2019 UP Online Annual Conference Agenda
| Time | Session |
| 8:30 -9:00 | Breakfast |
| 9:00-9:15 | Welcome |
| 9:15-10:30 | Session I: Developing Instructional Models for Online Programs: Adjusting the Master Class Model at Penn Kris Rabberman University of Pennsylvania Assistant Vice Dean & Director of Academic Affairs |
| 10:30-10:45 | Break |
| 10:45-12:00 | Session II: Assessing Online Courses and OER Angela Francis, Ph.D. CUNY School of Professional Studies Associate Director for Academic AffairsCarl Grindley Consortial Faculty, General Education |
| 12:00-1:30 | Lunch – Served at noon.
Strengths Activity |
| 1:30-1:45 | Break |
| 1:45-3:15 | Session III: The Micro-Learning Experience Derek Brainard Syracuse University BPS Instructor |
| 3:15-3:30 | Q & A and Closing |
Session I: Developing Instructional Models for Online Programs: Adjusting the Master Class Model at Penn
Adjusting the Master Course Model at Penn – The Bachelor of Applied Arts and Sciences (BAAS) is the first fully online undergraduate degree at the University of Pennsylvania, introducing complex considerations about how to develop processes and policies that will enable the program to flourish in a very traditional university. One challenge was which instructional models were best to develop and offer courses. We wanted an approach that would offer consistency in outcomes across offerings while also being flexible enough to address different instructional capacities and requirements across the humanities, social sciences, and natural sciences.
This session will share our approach to customizing and implementing the master course model to fulfill these needs, with attention to issues including faculty governance, scalability, instructional quality, and instructional staffing. We will explore how we implemented this model, challenges we faced along the way, and lessons learned to refine our approach to course development and instruction, as well as finding common ground between our priorities for the program and the needs of our standing faculty and departments. We also will discuss approaches to doing an institutional scan to determine which instructional models make sense with your own institutional constraints and needs.
Presenter:
Kristine Rabberman
University of Pennsylvania Assistant Vice Dean and Director of Academic Affairs for the College of Liberal and Professional Studies
Presenter Bio:
Kristine Rabberman is Assistant Vice Dean and Director of Academic Affairs for the College of Liberal and Professional Studies, a division of the School of Arts and Sciences at the University of Pennsylvania. In this role, Kris has been serving as the project lead for the new online Bachelor of Applied Arts and Sciences, working with a large crossfunctional team of staff and faculty to bring the BAAS from brainstorming stages to proposal to approval, with the degree launch coming in Fall 2019. Kris has a Ph.D. in Medieval History and teaches online graduate courses, including History of Sexuality and Academic Writing & Research Design. She is the recipient of the UPCEA Mid-Atlantic Award for Excellence in teaching and LPS’s Distinguished Teaching Award for Affiliated Faculty. She is also the chair elect for UPCEA’s Mid-Atlantic Region.
Session II: Assessing Online Courses and OER
The CUNY School of Professional Studies (CUNY SPS) has joined other colleges across the CUNY and SUNY systems in seeking ways to bring low and no-cost textbook options to students. As a result of these efforts, 88% of their summer 2019 general education course sections were zero-textbook cost. However, while it is important to bring low and no-cost textbook options to students, it is not enough to develop a collection of zero-textbook cost courses. Instead, it is also critical to assess the courses’ effectiveness as measured by students’ persistence, completion rates, overall levels of attainment, and mastery of specific learning outcomes. The team from CUNY SPS will briefly outline the model they used to create fully asynchronous general education courses using a combination of different open educational resources (OER) before sharing the methods and results of their pre and post-development assessment of student-centered outcomes. They will discuss strategies that other institutions could use to develop their own assessments as well as to track other important metrics, such as dollar savings and both faculty and student satisfaction.
Presenters:
Angela Francis, Ph.D.
Associate Director for Academic Affairs CUNY School of Professional Studies
Carl Grindley, Ph.D.
Consortial Professor of General Education CUNY School of Professional Studies and Professor of English, Hostos Community College, The City University of New York
Presenter Bios:
Angela Francis first joined the CUNY School of Professional Studies parttime in 2012 and supported the development and redesign of a variety of online general education courses. After transitioning to a full-time position in 2015, she became the associate director for academic affairs in 2017. As part of her current role, Angela manages curriculum development and instructional design projects for general education courses. In 2018, Angela earned her Ph.D in English Literature at the CUNY Graduate Center. Beginning in 2007, she has taught a variety of writing, literature, and general education courses at CUNY.
Carl James Grindley holds a BFA in Creative Writing and an MA in English Literature from the University of Victoria in British Columbia, Canada. He then studied English Language at the University of Glasgow in Scotland for the PhD. After serving as visiting faculty at the University of British Columbia and Yale University, Dr. Grindley joined CUNY in 2004. A committed generalist, Grindley co-created the CUNY School of Professional Studies’ competency-based BA in Liberal Arts, CUNY’s first zero textbook cost undergraduate degree. Teaching across the curriculum from first year seminars to science fiction to Scandinavian cinema, Grindley is also wellpublished poet and novelist, who has also published on paleography, codicology, Shakespeare, film, and pedagogy. For the past 6 years, Grindley has been working in outcomes assessment for the CUNY School of Professional Studies, Hostos Community College and CUNY itself.
Session III: The Micro-Learning Experience
Micro-learning has become more than a buzzword in today’s educational landscape. More than ever, organizations are using this bite-sized, incremental training approach to both formally and informally train their employees. This fall, University College at Syracuse University launched a micro-learning experience aimed at delivering a holistic management and leadership education to a cohort of working professionals. The suite of classes and modules gives student employees an informed introduction to critical business and leadership functions, with resources for follow up and learning applications. During this panel, three representatives from the collaborative experience will be on-hand to discuss the micro-learning experience from concept to execution.
Presenter:
Derek Brainard
Syracuse University
BPS Instructor
Together with panel:
Mark Trumbo, Kal Srinivas, and Andrea Willis, moderator
Presenter Bio:
Derek Brainard is an Accredited Financial Counselor® through the AFCPE®, a Chartered Retirement Planning Counselor™ through the College for Financial Planning, and Director – Financial Education at the AccessLex Center for Education and Financial Capability™. Derek has worked in both the private financial services sector as a licensed financial advisor, and in higher education as financial literacy coordinator at Syracuse University. His financial writing and commentary have been featured via U.S. News and World Report, MSN Money, MarketWatch, and USA Today.
Connect with Derek: linkedin.com/in/derek-brainard