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Discussion 2 Innovation/Translation: Pedagogical Considerations for Conversion and Conversion-Plus. Pedagogical Considerations for Conversion Dr. Kevin Baaske, Chair, Academic Senate. Requirements. GE minimum of 45 units Major minimum of 36 units Bachelor’s no more than 120 units

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discussion 2 innovation translation pedagogical considerations for conversion and conversion plus
Discussion 2Innovation/Translation: Pedagogical Considerations for Conversion and Conversion-Plus
requirements
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
c id c ourse d escriptions
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
this session

This Session

An Opportunity for Creative Thinking about Curriculum and Programs

benefits
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
slide14
Consider Reaching Across SilosIntegrate courses from other disciplines Create new certificatesTalk with others!
slide17
Program OutcomesDescribe the knowledge, skills, and attitudes a student would demonstrate after completing the program.
slide18

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.

slide20
A Poorly Constructed SLOStudents will learn how to develop an argument.(From a university in the South.)
slide21

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.

slide22

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

slide23

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.

slide24
Programmatic Assessment An opportunity to build in assessment that is sustainable and provides feedback that leads to program improvement.
slide25

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

slide26

Contact me:

David.Connors@calstatela.edu

slide28

High Impact Practices

can

inform

both.

slide29

Service Learning

Writing-Intensive courses

Internships

First-year Seminars

slide30

Undergraduate research

Learning communities

Collaborative assignments

slide31

Flipped classrooms

Blended Learning

Student-centered activity

slide32

Center for Effective Teaching and Learning

Consultation with faculty on course and syllabus design and curriculum mapping

Retreat materials on best practice

slide33

CETL Funding

Course Redesign Institute/Academy

Online Teaching and Learning Institute

Faculty Learning Community on 101

Reducing Bottlenecks Initiative

slide35

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

slide36

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

ecar survey
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
platforms os
Platforms/OS

Tablet

30%

Desktop

52%

Printer

80%

Smartphone

81%

Laptop

88%

51%

26%

8%

23%

71%

44%

59%

89%

conclusions
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
slide47
Discussion 2Innovation/Translation: Pedagogical Considerations for Conversion and Conversion-PlusQuestions?