16

12

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

9/14/16

13

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?

9/14/16

14

Thankyou!