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

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 Central Florida CENTRAL FLORIDA DISTRICT SCHOOLS

Introduction Dr. Laura Ross Dr. Claire Brady Vice President of Vice President of Enrollment Academic Affairs and Student Affairs Seminole State College Lake-Sumter State College CENTRAL FLORIDA DISTRICT SCHOOLS

Curriculum Alignment: Accomplishments Dr. Teresa Dorman Associate Dean, Undergraduate Academic and Student Affairs, College of Sciences University of Central Florida CENTRAL FLORIDA DISTRICT SCHOOLS

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/

Curriculum Alignment Numbers 2006 SINCE DISCIPLINE MEETINGS 2018 Writing & Rhetoric, 4 CA 2.0: Biology, 17 Mathematics/ Strategies Statistics, 21 for Student Success Chemistry, 21 2017 PARTICIPANTS CA 2.0: Collaboration Physics, 16 for Student Success 2014 Communication, 3 Engineering*, 12 Student Performance Analysis in Course 2013 Sequences Purposeful 2 Biology 11 Math/Stats Pathways COURSES 4 Chemistry 2011 BEING CONFERENCES 4 Physics 8 Engineering 1 Communication ALIGNED 2010 2 Writing & Rhetoric

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What is your course number? How many credit hours is your course? Is it mandatory? What do you call your course? Etc… How in-depth do you go into a topic? So what are you teaching??? Etc… Does the course have a separate or combined lab? What book are you using? What topics do you cover? What are your course prerequisites? Etc… What are your learning outcomes?

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

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 http://theapptimes.com/managing-marketing-materials-cloud/

INTERINSTITUTIONAL COLLABORATIONS

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

Inter-Institutional Math Faculty Collaborations Seminole State College & University of Central Florida CENTRAL FLORIDA DISTRICT SCHOOLS

Transfer Student Survey: Florida Consortium of Metropolitan Universities Lori Dunlop-Pyle Dr. Erin Saitta Associate Instructor, Lecturer, Mathematics Chemistry CENTRAL FLORIDA DISTRICT SCHOOLS University of Central Florida

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

Distribution of students in STEM Majors FCS AA Transfer FTIC • Overall Enrollment—20,542 • Overall Enrollment—25,150 • STEM Enrollment—3,709 • STEM Enrollment—7782 (18%) (31%) • ENGR—2713 (73%) • ENGR—5,874 (75%) • Optics—27 (1%) • Optics—48 (1%) • COS—969 • COS—1860 • Bio—714 (20%) • Bio—1317 (17%) • Chem—105 (3%) • Chem—303 (4%) • Physics—63 (2%) • Physics—134 (2%) • Math—87 (2%) • Math- 106 (1%)

Attrition of students in STEM Majors FCS AA Transfer FTIC Major Initial Attrition # Attrition % Major Initial Attrition # Attrition % Enrollment (YTD) (YTD) Enrollment (YTD) (YTD) ENGR 974 291 30% ENGR 1432 247 17% Optics 8 4 50% Optics 10 - - COS 363 149 41% COS 469 95 20% Bio 267 115 43% Bio 310 60 19% MATH 45 14 31% MATH 28 5 18% Chem 36 13 36% Chem 89 18 20% Physics 15 7 47% Physics 42 12 29% Overall 1345 444 33% Overall 1911 342 18%

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

In your small groups, provide feedback directly on the draft

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

LUNCH COURTESY OF: CENTRAL FLORIDA DISTRICT SCHOOLS

Shared Assessments Dr. Harrison Oonge Assistant Dean, College of Undergraduate Studies University of Central Florida CENTRAL FLORIDA DISTRICT SCHOOLS

Curriculum Alignment • Big Ideas & • Breadth and Values depth Learning Topics & Outcomes Subtopics Assessment Data & Pedagogy • Data to be • What and collected to how to inform assess. alignment

• Today’s focus is on course level assessment and not a programmatic Assessment assessment • Purpose: Evaluate learning and student achievement (National Forum on Assessment, 1995)

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

1. Conduct a crosswalk on learning outcomes and assessment. 2. Create a plan on how to assess alignment efforts in each discipline.

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

A Cross Walk: General Chemistry I CHM1045/2045 Learning Outcomes Assessment Type Homework Quizzes Mid Semester Exam End-Semester Exam Demonstrate an X X understanding of types of matter, phases, and physical and chemical properties and changes. Describe atomic structure X X using classical and quantum mechanical models Demonstrate Knowledge X X X X of the structure of the elements and periodicity

Levels for Assessing Curriculum Alignment Efforts 1. Is the student learning as expected? • Student learning within 2. Has the student’s work improved over the semester? 3. How well as the student achieved the learning outcomes courses set for the course? 1. How well has the student achieved the disciplinary • Student learning across outcomes of the major program? courses 2. How well has the student’s work improved across courses? 1. How well is the class collectively achieving the course • Course assessment learning outcomes? 2. How well are the students prepared for the next level courses in the sequence? Source: AASCU 2005

Time for Breakout Group Discussions

Sources • Davies, S. (2010). Effective Assessment in a Digital Age . University of 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 omsTaxonomy/

Breakout Discussions CENTRAL FLORIDA DISTRICT SCHOOLS

Regroup and Report-Out CENTRAL FLORIDA DISTRICT SCHOOLS

Closing Remarks Dr. Amy Locklear Provost, Daytona State College CENTRAL FLORIDA DISTRICT SCHOOLS

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