1. January 9, 2014 COE FACULTY 101

2. 1.Teaching/student support (3:30-4:25)  COE advising (15 min)  Center for Teaching and Learning (30 min)  Rubrics (10 min) 2.Course Development (4:25-4:40) 3.Assessment and Accreditation COE and OSU (4:40-5:00) ***Break (5:00 to 5:30)*** 4.Broader Impact Partners (5:30-5:50) ***Socialize*** OUTLINE

3.  Summer 2015, all first-year COE students advised centrally  What is advising?  Professional verses Faculty advising  Exploration, academic success, career, PIN, curricular, procedural  MyDegrees ADVISORS ARE YOUR FRIENDS

4. COE CENTRAL ADVISORS COE Head Advisor Brett Jeter COE Central Advising Mary Sarah Kameron Michelle Chuinard Kyllo Kadooka White International and academic success advising Caine Francis and Nova Schauss

5. SCHOOL ADVISORS MIME Advising Tyler Carrie John Nancy DeAdder Randall Barber Holman CBEE Advising Kristen Richard Rorrer Kerr NERHP Advising Joan Stueve BEE Advising Roger Ely

6. SCHOOL ADVISORS EECS Advising Calvin Shannon Lizabeth Padma Nicholas Hughes Reed Marquez Akkaraju Malos (Ecampus) (Ecampus) CCE Advising Janice Katie Nave-Avebele Whitehead

7.  CTL Website (http://oregonstate.edu/ctl/)http://oregonstate.edu/ctl/  Winter Symposium  Teaching Tools (Rubrics, etc.)  Video Introduction to cognition (https://media.oregonstate.edu/media//0_rwgtq59h)https://media.oregonstate.edu/media//0_rwgtq59h  Rubrics and more…. (https://media.oregonstate.edu/media//0_k6clrdif)https://media.oregonstate.edu/media//0_k6clrdif CENTER FOR TEACHING AND LEARNING

8. RUBRICS

9. Performance Indicators 1 (unsatisfactory) 2 (satisfactory) 3 (good) 4 (excellent) Develop process flow diagrams PFDs are incomplete (missing unit operations), missing or incorrect standard elements (stream and equipment #s, correct symbols, flow information) PFDs incorporate appropriate unit operations and conventions, but not all minor elements (utility streams, pumps, etc.) PFDs accurate, thorough, incorporate conventions appropriately PFDs incorporate additional processing not explicitly defined in the description based on appropriate process considerations (e.g. minimizing waste Perform economic analyses Missing major aspects of costs (capital and manufacturing) or profitability analyses Considers capital costs and depreciation, manufacturing costs and determines profitability. Substantially complete and somewhat accurate Complete and relatively accurate cost and profitability analyses Comprehensive and accurate assessment of costs, multiple measures of profitability with analysis of meaning, discussion of sensitivity Optimize design given constraints No recognition of constraints and no alternatives considered Consideration of constraint(s). Attempt to evaluate multiple alternatives Comprehensive evaluation of multiple alternatives (accurate calculation of costs, profitability) Consideration of multiple constraints EXAMPLE RUBRIC TO ASSESS DESIGN

10. Performance Indicators 1 (unsatisfactory) 2 (satisfactory) 3 (good) 4 (excellent) Develop process flow diagrams PFDs are incomplete (missing unit operations), missing or incorrect standard elements (stream and equipment #s, correct symbols, flow information) PFDs incorporate appropriate unit operations and conventions, but not all minor elements (utility streams, pumps, etc.) PFDs accurate, thorough, incorporate conventions appropriately PFDs incorporate additional processing not explicitly defined in the description based on appropriate process considerations (e.g. minimizing waste Perform economic analyses Missing major aspects of costs (capital and manufacturing) or profitability analyses Considers capital costs and depreciation, manufacturing costs and determines profitability. Substantially complete and somewhat accurate Complete and relatively accurate cost and profitability analyses Comprehensive and accurate assessment of costs, multiple measures of profitability with analysis of meaning, discussion of sensitivity Optimize design given constraints No recognition of constraints and no alternatives considered Consideration of constraint(s). Attempt to evaluate multiple alternatives Comprehensive evaluation of multiple alternatives (accurate calculation of costs, profitability) Consideration of multiple constraints EXAMPLE RUBRIC TO ASSESS DESIGN Set of criteria that define and describe the important components of the work being evaluated

11. Performance Indicators 1 (unsatisfactory) 2 (satisfactory) 3 (good) 4 (excellent) Develop process flow diagrams PFDs are incomplete (missing unit operations), missing or incorrect standard elements (stream and equipment #s, correct symbols, flow information) PFDs incorporate appropriate unit operations and conventions, but not all minor elements (utility streams, pumps, etc.) PFDs accurate, thorough, incorporate conventions appropriately PFDs incorporate additional processing not explicitly defined in the description based on appropriate process considerations (e.g. minimizing waste Perform economic analyses Missing major aspects of costs (capital and manufacturing) or profitability analyses Considers capital costs and depreciation, manufacturing costs and determines profitability. Substantially complete and somewhat accurate Complete and relatively accurate cost and profitability analyses Comprehensive and accurate assessment of costs, multiple measures of profitability with analysis of meaning, discussion of sensitivity Optimize design given constraints No recognition of constraints and no alternatives considered Consideration of constraint(s). Attempt to evaluate multiple alternatives Comprehensive evaluation of multiple alternatives (accurate calculation of costs, profitability) Consideration of multiple constraints EXAMPLE RUBRIC TO ASSESS DESIGN Provides clear targets of proficiency to students Enables unambiguous assessment of qualitative tasks Promotes consistency between multiple evaluators

12.  Creative Thinking  Critical Thinking  Ethical Reasoning  Global Learning  Inquiry and Analysis  Intercultural Knowledge and Competence  Foundation and Skills for Lifelong Learning  Oral Communication  Problem Solving  Quantitative Literacy  Teamwork  Written Communication VALUE RUBRICS Developed by the Association of American Colleges and Universities

13. PROBLEM SOLVING RUBRIC

14. So….you want to offer a new course. 1.Review plans with School’s curriculum committee 2.Develop a syllabus with the required content 3.Options  Offer under a blanket course #  New course # 4.Online Curriculum Proposal System COURSE DEVELOPMENT

15.  Visit “Course Proposals” from right menu of APAA ( http://drupaldev.cws.oregonstate.edu/apaa/academic- programs/home) http://drupaldev.cws.oregonstate.edu/apaa/academic- programs/home  Checklist for proposals  Common problems  Syllabus template  Blooms taxonomy  Select “Curriculum Proposal System” from top menu of APAA OSU COURSE PROPOSAL

16.  By Program (ABET)  6 year cycle  Single self-study report due at year 6  by University (NWCCU)  7 year cycle  Reports every 2 years with different content ACCREDITATION Effect on you (typical faculty)?  Course outcomes (on your syllabus) must map to specific program outcomes  Must complete course reflection after each course  During year 5 and 6 collect graded student work

17.  Help with proposal project description and budget  Work with PI to develop integration  Implement, administer and assess broader impact project  Deliver material for final reports BROADER IMPACT PARTNERS WILL…