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Sketching our own ZU Design for Student Learning Insights from: Global Positioning Essential Learning, Student Success and the Currency of U.S. Degrees

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Title: Sketching our own ZU Design for Student Learning Insights from: Global Positioning Essential Learning, Student Success and the Currency of U.S. Degrees


1
Sketching our own ZU Design for Student Learning
Insights from Global Positioning Essential
Learning, Student Success and the Currency of
U.S. Degrees
  • 97th Annual Meeting of the Association of
    American Colleges and Universities
  • San Francisco, California
  • January 26 29, 2011

2
Conference Word Cloud
Intentionality
LEAP
Degree Qualifications Profile
Rubrics
Learning-centered
High Impact Practices
Student Success
Learning Outcomes
Accountability
Trading Zones
Interdisciplinary
Faculty Development
PKAL
Competencies
Integration
Lumina Foundation
Assessment
STEM
3
Key Highlights of the Conference
  • Pre-Meeting Symposium Integrating the Arts,
    Sciences and Humanities
  • Workshop This is your campus on Assessment
  • Academically Adrift Limited Learning on College
    Campuses
  • Roadmap for Student Success
  • Lumina Foundations Proposed Degree
    Qualifications Profile

4
Pre-Meeting Symposium Integrating the Arts,
Sciences and Humanities
  • Trade knowledge trading zones
  • Different disciplines working together so that
    each person has deep knowledge of own discipline,
    working knowledge of others.
  • Real world problems require interdisciplinary
    thinking and different perspectives
  • Examples from different universities DNA Dance
    at James Madison University some universities
    use industry as outside experts who assess
    real-world problems assigned to students.

5
Workshop This is your campus on Assessment
  • As Zayed University prepares for its 2nd
    self-study for Middle-States re-accreditation,
    assessment is in the minds of many.
  • Must address the big questions
  • What are we doing?
  • Is what we are doing helping students learn?

6
Approaches to Assessment
Cave dwellers
Champions
7
Cultural Components of Meaningful Assessment
  • Different institutions create their own brand of
    assessment.

Knowledge
Thinking Having Doing
Objects Symbols
Language
Values Customs
8
What is the story we want to tell?
What are the goals you want to reach?
How will you know if you have good enough
evidence?
How do you plan to use the evidence?
9
Basic Logic Model in Assessment
Inputs/Resources Activities/Processes Outputs Outcomes
Resources needed for activities Actions necessary to produce outputs Products used to assess outcomes Expected changes Benefits
What is needed to start or keep going? What activities need to occur to produce evidence? What can be counted as evidence of change? What are you trying to change?
Human Financial Technology Written work hours presentation Short-term Intermediate Long-term
10
Academically Adrift Limited Learning on College
Campuses
  • Are undergraduates really learning anything
    once they get to college? According to Richard
    Arum and Josipa Roksa, the answer is no.
  • According to their analysis of more than 2,300
    undergraduates at twenty-four institutions, 45
    percent of these students demonstrate no
    significant improvement in a range of
    skillsincluding critical thinking, complex
    reasoning, and writingduring their first two
    years of college.

11
Academically Adrift Limited Learning on College
Campuses
  • Arum and Roksa argue that for many faculty and
    administrators this finding will come as no
    surpriseinstead, they are the expected result of
    a student body distracted by socializing or
    working and an institutional culture that puts
    undergraduate learning close to the bottom of the
    priority list.
  • They found the following measures associated with
    learning
  • Faculty expectations
  • Course requirements (reading and writing)
  • Studying alone
  • College majors Social Science/Humanities and
    Science/Math

12
Roadmap for Student Success
  • Student Success
  • Essential Learning Outcomes
  • Cross Divisional Collaboration
  • Program Integration
  • High Impact Practices
  • Assessment

13
Lumina Foundation Proposed Degree Qualifications
Profile
  • There has been a silence on the content of
    student learning.
  • Quality of a students education is the key to
    future opportunity for students and society
    alike.
  • Four strategies for raising student achievement
  • Essential Learning Outcomes
  • High Impact Practices
  • Authentic Assessments
  • Inclusive Excellence

14
Lumina Foundation Proposed Degree Qualifications
Profile
  • Degree Qualifications Profile defines what US
    degrees at various levels (associate, bachelor
    and masters ) in terms of what students know and
    can do with their knowledge.
  • Currently, standards are measured by
    credit-hours.
  • Degree profile sets a shared framework for high
    standards based on essential learning outcomes.

15
References
  • www.luminafoundation.org
  • ww.aacu.org
  • AACU Statement on the Lumina Foundation for
    Educations Proposed Degree Qualifications
    Profile (January 2011)
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