Spring 2011 faculty meeting LGST

Spring 2011 Faculty Meeting School of Undergraduate Studies March 19, 2011 Legal Studies Jaylene Sarracino, JD

Agenda New and Existing faculty members Re-organization and Changes Who we are TODAY SEGUE – past, present, future How to stay on board – Where you fit in Our Students…maintaining UMUC’s the primary core value: STUDENTS FIRST

A team of highly motivated professionals who want to share our knowledge and skills with others.

Bill is the Executive Director Jaylene is the Acting Academic Director for LGST & BUSL Susan Blankenship and Adelaide Lagnese,12-month Faculty responsible for more administrative duties. Adelaide is also the program manager for the Business Law courses. CCJS 9-month Faculty are Gayle Fisher-Stewart and Marc deSimone BUSL 9-month Faculty are Maggie Cohen; Dave Dawson; Spring Walton Course Chairs are Gayle, Ben Stevenson, Oliver Leigh, and Bob Bayer in CCJS; Wendy Karpel in LGST; and, Spring Walton and Maggie Cohen in BUSL/HRMN Exam Chair for LGST101 is Rhonda Weaver Authentic Assessment Chairs (SAC’s) as assigned Test Item Bank Chairs (SEC’s) as assigned CCJS – 2380 LGST – 1038 BUSL – 900 +/- CJMS – 103 SPRING 2010 – Re-cap

As of Spring 2011, we are: Legal Studies (BS and Paralegal Studies Cert) 70 active faculty members 60 sects. each Fall & Spring; 30 in Summer 1 Academic Director who reports to Asst. Dean of Business and Professional Programs 3 Course Chairs (Alice, Victoria, & Wendy) Total Enrollments 2010 (cal.) were: +/- 2500 Spring 2011 are: 1022

Peaceful Warriors Now we are…

SEGUE “ S upporting E ducational G oals for U ndergraduate E xcellence” Past~Present~Future

SEGUE Refresher UMUC’s major initiative to redesign the entire undergraduate curriculum by Fall, 2011 to be outcomes-based All 3-credit courses, online,f2f, and hybrid will be 8 weeks in length (one-credit courses will be 4 weeks) Programs systematically reviewed by external advisory groups and streamlined to reflect the goals of the program All programs and courses redesigned to reflect new outcomes answering the question…

“ What should our students be able to do “out there” that we are responsible for “in here?”

LGST’s Program Outcome Guide or “POG”

Approach to redesign Team approach Each course has new model syllabus, 8 week schedule, Course Outcome Guide (COG), and Teaching Guide Discussions in 999’s and Course Content Area Regular updates over time

Progress to date…in LGST All but 5 face-to-face courses and all one-credit course have been redesigned using the COG process and have TEACHING GUIDES One-credits will have shared outcomes and will be Cogged through a facilitated process with input from the Dean for Academic Affairs Fall schedule will have a smaller scope

Continuous Improvement Plan You are part of the

Fall 2011 – formats, etc. All 3 credit courses offered in 8 week format (online, f2f, hybrid) All 1 credit online courses offered in 4 week format Same format across all divisions worldwide Class size capped at 28

Summer 2011 – Transitioning in LGST Take the required WT (CTL201) training and new orientation Integrate ideas from the teaching guides - optional Confer with Course Chairs and Lead Instructors (Coggers and others) Re-vamp your teaching materials for an 8-week term Field questions from students – website, department Go with the Flow……………………………… What do I do?

Stay connected and give the new materials a chance LGST999 updates (new link/new classroom) Email the Director for personal updates and to “check-in” Keep in touch with your students…continue to build a strong, compassionate, and relevant rapport Make the appropriate adjustments to ensure outcomes are driving your learning plans and materials Do not unnecessarily make changes to the new materials until you have used them!

Remember: Adult learners tend to be or perceive themselves as: Autonomous and self-directed Accumulated life experience and knowledge Goal-oriented Relevancy-oriented Practical Continue to build a strong, compassionate, and relevant rapport with your students Stay on Track…

Principles of Adult Learning Understanding the Adult Learner: Social Relationships – meet others who are alike External expectations – comply with expectations from a formal authority (boss, licensing board, etc.) Social Welfare – serve the community – big picture Personal Advancement – higher status on the job Escape – relieve boredom Cognitive Interest – embrace “lifelong learning”

The Learning Model – what is meaningful for your students? Faculty Engagement – be a motivating presence Student Collaboration – all for sharing of viewpoints and experience Active Learning – application, reflection, connection Frequent and Prompt Feedback – expectations, comments on performance and grades – appropriate value for time input Time on Task – stage complicated assignments, be reasonable High Expectations – challenge and motivate without crushing their desire to learn Respect for Diversity – includes learning styles – take students as them come and take them to where you want them to go

Thank you! [email_address] 240-684-2805

Spring 2011 faculty meeting LGST

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