Spring 2011 faculty meeting lgst
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Spring 2011 Faculty MeetingSpring 2011 Faculty MeetingSchool of Undergraduate StudiesSchool of Undergraduate Studies
March 19, 2011
Legal StudiesJaylene Sarracino, JD
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AgendaNew and Existing faculty membersRe-organization and ChangesWho we are TODAY SEGUE – past, present, futureHow to stay on board – Where you fit inOur Students…maintaining UMUC’s the primary
core value:
STUDENTS FIRST
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WHO ARE WE?
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A team of highly motivated professionals who want to share our knowledge and skills with others.
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Bill is the Executive DirectorJaylene is the Acting Academic Director for LGST & BUSLSusan Blankenship and Adelaide Lagnese,12-month Faculty
responsible for more administrative duties. Adelaide is also the program manager for the Business Law courses.
CCJS 9-month Faculty are Gayle Fisher-Stewart and Marc deSimoneBUSL 9-month Faculty are Maggie Cohen; Dave Dawson; Spring
WaltonCourse Chairs are Gayle, Ben Stevenson, Oliver Leigh, and Bob
Bayer in CCJS; Wendy Karpel in LGST; and, Spring Walton and Maggie Cohen in BUSL/HRMN
Exam Chair for LGST101 is Rhonda WeaverAuthentic Assessment Chairs (SAC’s) as assignedTest Item Bank Chairs (SEC’s) as assigned
CCJS – 2380LGST – 1038BUSL – 900 +/-CJMS – 103
SPRING 2010 – Re-cap
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Stretched a little thin?
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As of Spring 2011, we are: Legal Studies (BS and Paralegal Studies Cert)Legal Studies (BS and Paralegal Studies Cert)
70 active faculty members 70 active faculty members 60 sects. each Fall & Spring; 30 in Summer 60 sects. each Fall & Spring; 30 in Summer 1 Academic Director who reports to Asst. 1 Academic Director who reports to Asst.
Dean of Business and Professional Programs Dean of Business and Professional Programs 3 Course Chairs (Alice, Victoria, & Wendy)3 Course Chairs (Alice, Victoria, & Wendy)
Total Enrollments 2010 (cal.) were: +/- Total Enrollments 2010 (cal.) were: +/- 25002500Spring 2011 are: Spring 2011 are: 1022 1022
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Peaceful Warriors
Now we are…
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SEGUESEGUE“SSupporting EEducational GGoals
for
UUndergraduate EExcellence”
Past~Present~Future
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SEGUE RefresherSEGUE RefresherUMUC’s major initiative to redesign the entire undergraduate
curriculum by Fall, 2011 to be outcomes-basedPrograms systematically reviewed by external advisory groups
and streamlined to reflect the goals of the programAll programs and courses redesigned to reflect new outcomes
answering the question…
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“What should our students be able to do “out there” that we are responsible for “in here?”
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LGST’s Program Outcome Guide or “POG”
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Approach to redesignApproach to redesignTeam approachEach course has new model syllabus, 8
week schedule, Course Outcome Guide (COG), and Teaching Guide
Discussions in 999’s and Course Content Area
Regular updates over time
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Progress to date…in LGSTProgress to date…in LGSTAll but 5 face-to-face courses and all one-credit
course have been redesigned using the COG process and have TEACHING GUIDES
One-credits will have shared outcomes and will be Cogged through a facilitated process with input from the Dean for Academic Affairs
Fall schedule will have a smaller scope
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Continuous Improvement PlanContinuous Improvement Plan
You are part of the
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Fall 2011 – formats, etc.Fall 2011 – formats, etc.•All 3 credit courses offered in 8 week format (online, f2f, hybrid)
•All 1 credit online courses offered in 4 week format
•Same format across all divisions worldwide
•Class size capped at 28
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Fall 2011 – SessionsFall 2011 – Sessions
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How do we stay on board?
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Grace under Pressure
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Summer 2011 – Transitioning in LGST
Take the required WT (CTL201) training and new orientation
Integrate ideas from the teaching guides - optionalConfer with Course Chairs and Lead Instructors
(Coggers and others)Re-vamp your teaching materials for an 8-week termField questions from students – website, departmentGo with the Flow………………………………
What do I do?
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Stay connected and give the new materials a chance
LGST999 updates (new link/new classroom)Email the Director for personal updates and to
“check-in”Keep in touch with your students…
continue to build a strong, compassionate, and relevant rapport
Make the appropriate adjustments to ensure outcomes are driving your learning plans and materials
Do not unnecessarily make changes to the new materials until you have used them!
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Remember: Adult learners tend to be or perceive themselves as:
•Autonomous and self-directed•Accumulated life experience and knowledge•Goal-oriented•Relevancy-oriented•Practical
Continue to build a strong, compassionate, and relevant rapport with your students
Stay on Track…
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Principles of Adult LearningPrinciples of Adult Learning
Understanding the Adult Learner:•Social Relationships – meet others who are alike•External expectations – comply with expectations from a formal authority (boss, licensing board, etc.)•Social Welfare – serve the community – big picture•Personal Advancement – higher status on the job•Escape – relieve boredom•Cognitive Interest – embrace “lifelong learning”
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The Learning Model – what is meaningful for your students?
Faculty Engagement – be a motivating presenceStudent Collaboration – all for sharing of viewpoints and
experienceActive Learning – application, reflection, connectionFrequent and Prompt Feedback – expectations, comments on
performance and grades – appropriate value for time input Time on Task – stage complicated assignments, be reasonableHigh Expectations – challenge and motivate without crushing
their desire to learnRespect for Diversity – includes learning styles – take students
as them come and take them to where you want them to go
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HUMBLE WARRIORHUMBLE WARRIOR