Revised Requirement Course Proposal.  Change the Requirements for the Bachelor’s Degree from A to B. Successfully complete the General Education Requirements.

Slides:



Advertisements
Similar presentations
Developing an Internship Program Gaining Student Skills, Energy, and Creativity.
Advertisements

Karl Donert, National Teaching Fellow HERODOT Project coordinator HERODOT: Benchmarking Geography.
GENERAL EDUCATION ASSESSMENT Nathan Lindsay January 22-23,
SERVICE-LEARNING: BENEFITS AND CHALLENGES BY FRANCIS YEE AND FRANCIS ADU-FEBIRI.
Making Meaning from Experiential Education: Reflection and Service-Learning Jan Shoemaker Director, Louisiana State University Service-Learning Program.
Welcome to the College of Liberal Arts and Sciences Advising 1001.
The Capstone Experience in Chemistry at the University of Cincinnati Bruce S. Ault Department of Chemistry University of Cincinnati Cincinnati, OH
MISSION, PURPOSE, & COMPETENCIES GENERAL EDUCATION REVISION
PROFESSIONAL AND PROGRAMMATIC DEVELOPMENT Collaborative Assessment of Student Products.
College of Education Graduate Programs Portfolio Workshop.
FAMU ASSESSMENT PLAN PhD Degree Program in Entomology Dr. Lambert Kanga / CESTA.
Dallas Baptist University College of Education Graduate Programs
Essentials to a Successful Internship Search. Why Have an Internship? Integrate classroom theory with practical experience Opportunity to assess career.
Student Enhancement Programs in Engineering Professor Gary Codner Associate Dean (Education)
Welcome to the College of Liberal Arts and Sciences Advising 1001.
STRATEGIC PLANNING AND ASSESSMENT PLANNING Presentation to CLAS Unit Heads Nov. 16, 2005 Maria Cimitile Julie Guevara Carol Griffin.
Welcome! Co-op Faculty Coordinator Mechanical and Industrial Engineering College of Engineering Karen Kelley Faculty Co-op Coordinator Northeastern University.
The role of the undergraduate work placement in developing employment competences Matthew Hall and Nicola Bullivant Presentation to DECOWE conference,
Graduate Studies in Interpreting and Translation University of Maryland.
CAA’s IBHE Program Review Presentation April 22, 2011.
Preparing international students for work in the US Language, Culture and Careers Program ………….one school’s approach Boston College – Donna Modica Waltham.
Career Portfolio Project
Career culture Class of 2012 survey results Career Success Plan Internships CI student experience Parents’ role GW Career Success.
FOUNDATIONS IN BUSINESS Foundations in Business – Spring 2015.
1 Student Success Plans Regional Meeting February 9, 2007 Youngstown State University Office of Assessment Sharon Stringer
Culminating Project Graham-Kapowsin High School Bethel School District.
 Description  The unit has a conceptual framework that defines how our programs prepare candidates to be well-rounded educators. Every course in the.
PORTFOLIO! By: Katlyn Pierce. WHAT IS PORT? Aside from being fun, the portfolio program is a four year selective course that helps students to track their.
Integrated Approach to Project Work: Effective Use of “ Relay Method ” and Technology Yuka Akiyama CAS Japanese instructor SED graduate student in TESOL.
The 4-Year College Plan College Academic Vocabulary.
Frameworks for South Dakota Schools.  Provide basic information on South Dakota’s Capstone Experiences.  Discuss how Capstone Experiences fit into South.
Eportfolio: Tool for Student Career Development and Institutional Assessment Sally L. Fortenberry, Ph.D., and Karol Blaylock, Ph.D. Eportfolio: Tool for.
Overhaul of a Graduate Program in Arts Administration Master of Arts in Arts Administration –Initiated in 2003 –Low-residency—one weekend per month (over.
WRITING FOR THE REAL WORLD: STRENGTHENING WRITING AND CAREER KNOWLEDGE QUALITY ENHANCEMENT PLAN (QEP) “ Do the Write Thing !”
Exploring How Community-Engaged Experiential Education Programs Foster Student Learning and Career Readiness: A Study of Student Development in Service-Learning,
Advising to Make the Grade FYE Assignments that Benefit Students and Advisers Veronica Giguere Florida Institute of Technology.
 This prepares educators to work in P-12 schools (1)  It provides direction (1)  It is knowledge-based, articulated, shared, coherent, consistent with.
Professional Development Seminar MBAB The Revised MBA Curriculum Genesis Highlights of the curriculum – Course Integration – Sequencing of courses.
It Takes a Village to Get Our Students Job Ready--- Faculty, Academic Advisors and Career Advisors By Teresa Ling, Assistant Dean Mary Lou Moffat, Director.
Survey Data Executive Summary Fall 2008.
Scholarship Applications: Academic & Life Preparation.
Preparing Future Faculty in Engineering & Applied Science A program for graduate students who: are in the College of Engineering and Applied Science are.
Student to Student 9 tips (plus one) to Making the most of your time here at the University of Maryland The following tips were drawn from comments made.
CLICK TO ADD TEXT TRAVEL. LEARN. LIVE.. CLICK TO ADD TEXT eap.ucop.edu The mission of the University of California Education Abroad Program is to equip.
Careers Class. What is Careers ? A class to help you: Prepare for post secondary and careers Achieve Academic Success Make the most of your High School.
NCATE for Dummies AKA: Everything You Wanted to Know About NCATE, But Didn’t Want to Ask.
The Undergraduate Curriculum at Doane A briefing by the General Education Task Force Gerry Allen, John Burney, Alec Engebretson, Kay Hegler, Adam Hunke.
College of Education Graduate Programs
Accreditation Update and Institutional Student Learning Outcomes Deborah Moeckel, SUNY Assistant Provost SCoA Drive in Workshops Fall 2015
Needham High School G lobal C ompetence P rogram ©Needham Public Schools A collaborative initiative of the Needham Education Foundation and Needham High.
Department of Theatre Arts School of Liberal Arts B.A. in Theatre Arts Local Code: 170 CIP Code : Fall Program Quality Improvement Report.
Assessment of Student Learning: Phase III OSU-Okmulgee’s Evidence of Student Learning.
MT ENGAGE Student Learning Outcomes and Assessment April 27, 2015.
NIKKI KARABINIS DIRECTOR, STUDENT CAREER DEVELOPMENT Take Control of Your Future: Begin Your Career Development Today!
School of Business Internship Program Spring 2013 R.A.Boyd, Lecturer & Director School of Business Interns.
HLC Criterion Three Primer: Teaching and Learning: Quality, Resources, and Support Thursday, September 24, :40 – 11:40 a.m. Event Center.
Advanced Writing Requirement Proposal
Career Portfolio Project
What Does a “High Impact” Course Look Like, Anyway?
Take Control of Your Future: Begin Your Career Development Today!
Maja Holmes and Margaret Stout West Virginia University
Career Portfolio Project
Matchmaker, Matchmaker Make Me a Match
High Impact Practices: HU-HIPs plan
COMPLETE REQUIRED INTERNSHIP
Broadening Your Education
Using an Electronic Portfolio to Integrate Learning
The Evolution of Using Portfolios to Assess Student Learning
Broadening Your Education
Broadening Your Education
Presentation transcript:

Revised Requirement Course Proposal

 Change the Requirements for the Bachelor’s Degree from A to B. Successfully complete the General Education Requirements detailed in the “General Education” section, including the senior seminar. Successfully complete the General Education Requirements detailed in the “General Education” section, including the Integrative Experience requirement [senior seminar OR Study Abroad plus STA 4000 (1-0-1)]

 The Integrative Experience of Senior Seminar or the Study Abroad Capstone is an integral, important, and distinctive component of EIU’s general education curriculum. As such, it should be a culminating experience in which students are challenged to consider their collective academic, extracurricular and other undergraduate experiences and apply them in ways that broaden and enhance their readiness to pursue additional graduate or professional study or to begin or continue their journey into a diverse, global and ever-changing world of social, civic and career opportunities and responsibilities.

 Study Abroad Program (2 semester hours) and STA 4000 (1 semester hour) – Study Abroad is a high quality international academic opportunity that enables students to develop the knowledge and skills necessary for leadership in an interdependent world. The University offers study abroad programs in more than 30 countries around the world. It is competitive and there are scholarships available. Students should plan and apply early. After successful completion of a study abroad program, and 75 semester hours, students are eligible to take STA As a capstone course, STA 4000 incorporates university assessment activities, which may include tests, surveys and other instruments.

 Students will exercise their abilities to think critically about their global education experiences. They will develop, summarize, and synthesize their individualized experience through readings, assignments, a reflective piece for the Electronic Writing Portfolio, an individualized project, and a presentation.

 Go over Syllabus and Reading Schedule. Logistical Issues (Study Abroad Evaluation, Improve your Program, Academic Credit, Get Organized on Campus, Discuss Study Abroad Project Possibilities)

 How to Develop a Reflective Paper for the Study Abroad Project. Discuss Oral Presentation of Study Abroad Project. Group Activity and Discussion about Types of Study Abroad Projects being Developed.

 Adjusting to Life Back Home (Reentry Challenges You Faced or are Facing, Reflect how you have Changed, Accomplished Goals, Knowledge and Skills Gained). Group Activity/Discussion. Journal Entry #1

 Global Citizenry (Intercultural Sensitivity, The Role of the US in the World, Review your Perspective on the US, The Role of Culture in Global Issues, Challenge yourself in your own Community). Group Activity/Discussion.

 Continuing Your International Experience (Graduate Programs Abroad, Funding for Graduate Programs Abroad, Build an International Career) Journal Entry #3

 Approximately 4-6 Study Abroad Presentations (with follow-up questions by instructor, class members, others from campus community) Journal Entry #4 (reaction to presentations given an initial prompt related to reading) Study Abroad Project and Reflection Paper due

 Approximately 4-6 Study Abroad Presentations (with follow-up questions by instructor, class members, others from campus community) Journal Entry #5 (reaction to presentations given a second prompt related to reading)

 Approximately 4-6 Study Abroad Presentations (with follow-up questions by instructor, class members, others from campus community) Journal Entry #6 (reaction to presentations given a third prompt related to reading)

 Approximately 4-6 Study Abroad Presentations (with follow-up questions by instructor, class members, others from campus community) Journal Entry #7 (reaction to presentations given a fourth prompt related to reading)

 Job Search (Skill Assessment, Learn to Articulate Your Experience)

 Job Search (Create Your Resume Highlighting Curricular, Co-curricular, Study Abroad, and Employment Experiences) Due: Potential Employment Project- Written summary of the position’s expectations/duties and the knowledge and skills that the ideal candidate for the position would possess based on job advertisement and other research

 Job Search (Articulating your Curricular, Co-curricular, Study Abroad, and Employment Experience Related to a Particular Position in a Letter and Interview) Due: Potential Employment Project- 1 st draft of Resume

 Due – Potential Employment Project- 1 st draft of Letter to Potential Employer  Peer Review/Critique of Resume and Letter

 Completing Assessment: Watson-Glazer Critical Thinking and Global Citizenship Survey Obtain feedback about letter/resume from faculty in discipline or professional in field and revise

 Small Group Practice of Mock Interview Prompt Complete Potential Employment Project due (including position description summary, final draft resume/letter, and reflective component)