final version of the self-study document - Keuka College's Middle ...

More documents

Recommendations

Info

4.00 3.00 2.00 1.00 .00 Gen Ed learning goals and philosophy are articulated to students by faculty teaching Gen Ed courses and faculty academic advisors. The learning goals are housed in numerous locations for both student and faculty review, including the Gen Ed webpage (Appendix 6.23 Keuka Gen Ed webpage), Keuka College Record, Student Handbook, Faculty Handbook, faculty advisors Moodle page (Appendix 6.24 Faculty Advising Resources on Moodle), and the Assessment Moodle page (Appendix 6.25 Assessment on Moodle). Gen Ed courses are detailed in these sections (above) as well as the audit check sheets (Appendix 4.23 Program & Gen Ed Course Alignment Examples) housed on the Registrar website, and the Program Evaluation tool available to students in the MyKeuka online portal. The Curriculum Committee is charged to oversee the General Education program and its assessment. Following the revision of the Gen Ed program to an outcomes-based program, the Curriculum Committee developed a multi-year assessment plan that identifies when each Gen Ed outcome will be assessed. The assessment plan includes collecting data for discussion by relevant faculty and the use of findings for improvement. Although some rubrics for assessing the evidence for outcomes have been developed, more work needs to be done with regard to the development of agreed-upon criteria across all the General Education outcomes, including whether the AAC&U Value rubrics should be implemented across the institution. Related Educational Activities Keuka College Seniors Personal Growth as self-reported from NSSE Voting Understanding self Diversity real-world problems 2006 2008 2010 2012 values and ethics At Keuka College the academic curricula is augmented by numerous academic support services and programs available to students in all locations (i.e., Keuka Park campus, ASAP sites across New York State, and the overseas programs in China and Vietnam). Underprepared traditional students enrolled at the College are identified through pre-term testing conducted during new student orientation days. All students take the Accuplacer reading comprehension and writing exam and a math placement exam developed by Keuka’s math faculty. The results of both exams are used to place incoming students into the appropriate English and math courses. Low scoring students are placed into ENG 100, Fundamentals of Page 29 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
College Writing, and/or MAT 095, Developmental Mathematics. Both courses are non-credit bearing and are designed to bring the student to college-level skills after successful completion. Additionally, students enrolled in these courses are required to have weekly meetings with academic support professionals during the semester they are taking the course(s), and the instructors for the ENG 100 course are also writing professionals working in ASK (Academic Success at Keuka). The ENG 100 course has been successful at developing student skills to progress to college-level English courses (ENG 110 and ENG 112) as well as promoting overall retention. For example, before ENG 100 was created, a general skills course, GED 022 was in place. Of the 40 students who enrolled in GED 022 in 2000, none graduated from Keuka. Likewise, in the fall of 2001 (at this point the class was called ENG 090), 26 students were enrolled in this remedial class. None of these students graduated. Given these poor statistics, significant changes were made in the structure and philosophy of the ENG 100 course. The revised course now closely mirrors the structure of the ENG 110 course in terms of the text used, the assignments given and the emphasis on college-level instruction. In contrast, the old form of the course was thought of as an extension of high-school English instruction, and the buy- in from students was minimal. The revised ENG 100 has shown increases in student performance and institutional retention. Students are better prepared for later writing courses, and class participation and attendance increased. Of the 66 students enrolled in English 100 in the 2008-2009 academic year (by which time the new form had been implemented), 53% graduated from Keuka. The Developmental Math course (MAT 095) has also been successful in improving student retention and student performance in later, college-level math courses. Students successfully completing MAT 095 are much more likely to be retained, perform well in the next-level math course, and ultimately graduate. Of the 204 students that took MAT 095 between 2007 and 2009, 77% of the students passed (grade of S, or satisfactory). Of those passing students, the average grade (based on a 4.0 scale) of the next college-level math class was 2.1 (just over a “C” average). Additionally, of the students that passed MAT 095, only 38% have withdrawn, whereas 83% of the students who failed MAT 095 have withdrawn (the students in the study are still enrolled so graduation rates cannot be calculated at this time) (Appendix 6.26 ASK Office Developmental Courses Outcomes). Contractual Relationships and Affiliated Providers In keeping with its vision to be the global leader in experiential learning, Keuka offers a B.S. in Management at six international universities through contractual relationships with educational partners. In 2002, Keuka College successfully partnered with several major Chinese universities in launching the Sino-American Academic Collaboration Program. Keuka College’s Chinese partner universities include Yunnan University of Finance & Economics (YUFE), Tianjin University of Science & Technology TUST), Jimei University (two colleges—Chengyi and Overseas College), and Wenzhou University. A graduate of the Keuka-China Program (KCP) at the Tianjin site, Jimei-Chengyi site, and YUFE site receives a bachelor’s degree conferred by Keuka College and another conferred by the Chinese partner university. Graduates of the Wenzhou site and Jimei University-Overseas College site earn only a Keuka College degree. These degrees are recognized by both the People’s Republic of China and the United States of Page 30 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
Page 2 and 3:
Table of Contents Table of Contents
Page 4 and 5:
Appendix Document Title Middle Stat
Page 6 and 7:
Appendix Document Middle States Sel
Page 8 and 9:
4.41 Business China Program 2011-20
Page 10:
Middle States Self Study Chapter 6
Page 13 and 14:
esponses to open-ended questions ab
Page 15 and 16:
Chapter 5: Admissions, Retention an
Page 17 and 18:
esponse to their recommendations, t
Page 19 and 20:
TURNAROUND 20 STRESS FACTORS Stress
Page 21 and 22:
administration identified three gro
Page 23 and 24:
courses, Field Periods, practica, e
Page 25 and 26:
possess the knowledge and experienc
Page 27 and 28:
As this Self-Study documents, Keuka
Page 29 and 30:
offer online course and accelerated
Page 31 and 32:
The Student Code of Conduct, as pro
Page 33 and 34:
Handbook, but policies governing fa
Page 35 and 36:
The Taskforce on Academic Program P
Page 37 and 38:
The Strategic Planning Committee (r
Page 39 and 40:
future through expanding programs a
Page 41 and 42:
process, and associated timeline, r
Page 43 and 44:
times per year for the Vice Preside
Page 45 and 46:
was retained in early Fall 2012 to
Page 47 and 48:
full-time and two part-time employe
Page 49 and 50:
Table 2.4 Distance Education Enroll
Page 51 and 52:
Interfund loan of approximately $1.
Page 53 and 54:
A systems management component that
Page 55 and 56:
2010-11 Actual 2.0% 2.0% 2011-12 Ac
Page 57 and 58:
Chapter 3 Leadership, Governance, a
Page 59 and 60:
President for Center for Profession
Page 61 and 62:
The Committee on Trustees has been
Page 63 and 64:
Range Strategic Planning Committee
Page 65 and 66:
the transition process. He was full
Page 67 and 68:
provides advice, recommendations an
Page 69 and 70:
committee work and are brought to t
Page 71 and 72:
Staff The Staff of Keuka College pa
Page 73 and 74:
At this time, students in the overs
Page 75 and 76:
greater opportunities than ever bef
Page 77 and 78:
Data-Driven Strategic Planning As n
Page 79 and 80:
as well, such as continuing to inve
Page 81 and 82:
along with members of the Student S
Page 83 and 84:
4,000 students (1,000 FTE) in China
Page 85 and 86:
esult, our analysis of non-academic
Page 87 and 88:
Effective learning assessment start
Page 89 and 90:
assessment cycle have been schedule
Page 91 and 92:
own work effectively. Future assess
Page 93 and 94:
documents provided each program wit
Page 95 and 96:
make oral presentations and partici
Page 97 and 98:
meet the criteria to allow faculty
Page 99 and 100:
The lead faculty member reviews ass
Page 101 and 102:
outcomes. The Center for Experienti
Page 103 and 104:
assessment data for improvement acr
Page 105 and 106:
Beyond assessment that channels up
Page 107 and 108:
Standard 8: Student Admissions and
Page 109 and 110:
Chart 5.3 ASAP Undergraduate and Gr
Page 111 and 112:
events, College branding, transfer
Page 113 and 114:
Cumulative grade point average of 2
Page 115 and 116:
oth the partner school and Keuka to
Page 117 and 118:
Table 5.2 Scholarship Yield Analysi
Page 119 and 120:
and tour the residence halls. Stude
Page 121 and 122:
Learning through participation in a
Page 123 and 124: Faculty members usually employ a co
Page 125 and 126: Table 5.5 Campus ASK Appointments 2
Page 127 and 128: Fall 2010 259 156 83 or 53% 40 or 4
Page 129 and 130: students with the skills and strate
Page 131 and 132: *The Library pays for the add-ons a
Page 133 and 134: Retention and Graduation Rates The
Page 135 and 136: First Year Experience program— In
Page 137 and 138: analysis of historical persistence
Page 139 and 140: Table 5.17 Utilization of ASK Servi
Page 141 and 142: Campus Life Beyond the classroom, t
Page 143 and 144: nature of courses, laboratories, an
Page 145 and 146: Recommendations: 5.1 Assess the rec
Page 147 and 148: Table 6.1 Keuka College Faculty Lin
Page 149 and 150: ASAP Table 6.5 ASAP Faculty Lines 2
Page 151 and 152: appointments will participate in an
Page 153 and 154: online video orientation materials
Page 155 and 156: Faculty members seeking to attend a
Page 157 and 158: Likert Scale, from “strongly disa
Page 159 and 160: Committee review of faculty files,
Page 161 and 162: Educational Offerings The Mission o
Page 163 and 164: Presentation 47 39.2% Case Study 17
Page 165 and 166: 2. “Coursework emphasized: synthe
Page 167 and 168: To support student learning at each
Page 169 and 170: Organizational Management, and Crim
Page 171 and 172: Keuka enrolls international student
Page 173: Rubric). The learning goal is pract
Page 177 and 178: • The Dean provides ongoing suppo
Page 179 and 180: policies and procedures, a copy of
Page 181 and 182: Credit for Prior Learning Keuka Col
Page 183 and 184: outcomes are evaluated throughout t
Page 185 and 186: GLOSSARY January 2013 Middle States
Page 187 and 188: DRIVE Diversity, Responsibility, In
Page 189 and 190: NS,M&PE Natural Sciences, Mathemati
show all

final version of the self-study document - Keuka College's Middle ...

Create successful ePaper yourself

Delete template?

Save as template?