Cover Sheet Carl DuPont, caridupont@gmail.com eanmarie Higgins, Iiggit6@unce.edu ‘Jonathan Mayhor,jpmayhor@unce.edu Draft date February 6, 2016 ‘Status: More information wil be added under Evolution/Story for S103 Cultural Awareness ‘Second Case Stuy for SLO3 Cultural AwarenessWHAT TODO. slos I How to Do Prospect ‘A. Student Leaming Outcomes (SLO's) 1.Commitment to Success ‘2. Evolition/Story “The University of North Carolina at Charlotte eaeks to leverage its poston asthe state's urban ‘research university to provide a robust intellectual environment that values Eocial and cultural diversity free expression, collegiaty, integrity, and mutual respect (University of Noth Carolina ‘at Charlte). In order to achieve this goal successful, the University seeks to engage ‘incoming students in thei frst semester though the Prospect for Success (PF) courses in ‘order to integrate these principles into their own concept success fr them and the institution that seeks fo serve them. This SLO is Commitment to Success. ‘According tothe ually Enhancement Plan (QEP)suocesstu students willbe able to ‘+ et specie and realistic goals + identity erategiee fr actioving those goale ‘+ Identity cupport newer for achieving those goals ‘© Take responsibly for achieving success (QEP) Engaged students capable sting goals, stategizng, and achieving hose goals wil form a student body with higher academic achievement in he freshman year and a high Hetincod to ‘rave ina timely fashion (QEP) In this respec, the academic goals ofthe individual student ‘and the insitusinal should coalesce Utimately, performances outcomes vil be chartad a performance meres repeted annual tothe Unversity of Nath Caralina system and success will be measured trough: Cenemania (ANT Pursue? SIV? ‘Comment (GNA ns sare eo cntenisto ipa he ayn and organza tts oon Conmmenied (GNI Several cage of aneratan end freer. nt these ane Fences ama ‘round ways readers+ pneyear retention rate 4 feur-yar graduation ate 4 sixyear graduation rate ‘attempted hours por baccalaureate degree (QEP) ation jes In order for students to succeed they must develop intelectual and academic competence Ushler Uperat). Two important ways ta define that success are favorable grade point averages of completed bourses and progressing tothe second year of envoliment (Ishler & pera) Retention is an inpotant ie for he Uriversy. Research shows thin ode fr fryer students pest it their second yer, they ned fr el incorporated io te rect snd soil conmuntis fhe inten (her and Upc), The PFS coursesjsintendedas ene of he yao communes that stants encaune, sone howevel i speicaly eve fo foterncholaty commun in student body tha is ncteasngydemogrephicaly ‘Sree and incapable tvs fring conception how such a rou shoul behave | (shen. Forthe benefit fhe students, the stucture ofthe PFS course is adaptable in order o be insttion specifé ond dzcpine specie. Vet systematisin ede te communicating the ideas of ‘cademia and guide students towards practical methods of establishing and achieving, This ‘ental equipping students wih functional sis o navigate callege life, complete assignments, beanceptualze their course of study. As well as directing siden othe resources avalable at ‘Commented [GMT be casita wah carting fies emrmanied (OMA ea erences Tom ‘Gnnmented {GMS i so05"% Comeionieaeioameme a (Commented fentt3i:f seeding (Commnaiaas enmmenia faa aethe University there to support them when they experiences personal, mental, social, and ‘academic challenges. ‘Students who ar active partners in the learning experience ae intentional they are able to Identity what they want to achieve and have the skils, knowledge, and motivation needed to ‘ecomplish those goals (QEP)) [GHB rao ep poaos, ‘art, son and Seademe changes and ‘SLO: COMMITMENT TO SUCCESS: ‘CHANGE - Adaptation with \2=Goals are somewhat ‘specific and realistic 1 = Goals stated by are Inot specie or realise \0 = No evidence coals [2= Atculates a few (1-2) specific strategies for achieving goals 1 = Aricutates only vague larategies for achieving goals lo=No evidence GOAL SETTING ‘STRATEGIES ‘experience |3= Coals are epecific |= Ariculates several 3) jcogrizes and specifically ‘and realtic ‘specific strategies for achieving 'deseribes the need to make ‘changes in light of experience, l2= Recognizes the need to make ‘changes in light of experience Shows limited recognition of the Inoed to make changes in light of experience No evidence ‘Commented (GHG Aaa ralotabe dena (Commie ee?Case Studies ‘Commented TEMES Sat op on ere pane Example t Foundations in Dance: SETTING PERSONAL GOALS Project ‘tthe beginning of the cemester: ‘Commented [OM NEED consid hears 1) Whe a one- paragraph biography as you imagine yourself inten years What wail your job be? ‘What education wil you have attained? 2) Wit ee pragaphbogrpy tha presen a yur fain! nef aci ce Ovee ee ee ee EE rame gee a sas Eibnenc ch mated eat nd opmrweetanons TERNS sones Umea wanes ea 2) Unoen ech oa wa 48 singe coy vk tachi yor ga tard saat 4) At the end ofthe semester: tite a one or two paragraph reflection: ‘What did learn about myself as a self-directed goal setter this semester?Example 2 Commitment to Success — College of Engineering First Semester PFS Assignment In the Wiliam States Lee College of Engineering our PFS based assignment inthe Introduction to Engineering Practices and Principles | (ENGR 1201) and the Inroduction to Engineering “Technology (ETGR 1201) courses, begins by reminding students that + The Engineering, Engineering Technelogy, and Construction Management majors are ‘not exclusively about science, technology, engineering, and mathematics, and that the Careers that come from them wil force them to engage a very wide varity of people. + Communications, decision making, and the practice oftheir profession are typically done ina very open and ooservable way. “Tohelp students model their success, they are asked to develop a personal grouth plan based ‘onthe Whole Life Concepts Mode (see below). The goal of the Whole Life Concepts Project is for students to: *+ Develop an understanding oftheir personal passion and how it came to be. ‘Identify short term, longterm, and career goals and strategies, and the impacts they could make + Understand the nature and extent of technical and nontechnical skils and knowledge, and the professional development activites, skis, and knowledge that wil be raqued to achieve ther stated goals and objectives. This Whole Life Concepts Project is intended to be a research- and wrtingntensive project that requires sgnificant salfeflecion. The outcomes chould serve as @ compass for how a student thinks and acts as a professionainraining, and provide students with a basis for Understanding vty ts that they are wing to work so hard to eam a degree. As students complete the project, they are reminded that if they find thar passion tobe inconsistent with the impact that they want to make, now is the ime to change course. Figure 1. Whole Life Concepts Model Outline ‘Figure 2. Whole Life Concepts ‘Model Details ‘Commented {SUTRA Inrod.ce Whole Lie Gonsopinmer fet)A. 2lnainy EvolutionStory LUNG Charlote students experience inquiry as an open-ended pracess thai explores evidence ‘end approaches to generat ideas and conclusions Students who ae active partners in the educational experience ae ten cious. They undertand tat knowedge should be made through their academic journey rather then just received like a gift. As they leave the prospect forsuccessbasod clases they wil be on ther way to mastering the process of nquryvtich allows them to construct knowledge in their continued academic journey. | Documentation Theory/Stategies ‘Student learning outcomes for inquiy are evaluated via arelectve writing assignment in the ‘iscipine-specifc freshman course. These courses typically require students to leam a specific tool or skill and complete projects in ther specific discipline over the course of the semester. ‘The assignment given provides a valuable component ofthe 1st year curicudum fr students to {reflect what they learned thet semester Inqutyinsructos grade their student assignments on three dimensions: exploratory process, eviencelappraaches, and originally as shawn in the ‘ulie below. FONE Typaly, aol ol et ‘ead nite decpines ner caret pects “Commented [GN Rtas agree ae (geen an overiew of he vale Somponete [Ebmed evoughau al eared results indicate thatthe indicate substantial exploration ‘originality in discussion or focus of inquity evolved of appropriate evidence ot —_reeuls of inquiry approaches: [2 Discussion andlor |2=Discussion andlor results recuts indicate that the indicate some explration of focus of inquiy evolved appropriate evidence or alitle approaches 2 = Some evidence of eriginalty in discussion or results of inquiry 1 = Discussion andlor [1 = Discussion andior resus |1 = Limited evidence of resus indicate thatthe. lindcate limited exploration of ‘originality in discussion or focus ofinquiy was appropriate evidence or results of ingury static and narrowly approaches, focused No evidence _|0=No evidence |o= No evidence ‘SLO: INQUIRY, ‘Commented [GEO Reet o carmen on chat soo EXPLORATORY ee EVIDENCE/ APPROACHES | ORIGINALITY = Discussion andlor [3= Discussion andlor results [3 Strong evidence ofTable 1: Inquiry Grading Rubric ‘Some Example Strategies ‘Some example strategie that have been used by incructors to davalop the outcome of inguiry are outined here 41) Ashort writing assignment asking the student to describe what motivates them to learn corto be curious. They would have to give an example of going “above and beyend” the ‘minimum requirements or an assignment. Further expairing how ths assignment fueled their curiosity about a partcular opi of interest. 2) A short ting assignment that allows the student to reflect on the aha they have learned in a course and how they wil utlize that knowledge in thei future academic or professional career. Case Studies For the fist case study, a PFS course uses team based projec that guide students through a ‘methodology that allows them to generate ideas, evaluate those ideas, design a solution and implement that solution, Then the instructor follows up witha short memo assignment to ask @ few questions about inquiry suchas: ') How can you connect the knowiedge and skits leamed from this project to your future academic or professional career? )_ Using the methodology within tis project you were allowed to generate ‘knowledge through etic thinking rather than being given the answer. How was this methodology similar and diferent than your trational homework assignments that require you to just memorize information? ©) Nowthat you have been exposed to this projec, what are some of the topics you are curious to learn more about over the next few years and wry do you want to learn more about them? Fora second case study the prospect for success instructor has students write short focum [posts each week in Moodle that are between 250 and 300 words. These forum posts ask the ‘Students to reflect on what they leamed in lass that week and how they will apply what they have learned to their future academic or professional career! An example rubric used to grade. the forum posts in Moodle is shown below, Forum Post Rube: 25% - 280-200 Words 25% - Answer the question 25% - Demonstrate personal awareness 25% - Free of grammatical and speling errs [Then atthe end ofthe semester the students are asked to wrte a one page memo reflecting on ‘everything they learned over the semester and how its cannected to ther lives now andin the future. Students are well prepared to write these final memos in a concise and impactful manner Since the 14 weeks of forum posis have prepared them fo the assignment. The inquiry grading rubric mentioned in Table 1 above is used to assess the outcomes ofthis assignment. ‘Comment (ONE Spans ea move doses ‘Steir a= ae) ‘Commented (GHTA| Learied oar sane ow Grosasio erie, anton teres ee =A, 8. Avreness EvolsionSiy CCutural Awareness isthe understanding of yourslf and that of ethers whose word view and experiences ier ‘Documentation, ‘Commented [GUTEY Daler tom eraulowy ‘Sector soveregag aly ‘Commented (GME Purpoas? ‘SLO 3: CULTURAL AWARENESS (Commented (GUT NEED consent tadaines —) [AWARENESS OF AWARENESS OF cee ull pots ot ‘SELF ‘OTHERS iow sesragavamnes | —3=Siengmeaenen| —3=Sions otnow cite ar horatweard | omalarsione ciparencechapeon | eperuee rapa rept view popes ee ctor prspecves cues scape 2eSoneenerene cl] 2 Sone awrenens | 2= Soma caeteaton fovea and Gtnowcineand | tui pon of Cieeiece tupeom peice dpe “on pewpectre ed Parana coonten sndcapctn 1 Lined aerense | = Lined 1 = tinted thom cares twmemsction | contin sf crceranschapoom cared re pone ew perwectve end conten spn Sreacies athe perpetves sndcapaten (= No evidence Case Studies = No evidence ‘The following PFS assignments from the|Thealrd Department. The Performance ‘Tradition Presentation isa 3-4 minute team presentation about a performance tradition Unfamiliar to students, Students workin pais to research, create, and present an introduction to a performance ration. In addition to teaching research and presentation sal, these collective presentations become study materials for course examin theatre Pistory.The couse: The Theale Experiences an itouction to perfomance techndogy, end histor for ew theatre majors. Students complete many assignments, such as wing a shot lay tirecing a scene, end serving on a department uning crew fora theatre production Introductions to theatre history courses are usualy arg classes, and so provide ite opportunity fr indvidual projects, Not so fo'The Theatre Experience bined! The Prospect for Success provides an opporunty to assign presentaen projects in an area of theatre histery. Further, adapting tthe SLO of Cultural Awareness feruses this projectin a useful way. Dei water to cone Outside of content mastery, the Performance Tradition Presentation aligns with three terre entre leone ory key theatre department goals: to develop presentation skis (a Skil especially needad by [Comment [M09] sudersoToaus hs rectors and designers), to understand that performance happens in many ways and in Open ase ay ‘many places; and to work effectively as a member ofa team, ‘The assignment: Each pair of students is assigned a different performance tradtion, examples include "New Orieans carnival, Japanese Kabuki Theatre o aan commedia del'ate. This ‘assignment also integrates the Inquiry SLO. Students are asked to consul three sources-their textbook, a theatre encyclopedia, and one ot more books that they physically check out or download as ebooks rom the library (we reserve class ime for this ile i), ‘Students ae directed to use a few, peer-eviewed resources jn order to research their topic. Further, they are limited to three minutes to make their presentation. [To focus their energies further, they are required to use no fewer than five nd no ‘mare than ten slides, none of which have any text, ‘This assignment yields a few koy arifacts-the presentation slides themselves, 2 single authored one-paragraph reflective essay, and arowrite ofthis same reflective essay in an exam setting (23 paragraphs). The reflective eseay acks students to answer questions about their research process, (and so) felates tothe Inquiy SLO), The assignment given to students: ‘Write a 2-3 paragraph essay (each student must wite his or her own essay) that addresses the answers to the following questions, expanding on the essay you wrote for the Performance Tradition Presentation Assignment, ‘What dd you know about your topic before reading Chapter 5 of Think Theatre? # What dd you learn from the chapter about your topic? ‘* What addtional sources did you consult? How did they contribute to your Understanding of your topic? ‘© What addtionalinteresting/surpising things do you know about your topic now?A reunite of the essay measures SLO 3, Cultural Awareness: The assignment continues! ‘+ How might you apply knowedge of this new form info your ovm theatre practice, either directly or inctectly? '* Compare and contrast this performance form with one you were already familiar vwith—specically, afoctball game, or musical theatre, of a cheerleading performance: what similarities and diferences are there between the two? ‘¢ How do these similarties and differences reflect the cultures or societies that practice these forms? (Conard amie: Raves taser oping) Ishler, J. LC, (2005), Tadays fst.year students. In M. L. Uperat JN. Gardner, and 80. [Barefot(Eés.) Challenging and supporting te first-year student (27-46). San Francisco: ‘mmerta fm sossey-Bass, toeeparte pase Ras eadrgio catons, mae ‘shler, J. L., & Uperaf, ML (2005). The keys of fist.year student persistence. In ML Upcrat J. N. Garner, and B.O. Barefott(Eds,) Chalenging and supporting the first-year student (27-46), San Francisco: Jossey-Bass University of North Carolina al Charlotte (2013). Quality Enhancement Plan, Retrieved from hpfprospect. unce. edulsites/prospect unce.eduffles/media/QEP%20Final pa|V, How To Do This (Implementation and Evecutior) ‘¢ RefinementiEvolutior/interpretation © What has worked and what has not? 1 Pilots and intial implementation = Models ‘© Disciplinary Based: “troduction to...” ‘¢ Pro-oxisting vs. New ‘© Crecit Hour Assignments 1» What are the tensions? (Wil be discussed in greater depth in the Working With University Partners section) |= What are the challenges? (Wil be discussed in greater depth in the Working With University Partners section) * Documentation/Theory/Strategies Overview of recent iterature relating to challenges of fist year students ‘and how first year seminars can impact their academic careers. 1 Identity the primary challenges and approaches being taken to help or mtigate issues + Case Studies Two Video Testimonials of students and their advisors (would these specifically be students who experianced a PFS course as a freshmen?) ‘= First goneration college student = Legacy college student ‘Student Practices ‘= Reflection = Case study — reflection Instractor Practices ‘= Common strategies and practices Commented (OMTOS: Ge a prea cf sora ai ar {hs echome? Wal fe puzeee? Uy cor Echnaltom te et the doamen ‘Commented (HH 1O8R1O5: Posy OELETE cr oct tobeghnng edourert ‘Commented [G4I07RIO5} Came anise scone© Visual (Jeanmarie will be adding to this section) 8 case study - creating visual artifacts © Kinesthetic@ case study - creating hands-on projects Tasks ‘© Integrating your Prospect course into disciplinary goals (beyond the first year) Strategies ‘© iipping the classroom (Information out of class, Application in class) V. Werking with Partners ‘Commented (SOR Cons sn eran ast Library ‘Srineingearonhesdines ad es Intemational Students Organization Preceptors = Howto effectively uiize preceptors within a course to support the prospect for ‘success initiative