again, i think this isn't really a scientific argument, but having taught classes for freshmen and for junior and seniors, the seniors are far better students. I think another factor that is not accounted appropriately is the maturation of the students as they learn. Part of the university is the development of the individual. And while football games and clubs may not develop to the initial academic growth of the student, is it possible that this makes the student feel included in the early days, and potentially gives them time to mature and become a better student as the grow and develop

So I'm also going to admit to an anecdotal argument here, but something that we don't really account for is the fact that many students bring far more knowledge with them into the university than any of us did. The wealth of knowledge (good and bad) to our children is immense. I think there are also greater expectations in many k-12 institutions because of the high stakes testing that occurs. These students may start at a higher level, so when a student is "tested" is the lack of growth because they start from a higher level. I believe this could be an indictment on the curriculum that many institutions are starting students with.

While this is not specifically the same sort of socialization, I believe the authors have left out a significant learning theory. Communities of Inquiry represents the social aspects of learning. "An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding." https://coi.athabascau.ca/coi-model/

While the research that these authors conducted I believe the Heiland and Rosenthal article points out that the concept of learning may be broader. i believe communities of inquiry represent a broader and more comprehensive learning framework.

The above link contains much of our data around persistence and graduation rates at NLU. One of the president's foci is to up the rates of both persistence and graduation at the university. The data show that we are moving in the right direction as we have increased both rates over the years. The challenge for the institution now is to keep these rates high in spite of bringing in a new population of students to the university. The Pathways program has returned the traditional 18 year old student to our population. Years ago, the university had stopped serving this population. On top of the maturity challenge that often comes with 18 year old students, many of these students also face socioeconomic challenges to persistence. The university is working very hard to keep these students engage and help them succeed. Not only are there traditional support services, the university has implemented a coaching program to help keep students engaged. The program is too new to deem it a success, but the results are promising

National Louis University's National College of Education, is best known for teacher preparation in Illinois. The university has produced more teachers in Chicago than any other institution. The concept of stackable credentials in NCE has become a strong focus of the way we see teacher preparation going. We use the term endorsements to highlight a series of courses that certified teachers can take independent of a degree to develop skills in certain disciplines. We have a number of endorsements including:

Bilingual Education Endorsement Director of Special Education Endorsement Early Childhood Special Education Approval English as a Second Language (ESL) Endorsement LBS I Endorsement LBS II Endorsements: Curriculum Adaptation Specialist and Transition Specialist Reading Teacher Endorsement School Counselor Endorsement (clinical counseling graduate degree or equivalent required) Teacher Leader Endorsement (https://www.nl.edu/academics/licensuresandendorsements/)

National Louis University's National College of Education, is best known for teacher preparation in Illinois. The university has produced more teachers in Chicago than any other institution. The concept of stackable credentials in NCE has become a strong focus of the way we see teacher preparation going. We use the term endorsements to highlight a series of courses that certified teachers can take independent of a degree to develop skills in certain disciplines. We have a number of endorsements including:

Bilingual Education Endorsement Director of Special Education Endorsement Early Childhood Special Education Approval English as a Second Language (ESL) Endorsement LBS I Endorsement LBS II Endorsements: Curriculum Adaptation Specialist and Transition Specialist Reading Teacher Endorsement School Counselor Endorsement (clinical counseling graduate degree or equivalent required) Teacher Leader Endorsement (https://www.nl.edu/academics/licensuresandendorsements/)

One of the things that the article doesn't discuss is that crafting the charge and managing the advisory board is key to success. Often times, people in "governance" roles can often overstep their boundaries, which can then create confusion to the department. Often times these well meaning advisors, if they are not managed do not help advance the program they create challenges to overcome.

We actually spend a great deal of time aligning the course materials with faculty when doing instructional design. I can't attach this, but i did copy and paste the template. I think it holds up well enough to see what we do to prepare for a course build.

Online Course Map This course map will assist you in the development of your online course. Instructions

1. Begin by listing your course level learning outcomes on the following page of this document.
2. List each of your learning outcomes at the module level in the section for Module Level Objectives.
3. Add any course materials (readings textbooks videos presentations) you are using to support the learning in the class.
4. List assessments and activities which support the module level learning objectives, such as quizzes, discussions, or written reports etc.
5. Continue this process for each of the modules found in your course. (This document has 6 modules (one module for each week), if you have additional modules, copy and paste the module page to create additional module pages).
6. Go back to the Course Level Objectives section and fill out which modules each of the outcomes will be found (just a number, such as Module #2 will suffice). This ensures that all your course level objectives are addressed through your module objectives. Then list the PLO’s the Course Level Outcomes correspond to.

Course Name: __

Master of Science in Applied Behavior Analysis Program Level Outcomes: List program outcomes below. Your course must ultimately align with these outcomes. PLO-1. Demonstrate competence in current professional ethical standards as they relate to both research and practice. PLO-2. Demonstrate fluency in the concepts and principles of behavior analysis as outlined by the current BACB Foundational Knowledge List. PLO-3. Design, apply, and analyze behavior analytic measurement and research methodologies as dictated by current best practices in behavior analytic literature. PLO-4. Design, apply, and evaluate behavior analytic interventions as dictated by current best practices in behavior analytic literature.

PLO-5. Demonstrate competence in the philosophy of behaviorism and history of both the experimental and applied analysis of behavior.

PLO-6. Design and conduct behavior analytic research as dictated by current best practices in behavior analytic literature. PLO-7. Evaluate and analyze basic, translational, and applied research. PLO 8 Demonstrate an operationalized practice repertoire as outlined by the current BACB task list and best practices documented in behavior analytic literature.

Course Level Objectives:

Program Level Learning Outcomes: Course Level Outcomes: (Begin by listing Course Level Outcomes for this Course below) Modules: Module(s) where this Outcome is covered: PLO # 1 CLO #1: MLO # PLO # CLO #2: MLO # PLO # CLO #3: MLO # PLO # CLO #4: MLO # PLO # CLO #5: MLO # PLO # CLO #6: MLO # PLO # CLO #7:

Required Course Textbook: (Include a link to the Publishers Webpage & Indicate if you will use text resources such as quiz banks etc.

Module Level Learning Outcomes & Content:

Module 1 Title: (Title should be brief) Module Learning Outcome Corresponding Course level Outcome: Learning Content (Required Articles, Textbooks, Websites, Videos, Media, Podcasts, case studies, any materials that support students in learning the outcomes) Assessments (Discussions, exams, quizzes, assignments, projects, reports, tests that measure student mastery of the outcome) MLO #1:

CLO # X, X         
MLO #2: 

CLO # X, X        
MLO #3: 

CLO # X, X        

At National Louis University, we have really embraced this type of instructional design. The real life experience has been to really work with more seasoned faculty to understand the difference. No longer would the faculty stand in front of the room and lecture, the faculty's role was more about guidance and helping students think differently. To accomplish the change, we have literally spent the last 3 years and redesigned nearly 300 courses and spent many hundreds of thousands of dollars in personnel and vendor costs to accomplish this.

I think the most valuable thing that an academic institution can do is to provide students with a relevant experience in their academic pursuit. It seems to me that this debate often boils down as an “either or” sort of option. Either we have good academic core courses or we have students who are trained. I believe that the answer should be formed as an “and”. By taking the curriculum that is required to provide for a complete education, (by this I mean an accredited Associate’s degree) and making it relevant to what the student is learning you can have both academic quality and career preparation. In reading our case study number 2 Hidden Stream Community College has it right. The students in the welding program are not there to learn how to write poetry. They are there to get the industry knowledge, which will lead to their employment. As part of their journey, they are learning relevant skills in their general education courses, which may resonate with them while they are studying the things they want to get a job. This should help pique the students’ interest, which may help keep them engaged in the institution

I believe we at NLU have attempted to overcome the scale by providing training resources on the web that can be accessed by anyone at any time. The Learning and Information Technology Services department has developed many guides for faculty to use in both on ground (National Louis University, 2018) and online (National Louis University, 2018) courses. The department will also schedule face-to-face support with faculty who request it. The Human Resources Department has actually created an adjunct training website called enuggets (National Louis University, 2018). The goal on all of this is to help the faculty improve their craft in order to provide the best educational experience possible for our students.

References National Louis University. (2018, February 12). Home/LMS. Retrieved from National Louis University: https://www.nl.edu/lms National Louis University. (2018, February 12). Resources. Retrieved from National Louis University: https://www.nl.edu/lits/techresources/ National Louis University. (2018, February 12). Welcome to the NLU Adjunct Training Center. Retrieved from enuggetlearning: https://enuggetlearning.com/a/custom/7Ng5w44iMpkPlMNwigU2Gf4I7V9DvW7/specialregister.php

We have developed an adjunct council and actively engage them in our university governance, and in terms of listening to needs.

From my perspective, this is a bit skewed. How do the students know they are adjuncts. With accrediting bodies requiring the appropriate credentials to teach, students are not getting a less qualified instructor. Furthermore, at research institutions many faculty don't want to teach. The adjuncts carry the load and provide good quality instruction