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Exploring Academic Transfer: LEAPing into the Future at Cal State Fullerton

Join Ken O'Donnell, Associate Dean, Academic Program Planning at CSU Office of the Chancellor, as he discusses the evolving landscape of academic transfer at Cal State Fullerton on February 6, 2009. This presentation emphasizes the importance of effort and practice in educational transfer, integrating diverse learning methods, and fostering collaborative environments. Attendees will explore critical concepts including desirable difficulties, mental models, and the role of experiential learning in shaping student success. This session is aimed at enhancing understanding of effective transfer strategies and educational outcomes.

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Exploring Academic Transfer: LEAPing into the Future at Cal State Fullerton

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  1. two kinds of transfer LEAPing into the Future Cal State Fullerton February 6, 2009 Ken O’Donnell Associate Dean, Academic Program Planning CSU Office of the Chancellor

  2. the CSU in a lifespan Born Die

  3. the CSU in a lifespan Born Die

  4. the CSU in a lifespan Born Die

  5. the CSU in a lifespan Born Die

  6. the CSU in a lifespan Born Die

  7. the CSU in a lifespan Born Die

  8. the CSU in a lifespan Born Die

  9. the CSU in a lifespan Born Die

  10. “the test we don’t see them take”

  11. “the test we don’t see them take” TRANSFER

  12. “the test we don’t see them take” TRANSFER comes from:

  13. “the test we don’t see them take” TRANSFER comes from: * Effort and Practice.

  14. “the test we don’t see them take” TRANSFER comes from: * Effort and Practice. * Desirable Difficulty.

  15. “the test we don’t see them take” TRANSFER comes from: * Effort and Practice. * Desirable Difficulty. * Multiple Representations.

  16. “the test we don’t see them take” TRANSFER comes from: * Effort and Practice. * Desirable Difficulty. * Multiple Representations. * Mental Models.

  17. Lectures alone are too often a useless expenditure of force. Charles William Eliot President, Harvard University

  18. Lectures alone are too often a useless expenditure of force. The lecturer pumps laboriously into sieves. The water may be wholesome; but it runs through. Charles William Eliot President, Harvard University

  19. Lectures alone are too often a useless expenditure of force. The lecturer pumps laboriously into sieves. The water may be wholesome; but it runs through. A mind must work to grow. Charles William Eliot President, Harvard University

  20. Lectures alone are too often a useless expenditure of force. The lecturer pumps laboriously into sieves. The water may be wholesome; but it runs through. A mind must work to grow. Charles William Eliot President, Harvard University from Atlantic Monthly, 1869

  21. the CSU in a lifespan Born Die TRANSFER

  22. the CSU in a lifespan learning communities Born Die TRANSFER

  23. the CSU in a lifespan learning communities group work Born Die TRANSFER

  24. the CSU in a lifespan problem solving learning communities group work Born Die TRANSFER

  25. the CSU in a lifespan problem solving learning communities group work unscripted response Born Die TRANSFER

  26. the CSU in a lifespan problem solving original research learning communities group work unscripted response Born Die TRANSFER

  27. the CSU in a lifespan problem solving study abroad original research learning communities group work unscripted response Born Die TRANSFER

  28. the CSU in a lifespan problem solving study abroad original research learning communities group work faculty-student collaboration unscripted response Born Die TRANSFER

  29. the CSU in a lifespan problem solving service learning study abroad original research learning communities group work faculty-student collaboration unscripted response Born Die TRANSFER

  30. the CSU in a lifespan problem solving internships service learning study abroad original research learning communities group work faculty-student collaboration unscripted response Born Die TRANSFER

  31. the CSU in a lifespan LEAP Outcomes Born Die TRANSFER

  32. the CSU in a lifespan 1. KNOW human cultures & physical world. LEAP Outcomes Born Die TRANSFER

  33. the CSU in a lifespan 1. KNOW human cultures & physical world. 2. KNOW HOW to write, reason, calculate. LEAP Outcomes Born Die TRANSFER

  34. the CSU in a lifespan 1. KNOW human cultures & physical world. 2. KNOW HOW to write, reason, calculate. 3. ACT ethically and responsibly. LEAP Outcomes Born Die TRANSFER

  35. the CSU in a lifespan 1. KNOW human cultures & physical world. 2. KNOW HOW to write, reason, calculate. 3. ACT ethically and responsibly. 4. INTEGRATE learning. LEAP Outcomes Born Die TRANSFER

  36. Why college?

  37. Why college? “To lead the examined life.”

  38. Why college? “To lead the examined life.” “To get a good job.”

  39. Why college?

  40. Why college?

  41. Why college? The end of the “Ovarian Lottery.”

  42. Why college? “Ability trumps geography” The end of the “Ovarian Lottery.”

  43. the CSU in a lifespan TRANSFER

  44. Sources of General Education (48 units total)

  45. Sources of General Education (48 units total) nine units in residence

  46. Sources of General Education (48 units total) certifying California Community College (“sending institution”) 39 lower-division units nine units in residence

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