Friday, March 2, 2018 Valencia College, Special Events Center - - PowerPoint PPT Presentation

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Friday, March 2, 2018 Valencia College, Special Events Center - - PowerPoint PPT Presentation

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Friday, March 2, 2018 Valencia College, Special Events Center 9:00am 3:00pm Wireless Login VCNet Username: alignment Password: Orlando! CENTRAL FLORIDA DISTRICT SCHOOLS Welcome Dr. Jeff Jones Vice Provost, UCF Connect University of

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Friday, March 2, 2018 Valencia College, Special Events Center 9:00am – 3:00pm

Wireless Login VCNet Username: alignment Password: Orlando!

CENTRAL FLORIDA DISTRICT SCHOOLS

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Welcome

  • Dr. Jeff Jones

Vice Provost, UCF Connect University of Central Florida

CENTRAL FLORIDA DISTRICT SCHOOLS

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Introduction

  • Dr. Claire Brady

Vice President of Enrollment and Student Affairs Lake-Sumter State College

CENTRAL FLORIDA DISTRICT SCHOOLS

  • Dr. Laura Ross

Vice President of Academic Affairs Seminole State College

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Curriculum Alignment: Accomplishments

  • Dr. Teresa Dorman

Associate Dean, Undergraduate Academic and Student Affairs, College of Sciences University of Central Florida

CENTRAL FLORIDA DISTRICT SCHOOLS

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Curriculum Alignment Goals

  • To synchronize core content and the competencies gained by

students taking courses that are transferrable within the partner colleges and UCF.

  • To ensure that the competencies gained by students taking

these courses are sufficient for successful progression to a requisite/next level course at any institution, with the ultimate goal of a UCF bachelor’s degree.

Image c/o https://www.stocktonsfc.ac.uk/courses/mathematics/

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2010

2011 2013

Purposeful Pathways

2014

Student Performance Analysis in Course Sequences

2017

CA 2.0: Collaboration for Student Success

Biology, 17 Chemistry, 21 Communication, 3 Engineering*, 12 Physics, 16 Mathematics/ Statistics, 21 Writing & Rhetoric, 4 DISCIPLINE MEETINGS

Curriculum Alignment Numbers

CONFERENCES

2018

CA 2.0: Strategies for Student Success

2006

SINCE

PARTICIPANTS COURSES BEING ALIGNED

2 Biology 11 Math/Stats 4 Chemistry 4 Physics 8 Engineering 1 Communication 2 Writing & Rhetoric

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Insert something profound here…

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Image c/o: unknown

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What do you call your course? What is your course number? How many credit hours is your course? Does the course have a separate or combined lab? What book are you using? What are your course prerequisites?

So what are you teaching???

What topics do you cover? What are your learning outcomes? How in-depth do you go into a topic? Is it mandatory? Etc… Etc… Etc…

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Show me the data!

Image c/o http://1001plus.blogspot.com/2017/10/show-me-money.html

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How successful are students in requisite based on their prerequisite background? What does the gap in time between PR and requisite affect performance in the requisite? What does the PR grade tell me about performance in the requisite? What’s the meaning of life?

Image c/o: http://www.drchristianconte.com/wp-content/uploads/2016/07/is_chalkboardideas.jpg

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Image c/o: https://www.congo-bongo.com/explore-costa-rica

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Image c/o: https://i.imgur.com/iizSmeC.jpg

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Image c/o http://theapptimes.com/managing-marketing-materials-cloud/

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INTERINSTITUTIONAL COLLABORATIONS

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Image c/o: unknown

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Image c/o: https://www.nps.gov/grca/index.htm

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Inter-Institutional Math Faculty Collaborations

Seminole State College & University of Central Florida

CENTRAL FLORIDA DISTRICT SCHOOLS

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Transfer Student Survey: Florida Consortium of Metropolitan Universities

Lori Dunlop-Pyle Associate Instructor, Mathematics

CENTRAL FLORIDA DISTRICT SCHOOLS

  • Dr. Erin Saitta

Lecturer, Chemistry University of Central Florida

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Towards a transfer student survey

Led by the UCF Network Improvement Community Team as part of the Florida Consortium of Metropolitan Universities Erin Saitta: Chemistry Lori Dunlap-Pyle: Mathematics In collaboration with Jason Dodge: Transfer and Transition Services Jim Cooney: Physics

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Distribution of students in STEM Majors

FCS AA Transfer

  • Overall Enrollment—20,542
  • STEM Enrollment—3,709

(18%)

  • ENGR—2713 (73%)
  • Optics—27 (1%)
  • COS—969
  • Bio—714 (20%)
  • Chem—105 (3%)
  • Physics—63 (2%)
  • Math—87 (2%)

FTIC

  • Overall Enrollment—25,150
  • STEM Enrollment—7782

(31%)

  • ENGR—5,874 (75%)
  • Optics—48 (1%)
  • COS—1860
  • Bio—1317 (17%)
  • Chem—303 (4%)
  • Physics—134 (2%)
  • Math- 106 (1%)
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Attrition of students in STEM Majors

FCS AA Transfer FTIC

Major Initial Enrollment Attrition # (YTD) Attrition % (YTD) ENGR 1432 247 17% Optics 10

  • COS

469 95 20% Bio 310 60 19% MATH 28 5 18% Chem 89 18 20% Physics 42 12 29% Overall 1911 342 18% Major Initial Enrollment Attrition # (YTD) Attrition % (YTD) ENGR 974 291 30% Optics 8 4 50% COS 363 149 41% Bio 267 115 43% MATH 45 14 31% Chem 36 13 36% Physics 15 7 47% Overall 1345 444 33%

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Florida Consortium- Transfer Student Network Improvement Community

Union of three major universities: FIU, UCF, USF Three Major Focuses of the Helmsley Grant Project

  • Workforce preparedness
  • Teaching and Learning
  • Transfer
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In your small groups, provide feedback directly on the draft

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For more information or questions, contact Erin: erin.Saitta@ucf.edu

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LUNCH

COURTESY OF:

CENTRAL FLORIDA DISTRICT SCHOOLS

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CENTRAL FLORIDA DISTRICT SCHOOLS

Shared Assessments

  • Dr. Harrison Oonge

Assistant Dean, College of Undergraduate Studies University of Central Florida

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Curriculum Alignment

  • What and

how to assess.

  • Data to be

collected to inform alignment

  • Breadth and

depth

  • Big Ideas &

Values

Learning Outcomes Topics & Subtopics Assessment & Pedagogy Data

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Assessment

  • Today’s focus is on course level assessment and not a programmatic

assessment

  • Purpose: Evaluate learning and student achievement (National Forum on

Assessment, 1995)

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Accreditation Learning Outcomes Institutional Policies Available Resources Discipline Specific Practices Bloom’s Taxonomies

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  • 1. Conduct a crosswalk on

learning outcomes and assessment.

  • 2. Create a plan on how to

assess alignment efforts in each discipline.

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A Cross Walk of Learning Outcomes and Assessment

  • What are the assessment practices in your discipline?
  • How do your assessment align with your course learning outcomes?
  • How does your assessment influence student acquisition of higher order

thinking skills of application, analysis, synthesis, or evaluation within your course?

  • As a group, identify 3 learning outcomes for which the curriculum alignment

team may be charged to design a collective assessment

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A Cross Walk: General Chemistry I

CHM1045/2045

Learning Outcomes Assessment Type Homework Quizzes Mid Semester Exam End-Semester Exam Demonstrate an understanding of types of matter, phases, and physical and chemical properties and changes. X X Describe atomic structure using classical and quantum mechanical models X X Demonstrate Knowledge

  • f the structure of the

elements and periodicity X X X X

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Levels for Assessing Curriculum Alignment Efforts

  • Student learning within

courses

  • Student learning across

courses

  • Course assessment
  • 1. Is the student learning as expected?
  • 2. Has the student’s work improved over the semester?
  • 3. How well as the student achieved the learning outcomes

set for the course?

  • 1. How well has the student achieved the disciplinary
  • utcomes of the major program?
  • 2. How well has the student’s work improved across courses?
  • 1. How well is the class collectively achieving the course

learning outcomes?

  • 2. How well are the students prepared for the next level

courses in the sequence? Source: AASCU 2005

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Time for Breakout Group Discussions

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Sources

  • Davies, S. (2010). Effective Assessment in a Digital Age. University
  • f Bristol, UK: JISC.

https://facultyinnovate.utexas.edu/sites/default/files/digiassass_eada. pdf

  • Miller, R., & Leske, A. (2005). Levels of assessment: From the

student to the institution. Washington, DC: Association of American Colleges and Universities

  • National Forum on Assessment. (1995). Principles and indicators of

student assessment systems. Cambridge, MA: FairTest

  • UCF’s Karen L. Smith, Faculty Center for Teaching and Learning.

http://fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Blo

  • msTaxonomy/
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Breakout Discussions

CENTRAL FLORIDA DISTRICT SCHOOLS

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Regroup and Report-Out

CENTRAL FLORIDA DISTRICT SCHOOLS

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Closing Remarks

  • Dr. Amy Locklear

Provost, Daytona State College

CENTRAL FLORIDA DISTRICT SCHOOLS

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UPCOMING CURRICULUM ALIGNMENT MEETINGS

Engineering Curriculum Alignment Meeting Friday, March 23, 2018 10:00am – 2:00pm Seminole State College – Oviedo Campus Mathematics/Statistics Curriculum Alignment Meeting Friday, April 20, 2018 10:00am – 2:00pm Valencia College – East Campus

CENTRAL FLORIDA DISTRICT SCHOOLS

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