Saltar al contenido principal

2018 Transformative Learning Conference

del 8 al 9 de March del 2018

Oklahoma City, OK

CONFERENCE PROGRAM

To search by presenter, enter presenter name into Keyword field. Do not use the Person field to search by presenter for a session.

DegreePlus, a "STLR" Quality Enhancement Plan!

jueves, el 8 de marzo de 2018 a las 15:30–16:00 CST
Young Ballroom A
Summary

A Quality Enhancement Plan (QEP) is required of all member institutions accredited by the Southern Association of Colleges and Schools - Commission on Colleges. WCU developed a STLR-based program for its QEP named DegreePlus. DegreePlus is a holistic approach to education that sets out to strengthen student competency in the areas of leadership, cultural responsiveness, teamwork, and professionalism. The focus on these four transferrable skill areas represents an intentional enhancement to the curricular and co-curricular experience at WCU. DegreePlus is a voluntary three-level program. Students advance through one to three levels with incentives for completion at each level. As students “level up,” their activities are logged in an experiential transcript and organized according to student learning outcomes.

Learning outcomes for this session: Attendees will understand how DegreePlus was developed, how it is operationalized, and how it meets accreditation requirements.

Abstract

A Quality Enhancement Plan (QEP) is required of all member institutions accredited by the Southern Association of Colleges and Schools - Commission on Colleges. WCU developed a STLR-based program for its QEP named DegreePlus. DegreePlus is a holistic approach to education that sets out to strengthen student competency in the areas of leadership, cultural responsiveness, teamwork, and professionalism. The focus on these four transferrable skill areas represents an intentional enhancement to the curricular and co-curricular experience at WCU. DegreePlus is a voluntary three-level program. Students advance through one to three levels with incentives for completion at each level. As students “level up,” their activities are logged in an experiential transcript and organized according to student learning outcomes.

Learning outcomes for this session: Attendees will understand how DegreePlus was developed, how it is operationalized, and how it meets accreditation requirements.

References

American Association of Collegiate Registrars and Admissions Officers. (2016, March). Growing student records beyond the traditional transcript. Retrieved from http://www.aacrao.org/resources/resources-detail-view/growing-studentrecords-beyond-the-traditional-transcript.

American Association of Collegiate Registrars and Admissions Officers and NASPA: Student Affairs Administrators. (n.d.). Comprehensive student records fact sheet. Retrieved from http://www.aacrao.org/docs/default-source/Lumina/csrfact-sheet-4 2016.pdf?sfvrsn=0.

American Association of Collegiate Registrars and Admissions Officers and NASPA: Student Affairs Administrators. (2015, June). A framework for extending the transcript. Retrieved from http://www.aacrao.org/docs/default-source/PDFFiles/extending-the-transcript-framework-final-draft-.pdf?sfvrsn=2.

Ashton, D. (2011). Media work and the creative industries: Identity work, professionalism and employability. Education + Training, 53 (6), 546–560.

Association of American Colleges and Universities / National Leadership Council for Liberal Education & America’s Promise. (2008). College learning for the new global century (Executive summary). Retrieved from https://secure.aacu.org/AACU/PDF/GlobalCenturyExecSum 3.pdf.

Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297–308.

Baker, G., & Henson, D. (2010). Promoting employability skills development in a research-intensive university. Education + Training, 52(1), 62–75.

Benson, V., Morgan, S., & Filippaios, F. (2014). Social career management: Social media and employability skills gap. Computers in Human Behavior, 30, 519–525.

Black, A. M., & Earnest, G. W. (2009). Measuring the outcomes of leadership development programs. Journal of Leadership & Organizational Studies, 16(2), 184–196.

Calonge, D. S., & Shah, M. A. (2016). MOOCs, graduate skills gaps, and employability: A qualitative systematic review of the literature. The International Review of Research in Open and Distance Learning, 17(5).

Casilli, C., & Hickey, D. (2016). Transcending conventional credentialing and assessment paradigms with information-rich digital badges. The Information Society, 32(2), 117–129.

Center for Professional Excellence at York College of Pennsylvania. (2015). National professionalism survey recent college graduates report. Retrieved from https://www.ycp.edu/media/york-website/cpe/2015-NationalProfessionalism-Survey—Recent-College-Graduates-Report.pdf.

Clark, T. S., Amer, T. S., & Ng, P. T. (2014). Developing professionalism in business school undergraduates. Journal of Education for Business, 89(1), 35–41.

Colvin-Burque, A., Zugazaga, C. B., & Davis-Maye, D. (2007). Can cultural competence be taught? Evaluating the impact of the SOAP model. Journal of Social Work Education, 43(2), 223–242.

Coven, C. M. (2015). History and development of co-curricular transcripts (MS thesis). Florida State University.

De Jes´us, A. (2012). Cultural competence. In J. A. Banks (Ed.), Encyclopedia of diversity in education. Thousand Oaks, CA: SAGE Publications.

Ellis, A. P., Bell, B. S., Ployhart, R. E., Hollenbeck, J. R., & Ilgen, D. R. (2005). An evaluation of generic teamwork skills training with action teams: Effects on cognitive and skill-based outcomes. Personnel psychology, 58(3), 641–672.

Elon University. (n.d.). Visual experiential transcript. Retrieved from http://www.elon.edu/e-web/students/elon experiences/VisualEXP.xhtml.

Fallows, S., & Steven, C. (2000). Building employability skills into the higher education curriculum: A university-wide initiative. Education + training, 42(2), 75–83.

Gardner, H. (2010). Five minds for the future. In J. A. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 9–31). Bloomington, IN: Solution Tree Press.

Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403–410.

Glover, I. (2016). Student perceptions of digital badges as recognition of achievement and engagement in co-curricular activities. In D. Ifenthaler, N. Bellin-Mularski, & D.-K. Mah (Eds.), Foundation of digital badges and micro-credentials (pp. 443–455). Springer International Publishing.

Guthrie, K. L. (2017). Creating meaningful environments for leadership education. Journal of Leadership Education, 9(2).

Hammer, D. P. (2000). Professional attitudes and behaviors: the “A’s and B’s” of professionalism. American Journal of Pharmaceutical Education, 64(4), 455.

Hughes, R. L., & Jones, S. K. (2011). Developing and assessing college student teamwork skills. New Directions for Institutional Research, 2011(149), 53–64.

Ito, M., Guti´errez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., & Watkins, S. C. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.

Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212.

Kratzke, C., & Bertolo, M. (2013). Enhancing students’ cultural competence using cross-cultural experiential learning. Journal of Cultural Diversity, 20(3), 107–111.

Mangan, K. (2015). Making transcripts more than 'a record of everything the student has forgotten’. The Chronical of Higher Education. Retrieved from
http://www.chronicle.com/article/Making-Transcripts-More-Than/231595/.

McClellan, C. (2016). Teamwork, collaboration, and cooperation as a student learning outcome for undergraduates. Assessment Update, 28(1), 5–15.

McTighe, J., & Seif, E. (2010). An implementation framework to support 21st century skills. In J. A. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 149–174). Bloomington, IN: Solution Tree Press.

Messum, D., Wilkes, L. M., Jackson, D., Peters, K., et al. (2016). Employability skills in health services management: Perceptions of recent graduates. Asia Pacific Journal of Health Management, 11(1), 25–32. 

National Association of Colleges and Employers. (n.d.). Career readiness de-fined. Retrieved from http://www.naceweb.org/knowledge/career-readinesscompetencies.aspx/.

National Association of Colleges and Employers. (2016a, February). Employers: Verbal communication most important candidate skill. Retrieved from
http://www.naceweb.org/s02242016/verbal-communication-important-jobcandidate-skill.aspx.

National Association of Colleges and Employers. (2016b). Job outlook 2016: Attributes employers want to see on new college graduates’ resumes. Retrieved from http://www.naceweb.org/s11182015/employers-look-for-in-newhires.aspx.

Neves, J. S., & Nakhai, B. (2016, December). A model for developing and assessing students’ teamwork competencies. Research in Higher Education Journal, 31, 1–21.

Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9–34.

Peck, A., Hall, D., Cramp, C., Lawhead, J., Fehring, K., & Simpson, T. (2016, February). The co-curricular connection: The impact of experiences beyond the classroom on soft skills. NACE Journal. Retrieved from https://pantherfile.uwm.edu/web/universityhousing/Assessment/DivisionSLO/The%20Cocurricular%20Connection%20%282016%29.pdf.

Pillay, S., & James, R. (2015). Examining intercultural competency through social exchange theory. International Journal of Teaching and Learning in Higher Education, 27(3), 320–329.

Posner, B. Z. (2009). A longitudinal study examining changes in students’ leadership behavior. Journal of College Student Development, 50(5), 551–563.

Quaye, S. J., & Harper, S. R. (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. Routledge.

Ramaley, J. A. (2014). The changing role of higher education: Learning to deal with wicked problems. Journal of Higher Education Outreach and Engagement, 18(3), 7–22.

Salisbury, M. H., Pascarella, E. T., Padgett, R. D., & Blaich, C. (2012). The effects of work on leadership development among first-year college students. Journal of College Student Development, 53(2), 300–324.

Shim, W.-j. (2013). Different pathways to leadership development of college women and men. Journal of Student Affairs Research and Practice, 50(3), 270–289.

Southern Cross University Division of Teaching and Learning. (2013, February). Teamwork guide. Retrieved from https://scu.edu.au/teachinglearning/
download.php?doc id=12945&site id=301&file ext=.pdf.

Thompson, L. J., Clark, G., Walker, M., & Whyatt, J. D. (2013). ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability. Active Learning in Higher Education, 14(2), 135–147.

Tymon, A. (2013). The student perspective on employability. Studies in Higher Education, 38(6), 841–856.

Van Velsor, E., & Wright, J. (2015). Expanding the leadership equation: Developing next-generation leaders. Retrieved from https://www.ccl.org/wpcontent/uploads/2015/04/ExpandingLeadershipEquation.pdf.

Western Carolina University. (2008, August). BCSSE 2007-NSSE 2008 combined report: Cross-sectional and longitudinal results. Retrieved from
http://www.wcu.edu/WebFiles/PDFs/BCSSE07-NSSE08 Combined Report (WCU).pdf.

Western Carolina University. (2015). National survey of student engagement. Retrieved from http://www.wcu.edu/learn/office-of-the-provost/oipe/surveys/
NSSE.aspx.

Wilkey, S. R. (2013). Evaluating the effectiveness of the international dimension in an undergraduate curriculum by assessing students’ intercultural sensitivity (Unpublished doctoral dissertation). Oklahoma State University.

Wilson, A., ˚Akerlind, G., Walsh, B., Stevens, B., Turner, B., & Shield, A. (2013). Making ‘professionalism’ meaningful to students in higher education. Studies in Higher Education, 38(8), 1222–1238.

Yorke, M., & Knight, P. T. (2006, June). Curricula for economic and social gain. Higher Education, 51(4), 565–588.

Zepke, N. (2014). Student engagement research in higher education: Questioning an academic orthodoxy. Teaching in Higher Education, 19(6), 697–708.

Zhang, W., & Brundrett, M. (2010). School leaders’ perspectives on leadership learning: The case for informal and experiential learning. Management in Education, 24(4), 154–158.

Zimmerman-Oster, K., & Burkhardt, J. C. (1999). Leadership in the making: A comprehensive examination of the impact of leadership development programs on students. Journal of Leadership & Organizational Studies, 6(3-4), 50–66.

Format of Presentation

30-Minute Roundtable Session

Conference Thread(s)

Launching Transformative Learning

Primary Presenter

Arthur Salido, Western Carolina University

Secondary Presenters

Marti Newbold, Western Carolina University
Cargando…