Discussion 2 Innovation/Translation: Pedagogical Considerations for Conversion and Conversion-Plus

1. Discussion 2Innovation/Translation: Pedagogical Considerations for Conversion and Conversion-Plus

2. Pedagogical Considerations for ConversionDr. Kevin Baaske, Chair, Academic Senate

3. Requirements • GE minimum of 45 units • Major minimum of 36 units • Bachelor’s no more than 120 units • Lower Division GE articulation = 3 unit courses • Graduate programs minimum of 30 units

4. C-ID Course Descriptions • 32 Disciplines – 378 courses • Common Numbering • Description, SLOs, Assignments • Nearly ready for CSULA Curriculum Review • Articulated with Community Colleges • Used in the STAR Act Transfer Degrees

5. This Session An Opportunity for Creative Thinking about Curriculum and Programs

6. Currently

9. Conversion is an Opportunity

10. Interdisciplinarity

11. Integrated Interdisciplinarity

12. Benefits • Students learn different perspectives and are better prepared for dynamic careers • Faculty can reach new audiences and gain new insights • Research says creative thinking improves

13. Our Future?

14. Consider Reaching Across SilosIntegrate courses from other disciplines Create new certificatesTalk with others!

15. The Conversion ContinuumDavid ConnorsCatherine Haras

16. A continuum

17. Program OutcomesDescribe the knowledge, skills, and attitudes a student would demonstrate after completing the program.

18. Curriculum MappingIdentifying in which course(s) the program’s outcomes are Introduced, Developed and Mastered.This allows you to see if there are any gaps, repetitions, or absences in the new curriculum.

19. Examine Student Learning OutcomesThese should be measureable and observable.

20. A Poorly Constructed SLOStudents will learn how to develop an argument.(From a university in the South.)

21. A Better Constructed SLOStudents will identify an issue, develop an arguable thesis about the issue, locate relevant supporting evidence, analyze the evidence, and draw a well-supported conclusion.

22. A Poorly Constructed SLOOur program provides students with opportunities to learn about contemporary problems in the field.(From a university in the Midwest.)

23. A Better Constructed SLOStudents will evaluate the challenges associated with solving a contemporary biological problem, the importance of finding a solution for the problem, and the validity of the scientific evidence currently used in pursuit of solutions for the problem.

24. Programmatic Assessment An opportunity to build in assessment that is sustainable and provides feedback that leads to program improvement.

25. Other considerations Accreditation issues, CTC requirementsInterdisciplinary programsArticulation issues- with community colleges, other 4-year institutions TMC programsOpportunities for writing and the development of writing skillsPedagogy considerations – high impact practices

26. Contact me: David.Connors@calstatela.edu

27. A continuum

28. High Impact Practices can inform both.

29. Service Learning Writing-Intensive courses Internships First-year Seminars

30. Undergraduate research Learning communities Collaborative assignments

31. Flipped classrooms Blended Learning Student-centered activity

32. Center for Effective Teaching and Learning Consultation with faculty on course and syllabus design and curriculum mapping Retreat materials on best practice

33. CETL Funding Course Redesign Institute/Academy Online Teaching and Learning Institute Faculty Learning Community on 101 Reducing Bottlenecks Initiative

34. It’s always a good time to think about learning. Contact us: cetl@calstatela.edu

35. Course Redesign: Considerations for Faculty who want to Begin AgainDenise Herz, Professor and Director, School of Criminal Justice and Criminalistics

36. Our Students’ Technology Use and Expectations: Considerations for Course RedesignBeverly Bondad-Brown, Ph.D.Associate Director for Educational Technology CETL

37. ECAR Survey Educause Center for Analysis and Research (ECAR) Annual Survey of Undergraduates • Online survey given Spring 2013 • N= 2014 (from sample of 6150) • Freshman through Juniors only • All off HHS, 50% sample of other colleges

38. Platforms/OS Tablet 30% Desktop 52% Printer 80% Smartphone 81% Laptop 88% 51% 26% 8% 23% 71% 44% 59% 89%

39. Device Ownership

40. How many internet-capable devices do you own?

41. Which forms of communication do you wish your instructors used less…or more?

42. Which resources/tools do you wish your instructors used less…or more?

43. What type of learning environment do you tend to learn most?

44. I skip classes when materials from course lectures are available online

45. Most instructors effectively use technology to support your academic success

46. Conclusions • CSULA students are not on the other side of “digital divide” • They expect much more communication from instructors via Moodle and email • They still value face-to-face learning and prefer blended environments that leverage f2f and online content together

47. Discussion 2Innovation/Translation: Pedagogical Considerations for Conversion and Conversion-PlusQuestions?