Grayson(Collins((

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Cover(Sheet(
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Carl(DuPont,(carldupont@gmail.com(
Jeanmarie(Higgins,(jhiggi16@uncc.edu((
Jonathan(Mayhorn,(jpmayhor@uncc.edu(
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Draft(date(
February(6,(2016(
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Status:(
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More(information(will(be(added(under(Evolution/Story(for(SLO3(Cultural(Awareness(
Second(Case(Study(for(SLO3(Cultural(Awareness(
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What(to(do(( Deleted: HAT(TO(DO
SLO’s(
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II.(How(to(Teach(Prospect(for(Success( Deleted: Do
A.( Student(Learning(Outcomes((SLO’s)(
1.Commitment(to(Success(
a.( Evolution/Story(
((

The(University(of(North(Carolina(at(Charlotte(seeks(to(leverage(its(position(as(the(state’s(urban(

research(university(to(provide(an(intellectual(environment(that(values(social(and(cultural( Deleted: (robust(

diversity,(free(expression,(collegiality,(integrity,(and(mutual(respect((University(of(North(Carolina(

at(Charlotte().(In(order(to(achieve(this(goal,(the(University(seeks(to(engage(incoming(students(in( Comment [CG1]: Does(UNCC(need(to(be(sited?((

Deleted: (successfully
their(first(semester(through(the(Prospect(for(Success((PFS)(courses.(To(integrate(these(
Deleted: (in(order(
Deleted: t
principles(into(their(own(concept(success(for(them(and(the(institution(that(seeks(to(serve(them.(
Comment [CG2]: Who(is(“them”(referring(to?(
This(SLO(is(Commitment(to(Success.(

((

According(to(the(Quality(Enhancement(Plan((QEP)(successful(students(will(be(able(to:(

●( Set(specific(and(realistic(goals( Deleted: s

●( Identify(strategies(for(achieving(those(goals( Deleted: i

●( Identify(support(networks(for(achieving(those(goals(

●( Take(responsibility(for(achieving(success((.( Comment [CG3]: Does(the(QEP(need(to(be(cited?((

Deleted: ((QEP
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Engaged(students(capable(of(setting(goals,(strategizing,(and(achieving(those(goals(will(form(a(

student(body(with(higher(academic(achievement(in(their(freshman(year(and(a(higher(likelihood(

to(graduate(in(a(timely(fashion.(In(this(respect,(the(academic(goals(of(the(individual(students(and( Deleted: ((QEP)

the(institutional(should(coalesce.(Ultimately,(performance(outcomes(will(be(charted(as(metrics( Deleted: s
Deleted: performance(
reported(annually(to(the(University(of(North(Carolina(system(and(success(will(be(measured(

through:(

●( One_year(retention(rate( Deleted: o

●( Four_year(graduation(rate( Deleted: f

●( Six_year(graduation(rate( Deleted: s

●( Attempted(hours(per(baccalaureate(degree.( Deleted: a
Deleted: ((QEP)
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b.(Documentation/Theory/Strategies( Formatted: Indent: Left: 0", First line: 0"

((

In(order(for(students(to(succeed,(they(must(develop(intellectual(and(academic(competence(

(Ishler(Upcraft,(2005).(Two(important(ways(to(define(success(are(favorable(grade(point( Deleted: (that

averages(and(progressing(to(the(second(year(of(enrollment((Ishler(&(Upcraft).( Comment [CG4]: Only(needs(to(be(cited(once(within(

a(paragraph.((
(( Deleted: of(completed(courses((

Retention(is(an(important(metric(for(the(University.(Research(shows(that(in(order(for(first_year(

students(to(persist(into(their(second(year,(they(need(to(feel(incorporated(into(the(intellectual(and( Deleted: (for

social(communities(of(the(institution((Ishler(and(Upcraft).(The(PFS(courses(are(intended(to(be( Deleted: is
Deleted: as((one
one(of(the(myriad(of(communities(that(students(encounter,(this(one(being(specifically(geared(to(
Deleted: however(is(

foster(a(scholarly(community(in(a(student(body(that(is(increasingly(demographically(diverse(and(

is(capable(of(vastly(differing(conceptions(of(how(such(a(group(should(behave((Ishler,(2005).( Deleted: (

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For(the(benefit(of(students,(the(structure(of(the(PFS(course(is(adaptable(in(order(to(be(institution( Deleted: the(

and(discipline(specific,(yet(systematic(in(order(to(communicate(the(ideals(of(academia(and(guide( Deleted: specific(

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students(towards(practical(methods(of(establishing(and(achieving.(This(entails(equipping(
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students(with(functional(skills(to(navigate(college(life,(complete(assignments,(and(conceptualize( Deleted: ing

their(course(of(study.(As(well(as,(directing(students(to(the(resources(available(to(support(them( Deleted: at(the(University(there(

when(they(experiences(personal,(mental,(social,(and(academic(challenges.(
((

Students(who(are(active(partners(in(the(learning(experience(are(intentionale(they(are(able(to(

identify(what(they(want(to(achieve(and(have(the(skills,(knowledge,(and(motivation(needed(to(

accomplish(those(goals((QEP).( Comment [CG5]: Again,(does(this(need(to(be(cited?(

If(so,(is(this(the(correct(means(of(citation?((
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SLO&1:&COMMITMENT&TO&SUCCESS(
& CHANGE&4&Adaptation&with& Formatted Table
GOAL&SETTING( STRATEGIES(
Experience( Deleted: e
3( Goals(are(specific(and( Articulates(several((3+)(specific( Recognizes(and(specifically( Formatted: Centered
realistic( strategies(for(achieving(goals( describes(the(need(to(make( Deleted: 3(=(
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specific(and(realistic( strategies(for(achieving(goals( changes(in(light(of(experience(
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1( Goals(stated(by(are(not( Articulates(only(vague(strategies( Shows(limited(recognition(of(the(
specific(or(realistic( for(achieving(goals( Formatted: Centered
need(to(make(changes(in(light(of(
experience( Deleted: 1(=(
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0( No(evidence( No(evidence( No(evidence(
Deleted: 1(=(
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c.(Case(Studies:( Deleted: 0(=(
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Example(1( Deleted: ... [1]
Foundations&in&Dance:&Setting&Personal&Goals&Project( Deleted: s
At(the(beginning(of(the(semester:( Deleted: p
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1)(Write(a(one_paragraph(biography(as(you(imagine(yourself(in(ten(years.(((
•( What(will(your(job(be?((( Formatted: Bulleted + Level: 1 + Aligned at:
•( What(education(will(you(have(attained?((( 0.75" + Indent at: 1"
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2)((Write(a(one_paragraph(biography(that(presents(you(as(a(young(professional.(((
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3)(List(five(or(six(goals,(you(would(like(to(achieve:(( Deleted: (for(yourself(at(different(stages:
•(For(ten(years(from(today( Deleted: .((what(do(you(want(to(achieve?
•(For(the(second(semester(of(your(senior(year(
Deleted: .(what(do(you(want(to(achieve?
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•(For(the(end(of(this(semester( Deleted: f
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Deleted: .(what(do(you(want(to(achieve?
4)(Underneath(each(goal,(write(4_5(strategic(actions(you(will(take(to(achieve(your(goals.(
Deleted: 3
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At(the(end(of(the(semester:(
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1)(Write(a(one(or(two(paragraph(reflection:( Deleted: 4
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Example(2(
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Commitment&to&Success&–&College&of&Engineering&First&Semester&PFS&Assignment&
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reminding(students(that:( and(Principles(I((ENGR(1201)(and(the(Introduction(to(
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•( The(Engineering,(Engineering(Technology,(and(Construction(Management(majors(are( Deleted: s
not(exclusively(about(science,(technology,(engineering,(and(mathematics.(( Deleted: ,
•( Careers(will(force(them(to(engage(a(very(wide(variety(of(people.((( Deleted: and(that(the(c
•( Communications,(decision(making,(and(the(practice(of(their(profession(are(typically(done( Deleted: that(come(from(them(
in(a(very(open(and(observable(way.(
( Formatted: No bullets or numbering
To(help(students(model(their(success,(they(are(asked(to(develop(a(personal(growth(plan(based(
on(the(Whole(Life(Concepts(Model((Figure(1).(The(goal(of(the(Whole(Life(Concepts(Project(is(for( Deleted: see(below
students(to:(
•( Develop(an(understanding(of(their(personal(passion(and(how(it(came(to(be.((
•( Identify(short_term(and(long_term(career(goals,(strategies,(and(impacts.( Deleted: ,
•( Understand(the(nature(and(extent(of(technical,(non_technical,(and(professional( Deleted: ,(and(
development(skills(and(knowledge(that(will(be(required(to(achieve(their(stated(goals(and( Deleted: (and
objectives.(
Deleted: strategies,(and
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This(Whole(Life(Concepts(Project(is(intended(to(be(a(research(and(writing_intensive(project(that( Deleted: the(
requires(significant(self_reflection.((The(outcomes(should(serve(as(a(compass(for(how(a(student( Deleted: (they(could(make
thinks(and(acts(as(a(professional_in_training,(and(provide(students(with(a(basis(for( Deleted: (and(
understanding(why(it(is(that(they(are(willing(to(work(so(hard(to(earn(a(degree.((As(students( Deleted: (skills(and(knowledge,(
complete(the(project,(they(are(reminded(that(if(they(find(their(passion(to(be(inconsistent(with(the(
Deleted: (the(
impact(that(they(want(to(make,(now(is(the(time(to(change(course.(
( Deleted: activities,(
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(((((((((( (
Figure&1.&&Whole&Life&Concepts&Model&Outline&&&&&&&&Figure&2.&&Whole&Life&Concepts&Model&Details& Formatted: Font:10 pt
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a.((Inquiry/evolution/Story( ( Deleted: 2(
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UNC(Charlotte(students(experience(inquiry(as(an(open_ended(process(that(explores(evidential( Deleted:
approaches(to(generate(ideas(and(conclusions.(Students(who(are(active(partners(in(the( Formatted: Underline
educational(experience(are(often(curious.(They(understand(that(knowledge(should(be(made( Deleted: E
through(their(academic(journey(rather(than(just(received(like(a(gift.(As(they(leave(the(Prospect( Formatted: Underline
for(Success_based(classes,(they(will(be(on(their(way(to(mastering(the(process(of(inquiry(which( Deleted: ce(and(
allows(them(to(construct(knowledge(in(their(continued(academic(journey.(( Deleted: p
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Deleted: s
b.(Documentation/Theory/Strategies(( ( (( ( (
Deleted: (
Student(learning(outcomes(for(inquiry(are(evaluated(via(a(reflective(writing(assignment(in(the(
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discipline_specific(freshman(course.(These(courses(typically(require(students(to(learn(a(specific(
Formatted: Indent: Left: 0"
tool(or(skill(and(complete(projects(in(their(specific(discipline.(The(assignment(given(provides(a(
Deleted: (over(the(course(of(the(semester
valuable(component(of(the(first(year(curriculum(for(students(to(reflect(what(they(learned(that(
Deleted: 1
semester.(Inquiry(instructors(grade(their(student(assignments(on(three(dimensions:(exploratory(
process,(evidence/approaches,(and(originality(as(shown(in(the(rubric(below.((
(
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& SLO&2:&INQUIRY(
& EXPLORATORY& Formatted Table
EVIDENCE/&APPROACHES( ORIGINALITY(
PROCESS(
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3( results(indicate(that(the( indicate(substantial(exploration( originality(in(discussion(or( Deleted: 3(=
focus(of(inquiry(evolved( of(appropriate(evidence(or( results(of(inquiry( Deleted: 3(=(
approaches( Deleted: 3(=(
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2( indicate(that(the(focus(of( indicate(some(exploration(of( originality(in(discussion(or( Deleted: 2(=(
inquiry(evolved(a(little( appropriate(evidence(or( results(of(inquiry( Deleted: 2(=
approaches( Deleted: 2(=
( Discussion(and/or(results( (Discussion(and/or(results( (Limited(evidence(of( Formatted: Centered
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inquiry(was(static(and( appropriate(evidence(or( results(of(inquiry( Deleted: 1(=
narrowly(focused( approaches( Deleted: 1(=
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0( No(evidence( No(evidence( (No(evidence(
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Table(1:(Inquiry(Grading(Rubric((
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( Formatted: Underline
Some(Example(Strategies(( Formatted: Indent: Left: 0"
( Formatted: Underline
Some(example(strategies(that(have(been(used(by(instructors(to(develop(the(outcome(of(inquiry(
are(outlined(here.(
1)( A(short(writing(assignment(asking(the(student(to(describe(what(motivates(them(to(learn(
or(to(be(curious.(They(would(have(to(give(an(example(of(going(“above(and(beyond”(the(
minimum(requirements(on(an(assignment.(Further(explaining(how(this(assignment(fueled(
their(curiosity(about(a(particular(topic(of(interest.(
2)( A(short(writing(assignment(that(allows(the(student(to(reflect(on(the(what(they(have(
learned(in(a(course(and(how(they(will(utilize(that(knowledge(in(their(future(academic(or(
professional(career.(( ( (
(
c.(Case(Studies( Formatted: Underline
( Formatted: Indent: Left: 0"
For(the(first(case(study,(a(PFS(course(uses(team_based(projects(that(guide(students(through(a( Formatted: Underline
methodology(that(allows(them(to(generate(ideas,(evaluate(those(ideas,(design(a(solution(and( Deleted: (
implement(that(solution.(Then(the(instructor(follows(up(with(a(short(memo(assignment(to(ask(a(
few(questions(about(inquiry(such(as:(
a)( How(can(you(connect(the(knowledge(and(skills(learned(from(this(project(to(your(
future(academic(or(professional(career?((
b)( Using(the(methodology(within(this(project(you(were(allowed(to(generate(
knowledge(through(critical(thinking(rather(than(being(given(the(answer.(How(was(
this(methodology(similar(and(different(than(your(traditional(homework(
assignments(that(require(you(to(just(memorize(information?((
c)( Now(that(you(have(been(exposed(to(this(project,(what(are(some(of(the(topics(you(
are(curious(to(learn(more(about(over(the(next(few(years(and(why(do(you(want(to(
learn(more(about(them?((
(
For(a(second(case(study(the(PSF(instructor(has(students(write(short(forum(posts(each(week(in( Deleted: prospect(for(success(
Moodle(that(are(between(250(and(300(words.(These(forum(posts(ask(the(students(to(reflect(on(
what(they(learned(in(class(that(week(and(how(they(will(apply(what(they(have(learned(to(their(
future(academic(or(professional(career.(An(example(rubric(used(to(grade(the(forum(posts(in(
Moodle(is(shown(below.((
(
Forum(Post(Rubric:(
25%(_(Contains(250_300(Words(
25%(_(Answesr(the(question(
25%(_(Demonstrate(spersonal(awareness(
25%(_(Avoids(grammatical(and(spelling(errors( Deleted: Free(of(
(
Then(at(the(end(of(the(semester(the(students(are(asked(to(write(a(one(page(memo(reflecting(on(
everything(they(learned(over(the(semester(and(how(it(is(connected(to(their(lives(now(and(in(the(
future.(Fourm(post(have(prepared(students(to(write(these(final(memos(in(a(concise(and( Deleted: Students(are(well(prepared(
impactful(manner..(The(inquiry(grading(rubric(mentioned(in(Table(1(above(is(used(to(assess(the( Deleted: (since(the(14(weeks(of(forum(posts(have(
outcomes(of(this(assignment.(( prepared(them(for(the(assignment

(
(Example(3(
(
Cultural(Awareness( Deleted: 3(
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a.(Evolution/Story( Formatted: Underline
(
Cultural(Awareness(is(the(understanding(of(yourself(and(that(of(others(whose(world(view(
and(experiences(differ.((
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Documentation(
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& SLO&3:&CULTURAL&AWARENESS( Formatted Table
& AWARENESS&OF& AWARENESS&OF& OPENNESS&to&multiple&Formatted: Left
SELF( OTHERS( points&of&view( Formatted: Left, Indent: Left: 0"
( Strong(awareness(of( Strong(awareness(of( Strong(consideration(of(
Formatted: Centered
3( how(culture(and( how(culture(and( multiple(points(of(view(
Deleted: 3(=(
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perspectives(and( others'(perspectives( Deleted: 3(=(
capacities( and(capacities(
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2( how(culture(and( how(culture(and( multiple(points(of(view(
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experience(shape(own( experience(shape( Deleted: 2(=(
perspectives(and( others'(perspectives( Deleted: 2(=(
capacities( and(capacities(
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Deleted: 1(=(
1( how(culture(and( how(culture(and( multiple(points(of(view(
Deleted: 1(=(
experience(shape(own( experience(shape( Deleted: 1(=(
perspectives(and( others'(perspectives( Formatted: Centered
capacities( and(capacities(

0( No(evidence( No(evidence( No(evidence( Formatted: Centered

( Deleted: 0(=(
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b.(Case(Studies( Deleted: 0(=(
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The(following(PFS(assignment(is(from(the(Theatre(Department.(The(Performance(Tradition( Formatted: Indent: Left: 0"
Presentation(is(a(3_4(minute(team(presentation(about(a(performance(tradition(unfamiliar(to(
students.(Students(work(in(pairs(to(research,(create,(and(present(an(introduction(to(a(
performance(tradition.(In(addition(to(teaching(research(and(presentation(skills,(these(collective(
presentations(become(study(materials(for(course(exams(in(theatre(history.(
The(course:(The(Theatre(Experience(is(an(introduction(to(performance,(technology,(and(history( Deleted:
for(new(theatre(majors.(Students(complete(many(assignments,(such(as(writing(a(short(play,( Deleted:
directing(a(scene,(and(serving(on(a(department(running(crew(for(a(theatre(production.(
Introductions(to(theatre(history(courses(are(usually(large(classes,(and(so(provide(little(
opportunity(for(individual(projects.(Not(so(for(The(Theatre(Experience(since(The(Prospect(for(
Success(provides(an(opportunity(to(assign(presentation(projects(in(an(area(of(theatre(history.(
Further,(adapting(to(the(SLO(of(Cultural(Awareness(focuses(this(project(in(a(useful(way.((
(
(
Outside(of(content(mastery,(the(Performance(Tradition(Presentation(aligns(with(three(key( Formatted: Indent: Left: 0"
theatre(department(goals:(to(develop(presentation(skills((a(skill(especially(needed(by(directors(
and(designers)e(to(understand(that(performance(happens(in(many(ways(and(in(many(placese(
and(to(work(effectively(as(a(member(of(a(team.((
(
c.(The(assignment:( Formatted: Indent: Left: 0"
(
Each(pair(of(students(is(assigned(a(different(performance(traditione(examples(include(New(
Orleans(carnival,(Japanese(Kabuki(Theatre,(or(Italian(commedia(dell’arte.(This(assignment(also(
integrates(the(Inquiry(SLO.(Students(are(asked(to(consult(three(sources__their(textbook,(a(
theatre(encyclopedia,(and(one(or(more(books(that(they(physically(check(out(or(download(as(
ebooks(from(the(library((we(reserve(class(time(for(this(field(trip).(
(
Students(are(directed(to(use(a(few,(peer_reviewed(resources(in(order(to(research(their(topic.( Formatted: Indent: Left: 0"
Further,(they(are(limited(to(three(minutes(to(make(their(presentation.(To(focus(their(energies(
further,(they(are(required(to(use(no(fewer(than(five(and(no(more(than(ten(slides,(none(of(which(
have(any(text.((
(
This(assignment(yields(a(few(key(artifacts__the(presentation(slides(themselves,(a(single( Formatted: Indent: Left: 0"
authored(one_paragraph(reflective(essay,(and(a(rewrite(of(this(same(reflective(essay(in(an(exam(
setting((2_3(paragraphs).(The(reflective(essay(asks(students(to(answer(questions(about(their(
research(process,((and(so(relates(to(the(Inquiry(SLO).((
(
The(assignment(given(to(students:(
Write(a(2_3(paragraph(essay((each(student(must(write(his(or(her(own(essay)(that(
addresses(the(answers(to(the(following(questions,(expanding(on(the(essay(you(wrote(for(
the(Performance(Tradition(Presentation(Assignment.(
●( What(did(you(know(about(your(topic(before(reading(Chapter(5(of(Think&Theatre?(
●( What(did(you(learn(from(the(chapter(about(your(topic?(
●( What(additional(sources(did(you(consult?(How(did(they(contribute(to(your(
understanding(of(your(topic?(
●( What(additional/interesting/surprising(things(do(you(know(about(your(topic(now?(
A(rewrite(of(the(essay(measures(SLO(3,(Cultural(Awareness:(The(assignment(
continues:(
 ●( How(might(you(apply(knowledge(of(this(new(form(into(your(own(theatre(practice,(
either(directly(or(indirectly?(
●( Compare(and(contrast(this(performance(form(with(one(you(were(already(familiar(
with—specifically,(a(football(game,(or(musical(theatre,(or(a(cheerleading(
performance:(what(similarities(and(differences(are(there(between(the(two?(
●( How(do(these(similarities(and(differences(reflect(the(cultures(or(societies(that(
practice(these(forms?(
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Ishler,(J.(L.(C.((2005).(Today’s&first1year&students.&In(M.(L.(Upcraft,(J.(N.(Gardner,(and(B.O.(
Barefott((Eds.)&Challenging&and&supporting&the&first1year&student((27_46).(San(Francisco:(
Jossey_Bass.(
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Ishler,(J.(L.(C,(&(Upcraft,(M.(L.((2005).(The&keys&of&first1year&student&persistence.(In(M.(L.(
Upcraft,(J.(N.(Gardner,(and(B.O.(Barefott((Eds.)&Challenging&and&supporting&the&first1year&
student((27_46).(San(Francisco:(Jossey_Bass.(
((

University(of(North(Carolina(at(Charlotte((2013).(Quality&Enhancement&Plan.(Retrieved(from(
http://prospect.uncc.edu/sites/prospect.uncc.edu/files/media/QEP%20Final.pdf(
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IV.&How&To&Do&This&(Implementation&and&Execution)(
&(
●( Refinement/Evolution/Interpretation&
○( What&has&worked&and&what&has&not?&
■( Pilots&and&Initial&Implementation&
■( Models&
●( Disciplinary&Based:&“Introduction&to…”&
●( Pre1existing&vs.&New&
●( Credit&Hour&Assignments&
■( What&are&the&tensions?&(Will&be&discussed&in&greater&depth&in&the&
Working&With&University&Partners&section)&
■( What&are&the&challenges?&(Will&be&discussed&in&greater&depth&in&the&
Working&With&University&Partners&section)&
&(
●( Documentation/Theory/Strategies&
○( Overview&of&recent&literature&relating&to&challenges&of&first&year&students&
and&how&first&year&seminars&can&impact&their&academic&careers.&
■( Identify&the&primary&challenges&and&approaches&being&taken&to&help&
or&mitigate&issues.&
&(
●( Case&Studies&
○( Two&Video&Testimonials&of&students&and&their&advisors&(would&these&
specifically&be&students&who&experienced&a&PFS&course&as&a&freshmen?)&
■( First&generation&college&student&
■( Legacy&college&student&
○( Student&Practices&
■( Reflection&
■( Case&study&–&reflection&
○( Instructor&Practices&
■( Common&strategies&and&practices&
○( Visual&(Jeanmarie&will&be&adding&to&this&section)&à&case&study&1&creating&
visual&artifacts&
○( Kinesthetic&à&case&study&1&creating&hands1on&projects&
&(
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●( Integrating&your&Prospect&course&into&disciplinary&goals&(beyond&the&first&
year)&
&(
 Strategies(
●( Flipping&the&classroom&(Information&out&of&class,&Application&in&class)&
&(
(
(
V.&Working&with&University&Partners(
Library(
International&Students&Organization(
Preceptors(
_( How&to&effectively&utilize&preceptors&within&a&course&to&support&the&prospect&for&
success&initiative&&
(
(
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