2. Design and Develop Digital-Age Learning Experiences and Assessments
The assessments for the Digital Humanities course I designed resulted in a wide variety of multimedia presentations. Students posted them in the course shell, and then held question and answer sessions about those presentations in our face to face class meeting. Most students wound up with far more information than they could fit into their presentations, so they were well prepared for further discussions. The rubric and a few of the presentations are below (with student approval).
Below that are two additional artifacts related to my work on the Compentency-Based Education (CBE) degree. This will be the first CBE degree for Brandman University (this will be a Bachelor's in Business, or BBA) and will roll out to 50 students this August, an additional 150 students in October, and to all students in January, 2015.
My role in this project has been varied. I am a founding member of the Program Council, and also a curriculum designer and content creator. I am involved primarily in the liberal arts core, or general education competencies, with two other Program Council members and two additional Arts and Sciences faculty, but have also worked with the business faculty. We had an opportunity to design the liberal studies portion of a bachelor's program from the ground up. In the end, we created a number of stand-aloe competencies, but also several interdisciplinary competencies that cover the ground of two or more courses. Written Communication, for example, begins with many of the grammar issues with which first-year students grapple, and moves into rhetoric once that is completed. It is equivalent to six units of composition. Literature does not, then, have its own competency, but instead appears in four or five other competencies, including the liberal arts capstone.
The liberal arts competencies are intended to be flexible enough to be used with other majors, as the university is considering IT as the next potential CBE degree program. The artifacts below are a slideshow which we used to present both at conferences and our own Spring faculty meeting in May as well as a sample of the test item template we used to create the quizzes for the Written Communication competency. The entire program will be delivered online with an app for mobile devices.
I also worked with the Dean of the School of Arts and Sciences to build out the Associate of Arts Degree program. All of its courses are delivered in both online and blended modalities.
Finally, as the coordinator of the Experiential Learning Program, I developed an online course for students interning at companies that require students receive college credit. This is a three-unit course built so that students learn more about the organization and reflect upon what they want to learn from the experience. One of the first assignments is creating their own learning objectives for the course. At the end of the term, they write a reflection essay that includes whether or not they met those objectives and why.
Below that are two additional artifacts related to my work on the Compentency-Based Education (CBE) degree. This will be the first CBE degree for Brandman University (this will be a Bachelor's in Business, or BBA) and will roll out to 50 students this August, an additional 150 students in October, and to all students in January, 2015.
My role in this project has been varied. I am a founding member of the Program Council, and also a curriculum designer and content creator. I am involved primarily in the liberal arts core, or general education competencies, with two other Program Council members and two additional Arts and Sciences faculty, but have also worked with the business faculty. We had an opportunity to design the liberal studies portion of a bachelor's program from the ground up. In the end, we created a number of stand-aloe competencies, but also several interdisciplinary competencies that cover the ground of two or more courses. Written Communication, for example, begins with many of the grammar issues with which first-year students grapple, and moves into rhetoric once that is completed. It is equivalent to six units of composition. Literature does not, then, have its own competency, but instead appears in four or five other competencies, including the liberal arts capstone.
The liberal arts competencies are intended to be flexible enough to be used with other majors, as the university is considering IT as the next potential CBE degree program. The artifacts below are a slideshow which we used to present both at conferences and our own Spring faculty meeting in May as well as a sample of the test item template we used to create the quizzes for the Written Communication competency. The entire program will be delivered online with an app for mobile devices.
I also worked with the Dean of the School of Arts and Sciences to build out the Associate of Arts Degree program. All of its courses are delivered in both online and blended modalities.
Finally, as the coordinator of the Experiential Learning Program, I developed an online course for students interning at companies that require students receive college credit. This is a three-unit course built so that students learn more about the organization and reflect upon what they want to learn from the experience. One of the first assignments is creating their own learning objectives for the course. At the end of the term, they write a reflection essay that includes whether or not they met those objectives and why.
Student Example: Google Glass
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