UK Undergraduate Education - Update re CPE SB1 project
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Update for UK College of Education SB1 Committee meeting, August 11, 2011
![UK Core and SB1 Goals: Program Integration ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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UK Undergraduate Education - Update re CPE SB1 project
- 1. Update on Undergraduate Education CPE SB1 Program & Plans for This Fall August 11, 2011 Randolph Hollingsworth for Mike Mullen, Associate Provost for Undergraduate Education
- 17. Retention and 6-Year Graduation Rates – UK and Top 20 Benchmarks for 2009 Source: UK Institutional Research TOP 20 Georgia Tech Ohio State U Penn State Rutgers Texas A&M UC-Berkeley UC-Davis UCLA UC-San Diego U of Florida U of Illinois U of Maryland U of Michigan U of Minnesota UNC-CH U of Pittsburgh U of Texas U of Virginia U of Washington U of Wisconsin
- 18. Retention Rates vs ACT- 2007 An Equal Opportunity University UK Office of Institutional Research
- 21. Student Success Undergraduate Education Academic Advising Academic Support Cross-college Academic Enrichment Retention Services P-20 Initiatives Colleges and Departments Academic Programs Academic Advising Student Services Engagement Student Affairs Co-curriculum K-Week UK 101 C&T Organizations LLC Housing Enrollment Management Recruit and Matriculate Transfer Services Financial Aid/Scholarships Registration Undergraduate Experience (Simplified View) Institutional Diversity Academic Advising & Support Engagement International Programs Study Abroad International Programming InformationTechnology CELT Libraries IRPE InformationTechnology CELT Libraries IRPE
Editor's Notes
- Program integration for a clear and comprehensive pathway for student success
- Inquiry-based process (starting with what the faculty know and are interested in learning about) We have a Grad Assistant who will be working with and following first year, transitional students in their UK Core journey. Organizing co-curricular activities based on transition needs and the materials the faculty develop - Amy will serve as a liaison between students, advisors, and instructors. Amy Messer is …. Currently a PhD student student in Sociology - she completed her MS in Clinical Psychology from Ohio University with a thesis entitled "Bullying and Social Information Processing: Do the Characteristic Biases Continue into Adulthood?" Her BA in Psychology and Sociology is from UK where she graduated cum laude. She was a research assistant at the Center for Research on Violence Against Women and worked on projects involving alcoholism and adolescents as well as juvenile offenders. She has worked at Office of Institutional Research, revising/updating the UK Incoming Freshman Survey and the First-Year Experiences Surveys as well as administering the National Survey of Student Engagement (NSSE) at UK.
- “ a collection of content items, practice items, and assessment items that are combined based on a single learning objective” Robert Beck, U Wisc-Milw 2009 Components include descriptive data to information about rights and educational level – primarily a package of instructional content, practice, and assessment. KEY IS use of metadata for retrieval.
- Collaborative learning experiences can be offered in multiple delivery modes, including: problem-solving in pairs in a large lecture hall, project-based teams in a seminar class, online challenge tutorials for individual or group practice sessions. DIVER/GLOBAL Including in assigned readings or faculty lectures those examples and issues that expect students to explore “difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Intercultural studies are best augmented by experiential learning in the community and/or by study abroad. Field-based “experiential learning” with community partners is designed as an intentional instructional strategy—and often a required part of a course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve complex problems in a real community. This may include field trips that include strong elements of studying before the experience, applying the new information in a new setting, and (after the trip) reflecting on the experience in depth. VOL/SL This intentional partnership with a community partner embeds an instructional strategy of experiential learning in which students have to apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. This strategy models the idea that giving something back to the community is an important learning outcome at the University-wide level, and that working with community partners is good preparation for citizenship, work and life. Look for our Ctr for SL and Community Engagement this fall. CAP A culminating experience that requires students (often at the end of the course) to create a project of some sort that integrates and applies what they’ve learned. This might be a research paper, a performance, a portfolio of “best work,” or an exhibit. UGR Most prominently used in science disciplines, undergraduate research is now encouraged for students in all disciplines. With strong mentors from the research community, undergraduates are challenged with research questions that are actively contested in a particular field of research. The students are expected to use empirical observation as well as cutting-edge technologies. UK’s Office of Undergraduate Research offers support for students working on research projects embedded within a course or an independent project.
- The AAC&U promotes a theory of action identifies four primary elements for achievement of essential learning outcomes within the greater framework of inclusion and excellence for all students in a LEAP program: Cross-divisional collaboration between academic and student affairs professionals Program integration for a clear and comprehensive pathway for student success Enhanced assessment strategies that measure quality of learning and outcomes Use of high-impact practices for engaged student learning Project participants will put these elements into practice through the following general tasks: Creating an integrated roadmap across divisional boundaries to coordinate student success efforts; Using effective assessment strategies to build on available evidence of “what works” and act on it; Critically aligning high-impact practices, student learning outcomes, and student support efforts in the curriculum and the cocurriculum. Efforts to achieve these ambitious goals are coordinated and executed through regularly held campus team meetings, attendance at AAC&U ’s Institute on High-Impact Practices and Student Success, and participation in project webinars and meetings.
- The AAC&U promotes a theory of action identifies four primary elements for achievement of essential learning outcomes within the greater framework of inclusion and excellence for all students in a LEAP program: Cross-divisional collaboration between academic and student affairs professionals Program integration for a clear and comprehensive pathway for student success Enhanced assessment strategies that measure quality of learning and outcomes Use of high-impact practices for engaged student learning Project participants will put these elements into practice through the following general tasks: Creating an integrated roadmap across divisional boundaries to coordinate student success efforts; Using effective assessment strategies to build on available evidence of “what works” and act on it; Critically aligning high-impact practices, student learning outcomes, and student support efforts in the curriculum and the cocurriculum. Efforts to achieve these ambitious goals are coordinated and executed through regularly held campus team meetings, attendance at AAC&U ’s Institute on High-Impact Practices and Student Success, and participation in project webinars and meetings.
- Not cohorted by section, but rather learning outcomes. Amy will serve as a liaison between students, advisors, and instructors. E.g., study circles to work on learning objects that are introduced in the courses and connect to KY Core Content Standards. E.g., think tanks about teaching strategies in UKCore courses’ learning outcomes & motivation to learn more about chosen major. E.g., forums with students’ advisors about study skills development and specific student behaviors evidenced fall and spring
- Here is a Wordle of our Design Principles… Notice what the faculty have said is most important about our UK Core based on the Design Principles LEARNING STUDENTS Skills, General, outcomes, education, curriculum What does your Syllabus say? What is important in your class from this perspective?
- We know our retention rate is not very good, but for those who say it is due to the lack of academic preparation, the chart below drives home the point that we are under-performing considerably on this measure, even for the level of academic preparation of our students, as measured by the ACT/SAT. What is Alabama or UC-Riverside doing?
- Purpose is to show that all of us are responsible for Student Success. My goal is not to exclude, difficult to get more circles on the page. IT, CELT, Libraries, IRPE, etc… – implied that they support ALL missions.. Cross division cooperation, co-curriculum important
- Goal 1 Metrics By 2014 the Office of Undergraduate Education will demonstrate achievement of Goal 1 as indicated by the following metrics: Metric 1.1.1 Increase first to second fall retention of first-time, first year students to at least 85% Metric 1.2.1 The number of APP students who need developmental or remedial work in their first semester will be reduced by 75%. Metric 1.2.2. All APP students will progress into credit bearing course work by the second semester after admission. Metric 1.2.3 Establish 20 dual credit programs with surrounding high schools. Metric 1.3.1 At least 75% of incoming freshmen will have access to UK 101. Metric 1.4.1 Establish articulation agreements for all relevant UK bachelors degree programs with all KCTCS AA and AS programs. Goal 2 Metrics By 2014 the Office of Undergraduate Education will demonstrate achievement of Goal 2 as indicated by the following metrics: Metric 2.1.1 First to Third Fall Retention will increase to 76% or better Metric 2.1.2 Four-year graduation rates will increase to 35% or greater. Metric 2.1.3 Six-year graduation rates will increase to 64% or greater. Metric 2.2.1 A University College representing all exploratory students and providing access to interdisciplinary degrees and other success programming will be in place. Metric 2.3.1. The number of professional advisors campus-wide will grow by 30%. Metric 2.3.2 All academic advisors will be classified in a new Academic Advising classification which will include annual professional development and evaluation. Metric 2.4.1 All undergraduate colleges will have strong relations with the Career Center, including one or more liaisons as needed to meet the needs of each college. Goal 3 Metrics By 2014 the Office of Undergraduate Education will demonstrate achievement of Goal 3 as indicated by the following metrics: Metric 3.1.1 The Honors Program will admit 10% of the incoming freshman class. Metric 3.1.2 The number applications for external scholarships will double from 5 to 10 for Rhodes/Marshall/Truman awards and from 7 to 14 for the Fulbright awards. Metric 3.2.1 The number of students in mentored undergraduate research and creativity activities will increase to X. Metric 3.3.1 The UK Center for Service Learning and Community Engagement will be established. Metric 3.4.1. A catalogue of at least 50 courses that meet defined global learning outcomes will be approved by Fall 2011, and 75 courses by Fall 2012; enrollments in these courses will also be tracked and assessed. Metric 3.5.1 Significant funding will be procured to support Honors, UG Research and Service Learning activities.
- Enhanced assessment strategies that measure quality of learning and outcomes Project participants will put these elements into practice through the following general tasks: Using effective assessment strategies to build on available evidence of “what works” and act on it; Resources that are available to faculty, or that faculty can leverage in their course development to effect learning.