Appendix A Implementation Recap Summer/Fall2006 Spring/Fall2007 Fall2007-Spring2008 Spring2008-Fall2008 Fall2008-Spring2009 *4 consultants *Title III pilot faculty *As 2nd cohort pilots in *As 3rd cohort pilots in the *As 4th cohort pilots in hired for summer present results of their the fall, the 3rd cohort spring, the 4th cohort begins the fall, the 5th cohort workshop series, work to colleagues at begins the course course component of the begins course focused on spring Convocation and component of the program component of the instructional 25 faculty are recruited program with newly *4th cohort pilots ___ program design, active and for the 2nd cohort, upgraded materials, *Meet one on one with each *5th cohort pilots ___ collaborative extending beyond GenEd self-assessments, cohort instructor *Meet one on one with learning, using to include faculty and guidelines, and small *Note the need for each cohort instructor learning theory in courses from several group presentations of statement of *Note the need to the classroom, and academic programs. topics from the text assessment principles, define course SLOs learning *Faculty participate in a book methods, and process, as within a context of the assessment modified, online version *3rd cohort pilots 17 per confusion relayed by bigger picture, not in *Met one on one of the previous courses in the spring faculty and staff isolation summer’s with each cohort to series on instructional *Meet one on one with review design, each cohort instructor expectations, active/collaborative *Note the need for revised syllabi, and learning, learning theory, deeper understanding pilot plans. and learning of terms and *Interviews assessment. *Online application in writing become data discussion forum SLOs some of the – elements becomes data element previous cohort did not *Met one on one with get it each cohort instructor *Other instructors report transformations in their teaching and student learning
Appendix A Implementation Recap Summer/Fall2006 Spring/Fall2007 Fall2007-Spring2008 Spring2008-Fall2008 Fall2008-Spring2009 *4 consultants hired for summer workshop series, focused on instructional design, active and collaborative learning, using learning theory in the classroom, and learning assessment *Met one on one with each cohort to review expectations, revised syllabi, and pilot plans. *Interviews become data elements *Title III pilot faculty present results of their work to colleagues at spring Convocation and 25 faculty are recruited for the 2nd cohort, extending beyond GenEd to include faculty and courses from several academic programs. *Faculty participate in a modified, online version of the previous summer’s series on instructional design, active/collaborative learning, learning theory, and learning assessment. *Online discussion forum becomes data element *Met one on one with each cohort instructor *As 2nd cohort pilots in the fall, the 3rd cohort begins the course component of the program with newly upgraded materials, self-assessments, guidelines, and small group presentations of topics from the text book *3rd cohort pilots 17 courses in the spring *Meet one on one with each cohort instructor *Note the need for deeper understanding of terms and application in writing SLOs – some of the previous cohort did not get it *Other instructors report transformations in their teaching and student learning *As 3rd cohort pilots in the spring, the 4th cohort begins course component of the program *4th cohort pilots ___ *Meet one on one with each cohort instructor *Note the need for statement of assessment principles, methods, and process, as per confusion relayed by faculty and staff *As 4th cohort pilots in the fall, the 5th cohort begins course component of the program *5th cohort pilots ___ *Meet one on one with each cohort instructor *Note the need to define course SLOs within a context of the bigger picture, not in isolation
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