Academic Programs

Faculty App: Profiles, Stories, and Scholarship is currently in review or is no longer available.

Faculty App: Profiles, Stories, and Scholarship

Faculty information is located in different places, different formats, or missing. For a student to find a faculty, their contact information, their class schedule, and their office hours, they have to navigate through different pages, various links, and sometimes find outdated or incorrect information. Some faculty members have created their own websites, which lead students outside of the CSUN environment and are difficult to navigate and do not conform the the University's branding standards. As for research, there is not one central place where faculty can find funded scholarly projects and connect to collaborate. The Faculty App aims are bringing all those components into one easy to use site.
Average: 5 (1 vote)
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Curriculum Mapping/Assessment

Aims Community College
The academic and CTE programs did not have a foundation for conducting meaningful and sustainable assessment of student learning. One of the key issues was the lack of defined program learning outcomes and the expected level of learning for each outcome. The other issue was the need for a curriculum map in order to identify where learning opportunities existed within the curriculum and where meaningful assessment could take place. The College identified this as a gap that needed to be addressed in order to bridge the gap between Common Learning Outcomes (CLO) and course level outcomes (objectives).

Curriculum mapping is necessary to identify where learning opportunities exist for students within the program’s curriculum. In order to ensure that a culture of assessment is being built, programs and departments will continue to develop assessment projects that are grounded in the values and learning expectations of the course/program/department/institution.

Ross Perkins

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LibGuides CMS

Western Dakota Technical Institute's Library Services
Within academic institutions' course management systems, resources and content-sharing are limited, resulting in a degree of siloing among and between campus entities. The LibGuides CMS tool allows flexible access to information; includes tools such as analytics, surveys/reports, and discussion posts to aid in evaluation and communication, and requires no special programming or HTML knowledge.

WDT LibGuides CMS allows WDT's library, librarians, and resources to have high visibility and versatility both on- and off-campus. We are a commuter college, are growing our online programs, and have a sizable adjunct faculty, so it is vital that our online presence be robust, which includes ease of navigation and access to high quality, concentrated resources. Instead of expecting students to meet us where we are, our intention is to meet them where they are. Our LibGuides contain resources that start at admissions (preparing for Accuplacer exams) to completion (career resources, preparing for certification exams) and span everything in between (financial and information literacy, successful study skills, as well as customized course- and program-specific resources. Collaboration is key to the success of our LibGuides. Faculty and departmental staff work with us in mission-driven initiatives as well as students suggesting content to improve their skills in everything from style formatting to anatomy drill and practice.

Sheila Hansen

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Veterans Education Program

California State University, Fresno
Returning veterans face many challenges and risks; this program leverages the resources of the university and community to provide access and opportunity by helping veterans gain admittance into universities, find jobs, translate their military skills into civilian life, and in many cases, rebuild confidence and composure.

The Veterans Education Program tool provides opportunity and access to resources at Fresno State and connects veterans to support organizations in the Central Valley. We facilitate a sense of belonging for veterans on campus by providing a lounge, study area, dedicated smart classroom, and academic skill sets requisite for successful careers. Importantly, this academic tool specifically seeks service members and veterans who have been denied admission to the university for various reasons. After successful completion of the program, student veterans can matriculate to the university as degree-seeking undergraduate students.

Dr. Daniel Bernard

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Highlands College - Research, Creative & Scholarly Activities Program

Highlands College

The retention of two-year students through the use of student-faculty research, creative and scholarly activities.

Students who are engaged by faculty in research, creative or scholarly activities have higher levels of retention to the following semester.

Dr. Elyse Lovell

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Academic Program Assessment Review Template & Rubric

New Mexico State University

These tools promote increased intentionality, forethought about, reflection on and consideration of findings related to Academic Program Assessment. The use of analytical rubrics to provide formative feedback models good assessment practices and encourages and informs improvement.

These tools were initially conceived to foster increased knowledge of and engagement with meaningful assessment of student learning. The first iterations were developed through a faculty committee that reviewed Academic Program Assessment reports. Subsequent refinements have occurred over recent years to provide instruments that model strong practices for assessing direct evidence of learning. Descriptions of performance levels included in the rubric were revised over time to speak directly to areas that are cornerstones to effective assessment, but that are commonly neglected, inadequately addressed, or are hotbeds for confusion and/or misinterpretation of the assessment process and/or its purpose. As they exist today, the tools (and the rubrics specifically) provide formative feedback, instruction for improvement, and summative evaluation of Academic Program Assessment practices. They facilitate consistency of feedback to and across departments and provide, to a significant extent, detailed feedback in an effective and efficient manner. In addition, the tools provide the institution a means to aggregate areas of strengths and weaknesses in assessment activities and reporting at various levels beyond the department/program completing the report, including at the college- and institution-level. Aggregate results can be used to determine appropriate departmental/program, college, or institutional interventions and/or response. Aggregate results are reported to our state Legislative Finance Committee.

Shelly Stovall

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Redesign Developmental Education - Process

Colorado Community College System

Nationally, students spend time and money in developmental education (DE). They spend their resources on these courses before they ever have the opportunitiy to access college coursework. In Colorado, a group of faculty and administrators were charged with examining DE and creating a new structure that would decrease the amount of time, number of credits, and the number of courses that students take in DE.

The task force redesign process took 18 months and allowed the Colorado Community College System to develop new policies for delivery of developmental education.

Casey Sacks

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Academic Curriculum Review and Evaluation System (ACRES)

Academic Program Articulation Steering Committee (APASC)

ACRES (the Academic Curriculum Review and Evaluation System) is an electronic means for creating, routing, evaluating and approving new courses, course modifications, and course deletions within an institution.

ACRES (the Academic Curriculum Review and Evaluation System) is an electronic means for creating, routing, evaluating and approving new courses, course modifications, and course deletions within an institution.

Average: 3 (1 vote)
Rebecca McKay

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