Sentient
Preview
Open in TheBrain
Sentient Knowledge Map (SKM) Home
Community shared resource libraries, directories, inventories, practices, perspectives, and recommendations
Planning
Strategic plans created in SKM and mapped to metrics
Ctrb: Academic Affairs Strategic Plan (2016)
Ctrb: Vision Statement
Ctrb: Initiative 2. SUPPORT STUDENT SUCCESS THROUGH SUPERIOR SERVICES
Ctrb: 2.7. STIMULATE LEARNING THROUGH EFFECTIVE & INNOVATIVE INSTRUCTIONAL PRACTICES
Ctrb: SWOT Analysis 2.7
Ctrb: Weaknesses
Parents
Ctrb: SWOT Analysis 2.7
Children
Ctrb: A common concern of faculty is that transfer courses do not have the rigor and focus that courses within their own institutions have, and thus transfer students do not do well in subsequent courses. 2.7.13
Ctrb: Faculty frequently report that students in their courses are so focused on the grade that they lose sight of the learning and personal growth they are achieving. 2.7.22
Ctrb: Faculty pedagogical developmental resources are nearly exclusively focused on technology to the detriment of non-technological approaches 2.7.6
Ctrb: In some departments lower level courses tend to be taught by less senior faculty 2.7.8
Ctrb: Instructors are frustrated by the range of academic preparation the students entering their classes possess. Freshman preparation varies by the strength of the individual high schools from which they originate. Strong students feel unchallenged and weak students overwhelmed by the pace and content of the course. Instructors feel they have to constantly repeat foundation material in their courses instead of focusing on class appropriate content. 2.7.13
Ctrb: Lack of a clear mission for Learning Technologies (formerly CTELT) 2.7.7
Ctrb: Lack of capacity to provide reassigned time and fund instructional load. 1.4.17
Ctrb: Lack of uniform agreement about what constitutes good teaching 4.2.2.1
Ctrb: Lecturing is still the default mechanism for delivery of content and classroom are still as the primary location where content delivery occurs 2.7.9
Ctrb: Multisection courses and courses delivered across modalities and borders may suffer from curricular drift 2.7.10
Ctrb: Need to provide students with richer feedback on their learning achievements within courses so they can improve performance 2.7.22
Ctrb: Only a small proportion of our courses offer experiential learning opportunities and they are hard to identify 2.6.1.2
Ctrb: Some instructors feel it is their charge to weed our weak students rather than helping them to succeed 2.7.13
Ctrb: Student group learning activities are frequently contentious as well-prepared students carry most of the load for each group while less prepared students coast. 2.7.13
Ctrb: Students are unsure about what prior knowledge and skills they need to succeed in the courses they are about to undertake. Those who happened to take appropriate prior courses do well while those who did not struggled in the course. 2.7.13
Ctrb: Students do not have opportunities to experiment in new areas in which they are unsure of their performance capabilities without a large risk to their GPA 2.7.23
Ctrb: Students do not understand and rarely attempt or are asked to integrate materials across courses or disciplines. 2.7.13
Ctrb: Students see each course as a hurdle to be overcome and promptly forget most of the course material as soon as the final is complete. 2.7.13
Ctrb: We lack a good set of measures to indicate the overall quality of instruction at the University 2.7.1, 2.7.2, 2.7.3