OCTC Fall 2005 Kickoff

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OCTC Fall 2005 Kickoff

• August 1, 2005

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Last Season on Days of Our OCTC

• Also found in some local listings as
• Guiding SACS Principles
• or
• All My Deans and Directors

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ONE QUESTION UNANSWERED

• What Is
• the QEP?

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What is the QEP?

• Exhibit 1 the QEP Draft Outline

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Now, the exciting conclusion to What is the QEP?

• Exhibit 2 The QEP Definition
• focusing on an issue or issues the institution
  considers important to improving student
  learning. (p. 21)
• Student learning may include changes in students
  knowledge, skills, behaviors, and/or values that
  may be attributable to the collegiate experience.
  (p. 22)

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What is the QEP?Exhibit 3

• QEP Development Teams
• Over 60 faculty and staff volunteers
• Expectations Team
• Written Work Team
• Oral Work Team
• Performance/Production Work Team
• Research Team
• Professional Conduct Team
• Student Learning Communities Team

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What is the QEP?Exhibit 4

• Connection and Direction
• Connection Students Curricula
• Direction
• Refocus on Expectations including expectations
  about learning together

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What is the QEP?Exhibit 4

• High expectations
• One of three conditions for excellence for
  undergraduate education identified in the 1984
  National Institute of Education report,
  Involvement in Learning
• One of the seven principles for good practice in
  undergraduate education (Chickering and Gamson,
  1987)
• Numerous other references
• Yet few colleges have focused on higher
  expectations (Schilling and Schilling, 1999)

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What is the QEP?Exhibits 5 and 6

• OCTC 2003 CCSSE Results Exhibit 5
• Encouraging study
• Encouraging contact
• OCTC 2003 CCSSE Results Exhibit 6
• Participation in organizations
• Participation in classes

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What is the QEP?Exhibit 7

• Higher expectations for students were found to be
  the most compelling and consistent commonality
  in conversations by Roueche, Milliron, Roueche
  (2003) with Teaching Excellence Award Recipients.
  
• Kuh (2003) states that students will go beyond
  what they think they can do when professors
  expect, challenge, and support them in doing
  so.

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What is the QEP?Exhibit 7

• Schilling and Schilling (1999) explain that
• Faculty and staff play a significant role in
  shaping or developing the kinds of students that
  populate our campuses.
• Coordinated efforts by academic and student
  affairs are necessary
• We must look more closely at the types of efforts
  that help students achieve desired outcomes
  (instructive expectations).
• Increasing expectations does not simply translate
  into grading harder.
• Institution-wide, collective action is essential.

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What is the QEP?Exhibit 8

• OCTC 2004 Brown Bag Sessions
• Graphs of Round Robin responses
• Lifelong learning
• Connected learning
• General education
• Learning-centered college

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What is the QEP?Exhibit 9

• Barrowman (1996) states that if teachers make
  their expectations for student learning public
  and use these expectations to navigate their
  teaching, students will be better prepared for
  life in and beyond the classroom.
• Transfer of expectations, knowledge, and skills
  to other classes and to the workplace.
• If these expectations apply to all studentsit
  leads to an examination of our general education
  competencies.

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What is the QEP?Exhibit 9

• General Education Two recent projects
• League for Innovation (1999-2004) 21st Century
  Learning Outcomes Project.
• American Association of Colleges and Universities
  (2002) report Greater Expectations A New Vision
  for Learning as a Nation Goes to College
• Both called for the erasure of artificial
  distinctions between studies deemed liberal
  (interpreted to mean that they are not related to
  job training) and those called practical (which
  are assumed to be).

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What is the QEP?Exhibits 10 and 11

• Our General Education Competencies
• Certificate/Diploma
• Degree
• What competencies apply to all students?
• The intersection of the Certificate/Diploma and
  Degree competencies
• These serve as the foundation of our QEP

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What is the QEP?Exhibit 12, 13, and 14

• The results of the Expectations Teams
• Performance/Production
• Written
• Oral
• Research
• and Mathematics
• Expectations for the Expression of Ideas

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Performance/ProductionLevel 1

• Expression at this level would include sharing of
  ideas with a free open exploration, including
  brainstorming with individual expression.
  Students have the obligation to respond with
  individual perception to assignments. The
  performance goal would be the gathering of ideas/
  information.
• Examples Reading, quizzes, on-line/class
  discussion, exploration exercises, brainstorming,
  short answer test questions

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Performance/ProductionLevel 2

• Expression at this level would include hands-on
  testing of initial ideas or designs against a
  theoretic foundation for successfully and safely
  meeting standards. The performance goal would be
  a brief project or isolated test of a concept,
  idea, process, or component primarily to gather
  feedback for improvement.
• Examples Skills practice, testing, essay
  questions, responses to case studies, reaction
  responses

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Performance/ProductionLevel 3

• Expression at this level would include a
  full-scale test, e.g., dry run or dress
  rehearsal, of a product or performance, usually
  to make final adjustments or refinements. The
  performance goal is to meet assigned standards.
• Examples Skills/task competency demonstration,
  performance/presentations, essays, summaries,
  critiques, lab reports, analyses, interpretations

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Performance/ProductionLevel 4

• Expression at this level would include real world
  performance or production where specific
  expectations are determined by the functionality
  of the product. The performance goal is
  workability, feasibility, practicality,
  aesthetics, audience/customer satisfaction, and
  ethics.
• Examples Creation of a functioning product,
  service, performance, research paper

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Oral ExpressionLevel 1

• Expression at this level involves the sharing of
  ideas based on individual knowledge.
  Presentations are more concerned with a
  willingness to talk, while structure, nonverbal
  skills, and grammar are not evaluated rigorously.
• Examples Vivid memory, group discussion,
  brainstorming, Q A, or impromptu speaking

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Oral Expression Level 2

• Expression at this level involves a brief
  analytical presentation (typically 3-5 minutes)
  expressing an idea or outlining a position, often
  in response to a question. Presentations include
  an introduction, discussion, and conclusion and
  reflect basic research and preparation. Fully
  developed sentences and proper grammar are
  required.
• Examples Problem solving presentation, how-to
  presentation, analytical responses using Q A,
  group discussion, or seminars

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Oral Expression Level 3

• Expression at this level involves a short
  persuasive presentation (5-10 minutes) with an
  introduction, discussion, and conclusion
  highlighting a position. Support for the
  arguments must be provided with attribution
  required and multi-source documentation embedded.
  This presentation includes a greater awareness of
  verbal and nonverbal delivery skills proper use
  of visual aids is encouraged.
• Examples Editorial presentation, research
  summary, position paper presentation, critique

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Oral Expression Level 4

• Expression at this level involves a formal
  presentation with an introduction, discussion,
  and conclusion demonstrating an in-depth analysis
  of the topic. Support for the analysis must be
  provided with attribution required and
  multi-source documentation embedded. Presentation
  includes proficient delivery skills, and the
  effective use of visual aids is expected.
• Examples job interviews, oral defense of a
  research topic or product, presentation to a real
  world audience, speech and debate competitions

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Written ExpressionLevel 1

• Expression at this level may be in the form of
  complete sentences, sentence fragments, lists, or
  tables. Written work at this level is for the
  expression of ideas or the communication of data.
  
• Examples Reading quizzes, on-line discussion
  boards, exploration exercises, brainstorming,
  short answer test questions

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Written Expression Level 2

• Expression at this level is one or two paragraphs
  in length and expresses a complete thought or
  support a position, often in response to a
  question. They include an introduction,
  elaboration, and conclusion. Complete sentences
  are required, and correct grammar and spelling
  should be exhibited.
• Examples Answers to essay questions on tests or
  assignments, responses to case studies, personal
  journal writing, reaction responses

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Written Expression Level 3

• Expression at this level is in multi-paragraphs.
  The first paragraph takes a clear position in the
  form of a thesis statement. Additional
  paragraphs provide support and examples for the
  position and a conclusion. Complete sentences are
  required, and grammar, mechanics, and spelling
  are evaluated.
• Examples Essays, summaries, critiques, lab
  reports, critical journal writing, analyses,
  interpretations

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Written Expression Level 4

• Expression at this level would be tailored to the
  needs of the audience/customer/class/instructor.
  When including outside research, MLA/APA format
  will be followed. Complete sentences are
  required, and grammar, mechanics, and spelling
  are evaluated.
• Examples Research papers case studies
  resumes lists of references professional/academi
  c writing appropriate to the conventions of the
  discipline professional correspondence (I and
  you permitted) including e-mails, business
  letters, and memos

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Numerical, Mathematical, and Graphical
RepresentationsLevel 1

• Expression at this level would use numbers,
  symbols, or graphs to summarize or represent data
  in more easily understood terms. Calculators and
  spreadsheets may be appropriate tools.
• Examples Using graphs and charts to display
  quantities. Using the mean, median, and/or mode
  with appropriate units to describe a data set.

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Numerical, Mathematical, and Graphical
RepresentationsLevel 2

• Expression at this level would represent and
  relate events or data sets using equations and
  graphs. Graphs, charts, maps, and diagrams may
  be used to display data and information in two or
  three dimensions.
• Examples Using equations to relate events,
  objects, or data. Creating bar and circle
  graphs, histograms, stemplots, and boxplots.
  Graphing linear, quadratic, and exponential
  equations.

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Numerical, Mathematical, and Graphical
RepresentationsLevel 3

• Expression at this level would use symbols and
  models to analyze and interpret sets of data or
  events, allowing one to make inferences about
  relationships, e.g., cause and effect,
  predictions.
• Examples Using modeling to write equations for
  sets of data. Using statistical programs or
  statistical functions in calculators or
  spreadsheets. Using graphical analysis programs
  or graphing functions to analyze relationships
  between multiple sets of data.

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Numerical, Mathematical, and Graphical
RepresentationsLevel 4

• Expression at this level would involve the
  selection of appropriate mathematical tools
  (equations, graphs, diagrams) to support or
  refute a particular position. Alternative
  interpretations should be noted and reviewed.
  The persuasive power of the representations,
  economy in their use, and characteristics of the
  audience are key considerations to be made.
• Examples Presentations to real-world audiences
  using graphs and equations to support arguments
  in a research paper.

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Research and SynthesisLevel 1

• Expression at this level includes understanding
  the limits of ones own knowledge and recognizing
  when there is a need for more information.
  Students explore and share ideas with peers. No
  formal attribution of sources is required.
• Examples Brainstorming, small group discussion,
  discussion questions, case studies, journaling,
  classroom discussions

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Research and Synthesis Level 2

• Expression at this level involves identifying
  different sources for information such as
  textbooks, Internet, library books, journals,
  interviews, etc. It is understood that
  information sources have various levels of value
  and that there is a need to establish
  credibility.
• Examples Topic search for multiple sources,
  good source/bad source

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Research and Synthesis Level 3

• Expression at this level includes effectively
  incorporating multiple sources, establishing
  credibility by utilizing evaluative criteria, and
  reviewing information to determine its relevance
  for the issue or problem being addressed.
• Examples Annotated bibliography, distinguish
  scholarly vs. popular, evaluate sources using
  criteria

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Research and Synthesis Level 4

• Expression at this level includes recognizing an
  information need identifying appropriate
  sources and obtaining, evaluating, and
  effectively applying information in a responsible
  manner. Formal attribution of sources is
  required.
• Examples Research paper, presentation,
  project/demonstration, research portfolio,
  business plan

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What is the QEP?Exhibits 12, 13, and 14

• Expectations for the Expression of Ideas
• Connects expectations across the curriculum
• Instructive provide practical guidance
• Examples help students understand
• Elaboration without being overwhelming
• More powerful ways of expressing ones ideas as
  you move left to right

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What is the QEP?Exhibit 15

• OCTC 2003 CCSSE Results
• Contributing to the welfare of your community
• Learning on your own
• Understanding yourself
• Developing a personal code of ethics and values
• Understanding people of other racial and ethnic
  backgrounds

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What is the QEP?Exhibit 16

• Expectations must be defined for both students
  and faculty, as the instructional environment
  should be both demanding and supporting (Turner
  et al, 2002). (From Exhibit 7)
• The OCTC Standards of Professional Conduct

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What is the QEP?Exhibit 16

• Academic, professional, and personal excellence
• Professionalism as a way of being, knowing, and
  doing
• Growth and Integrity
• Establishing and maintaining high ethical
  standards
• Respecting the rights, ideas and learning of
  others
• Taking personal responsibility for individual
  growth and learning
• Carrying these values into interactions with
  others in the community and beyond

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What is the QEP?Exhibit 17

• OCTC 2003 CCSSE Results
• Had serious conversations
• Participated in a community-based project
• Worked with classmates outside of class to
  prepare class assignments
• Tutored or taught other students
• Had serious conversations

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What is the QEP?Exhibit 18

• It is the conversations we have about knowledge
  that give it meaning, say Hassel and Lourey
  (2005), citing the English proverb Education
  begins a gentleman, conversation completes him
  as further evidence.
• John Dewey believed that a good education was a
  social enterprise, and he saw the interaction
  between teacher and pupil and between pupil and
  pupil as critical to the development of the
  learner (Minkler, 2002).

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What is the QEP?Exhibit 18

• John Gardner explains that these interactions,
  when part of a larger educational community
  committed to excellence, can create the
  environment for extraordinary performances such
  as those by the Greek philosophers of the 5th
  Century B.C.
• A liberal education, an education that frees the
  mind, is one that that recognizes that humans
  live and connect with one another (Cronon, 1998)
  Education for human freedom is also education
  for human community, he states. The two cannot
  exist without each other.

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What is the QEP?Exhibit 18

• Hassel and Louery (2005) assert that
• if instructors do not articulate or even
  acknowledge these subtle, complex benefits of
  presence within a learning community, how can we
  expect students to do so?
• The expectation of Learning Together.

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What is the QEP?Exhibit 18

• Learning Together
• 1. Ambassadors Program
• Student Ambassadors
• E-ambassadors
• 2. Learners in Common
• Study Groups
• Student Peer Groups
• 3. Shared Readings
• The Shared Reading Project
• Research in Practice Brown Bags

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What is the QEP?Exhibits 19 and 20

• Measurable objectives focused on student learning

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What is the QEP?Exhibit 21

• Tasks 2005-10
• Publish and publicly post expectations
• Embed expectations within all course syllabi
• Publish, on the web, numerous exemplars
• Curriculum map OCTC general education
  expectations
• Develop rubrics to support the expectations
  framework
• Identify learning-centered classroom best
  practices
• Explore further expectations, e.g., critical
  thinking skills,
• Raise the expectation that students learn
  together (ambassadors, study groups, common
  readings)
• Revise GE 100 to focus on OCTC expectations
• Develop the OCTC E-gallery, a web-based
  opportunity for students to post examples of
  their work

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What does the QEP mean for me?

• Learn more about the QEP
• Think about how you would like to contribute
• Make it a part of your plans
• Pilots begin Spring 2006
• Activities from now until 2010 (and beyond)
• Gather examples of student work in your classes
  (with permission) that may serve as exemplars
• Engage in conversations about it and guide its
  evolution over the next five years

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Thank you for your efforts to make our QEP a
reality!