Strategies to Make Program Assessment Simple in a Digital Era: A Case Study
Abstract
The assessment process of an undergraduate program is used as a case study to share some strategies to simplify the assessment process during a period where faculty members initiated the use of Tk20. Some strategies to establish an organized, and systematic academic program assessment process for the development and improvement of the academic program while implementing TK20 are identified. The strategies identified may help others to move forward in the assessment process and make it permanent and sustainable.
Introduction
The Metropolitan Campus (MC) is the largest academic unit of the Inter American University of Puerto Rico (IAUPR). IAUPR is a private, Hispanic-serving institution with nine academic units or campuses and two professional schools (School of Law and School of Optometry). MC was established in 1960. It is licensed by the Puerto Rico Council of Education (PRCE) and accredited by the Middle States Commission on Higher Education (MSCHE). It also has specialized professional accreditations for several programs. MC offers 106 higher education programs.
Since 2003, assessment became a priority at MC, yet by 2013 the assessment process was still in a beginning phase (Self-Study Report, 2013). Several actions were taken to ensure a systematic, continued and sustained assessment process. Among others, the level of responsibilities on assessment was clarified. To support academic unit in 2010, IAUPR acquired the Tk20 platform for the management of institutional and academic assessment. Tk20 platform implementation is coordinated by the Associate Vice President for Student Affairs of IAUPR, who is the Unit Administrator. Among other responsibilities, the Unit Administrator provides campus access to the Tk20 account, produces reports, reviews information from academic campuses, trains the trainers (mainly, the Campus Administrators), and provides follow-up activities.
Using learner profiling technique to predict college students’ tendency to choose elearning courses: A two-step cluster analysis
Author 1 Cheng-Chang “Sam” Pan, PhD, PMP, MBA, is an associate professor of Educational Technology at The University of Texas at Brownsville (soon to be The University of Texas Rio Grande Valley). His current research agenda includes the design of elearning in the context of project management and strategic management of distance education enterprises. He can be reached at Sam.Pan@utrgv.edu
Author 2 Francisco Garcia, MEd, is the Manager of Distance Education, Online Learning, The University of Texas at Brownsville. He will soon become the Director of Center for Online Learning & Teaching Technologies at The University of Texas Rio Grande Valley). He can be reached at Francisco.Garcia@utrgv.edu
Keywords
college students; distance education enterprise, elearning; affinity for technology; separation of school life and personal life
Structuring Online & Hybrid College Courses By Janet Michello, Ph. D.
Associate Professor
Social Science
LaGuardia Community College of the City University of New York.
The world of education is rapidly changing as we move onward in the digital world. From pre-school to graduate school more instruction utilizes multimedia and digital resources and relies less on the printed word. Toddlers are playing games on iPads, kindergarteners are drawing and creating stories using laptops, middle school students are conducting online computer research, and college students are producing and submitting digital stories instead of research papers. Advantages of the increase in educational technology include education becoming more accessible, affordable, adaptable, and equitable (Bai & Smith, 2010). We have Ebooks and libraries that offer varied digitalized material and even a library with no books! The first bookless library recently opened at Florida Polytechnic University in central Florida. One of the attributes of such a library is that students can research and select material independently which often is easier and more productive than seeking assistance at a library’s help desk.
Prof. Christine Mooney
Associate Professor
Queensborough Community College, CUNY
and
Leslie L. Francis, Esq. Assistant Professor
Queensborough Community College, CUNY
Article Abstract
The cost of a textbook for an undergraduate course can average between $60.00 and $300.00. In particular, the cost of textbooks for Hispanic and other minority students can sometimes exceed the cost of their tuition. The increasing cost of commercial texts has led many students to find alternatives for the purchase of their required course text. Students may purchase an older or international version of the text, rent them, or buy e-books. Many students do not purchase the text for the course because they cannot afford the book in any format. The implementation of Open Educational Resources as a means of reducing the cost of student textbooks has grown dramatically in recent years. This paper outlines the development of the OER trend in community colleges in particular and discusses the practical applications for the development of a business law course at Queensborough Community College.
Seher Atamturktur,
Associate professor,Biological Sciences Department
Bronx Community College of CUNY
2155 University Avenue, Meister Hall 508, Bronx, New York 10453 Seher.atamturktur@bcc.cuny.edu
Office: 718 289 5516
Cell: 201 245 7489
Kyeng Lee
Associate professor
Biological Sciences Department
Bronx Community College of CUNY
2155 University Avenue, Meister Hall 415, Bronx, New York 10453 Kyeng.Lee@bcc.cuny.edu
Office: 718 289 5539
Cell: 917 648 1514
Rujin Tian Associate professor
Biological Sciences Department
Bronx Community College of CUNY
2155 University Avenue, Meister Hall 412, Bronx, New York 10453 Rujin.Tian@bcc.cuny.edu
Office: 718 289 3414
Keywords: Hispanic-Serving Community College, Gateway Course, Anatomy and Physiology I, Final Exams, Review Sessions, Biomedical Animations, Jeopardy Style PowerPoint Quiz Game
Abstract
Gateway science courses are challenging for community college students, particularly for underrepresented Hispanic students who struggle with the course content as well as time management in their daily lives. In order to improve their academic success and understanding of Human Anatomy & Physiology, a series of two-weekend Anatomy and Physiology review workshops were offered prior to the cumulative final exams. Among others, teaching strategy included presentation of 3D animation video clips illuminating step-by-step biomedical processes, followed by fun Jeopardy-style Quiz competition. The competitions aimed at stimulating student interest and triggering their instant feedback that would reflect the level of their comprehension on topics of challenge. Our findings showed that the rate of passing, particularly grades of C+ and higher (required in all nursing courses), was consistently higher for workshop participants than for non-participants. We believe that the technology-enhanced workshops created an exciting, game-like learning environment that resulted in greater engagement and better academic performance among our students.
Do you know the most common electronic device that college student’s possess? According to Joshua Bolkan, a multimedia editor for Campus Technology and The Journal, “85% of college students own laptops while smartphones come in second at 65%.” If technology is becoming a common practice among our students, what are we doing as professors to incorporate it into our classrooms? How can students use technology to reflect on their work? How can technology be used to make our students more aware of their writing? In this article, instructors will gain knowledge about virtual blog sites like edublogs.org, that help keep student and teacher interactions ongoing and engage the learner. With something as little as their cellphones, teachers and students can log onto this blog site to begin communicating and reflecting on assignments, and, in turn, keep the education ongoing.
Unified Communications Technology: The Considerations for Adoption for Administration and Pedagogy
By: Patricia Kahn, Ph.D.
Assistant Vice President
College of Staten Island
Abstract
We are in a different place, where today’s learners require educators to broaden their methods of pedagogy in order to interact more effectively with digital-native learners (Dietz, 2010). Educators need a less structured and more informal learning setting that leverages already established teaching tools supporting a constructivist learning environment (Dietz, 2010). In addition, institutions need to leverage these technologies with their business processes in order to provide for greater efficiencies and collaboration (Herrell, 2011).
By: Dr. Alexander Vaninsky
Professor of Mathematics Hostos Community College The City University of New York
Abstract
The paper presents an experience of providing students with online office hours in the video conferencing mode. Blackboard Collaborate was used in a post – calculus course taught in a community college, providing additional office hours for students from the convenience of their homes and workplaces. Most students demonstrated positive attitudes, while some of them were not fully comfortable with the online environment and preferred personal communications. We discuss short- and long-term perspectives of this teaching technique that is a step towards an efficient and affordable way of online teaching and learning of mathematics.
Associate Professor
College of Education Student Success Initiative Coordinator
University of Texas- Pan American
Abstract
The entrenched epistemologies of pre-service teachers were challenged when they encountered a new way to learn using virtual reality. This mixed methods study examined the extent to which pre-service teachers were willing to transform their views of knowledge. Transformative Learning Theory (Mezirow, 2000) scrutinizes how adults learn, and so it was the lens used for determining epistemic change. Data collection was accomplished with two online instruments that represented mixed data sets. Past epistemologies clashed with new ones as participants considered how their past experiences could be reconciled given new learning tools. Findings indicated that most participants exhibited some transformation despite the fact that the initial disorienting dilemma was seemingly insurmountable. These transformations were only possible for those who were able to find value and motivation in their learning experiences, as well as discern a positive change in themselves as learners and as future teachers.
Executive Director, EWU Extended Campus
Eastern Washington University
and
Dr. Stephen R. Burgess
Professor of Psychology
Southwestern Oklahoma State University
Abstract
In a five-year longitudinal study of Hispanic-American students taking online courses at a U.S. South Central University, the researchers sought to describe the demographic makeup of the typical online Hispanic-American student and the demographic makeup of the successful online Hispanic-American student. Using archived data it was determined that the profile of the online Hispanic-American students closely mirrored the profile of white populations.
Introduction
While already a decade old, the Pew Internet study on Hispanics and the Internet (Spooner and Rainier, 2001) found that Hispanic-American Internet users behave much like other Internet users, and in many instances are more likely to use the Internet for entertainment or as a source of information than white Internet users. Additionally, the study found that Hispanic-American households, even those living in modest economic circumstances of less than $40,000 perhousehold[, were as likely to have a computer and Internet connections in the household as white households. In the areas of personal and economic advancement, Hispanic-American Internet users use the Internet in roughly the same way that Caucasian-American Internet users do.
Now a decade past this report and already into the second decade of online education invading the halls of higher education, the questions of who is online, who is successful online, and what of the Hispanic-American student onlinemust be asked. Several studies (Coldwell, Craig, Paterson and Mustard, 2008; Diaz, 2000, 2002; Guernsey, 1998; Hoskins and Hooff, 2005; MacGregor, 2000, 2002; Meredith, 2011; Moore & Kearsley, 2005; Smith-Jaggars & Xu, 2010; Thompson, 1998; Wojciechowski & Palmer, 2005) over the last two decades have begun to ask the first two questions, but very little research exists asking the final question. This study seeks to add to that body of literature.
Associate Professor
University of Puerto Rico, Río Piedras Campus
and
Dr. Vanessa Irizarry
Full Professor
University of Puerto Rico, Río Piedras Campus
Abstract
This paper reports on a research study on a teaching strategy that successfully incorporates conditions that support optimal second language learning in the classroom environment of two low proficiency level English courses at the University of Puerto Rico. Results of the study indicate that providing opportunities to meaningfully interact through the performance of authentic purposeful tasks significantly increases student learning. In this paper, the results and conclusions from a study conducted at the UPR that investigated the effect that online writing strategies have on students’ writing fluency performance will be discussed. In addition, a research based model that can be used to integrate technology to the curriculum of General Education courses is proposed.
The 21st Century ushered in a new era of globalization with accelerated rate of technological developments demanding a work force highly trained in STEM (Science, Technology, Engineering and Mathematics) fields. The current US administration has recognized this challenge by making education a priority and focusing particularly on the restoration of America’s leadership in Higher Education with special emphasis on the role played by Community Colleges. We have been charged with preparing a well-trained student population in the STEM fields to meet these challenges and stay competitive in the global markets. Consequently, innovative educational programs must begin at an early stage of students’ education with the theoretical and practical applications needed to become front-runners in this competitive world. There is an imperative to introduce students to a research environment where students can experience career relevance motivating them to continue pursuing these fields. By conducting research through internships with faculty members, students will be empowered to develop skills and will be motivated to succeed within STEM areas. Therefore, the Summer Internship Initiative will narrow the gap between theory and application by making the theory relevant to existing research projects and making the learning process exciting and interactive for students, thus increasing retention in the STEM areas. Hostos Community College of CUNY has partnered with senior colleges in CUNY and the Goddard Institute of Space Studies (“GISS”) in New York City to expand the educational horizon of our students, enabling them to compete and win in global markets. The latter is possible through collaborative research initiatives that develop and improve critical thinking and creativity skills, hands-on, team oriented, and interdisciplinary learning via collaborative research projects.
Queensborough Community College, part of the City University of New York, is an Hispanic
serving institution with 26% Hispanic population. Students learn alongside students from 143countries bringing language experience in Spanish, French, Urdu, Hindi, Punjabi, Chinese, Pushto, and Farsi. We are preparing our students for a future in which information networks are readily available, situating our students in a global search engine. In addition, increasingly our students come into academic communities with transnational identities. This requires that our students be prepared to create connections, to synthesize identity and information in a way that facilitates the bonds of relations that create coherences and communities. Broad based networks rely on deep, personal abilities to both present ourselves and understand others in technological environments. Our colleges welcome students from around the world into new learning spaces to join in learning experiences that must also connect to authentic meaning making that is rooted in communities of origin at the same time that those origins are incorporated into an understanding of a future self in a new space.
In this article we argue that the use of artifacts in technological spaces not only help students express an authentic self but also create an authentic audience. Integrative learning practices that begin with the student and move that student to imagine a future self in a broad network of relations with an authentic audience transforms the classroom space into a social network based on disciplined ways of knowing.
Teaching composition to entering freshman in the multicultural classroom is a rich challenge for teachers. Many teachers focus on providing content that represents the diverse backgrounds within the class. This approach might be called the “heritage” approach. The teacher draws on family experiences, knowledge of cultures of origin, religious communities, and meaning making that has been a part of the student’s life as memories are preserved. In another approach, teachers focus on what is bringing students from diverse backgrounds into new communities, cultures and neighborhoods. This might be called the “adaptive” approach as students from around the world share a common environment and create new artifacts and languages that express their desire to be a part of concerns in a new geographical location. The first approach stresses building on already existing structures of meaning making while the second opens up into the dynamics of selection of new opportunities and relationships.
Using technology to structure learning objectives around artifacts, teachers can begin to combine both approaches to bring the student an integrative experience in learning. By juxtaposing artifacts with a rich cultural heritage against artifacts encountered in their immediate experience students can begin to build on prior knowledge to analyze and synthesize new knowledge in ways that makes learning visible.
Donald R.Schon in The Reflective Practitioner stresses that it is a combination of these approaches that best prepares students for careers in the 21st C. By understanding how technology can be folded in sociological change and how artistic practices that stress design and flexibility can organize such change, Schon’s thought prepares students for the shifting surfaces of exchange and decision making that characterize 21st C. collaborations (p.266). New technologies used in the classroom connect students who have “transnational identities” not only to their homelands but to larger global networks within which they can begin to communicate. Beyond the classroom, new career opportunities offer positions in institutions that draw on technology to gain shared information and perspectives. Being able to negotiate between knowledge that is familiar and a part of one’s “heritage,” and the unfamiliar knowledge that belongs to a vastly different set of experiences is a required skill, one that combines both social intelligence and the ability to communicate in meaningful ways in technological collaborations.
Classroom clicker technology is used in many K-12 and university settings. The use of clickers is often seen as a way of engaging students with technology “native” to their generation. Handheld electronic gadgets are clearly popular with students. While clickers may not have the “wow factor” of the latest mobile phone or MP3 player, students generally seem to find clicker technology appealing. Faculty members, who may find technology a bit more daunting, find value in clickers for other reasons. Clicker technology is particularly appealing in large, auditorium style classrooms, where it is often difficult to know and engage all members of a class in weekly lecture interactions. This article focuses on how one University implemented a standardized clicker system for use by faculty across campus; in addition, the article discusses activities using clickers in a first- year seminar to better engage generation Y students who want technology and interaction in the classroom.
