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    10 views14 pages

    Garcia Project A Portfoliope

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    © All Rights Reserved
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    Cover Sheet ‘Carl DuPont, carldupont@gmeilcom Jeanmarie Higgins, hilt 6@unco.edu ‘Jonathan Mayhom, jpmayhor@unes.edu Draft date February 6, 2016 Status: More information wil be added under Eveluon/Stery for $1.03 Cultural Awareness Second Case Study for SLO3 Cutural Awareness. WHAT TODO slo's I. Howto Do Prospect ‘Student Lerring Oeomes (SLO's) i a lai “The Univers of North Calin at Chat seeks to leverages pasion a the lat's urban reserchurveay to prove a rob neta enveoment het vies cel and cal Sry, ee expression, colegiaty,ntegty and mafuarepect(Uniersty of Nath Carona 2 Carte), In erder to achive this goal sucessful, the University seoks to engage incoming students in theirs semester hraugh the Prospect for Success (PFS) courses in corer to htegrate these pine int noun concent succes them nd the insttion that seeks to serve them. This SLO is Commitment to Success, ‘According othe Qualty Enhancement Plan (QEP) successful stunts ill beable to et specific and realistic goals identity strategies for achieving those gcals |+ Identity support networks for achieving those goals ‘+ Take responsibity for achieving success (QEP)] Engaged students capable of setng goals, stretegizng, and actievng those goals wil frm 2 ‘stucent body wit higher academic achievement inthe freshman year and a high kelinood Graduate in a timely fashion (OEP). In this respec, the academic goals of the individual stent ‘and te insitusional should coalesce. Utimatly, performances outcomes wil be charted as performance mets reperted annual tothe University of North Carina system and success willbe measured thug: Cenamanid (HT Pupoae et rceesaey? ‘Commented (GHA rst sre lable of conteris to Sepa te layut ad orparzaten ois cue ‘nae (GMS Seal sae ol aretenand SSdeang” nt me anstierencines a ame ‘epee way for ender Conamanied (GHA Use dead eormae ‘Comment (RT nena i an OS ‘Sonny, oo tan om prove Pamsgaph ‘Comenanie (HG Be carson wah apt ad ‘Secreto © one-year retention rate © fouryear graduation rate © sheyear graduation rate ‘attempted hours per baccalaureate degree (QEP] ». Documentation TheanyfSrateaies In order fr students to sueceed they must develop intellectual and academic competence {tshler Upcrat), Two important ways to define that success are favorable grade point averages. ‘of completed courses and progressing tothe second year of enrollment (Isher & Upcra) Retention is an important metic forthe University. Research shows thatin order for first-year students to persist int ther second year, they need for feel incorporate inc the inelectual ‘and social communities ofthe inition (lhler and Upcraf). The PFS courses intended as ‘one ofthe myriad of communities that students enccuntr, ths ene howevet is specially geared to ose a schoaly community in a stent bey thats jnoreaingy demographically ‘verseland is capable of vast fering conceptions of how such a group chou behave | (hie, Forthe benefit ofthe students the stucture of the PFS course is adaptable jn order tobe insitton specie and discipline specife. Vet ystematidin order to communicating the ideals of ecademia and guide students towards practical methods of establishing and achieving, This tents equipping students with functional sks to navigate callge ie, complete assignments, (conceptualize their course of study. AS well as directing students to the resources avaliable at ‘Commented [SN be consistant wan cating fe (ot) ‘Commented (SMH mee ai eerenses ow ‘eomate? | the|University there t'support them when they experiences personal, mena, social, and ‘academic challenges, ‘Students who are active partners in the leaning experience ar intentional they are able to Identity what they want to achieve and have the skis, knowledge, and motivation neaded to accomplish those goals (QEP)! Commented [HS]: Peres upp te pasens, real soal aed acazeme changes ar Sesonencae ‘emamantad (GHA Savenee does Tow wa wih prove datanert change oer ara make more SLOT: COMMITMENT TO SUCCESS ‘CHANGE - Adaptation with GOAL SETTING STRATEGIES. Sica 'J= Goal are speci —J3= Ariculates several 3) Recognizes and epecifealy ‘and realistic specific strategies for achieving describes the need to make oals are somewhat specific and realistic Goals stated by are not specific or realistic No evidence goals Atculates a ew (1-2) specif strategies for achieving goals Arculates only vague strategies for achieving goals No evidence changes in light of experience Recognizes the need to make ‘changes in ight of experience ‘Shows limted recognition ofthe Ineed to make changes in ight of, experience No evidence ‘Cenmmanted (GMBB) Adare aba dota fe Case Sudies, Example 4 Foundations in Dance: SETTING PERSONAL GOALS Project Ai the beginning ofthe semester: 1) Wee a one-paragraph tiography as you imagine yourself inten years. ‘What wll your job be? Wha education will you have attained? 2) Wrte a one-paragraph biography that presents you as a young professional LUst five o six goals for yourself at ferent stages “for ten years from today What do you want to achieve? “forthe Second semester of your senor year. What you want 6 achieve? “or he end of this ccademic year Wht do you want ta achieve? “Yor the end of this semester What do you want to achieve? +3) Undemeath each goal, write 45 strategic actions you wil ake to achieve your goals. At the end ofthe semester: 4) Atthe end of the semester: write a one or two paragraph reflection: ‘What did learn about myself as a self-directed goal setter this semester? Example Commitment to Success - Collage of Engineering First Semester PFS Assignment Inthe Wiliam States Lee College of Engineering our PFS-based assignment in the introduction to Engineering Practices and Principles | (ENGR 1201) and the Introduction to Engineering Technology (ETGR 1201) courses, begins by reminding students that ‘+The Engineering, Engineering Techndlogy, and Construction Management majors are ‘not exclusively about science technology, engineering, and mathematics, and tha! the Careers that come fom them wil force them to engage a very wide variety of people. ‘+ Communications, decision making, and the practice oftheir profession are typically done ina very open and observable way. ‘Tohelp students model thar success, they are zsked to develop a personal growth plan based ‘nthe Whole Life Concepts Mode! (see below). The goal of the Whole Life Concepts Project is for students to: ‘= Develop an understanding of ther personal passion and how it came tobe. ‘Identify short-term, long-term, and career goals and strategies, andthe impacts they could make. ‘+ Understand the nature and extent of technical and nen technical skits and knowedge, and the professional development activites, sklls, ard knowledge thal willbe required to achieve ther stated goals and objective. [This Whole Lite Concepts Project is intended tobe a research- and wring intonive projct that requies significant selfveflecion. The outcomes should serve as a compass for how a stident tanks and acts as a professional-inraining, and provide students witha basis fr Understanding why i's that they are wiling to work so hard to eam a degree. As students complete the project, they are reminded that if they find thee passion tobe inconsistent with the impact that they want to make, now i the ime to change course. Figure 1. Whole Life Concepts Model Outline ‘Figure 2. Whole Life Concepts ‘Model Details ‘enmmenie (SG) Sa separ Fae ‘Commented (SM ATRAE: reduce Viol Le Eenagpa mare wanvey (Commented (6a Be crate wth ing tee ] A 2inguiny| EvolutionStory UNC Chatlote students experience inquiry as an open-ended process that explores evidence [and approaches to generate ideas and conclusions. Students who are active partners in the: ‘educational experience are often curious. They understand tha! knowledge shauld be made through their academic journey rather than just received lke agi. As they leave the prospect {or success based classes they will be on their way to mastering the process of inquiry which allows them to construct knowedge in their continued academic journey. Documentation TheoryStrategies ‘Student learning outcomes for inquiry are evaluated via @ reflective wring assignment inthe discipline specific freshman course. These courses typically require students to eam a specific too or kill and complete projects in ther specific discipline aver the course of the semester ‘The assignment given provides a valuable component ofthe 1st year curriculum for students to reflect what thay leaned that semester. Inquiy instructors grade their student assignments on three dimensions: exploratory process, evideneelapproaches, and originality as chown inthe rubric below =a =n eve (ONES Sepa wo we ‘SLOZ INQUIRY, EXPLORATORY Peace EVIDENCE! APPROACHES ORIGINALITY = Discussion andlor [3 Discussion andor reauta —[3= Song evidence of Iresuts indicate thatthe nice substantial expleration_eriginalty in discussion or focus of inquiry evolved of appropriate evidence or —_reauils of inquiry approaches [2= Discussion andlor [2 =Discussion andor results ome evidence of Iesuts indicate thatthe indicate some exploration of legality in discussion or focus of inquiry evolved appropriate evidence or results of inquiry aiitle ‘approaches, = Discussion and/or |1 = Discussion andor results |1 = Limited evidence of Iesutsinccate thatthe indicate ited explratin of — leriginality in iscussion or focus of inquiry was appropriate evidence or results of inquiry slate andnarrowly approaches focused No-evidence __|O= No evidence lo ‘onmantea (GES Reo Sarmens oa at Sov ‘Table 1: Inquity Grading Rubyic ‘Some Example Strategies ‘Some example strategies that have been used by instructers io develop the outcome of inquiry are outlined here. 41) Ashort writing assignment asking the student to describe what motivates them to learn orto be curious. They would have to give an example of going “above and beyond” the ‘minimum requirements on an assignment. Futher explaining how this assignment fueled their curiosity about a particular topic of interest 2) Ashert writing assignment that allows the student to reflect onthe what they have learned in a course and how they will uiize that knowledge in ther future academic oF professional creer ace Studies For the fst case study, a PFS course uses team baced projects that guide etidents through @ ‘methodology tha allows them to generate ideas, evaluate those ideas, design a solution and Implement that soltion. Then the instructor follows up with a shor memo assignment to ack a few questions about inguity such a: '2) How ean you connect the knowledge and skis future academic or professional career? 1) Using the methodology within this project you were allowed to generate knowledge through critical thinking rather than being given the answer, How was this methodology similar and diferent than your raditonal homework ‘assignments that require you ta just memarize information? ©) Now that you have been exposed to this project, what are some of the topics you ‘are curious to lean more about over the next few years and why do you want to lear more about them? med from this project to your Fora second case study the prospect for success instructor has students write short forum Posts each week in Moodle that are between 250 and 300 weres. These forum pests ack the students to reflect on what they learned in class that week and how they wil apply what they have learned to their future academic or professional career|An example rubric used to grade the forum posts in Moodle is shown below. Forum Post Rube: 25% - 250-300 Words 25% - Answer the question 25% - Demonstrate personal awareness 25% - Free of grammatical and speling errors [Then atthe end ofthe semester the students are asked to writ a one page memo reflecting on everything they earned over the semester and how i 's connected to thei Ives naw and in the future. Students are well prepared to wite these final memos. a concise and impactful manner bince the 14 weeks of forum posts have prepared them forthe assignment The inquiy grading rubric mentoned in Table 1 above is used to assess the outcomes of this assignment Coperetie Poea: spacra wun nee coe (Conmenied Taaeh-chanasio (Commented GBT:Oeiaeie Sd) ‘Commend (GME Leet over he sees, Bow ‘Eeomeastoher nex anhow t cmests oe fie ‘Commented (SI) Faiow he Ta weal ak separd. A. 3 cua wareness Evalution'Stoy Cultural Awareness is the understanding of yourself and tha of others whose world view —— eae Documentation (Commarea (Ou: Pupese?) +?) 501; CULTURALIAWARENESS aE) [AWARENESS OF AWARENESS OF OPEAWESSIG nub pots ot OTHERS ‘SELF OTHERS ‘view seeing anaes | —3=Sieng avers] —S=siee miomobenne aieonoome | sxaungavel comureetapecin spare iapa spiny lw pasate sone pupecien en omen 2s Sona ewrenencl] 2=Saneemroneme | 2=Sanecmektrtin rowamreind meet | dhsenneee Ctrectopeee | Sgeleneaaee woe ees oon proces oan andeapaton {Lied awareness | 1 Lite 1 tinted srcensennand mremeacttow | cmdarsionet i i el can peo de pvp tenders oe cher prspecion oante 0=No eidense O=Noeidence | O=Noesdence Case Stes “The following PFS assignments from the Theatre Department. The Performance (Convmenia eure: Tresor “Tradition Presentation isa 3-4 minute team presentation about a performance traction unfamiliar to students. Students workin pais to research, eveate, and present an introduction to a performance tradition. In adtion to teaching research and presentation ‘kis, these colecve presentations become study materials for course examin theatre history The course: ‘emnmented FONT Headira =a ‘The Theatre Experience is an introduction to performance, technology, and history for ‘ew theatre majors. Students complete many assignments, such as witing a shor play,

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