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

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identifying their anticipated learning objectives, a potential site and site supervisor, and how they will assess achievement of their objectives. The academic advisor (faculty) typically signs on as the evaluator of the Field Period experience and reviews students’ journals, reflection-based summary papers, and unique documentation before assigning a grade of satisfactory or unsatisfactory (Appendix 6.33 FP Contract explanation and examples). The Field Period process is communicated and taught to all first year students through the FYE 101 course (Experiential Learning), their academic advisors, and the Field Period Resources Moodle site (http://courses.keuka.edu/course/view.php?id=289 and Appendix 6.34 Field Period Resources on Moodle). Transfer students in the traditional program do not take FYE 101. Instead, staff from the Center for Experiential Learning conduct a class/workshop, FP 201, Field Period Orientation, mandatory for transfer students, in fall and spring to familiarize them with the process and goals of experiential learning. Students in the Accelerated Studies for Adults Program (ASAP) meet the College’s requirements for experiential learning in a number of ways. Whereas the Nursing program requires its students to complete a 3-credit field period of 140 hours, typically employing a service-learning approach (2012-2013 ASAP Undergraduate Handbook, 71), the Organizational Management and Criminal Justice programs require students to complete an action-research project preferably at their places of employment, providing them “a platform for application of knowledge and skills acquired within an organization’s changing environment” (ASAP Undergraduate Handbook, 53). Students in the Social Work program participate in a senior-level 15-credit learning experience which spans a period of nine months, for a minimum of 416 hours of practicum experience at the practicum site. Academic advisors serve as mentors to students throughout the experiential learning experience, and grades are awarded upon the successful completion of the experience or action research project. Experiential learning is important in our overseas programs as well. In the China programs, Field Period is conducted and spread out in four years of the Keuka China Programs. As described in the Keuka China Program Student Handbook, Field Period “provides opportunities for awareness of social responsibility, cultural literacy, personal growth, and career possibilities. Each student initiates and designs her or his learning experience in consultation with a faculty advisor at the partner university. The faculty advisor helps the student prepare for and reflect on the experience and evaluates the learning accomplished.” A 2010 review of 88 randomly chosen FP supervisors’ evaluations provides evidence of the value of Field Period to Keuka’s Chinese students and potential employers, with students scoring highly across the measure of personal responsibility and ability to “grasp new situations readily” (Appendix 6.35 China Field Period Survey 2010). In Vietnam, the students are required to complete the FP401, a course designed to provide students in the Vietnam program supervised applied learning experiences. Students plan, implement, manage and evaluate four major events during this intensive experiential learning course. This course is designed to have an instructor who provides oversight, guidance and evaluation of student performance and participation. This course addresses the concerns of how Keuka College can track experiential learning in an international setting. The FP401 course has been successfully delivered in Hanoi twice (Summer of 2011 and Summer of 2012). Students in Ho Chi Minh City are still within their freshmen or sophomore years, and therefore have not yet taken this senior level course. Page 35 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
Credit for Prior Learning Keuka College awards academic credit for prior learning in a variety of ways. Transfer students may submit college transcripts for evaluation of transfer credit to their academic advisor or transfer counselor (College Record, pg. 48, ASAP Undergraduate Handbook, pg. 10, Keuka College Faculty Handbook, pg. H2). In addition to evaluation of transfer credit, formalized articulation agreements exist between Keuka College and several community colleges within New York State; a listing of these schools can be found on p. 48 of the Keuka College Record. Credit by examination is also awarded to students at Keuka College (Keuka College Record, pg. 12, 48, ASAP Undergraduate Handbook, pg. 10, Keuka College Faculty Handbook, pg. H2). College credit can be awarded to students who successfully complete College Level Examination Program (CLEP) exams, Advanced Placement (AP) Program courses of the College Entrance Examination Board, New York State Regents College Examinations (RCE), International Baccalaureate Examinations (IB), programs sponsored by the non-collegiate organizations and the Armed Forces, such as American Council on Education’s Office on Educational Credit (ACE), and DANTES Subject Standardized Tests offered by Service Members Opportunity Colleges (SMOC). Official transcripts are required for evaluation of credit by examination. The transcripts are reviewed by the Registrar and appropriate credit is awarded. College credit may also be awarded to students who have successfully completed programs recognized by the National Program for Non-Collegiate Sponsored Instruction (PONSI) or National College Credit Recommendation Service (NCCRS). Keuka College does not have a formalized Prior Learning Assessment (PLA) program at this time. At the request of the College’s Instruction Committee, an ad-hoc PLA working group (comprised of three full time faculty members, the Dean of the Center for Experiential Learning, the Executive Director of Administration, Curriculum and Assessment at the Center for Professional Studies and the Associate Director for the Center for Experiential Learning) was formed in 2009 to review and make recommendations for a formalized Prior Learning Assessment process at Keuka College. The PLA working group provided recommendations to the Instruction Committee in 2010, but the proposal did not gain sufficient support by the Instruction Committee to be forwarded to the faculty for consideration Keuka does, however, provide to its students the opportunity to be granted Field Period Credit for Prior Experience. Information is available to students in the Keuka College Record (p. 61). As more fully detailed in the Faculty Handbook (section I, pp. 10-13), to be eligible, a student “must be out of high school for four or more years or have four or more years’ interruption in post-secondary education”; the experience for which the student seeks credit must be one “in which [the] student is in direct contact with the subject being studied;” and the student must assemble a portfolio to be evaluated by the Prior Experiential Learning (PEL) Committee. The portfolio “documents a process by which prior experiences are translated into skills, knowledge, competencies and insights. The portfolio is a compilation of information about a past experience and a critical assessment of the learning that took place as a result of it” (I, 11). The PEL process described in the Faculty Handbook also identifies how a student can document a prior learning experience, explains what must be included in the required analytical essay, and notes that the student must present orally his or her work to the PEL Committee. Detailed published Page 36 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
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Table of Contents Table of Contents
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Appendix Document Title Middle Stat
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Appendix Document Middle States Sel
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4.41 Business China Program 2011-20
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Middle States Self Study Chapter 6
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esponses to open-ended questions ab
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Chapter 5: Admissions, Retention an
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esponse to their recommendations, t
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TURNAROUND 20 STRESS FACTORS Stress
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administration identified three gro
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courses, Field Periods, practica, e
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possess the knowledge and experienc
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As this Self-Study documents, Keuka
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offer online course and accelerated
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The Student Code of Conduct, as pro
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Handbook, but policies governing fa
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The Taskforce on Academic Program P
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The Strategic Planning Committee (r
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future through expanding programs a
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process, and associated timeline, r
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times per year for the Vice Preside
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was retained in early Fall 2012 to
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full-time and two part-time employe
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Table 2.4 Distance Education Enroll
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Interfund loan of approximately $1.
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A systems management component that
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2010-11 Actual 2.0% 2.0% 2011-12 Ac
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Chapter 3 Leadership, Governance, a
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President for Center for Profession
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The Committee on Trustees has been
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Range Strategic Planning Committee
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the transition process. He was full
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provides advice, recommendations an
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committee work and are brought to t
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Staff The Staff of Keuka College pa
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At this time, students in the overs
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greater opportunities than ever bef
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Data-Driven Strategic Planning As n
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as well, such as continuing to inve
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along with members of the Student S
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4,000 students (1,000 FTE) in China
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esult, our analysis of non-academic
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Effective learning assessment start
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assessment cycle have been schedule
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own work effectively. Future assess
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documents provided each program wit
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make oral presentations and partici
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meet the criteria to allow faculty
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The lead faculty member reviews ass
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outcomes. The Center for Experienti
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assessment data for improvement acr
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Beyond assessment that channels up
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Standard 8: Student Admissions and
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Chart 5.3 ASAP Undergraduate and Gr
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events, College branding, transfer
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Cumulative grade point average of 2
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oth the partner school and Keuka to
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Table 5.2 Scholarship Yield Analysi
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and tour the residence halls. Stude
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Learning through participation in a
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Faculty members usually employ a co
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Table 5.5 Campus ASK Appointments 2
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Fall 2010 259 156 83 or 53% 40 or 4
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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 and 174: Rubric). The learning goal is pract
Page 175 and 176: College Writing, and/or MAT 095, De
Page 177 and 178: • The Dean provides ongoing suppo
Page 179: policies and procedures, a copy of
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
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