Phoenix Area General Faculty Meeting Learning for Our Future Saturday, December 7, 2013

Phoenix AreaGeneral Faculty MeetingLearning for Our Future

Saturday, December 7, 2013

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Agenda

• Welcome

• Keynote Speaker

• Guest Speaker

• New Classroom Training

• Plagiarism Awareness

• Faculty Recognition

• Breakout Sessions


Keynote Speaker

Bill Pepicello


Guest Speaker

Yvonne Phelps


Benefits of College Structure

• Stronger geographic support

• Focus on individual disciplines

• Remain industry leader

• College brand

• Career linkage


Credit Hour Policy Rationale

• Implemented by University of Phoenix Academic Council September, 2013

• Continues to comply with current accreditation standards of the Higher Learning Commission (auditable)

• Provides more options for meeting the credit hour requirement

• Takes advantage of new technologies and New Classroom features


HLC Policy

Per HLC policy no. 3.10(a)

ASSIGNMENT OF CREDIT HOURS

The institution's assignment of credit hours shall conform to commonly accepted practices in higher education. Those institutions seeking, or participating in, Title IV federal financial aid, shall demonstrate that they have policies determining the credit hours awarded to courses and programs in keeping with commonly accepted practices and with the federal definition of the credit hour, as reproduced herein for reference only, and that institutions also have procedures that result in an appropriate awarding of institutional credit in conformity with the policies established by the institution.


Key requirements

• The distribution of time dedicated to student engagement will vary by course and learning activity as determined by the faculty member.

• Regardless of delivery modality, faculty are required to provide a minimum 15 hours of faculty-directed classroom-based learning activities and 30 hours of recommended independent student-directed homework outside of the classroom for each credit hour awarded.

• Adherence to these guidelines is established during initial course design and verified through a review of the final faculty course syllabi.


What is the impact for faculty?

• Courses will be refreshed to include more faculty-directed activities such as videos and simulations

• Some courses will no longer have learning teams, especially at the 100 level*

• Some courses at the 200 level will have collaboration activities but not team deliverables

• Faculty are responsible for meeting minimum hours when changing curriculum

* As permitted by state regulations


Terminology

• Time-on-Task

– Length of time estimated to complete a learning activity or assignment (estimate by college or faculty member)

– Actual time may vary for a number of factors including prior knowledge, technical knowledge and more

• Categories/ Buckets

– Faculty-directed or classroom-based (15 per credit, 45 per 3 credit course)

– Student-directed or homework (30 per credit, 45 per 3 credit course)


What is faculty-directed?

• Classroom instruction

– Local campus face-to-face meetings = 4 hours/ week

– Online class discussion = 4 hours/ week

• Additional lecture content (video, podcast, written narrative)

• Simulations, learning games, self-paced tutorials and publisher interactive tools

• Synchronous events

• Summative assessment activities

• Collaborative activities (presentations, case studies, debates)


What is student-directed?

• Research, reading, and study time

• Project development

• Academic papers and essays

• Creation of multimedia

• Portfolio development

• Clinical field application


Curriculum Support: Credit Hour Policy

• Courses refreshed by the colleges

• Additional faculty-directed materials added by the college

• Number of hours allocated per learning activity and assignments are specified by the college


Technical Support Credit Hour Policy

• New Classroom assignments indicate the hours allotted in the curriculum in faculty view


New Classroom

Bill Berry

Classroom Rollout Status

16© 2013 Apollo Group - Confidential & Proprietary

•Grad rollout began May 20 w/MBA program•Over 31,790 students & 2,718 Faculty in 2,576 classes•Over 9,000 New Classroom workshops delivered

Grad Level Programs

•New ASMS (Automated Standards Management System) automates National & State standards•COE launched in mid October, 2013

College of Education

•BSB version 26, incorporating the new FYS model•Launched in October 2013•New Learner Analytics Dashboard & Full-time faculty

University Strategy

PLAN

NED

Learning Platform Rollout


ACTU

ALS

New Classroom Resources

• Resource page with:– Online walkthrough– Workshop links– Overview videos– How-to videos– Support community– FAQ’s– Help tool information

• Available for all students:– Hero ads– Banner ads– Logon events– Workshop ads & links


New Classroom Walkthrough


Classroom

eCampus access to class

Class Home and Card Carousel (Faculty View)

Class Home - Right Rail

Discussions – Class and Private

Syllabus Week View 1 of 2

Syllabus Week View 2 of 2

Link to Objectives

Student Check Off

Learning Activity

Assignment Faculty View

Grading Tab

Assignment Student View

Getting help –

eCampus - register for training1

Classroom / Curriculum R2.2*

• Field Level Lock & Unlock• Seat Time (Time on Task)• Print Syllabus from Workspace• Magic Box Options• Preview of Assignment Submission• LTI Tool Delete & Deactivate• Assessment Report• Question Pooling• Tutor Reporting• C3 Advanced Search• C3 Advanced Access

* Detailed descriptions & benefits of each feature/function are included in the appendix


R2.2

Field Level Lock & Unlock

• Previously learning activities were locked or unlocked only

• Defined in curriculum• Supports academic

freedom (faculty editing) while protecting assets

• Enables First Message capability


R2.2

Seat Time (Time on Task)


• Accreditation requirement to track Time-on-Task

• Defined in curriculum• Supports academic

freedom (faculty editing)

• Faculty can create additional activities

• Automated calculation & notification of totals

R2.2

Learner AnalyticsDashboard


• Class Performance (list view)– Students– Learning Team– Accumulated points– Projected Grade– Total posts– Accessed Learning Activities

• Weekly Slider• Grade scale editing• Withdrawals• Detailed Tooltips for each

column

Current Feature Set

• Student Performance (Student Details Page)

• Detail charts– Points to date– Posts to date– Learning activities accessed

• Weekly assignments – Status (submitted, late, etc.)– Points– Faculty feedback

• Early Alert• Student contact information



Plagiarism Awareness

Dallas Taylor Alfred Fenzel Dan Konzen

On September 5, 2013 it was reported in the Harvard Crimson that 42% of surveyed freshmen admitted to cheating on a homework assignment or problem set (Conway & Mendez, 2013).

Don McCabe, a Professor of Management and Global Business at Rutgers University, surveyed over 63,700 US undergraduate and 9,250 graduate students during the years 2002 through 2005. Some of his results included 36-38% undergraduate students admitted to copying without citations while 25% of graduate students reported the same (McCabe, 2005).

Plagiarism...A National Concern

In a study conducted by Martin, Rao, and Sloan (2009), actual plagiarism incidents were used to establish how extensive plagiarism behavior was among 158 graduate and undergraduate students from a medium-sized Western United States university. The tool used to evaluate papers was Turnitin. The author’s stated “After careful screening of research papers, 61% of students were found to have plagiarized” (Martin,

Rao, & Sloan, 2009, p. 44).

Plagiarism...A National Concern

Raw numbers from 9/1/2011 to 8/31/2013 45,322 total violations* *Includes invalid issues, duplicates, and students who are not actively enrolled

Plagiarism…A University Concern

2-3 cases on average each week

This suggests over 150 reported plagiarism issues a year

50 cases in process at any given time

Phoenix Campus Concerns

◦ Issues are increasing

◦Lack of consistency in reporting

◦The vast majority of students deny they have plagiarized “I’ve been in school ------ and I have done my papers

the same way and now it is a problem?”

◦Sanctions have been updated to be more consistent and address simple and egregious issues

Phoenix Campus Concerns

Did not know the purpose of the Plagiarism Checker

Students thought their Turnitin report was the same as the faculty’s report

Did not know how to read the Turnitin report or what the different colors mean

Undergraduate Students Report

Little communication from faculty about what plagiarism was and how to avoid

Knew faculty and student’s Turnitin reports were different but did not understand how

Did not know how to read and understand their own Turnitin report

Graduate Students Report

Faculty Handbook 2011-2012Failure to uphold UoPX standards of academic integrity is a category of misconduct of the Faculty Code of Conduct (p. 24).

Student Handbook 2013-2014Academic Integrity violations include all forms of academic dishonesty (p. 63).

Academic dishonesty threatens the integrity of the student and the university community (p. 63).

UoPX Policies

Center for Writing Excellence Tutorials and Guides Student Code of Academic Integrity

Copy or paraphrasing information without proper citations

Self-plagiarism, dovetailing, double-dipping Fabrication Unauthorized assistance Copyright infringement Misrepresentation Collusion

Types of PlagiarismStudent Code of Academic Integrity

Plagiarism Checker

Go to eCampus.phoenix.edu

Click on Library tab

Center for Writing

Excellence

Plagiarism Resources

Step 1: Click “Submit a Paper” link Step 2: Include: -Paper Title, File Upload, Course,

Language, and Faculty Role.Then Select Plagiarism Checker and

Submit

Submitting a Paper

Retrieving Originality ReportTo retrieve Originality Report – click on My Papers

Plagiarism Checker is directly tied to Turnitin.com and produces an Originality Report

Originality Reports

Originality Reports

Global leader in evaluating and improving student writing.

Started by four UC Berkeley graduate students who developed a peer review application for use in graduate student classes.

In 2009, the founders build a prototype of Turnitin that detects unoriginal content in student written work.

What is Turnitin?

(Turnitin, 2013)

The Numbers

Turnitin processed over 80 million papers in 2012.

190,000 papers are submitted per day with 500,000 papers submitted on peak days.

Turnitin records service uptime of 99.9% and average turnaround time of 23.9 seconds per paper.

(Turnitin, 2013)

Content Matching

Turnitin uses three databases for content matching:

40+ billion web pages crawled 300+ million archived student papers 130+ million articles from 110,000+ journals

periodicals & books

Turnitin serves over 1 million active instructors 20 million licensed students 10,000 educational institutions

(Turnitin, 2013)

Faculty:◦ Submits a Code of Conduct-Academic violation through

ecampus

Student:◦ Issued a charge or warning◦ Student responds to charge

Ethics Committee:◦ Reviews all information◦ Informs student of findings and any sanctions

Sanctions can include workshop, F grade in course, suspension, or expulsion

Plagiarism Process and Sanctions

Plagiarism Manual

To be persuasive we must be believable.

To be believable we must be credible.

To be credible we must be truthful.

Edward R. MurrowEducator, Journalist, & Statesman

Conway, M. R., & Mendez, C. F. (2013, September). Freshman survey part III: Classes, clubs, and concussions. The Harvard Crimson.

Martin, D. E., Rao, A., & Sloan, L. R. (2009) Plagiarism, integrity, and workplace deviance: A criterion study. Ethics and Behavior, 19(1), 36-51.

McGabe, D. (2005). Cheating among college and university students: A North American perspective. International Journal for Educational Integrity, 1(1).

Turnitin.com. (2013). Retrieved from http://turnitin.com/en_us/about-us/our-company

University of Phoenix. (2011-2012). Faculty Handbook.

References


Faculty RecognitionJackie Novak

Lead Faculty Area Chair

College of Humanities and Sciences


Academic Quality Recipient

• Academic Quality Award based on SEOCS, FPIR, NPS, OLS reviews, GPA

• College of Humanities and Sciences

• Faculty Name: Marwan Aouad

• Marwan is a gifted Math teacher and a team player. Marwan is great at Math and showing others how to be the same. He cares, he is prepared and he connects with his students. He has a knack for making the complex completely understandable. He knows his concepts and he uses them daily in his job. He successfully gets his students to participate while he goes through the paces of his lecture.

• He regularly attends CAM’s, chips in to help redesign courses, helps other instructors with course materials and classroom management and is well liked by his students. He is the total package. By day Marwan is a PhD Civil Engineer for the Arizona Department of Transportation and during the evenings we have the privilege of having Marwan on the Math Team. The students and faculty appreciate Marwan and he does his job well. Marwan’s delivery is amazing; and keeps the course real in terms of rigor.


Academic Quality Recipient

• Faculty Recognition Award based on CAM attendance, GFM attendance, Graduation attendance, Attendance while teaching (no use of subs), Follows sign in/sign out requirements

• College: College of Social Sciences

• Faculty Name: Susan Jernigan

• Ms. Jernigan is an Executive Coach and has a consulting practice working with individuals, businesses, and non-profit organizations. She has a Master’s degree in Education and Counseling, is a Licensed Professional Counselor, a Board certified Executive Business Coach, and is a Certified Professional in Human Services. She has taught at UOPX for 6 years.

• Ms. Jernigan not only faithfully attends all of the regular UOPX meetings (e.g. CAMS, GFM, Graduations) and follows all prescribed faculty requirements, but she goes above and beyond in participating in extracurricular activities to share and continuously improve her own skills and knowledge. For example, she co-developed and taught human services faculty a specialized Field Experience training, provided highly informative career development training during CAMS, and just recently voluntarily completed an intensive two day long Mental Health Facilitation training.


Campus Faculty Refresher Jackie Novak Richard Bowman


Library WorkshopDorian Eaton Tom Fitsimones


Online Faculty BreakoutSheila Alimonos Jill Patterson


Scholarship 101 Angela Buer Jamal Ibrahim


Take a Break

Documents

Phoenix Area General Faculty Meeting Learning for Our Future Saturday, December 7, 2013