The Higher Learning Commission Criteria for Accreditation and

The Higher Learning Commission Criteria for Accreditation and Core Components Criterion Three. Teaching and learning: Quality, Resources, and Support Dallas Taylor, Ph. D and Nicole Konrad, MSW Research Question 3. A. The institutions degree programs are appropriate to higher education What is an enriched educational environment and how does it enhance adult learning? The concept of an enriched educational or learning environment is effective for student subject mastery and skill attainment. The Advanced Teaching Institute at the University of Idaho, June 7 -10, 2004, developed a definition of an enriched learning environment. The definition included a “focus on meaning, support for each individual student, a structure for each student, and collaboration that adds value” (Advanced Teaching Institute, 2004, para. 1). A comparison of a traditional classroom to an enriched classroom shows an enriched classroom having distinct achievement goals students know and understand, a multitude of teaching methodology, shared success between teacher and student, many resources to support topics, a collaboration community, a physical environment that supports learning, is authentic, and trust and respect exists between facilitator and student. A more traditional classroom setting is top-down; efforts are isolated, limited in context, and resources; unclear expectations and assessments; and learning is punitive (“Enriched vs Traditional Learning Environment, ” 2004). Evidence • • • Cornelius, Gordon, and Ackland (2011) argued that adult learners should be allowed to contextualize their learning to their professional goals within a community of learning. Learning activities should be focused on constructivism, collaboration, and reflection even in an online learning environment. In a study of adult learners by Ausburn (2004) it was determined that adults preferred personal relevance in classroom content, participation in setting learning outcomes, and learning communities. Cornelius, Gordon, and Ackland (2011) suggested an activity-based teaching model that is flexible due to the diversity of learners, contains academic freedom and self-directed learning, involves social learning with communities of practice, and opportunities for reflection. Clapper (2010) noted that an enriched learning environment is one where many connections are made with the task, including prior learning. Learners build on what has already been learned which is a feature of constructivism. Learners must be provided with multiple opportunities to interact, explore, and engage in activities about what is being learned. The facilitator should make the learning environment stimulating to strengthen the learner subject connections. An enriched environment for learning should also include movement. Clapper wrote “They [the facilitator] will include multiple activities that take them off the center stage and help the learner engage with the subject in many enriching ways so they [the students] can make the content their own” (Clapper, 2010, para. 11). References Evidence • • • Advanced Teaching Institute. (2004, June 7 -10). Professional Development in Concept: Enriched Learning Environment. Archives of the University of Idaho, Moscow, ID. Clapper, T. C. (2010, Fall). The enriched environment: Making multiple connections. Academic Leadership Live-The Online Journal, 8(4). Cornelius, S. , Gordon, C. , & Ackland, A. (2011, September). Towards flexible learning for adult learners in professional contexts: An activity-focused coursed design. Interactive Learning Environments, 19(4), 381 -393. RESEARCH POSTER PRESENTATION DESIGN © 2012 www. Poster. Presentations. com Evidence • A compilation of faculty by college with approved content areas and faculty profiles is available • Faculty Development is evidenced by signed rosters, training curriculum, scholarship handbooks, presentations, and quality and rigor in the classroom • The Faculty Recruitment Plan includes areas of high need, the process detailing recruiting, assessment, certification, and mentorship of new faculty • Campus Operations Specialists engage with students, one-on-one, to provide information on learning resources, support services, career services, academic tools, website access, tutoring, and limited finance and academic advisement. Specialists also assimilate students through the classroom experience and facilitate workshops, to include scholarship, and career services • Campus testing center staffed with trained and certified proctors • Campus operations staff support foundational services and college strategies • Faculty participate in mentorships, oversee, evaluate, and coach associate faculty • • • General Education curriculum contains student learning outcomes and University Learning Goals Faculty and students partner on research projects presented at the annual College of Social Sciences research symposium Students and faculty have excelled in the following areas: Society of Human Resource Management, ten Society of Financial Service Professionals awards, nursing student of the year, and RODEL scholarships for College of Education Students Faculty are recognized at General Faculty Meeting, two from each college/school, for the Outstanding Faculty Award Faculty who excel are recognized weekly through the EPIC Employee Success Program Faculty participate in scholarship and professional organizations Evidence (cont. ) • A faculty and staff committee formed to ensure faculty and students were aware of and had the skills to use the online Career Guidance System • Career Guidance Specialists and career coach conducts targeted class visits with a presentation to students • Campus operations facilitates initial class visits for all new cohorts so students are aware of services and resources • Doctoral residencies held at Phoenix main campus • Operations supports various pilot programs such as Smart Notebook technology • Veterans Resource Center under construction at Phoenix main campus 3. E. The institution fulfills the claims it makes for an enriched educational environment Evidence 3. B. The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs Advanced Teaching Institute. (2004, June 7 -10). Enriched vs Traditional Learning Environment. Archives of the University of Idaho, Moscow, ID. Ausburn, L. (2004). Course design elements most valued by adult learners in blended online education environments: An American perspective. Educational Media International, 41(4), 327– 337. Campus College Chairs provide local market information to the Campus Director The Campus Faculty Assessment Liaison provide information to faculty in assessment using signature assignments, calibration training, embedded rubrics, analysis, and assessment results which are then provided to the Deans of Assessment for programmatic decisions Campus College Chairs, Program Managers, Faculty Liaisons, and Lead Faculty Area Chairs conduct online classroom reviews, proactive class visits, and investigate issues leading to faculty coaching Faculty ensure ongoing academic quality and rigor in the classroom Faculty assist in writing and revising courses as subject matter experts 3. C. The institution has the faculty and staff needed for effective, high-quality programs and student services 3. D. The institution provides support for student learning and effective teaching Evidence • Various reports such as Student End of Course Survey, college ranker report, best faculty in the classroom beta test, Faculty End of Course Survey, and Faculty Performance Report are generated and used to ensure effective student learning and teaching • To ensure student success, tutoring, remediation, and Praxis preparation workshops are provided • Students are provided with career services and guidance within the student resource center • Faculty facilitate courses with a variety of teaching methods and techniques • Faculty are responsive to student needs and questions • Dedicated classrooms include six for the College of Education, three Classrooms Without Boundaries, a nursing simulation lab, and a Counseling Skills Center • Recognized student organizations include Delta Mu Delta, Eta Theta Alpha, Sigma Theta Tau International, Chi Sigma Iota, and Epsilon Pi Tau. • College of Security and Criminal Justice field trips, mock trials, and internship sites • Research and scholarship activities include the Academic Affairs faculty newsletter; workshops, fliers, and research symposium with oversight from the Scholarship Editorial Board; Super Bowl interview; College of Social Sciences research symposium; partnership with Arizona Diamondbacks to create character curriculum for children, ticket delivery to qualified schools, and reviewing grants and scholarships • Campus operations audits all physical space daily to ensure student and faculty needs are met • Classes are scheduled in classrooms most appropriate to the program • Faculty use innovative teaching strategies and current and real world practitioner experience