Grayson Collins English 4183 February 24, 2016 Assessment State how well the edited version meets the goals of your audience, your instructor, and yourself. Note the major informational, rhetorical, and technological problems you encountered and how you attempted to overcome each. Look ahead to changes you might want to make for the portfolio version of this work to be submitted at the end of the term. Project one was to edit one chapter of the eBook about the Prospect for Success (PFS) courses. The eBook is directed mainly to the instructors of the PFS. The edited version of Chapter 1A meets many of the goals directed to the audience, Mr. Wickliff, and Myself. Throughout the editing process, we came across many challenges. Although the content of the eBook was well written as directed to faculty member of UNC Charlotte, there were a few wordy sentences and grammar errors but some of the main obstacles were noted within the format. Looking to complete the eBook in ar(MILA fotmat we were unsure if the information was cited correctly. We recognized that UNC Charlotte was cited incorrectly along with the QEP citations. We made note of this and left asl the author. We made a few other corrections to format, regarding chats and graph throughout the document. We fixed the wording a position of graph titles and subtitles and reorganized table information. Overall, the first editing project was a success. frye Gow | 7AGrayson Coline Cover Sheet Carl DuPont, cridupont@gmai.com Jeanmatie Higgins, higgit8@unce.edu Jonathan Mayhorn,jpmayhor@unce.edu Draft date February 6, 2016 ‘status: ‘More information willbe added under Evolution/Story for SLO3 Cultural Awareness ‘Second Case Study for SLO3 Cultural Awareness| Whatiodo, SLO's | I How to Teach Prospect for Succoss ‘A. Student Learning Outcomes (SLO's) “.Gommiment to Success @. Evoluton/Story ‘The University of North Carolina at Charotte seeks to leverage its position as the state's urban research university to provide an ntelecuel environment that values social and cutural diversity free expression, collegiality, integrity, and mutual respect (University of Not Carolina Cee rman, AY Chao in order to achieve this goa the University seeks to engage incoming stunts in ‘Comment (1): Does UNCC needtobe shed? their fst semester through the Prospect for Success (PFS) courses. Jp integrate these Princpios ito their own concept success for heland the institution that seeks to serve them This SLO is Commitment fo Success. ‘According to the Qualty Enhancement Plan (QEP) successful students wil be able to: + Bispace and alate gots Be fh ctl pe ‘+ Aontity strategies for achieving those goals Lerta porveteTak il + A7dentity support networks for achieving those goals ey Oe Sty | ‘* lake responsibly for achieving BUCCESS, Serine ‘Comment [2]: Wo ther refering i is Engaged students capable of setting goal, strategizing, and achieving those goals will form a student body with higher academic achievement in thei freshman year and @ highor likelihood to graduate in timely fashion, In this respect, the academic goals ofthe individual students and _ the insttutional should coslesce, Utimately, performance, outcomes willbe charted 2s motrics _reported annally to the University of North Carolina system and success willbe measured ‘through: + Gho,year tenon ato y pees + Fouryoara Dee + Altempted hours per baccalaureate degree, . Documentation/Theory/Strateaies 105). Two important ways to defing success are favo social communities ofthe instiution| ‘ono ofthe myriad of communi that students encounter, his one being specifically geared to foster a scholarly community in a student body that is increasrigly demographically diverse and Is capable of vastly differing conceptions of how such a group should behave,(Ishler, 2008). lates tele eoimucain tee sarees sia Sos pein terse eemiee nea when they experiences personel, mentsl, social, and academic chalonges. In ordey for students to succeed, they must develop intellectual and academic competence (GhlePUperan, Deleted (07) Formatted: nse: Let. 0 Festine: 0” Sara‘Students who are active partners inthe learning experience are intentional they are able to ‘dently what they want to achieve and have the skills, knowledge, and motivation needed to ‘accomplish those goals (QEP)|_ ‘SLOT: COMMITMENT TO SUCCESS ‘CHANGE -Adapiatiog GOAL SETTING STRATEGIES ce [Boni ae specie and [Areas soveral (3) spociie_[Recognies ae specistaly reac Jevatoges for achieving goals |aoscrbos tn need tomate changes in int of experi || 2 [Beaters somewhat —[arauates a ow (1-2) spect _|Recogiias to noe in [specific and realist |stratogies for achieving goals [changes in light of experi || 1 (Beateetateaby are not |Arteuats ony vague svatogis [Shows ite recogni of [pectic orrealetic _[foractievng goals feed to meko cnengos in b lexperence jo evidence [No evidenos___ io evidence Example 1 | Foundations in Danco: Sptting Personal Gpals Project _ Ate beginning of the semester: 41) Write a one-paragraph biography as you imagine yourself inten years. “+ What will your job be? * = “What education will you have attained” Deleted: for yeursef at ferent stapes Deleted: wat co you wat to aciove? Deleted aldo you wants sone? 2) Write a one-paragraph biography that presents you as a young professional. 3) List fvgor six goals, you would tke to achieve: ‘For ton years from today, y +o" tne second semester Of your senior yeamy| 4) Underneath each goal, wite 4-6 strategic actions you wil lake to achieve your goals. z TSE | PBeieendotitsacadors yo Md For the ond of his somesigy Atte end ofthe semester: CoE Deleted what 30 you wanl to achiee? | sein ann page tein learn about myself as goal selter this semester? 7 Pie | Batok ; TENORENGIELS ae vy * Deleted: st sreciesExample 2 /|Deleted:in te invodvetono | Commitment to Success ~ College of Engineoring First Semester PFS Assignment / | Enginewing Practers ana iis {ENGR 1201) an inosueton Enginatng Tosnotgy (ETGR 1201) In the William Stetes Lee College of Engineering our PFS-based assignments beginby reminding students that +The Engineering, Engineering Technology, and Construction Management majors are ‘not exclusively about science, technology, engineering, and mathematics, Foe them to engage a very wide varity of people + Gareers yi ( ‘+ Communications, decision making, andthe practice of ther profession are iypeally done | ‘very open and observable way. Formatted: Nobulets oF numbering Tohelp students model te sucess they are asked to develop a personal growth plan based on the Whole Life Concepts Model (Figure 1). The goal of the Whote Life Concepts Project for ‘Soden 0 x ‘+ Bavelop an understanding oftheir personal passion and how it came to ber a | + Gentify short-term and, long-term gareer goals, strategies, and jmoactsy, iL + Znderstond te nature and exten cf tecnica pon techn evelopment ils andunowedge tha il be Toquied objectives. ngintonsive pojet that _| | This Whole Life Concepts Project is intended to be a research and w requires significant sef-reflaction. The outcomes should serve as a compass for how a student thinks and acts as a professional-n-raining, and provide students with a basis for understanding wy itis that they ere wing to work so hard to earn a degree. As students ‘complete the project, they are rominded that if they find their passion tobe inconsistent with the Impact that they want to make, now isthe time to change course. \ PaEERALINa 4 eee — LUNC Chariot students experiance inguy a8 an open-ended process that expores evidential approaches to generate ideas and conclusions. Students who are active partner inthe ‘educational experience are often curious. They understand that knowledge should be made ‘trough their academic journey rather than just received lke a gi. As they leave the Prospect for Su classes, thir way to mastering the process of inquiy which allows them fo construct knowledge in their continued academic journey. are Jj 'y Documentation/TheorySirategies Zt Student larning outcomes for Inquiry are evaluated via a relective writing assignmentin the | | ‘iselne-specie eshman course. These courses typically requir students to learn a speci || tool or skill and complete projects in their specific discipline, The assignment given provides a_// |//\Deleted ‘valuable component ofthe fit year curiculum for students fo elect what they learned that) || ACURESRRASERDESTEE ‘semester. Inquiry instructors grade their student assignments on three dimensions: exploratory process, evidencelapproaches, and originally as shown in the ubric below SLO2: INQUIRY EXPLORATORY Daa EVIDENCE! APPROAGHES | ORIGINALITY“ / Discussion andlor___[Pisoussion andlor esuls___[Stong evidence of J [7 m 3 fresuits indicate that he fncicate substantial exportion original in discussion /} Deleted 2 focus of inquiry evowved fof appropriate evidence or results of inquiry — a approaches J [Discussion andor resuis|Discussion ond/orresuls [Some evidence ot _)_ {eae 2 [indicate that the focus ef lindicate some exploration of [originality in discussion af/| inquiry evoWved a ite | appropriate evidence or results of inquiry Deletes t= approaches [Biseussion andr resus), Discussion andor esuls | Lined evdonce of =/“"} Oeewc:1= ncicate thatthe focus of [incieateimtes exploration of [originality in discussion or nauiry was static and fapproprate evdence or resus orinqury ——/| Formate mm) narrowly focused approaches cKO jo evidence io evidence — Deletes 0» “able 1 Inquiry Grading Rubricwl orto be curious. They would have to give an example of going “above and beyond” the Ai ae ¥ yee ‘Some Example Strategies ‘Some example strategies that have been used by instructors to develop the outcome of inquiry ‘are outlined her ) A short writing assignment asking the student to describe what motivates them to learn ‘minimum requirements on an assignment. Further explaining how this assignment fueled their curiosity about a particular topic of interest 2) A short writing assignment that allows the student fo reflect on the what they have learned in a course and how they will utilize that knowledge in their future academic or professional career. Case Studies x Far ie a FS cs sae Bl pie som 2\ \ frethodclogy rt allows then to generat ese vakao oes Yeas, design a soln and Implement el soliton. Then be Inset otows up wth a shor mere enlgent ask a fow questions shout ray such a, '2) How can you connect he knowlge and ski ered om hs projec your future acecori or proatlonal car 1) sige metnosobgy win projet you wore allowed to gonerate InowedgeUvaugh eal king rer fan beng sven re ener Hew was ttismethodeloy sniar ard diferent hen your wasoel homework cigments tal equ you to jst memorize fran? ¢) Now tha you have boon exposed tos peo whet re some of he ois you are caraus lear more about over he nat ev years ant yo you vant a. ican moresbou her? Formated: Ingen Let 0" \ (Formated: Uncerine Fora socond case study the PSF jastructor has students write shor forum posts each week in Mead tat a between 250 and OD wor. These eum poste ask he students ores on LETT iat they earned in class that week and how they wll apply what they have learned ther Detect posectorsucens future academic or professional carer. An example rubric used to grade the forum posts in Moodie is shown below. Forum Post Rubric: 25% - Contains 250-300 Words 25% - AnsyéSr pe question 25% - Der sonal awareness 25% - Avoids graTWatical and speling erro ‘Then at the end of the semester the students are asked to write @ ongypage memo reflecting on (Deleted Freeot ‘everything they learned over the semester and how itis connected td heir lives now and in the future. Fourm post have prepared students Jo write these final memos in a concise and EE Deleted: Students are wal| impactful manner, The inguity grading rubric mentioned in Table 1 above is used to assess the y | cutcomes of his sestonment | examrle s | ‘Pultual Awareness : z ‘a Evoluton/Story Cultural Awareness is the understanding of yourself and that of others whose world iow ‘and experiences die, Documentation | ‘AWARENESS OF "AWARENESS OF [OPENNESS to mill SELF OTHERS if ‘Song avoreneee of ‘Bong awareness | —__Stong condo 3 how cute ane how cutie and ‘muitive points experience shape own | experience shape perspectives and others’ perspectives tapaciies and capactes| | “Some awareness of “Some awareness of “Some cons}ier 2 how cute ane how cutie ane Imutple pone experience shape own | experience shape perapecves and others! perspectives capacities and capactes| Timid awareness of Timed awareness oF | 1 how cuture ane how culture ané ‘experince shape own | experence shape perapecves and ‘ters perspectives copaciios ‘and capacities | o ‘No evidence No evidence | b.case Stuies Gonte 7 | The folowing PFS ayhonmentis ram the Theatre Deparment. The Performance Tradition Presentation is inute team presentation about a performance tradition unfamiliar to students, StudeMTeW6rk in pairs to research, create, and present an introduction to a performance tradition. In addition to teaching research and presentation ski, these collective presentations become study materiale for course exams in theatre historyERE Ter new theatre majors. Students complete many assignments, such as writing a shor play, “irecting a soane, and serving on @ department running crew for a theatre production, Introductions to theatre history courses are usually large classes, and so provide litle ‘opportunity for individual projects. Not so for The Theatre Experience since The Prospect for ‘Success provides an opportunity to assign presentation projects in an area of theatre history. Further, adapting to the SLO of Cultural Awareness focuses this project in @ useful way. | cuss oer ast, he PeearsTaton Pesaran sl wih res ey theatre department goals: to develop presentation skills (a skill especially needed by directors: = ard designers) fo uncerstand that performance happens in many ways and in many laces, ‘and to work effectively as a member of a team. The assignment: Formated: Ingen: Let Each pair of students is assigned a different performance tradition; examples include New Orleans camival, Japanese Kabuki Theatee, oF Italian commedia dellarte. This assignment elso intogrates the Inquiry SLO. Students are asked to consul thee sources-their textbook, a theatre encyclopedia, and one or more books that they physically check out or dowmload as ‘ebooks from the brary (we resorve class time for this fed trp) | Students ar directed o se a few, peer-reviewed resources in order to research thor topic. Father hey fe ited eves mints to make he presettion, To ocus the energies LXE further, they ate required to use no fewer than five and no more than ten sides, none of which ee have any text | The assignment yids a fw key atfacte-thepresenaton sides themselves, single authored ono-parograph rfecve essay, and 2 rewite ofthis same elective essay in an exam seting2:2.pyranraph). The raiective essay aks students fo answer questions about their pee Stata he assignment given to students: Write 2-3 paragraph essay (each student must write his or her own essay) that adgrebee®che answers to the following questions, expanding on the essay you wrote for the Performance Tradition Presentation Assignment. ‘© What did you know about your topic before reading Chapter 5 of Think Theatre? ‘* What did you learn from the chapter about your topic? ‘* What additional sources did you consult? How did they contribute to your understanding of your topic? ‘¢ What additionalinteresting/surprising things do you know about your topic now? A rewrite of the essay measures SLO 3, Cultural Awareness: The assignment continues: Formated Ingen LeHow might you apply knowledge of this new form into your own theatre practice, either cirectly or indirectly? ‘Compare and contrast this performance form with one you were already familiar with—specifially, a football game, or musical theatre, of a cheerleading performance: what similarities and differences are there between the two? How do these similarities and differences reflect the cultures or societies that practice these forms?Ab resepers Ishler, JL. C. (2008). Today's first-year students. In M. L. Upcraf, J. N. Gardner, and 8.0, Barefof (Eds) Challenging and supporting the first-year student (27-46). San Francisco: Univgrsity of North Carolina at Charfotte (2013). Qually Enhancement Pian, Retieved trom hito:iprospact.uncs.edulsites/prospect.unce.eduffles/media/QEP%20Final pat pth sty fatroul ”1V, How To Do This (Implementation and Execution) ‘© Refinement/Evolution/nterpretation © What has worked and what has not? © Pilots and Initial implementation = Models ‘© Disciplinary Based: "Introduction to. © Pre-existing vs. New ‘© Credit Hour Assignments ‘= What are the tensions? (Will be discussed in greater depth in the Working With University Partners section) ‘= What are the challenges? (Wil be discussed in greater depth in the Working With University Partners section) © Documentation/Theony/Strategies © Overview of recent literature relating (o challenges of first year students and how first year seminars can impact their academic careers. ‘= Identity the primary challenges and approaches being taken to help ‘or mitigate issues, * Case Studies © Two Video Testimonials of students and their advisors (would these ‘specifically be students who experienced a PFS course as a freshmen?) = First generation college student a Logacy college student ©. Student Practices = Roffection = Case study — reflection © Instructor Practices = Common strategies and practices © Visual (Jeanmarie will be adding to this section) @ case study - creating visual artifacts © Kinesthetic case study - creating hands-on projects Tasks + Integrating your Prospect course into disciplinary goals (beyond the first year)Strategies ‘© Fipping the classroom (Information out of class, Application in lass) V, Working with University Pariners brary International Students Organization Preceptors How to otfectvaly utlize proceptors within @ course fo support the prospoct for success initiativePage 4: [1] Comment [5] ‘Collins, Grayson 2/10/16 8:04 PM. Again, does this need to be cited? If so, is this the correct means of citation? 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