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    10 views13 pages

    Garcia Project A Portfolio1

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    api-253286018

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    © All Rights Reserved
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    of 13
    Cover Sheet ‘Carl DuPont, carfdupont@gmailcom Jeanmarie Higgin,jhigalt@@unce.edu ‘Jonathan htayhom, jpmayhor@unec edu Draft date February 6, 2016 Status: More information wil bé added under Evolution/Ster for $03 Cultural Awareness ‘Second Case Study for SL.03 Cultural Awareness. WHAT TODO slo's I. Hou to Do Prospect ‘A. Stunt Leong Outcomes (SLO's) ‘one oso The University of Nar Caroline at Chat seeks to everap is postion asthe lt's urban research urivesy to provide a robustnteectal envionment het values soci end cute diver, ee exresion, cally, igri, and mail respect (river of Nath Cacina 28 Chart), n order to achieve this goal successful, the University seeks to engage incoming student in he rt semester hough the Prospector Success PFS) courses in cedars ingle thane principles int he nm concep ces hard he nttton that seek to sere tha. This SLO fs Commitment to Suet. ‘According tothe Qualty Enhancement Plan (QEP) successful students wil be able to: ‘© sel specific and realistic goals 1 identity strategies for achieving those goals, ‘+ dentity support networks for achieving those goals ‘© Take responsibilty for achieving success (OEP), Engaged students capable of seting goals, ategiing, and achieving these gone wil frm a ‘tudet body with higher academic achievement inthe freshman year and a high tiketnood to auate in a timely fashion (QEP), In this respect, the academic goals ofthe individual student nthe insitional should coalesce. Utimately, performance cucomes willbe chatted as perlormance matics reported annual tothe Univesity of Noth Caralina system and success willbe measured though ‘© one-year retention rate ‘Genmenid (GH ns cre leo cones to Senay nell andergenzaten os eet ‘mented (ON Several sage of numero as ‘Seng ios are ie eons are ‘anced way oredr ‘Commented (GNSE bieaies Bis an mae (Getve cc wanst fo revs Eranaph. ‘+ four-year graduation rate ‘© Stxyear graduation rate ‘+ atternpted hours per baccalaureate degree (QEP) ‘Commented (OAT move ose pgs », Documentations es In order for students to succeed they must develop intellectual and academic competence Aishier Upcra}), Two important ways to define tha success are favorable grade point averages, ‘Gonmentad [i rov ieerances oa ‘cana? cf completed bourses and progressing tothe second year of enrollment ('shler& Upcrat. Commented (Of Br aps=ng Retention isan important met forthe University. Research shows that in order for st. year students to persist int thar second year, they need for feel incorporated into the intellectual and socal communities ofthe ination (lhler and Uperaf). The PFS courses intended as Conmented RFE one ofthe myred of communities tha students encounter, this ene however is specifelly ‘eared to foster a scholarly community in a student body thai increasingly demographically diverse and is capable of vastly difeing conceptions of how such a group should behave Asien. Forte benef ofthe studens, the structure ofthe PFS course is adaptable in order tobe instution specie and dcipine specie. Yet ystemstidin order to communicating the ideals of academia and guide students towards practical methods of eatablishing and achieving. This ‘entails equipping students with functional sls to navigate college life, complete assignments, beonceptualze thei course of sty. As wel as directing students to the resources avaiable at ‘he Uniersythere te suppert hem when they experiences personal, mental, social, and ‘2cademic challenges. [Students who are active partners in the learning experience are intentional, they ae able to Identity what they want to achieve and have the skis, knowledge, and mativation needed to ‘accomplish those goals (QP), ‘Gemmented [GN Serica done ow wal wih pelainustenen hare ocean mse moe ‘SLO 4: COMMITMENT TO SUCCESS ‘CHANGE - Adaptation with [2=Goals are somewhat [2 Artculates afew (1-2) GOAL SETTING ‘STRATEGIES. fence [S= Goals are specie J3=Ariculates several Gi) 3 = Recognizes and specifically land realistic specific strategies for achieving ‘describes the need to make ‘pale changes in ight of experience. jecognizes the need to make ‘specific and realistic —_'Specif strategies for achieving ‘changes in ight of experience ‘goals 1 =Cosle stated by ae |= Ancustes only vague |1 = Shows ited recognition ofthe Inot specific oreaisic strategies for achieving goals ‘need to make changes in light of experience No evidence __|0=No evidence No evidence c.Case Studies, Example 1 Foundations in Dance: SETTING PERSONAL GOALS Project, ‘Athe beginning ofthe semester: ‘Gonmented (GABE Aa a ato abe dina purpose (Cerin a Sens ieetnooe orang (EASE Sed cae es be sonateSer 1) White a one-paragraph biography as you imagine yoursalf inten years ‘What wil your job be? What eduction will you have attained? 2) Write a one-paragraph biography tha presents yeu as a young professional List ve or six goals for yourself at ifferent stages: “for ten years fram today. What do you want to achieve? “forthe second semester of your serioe year. What do you want to achieve? + forthe end of this academic year. What do you want to achieve? “forthe end of this semester What do you want to achieve? '3) Underneath each goal, write 45 strategic actions you wil take to achieve your goal [Atthe end ofthe semester 4) At the end ofthe semester: write a one or two paragraph reflection: ‘What id learn about myself as a self-directed goal sete this semester? Example 2 ‘Commitment to Success — College of Engineering First Semester PFS Assignment Inthe Wiliam States Lee College of Engineering our PFS-based assignment in the Inrocuction to Engineering Practices and Principles I (ENGR 1201) and the Introduction to Engineering Technology (ETGR 1201) courses, begins by reminding stucents that (Cormenied Tear: iat on aor naoe——) ‘+The Engineering, Engineering Technology, and Construction Management majors are rot exclusively about science, techndlagy, engineering, and mathematics, and thatthe ‘careers that come from them wil force them to engage avery wide variety of people ‘+ Communications, decision making, and the practice of ther profession are typically done ina very open and observable way. Tohelp students model ther success, they are asked to develop a personal growth plan based onthe Whole Life Concepts Model (see below). The goal of the Whole Life Concepts Project is for students to: + Develop an understanding of their personal passion and how itcameto be, + Keniy shor tem, long term, and carer goals and steps, andthe impacts hey ‘could mab ‘+ Understand the nature and extent of technical and non-technical skis and knowledge, ‘and the professional evelopment activities, skis, nd knowiedge that wil be required to achieve their stated goals and objectives. [This Whole Life Concepts Projects intended tobe a research. and wing intensive project that ‘equies significant selfeflecion. The outcomes should serve as a compass for how a student thinks and acts as a professional intraining, and provide students with a basis for Understanding why itis that they are wing io work so hard to eam a degree. As students complete the project, they are reminded that if they find ther passion to be inconsistent wih the impact that they want to make, now isthe ime to change course, feria nee Figure 1. Whole Life Concepts Model Outline ‘Figure 2. Whole Life Concepts ‘Model Details A. 2inauit Evolutionary UNC Charlotte students experience inquiry as an open-ended process thal explores evidence land approaches to generate ideas and conclusions. Students who are active partners in the ‘educational experience are often curious. They understand that knowledge should be made Se omar ‘Commented [GHD3) EDITING TURRED WAS Stimes 2 ‘through ther academic journey rather than just received ke agi. As they leave the prospect {or success based classes they wil be on their way to mastering the process of inqucy which ‘allows them to construct knowledge in their continued academic journey. Documentation/TheoryStrategies ‘Student learning outcomes for inquiry are evaluated via a reflective wring assignment inthe

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