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Buy in for student success Multiple Paths, Common Goals Your Academic Journey at Metropolitan Buy in for student success Multiple Paths, Common Goals Your Academic Journey at Metropolitan State University Carol Lacey (carol. [email protected] edu) Megumi Yamasaki (megumi. [email protected] edu)

Starting point: hybrid FYE • Metro 101 (Academic Journey) taught almost completely f 2 Starting point: hybrid FYE • Metro 101 (Academic Journey) taught almost completely f 2 f with minimal online. • Once weekly classes provide little opportunity for discussion/connection in between for entering students. • D 2 L website for f 2 f or online can improve individualization to meet students’ needs. • Shared resources save time and $.

CTL/Metro State partnership • MNSCU’s Center for Teaching and Learning (CTL) provides support for CTL/Metro State partnership • MNSCU’s Center for Teaching and Learning (CTL) provides support for curricular innovation and improvement to address measurable outcomes (quantitative such as completion and retention rates, qualitative such as clearer assessment through application of competencies and rubrics. • Curricular innovation and improvement based on framework of collaborative AND individual effort and creativity.

Starting point: students • Digital natives know a great deal about computers and technology: Starting point: students • Digital natives know a great deal about computers and technology: 51%Y/31%N • Interest in taking webassisted or online course because of D 2 L intro: 35%Y/28%N • Come to class once a week • Website points of interest (top 4) Communicate with instructor/classmates See grades online Ask questions or get information See when homework/assignments due

Self Assessment (at start) Limited Developing Advanced Proficient Exemplary 0 5 6 7 2 Self Assessment (at start) Limited Developing Advanced Proficient Exemplary 0 5 6 7 2 Time 2 Management 4 4 9 1 Reading Skills 0 5 10 4 2 Critical thinking 1 4 12 4 0 Communication skills 3 4 4 9 1 Interests/goa 1 ls 2 6 9 3 Major/ programs 6 8 4 3 Learning Styles 0

Starting point: faculty • Mix of community and resident faculty • Great variance in Starting point: faculty • Mix of community and resident faculty • Great variance in comfort/experience with online teaching and/or communication • Teaching in very different ways-similar goals, but widely varying content • Frustrations and concerns with how to meet needs of Power of You as well as other students • Concerned about serious fail/withdraw/drop rate(<1/3)

Learning outcomes Nature of higher education Learning styles, interests, Career exploration, major options Reinforce Learning outcomes Nature of higher education Learning styles, interests, Career exploration, major options Reinforce key academic skills: reading, writing, critical thinking, time management • MSU values, processes, resources, • complex and richly diverse community • •

Focus on learning, not retention • If students are learning, they will stay. • Focus on learning, not retention • If students are learning, they will stay. • Therefore, make sure students learn and KNOW HOW TO LEARN in their first year. • Hybrid approach enhances student learning and connection to campus and colleagues and in the process, also improves student success and retention rates.

Process in a nutshell • MNSCU CTL grant support for master d 2 l Process in a nutshell • MNSCU CTL grant support for master d 2 l course site with core course content, discussions, resource links, study and academic skills testing. • Individualized (including syllabus, gradebook, dropbox) for fall 07 pilot. • Revision (IP) with shared content vehicles, learning outcomes and rubrics for use in all sections by fall 08.

Pedagogy First • Original plan focused on training faculty for hybrid and online teaching Pedagogy First • Original plan focused on training faculty for hybrid and online teaching (few had any online teaching or learning experience). Training will continue through fall ‘ 08. • FYE teaching seminar: faculty shared best practices for teaching and assessing learning outcomes. • Each faculty developed topical “vehicles” which all others can use. • The truly collaborative effort strengthened course design and delivery overall.

Hybrid FYE collaborative • Improves consistency in learning outcomes and assessment • Shares best Hybrid FYE collaborative • Improves consistency in learning outcomes and assessment • Shares best practices, including curricular vehicles with specialized focus. • Pedagogy first, technology follows

Curricular “vehicle” options (IP) • Environment • Immigration (links with Project Shine) • Service Curricular “vehicle” options (IP) • Environment • Immigration (links with Project Shine) • Service learning (links with Project Shine and other community service) • Diversity • Educational philosophy

Environmental action • Death in paradise: http: //www. youtube. com/watch? v=C 7 c. Mih. Environmental action • Death in paradise: http: //www. youtube. com/watch? v=C 7 c. Mih. Meq 3 Y • Personal emissions calculator (EPA): • http: //www. epa. gov/climatechange/emissions/ind_calculator. html • EPA action steps: http: //www. epa. gov/climatechange/wycd/actionsteps. html

Education equity • Savage Inequalities (Jonathan Kozol): http: //www. youtube. com/watch? v=8 mdl. Ya. Education equity • Savage Inequalities (Jonathan Kozol): http: //www. youtube. com/watch? v=8 mdl. Ya. Cjf 2 I • Little Boxes of Levittown: http: //www. youtube. com/watch? v=nynf. Go 6 yg- 4 • Gender equity: http: //www. youtube. com/watch? v=JRFHlw 0 i. E_8

Service learning resources • Project Shine video: • Learning to life video: http: //umconnect. Service learning resources • Project Shine video: • Learning to life video: http: //umconnect. umn. edu/p 32071329 http: //servicelearning. org/lsa/bring_learning/fullvideo. php • Service learning evaluation: http: //servicelearning. org/instant_info/hot_topics/eval_assess/index. php

Sense of community: students • Cohort class (one exception) built cohesiveness, community. • FYE Sense of community: students • Cohort class (one exception) built cohesiveness, community. • FYE class had positive impact on retention (25/26 fall 07 students continued in spring 08 one transferred to MCTC). • Class mixing FYE with other students would give more realistic experience of future class mix. • Need to clarify D 2 L discussions vs. My. Space/IM communication style.

Sense of community: faculty • Faculty receptive, if not ready to teach online. • Sense of community: faculty • Faculty receptive, if not ready to teach online. • Faculty respectful of others in their community of colleagues. • Hybrid course development drew out dynamic exchange, discussion and refining (IP) of best practices.

Power of You lessons learned • Hybrid approach significantly improved retention/completion (almost all succeeded). Power of You lessons learned • Hybrid approach significantly improved retention/completion (almost all succeeded). • Better coordination with summer orientation to reduce unneeded overlap • Clearer focus needed on transition or high school/college distinctions • POY students throughout FYE sections more realistic student-centered (schedules/future class experiences)

Next steps • Refine individual curriculum vehicles developed by faculty on topics of interest, Next steps • Refine individual curriculum vehicles developed by faculty on topics of interest, adding dynamic multimedia resources • Implement shared outcomes through D 2 L competencies and rubrics tool. • Improve collaboration with university-wide Power of You efforts • Improve student affairs/FYE communication and collaboration for all entering first-year students.

Teaching first year students • What challenges do you face teaching first year students? Teaching first year students • What challenges do you face teaching first year students? • What are you doing to improve their success/retention? Specific measures? • Do you know about Power of You or have POY students on your campus? • What experiences have you had?