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1. Start of Term CRN Template

2. One Shell Model

3. Delivery Method

4. Semester start Checklist for CAPS Faculty

5. Grading Scales

6. Academic Calendar Accommodations

7. Pre-Term Deadlines

8. Undergraduate Academic Misconduct Forms

9. Post-Term Faculty Survey - CAPS Accelerated Programs

ACCEL^® OVERVIEW - Philosophy

Degree completion and accelerated learning are no longer new concepts: they are accepted formats for adult learners, proven to have outcomes similar to or stronger than those of traditional programs. The longstanding success of the ACCEL^® programs at Immaculata University may be attributed to the following:

• The design of the program curriculum is one of the hallmarks of the program’s success: Modules are detailed, self-contained units of instruction yet are designed to fit into a cohesive, coordinated instructional academic program. Modules build on one another, reinforcing and augmenting the concepts and skills in order to achieve program-level goals. Full time faculty collaborate regularly with highly skilled adjuncts and the office of curriculum development and support to develop, maintain, and refresh the academic modules for all ACCEL^® programs.

• ACCEL^® module learning outcomes and assessments combine the best practices from adult education in traditional educational settings and adult training methodologies from the corporate world. A major thrust of this curriculum design is that knowledge, theories, and skills learned in the class must be applied to the student’s life outside the class.

• Acceleration in the modules is dependent on the nature of the students enrolled and on the use of specific learning and teaching strategies.

• The ACCEL^® program is designed for the adult learner with a diverse background of experiences and a strong motivation.

• Learning is maximized both in student preparation for classes (i.e. learners must complete assignments in preparation for the first class meeting) and through the use of active learning strategies within the classroom (i.e. case studies, group presentations, role-playing, self-assessments).

• The facilitative method of teaching encourages students to become increasingly self-directed as learners, with the facilitator acting as a guide through the concepts and initial attempts at applying knowledge and stepping back as learners gain confidence in their ability to seek out, apply, and evaluate knowledge. Modules are designed to optimize this classroom approach, and instructors in this program are required to participate in training to ensure they employ the facilitative method effectively in ACCEL^® classes.

• The cohort component is central to the design of the modules. The cohort structure creates a basis for establishing and developing an intentional learning community. Students who become a part of the cohort learn not only to support each other, but to share common goals. The cohort model allows both the sequential and incremental nature of growth in students’ communication skills and self-esteem to be observed.

• Because the cohort model requires active learning, learners are repeatedly required to improve their cognitive skills—including application, analysis, synthesis, and evaluation.

• The standard four-hour session used in the module provides time for exploring complex issues from several perspectives and for pursuing a variety of learning activities. There is sufficient time to use simulations and video presentations and for learners to process the insights they produce.

Some ACCEL^® Curriculum FAQs

Instructors new to the ACCEL^® program may be unfamiliar with what modules are or how modules work. To that end, here is a quick list of FAQs to help:

What is a module?

For Immaculata's purposes, a module is a detailed curriculum document that acts as a roadmap for an ACCEL® course. With versions for both instructors and students, each module provides a clear set of course objectives, sets the text and reading requirements, establishes assignments and assessment measures, and provides a general plan for each week's class meeting.

Why does Immaculata use modules?

Immaculata's ACCEL^® program serves students both on and off campus with the promise of a high quality education. Part of that promise is fulfilled in the hiring of exceptional faculty, of course, but Immaculata ensures consistency of course content and excellence by formalizing its curriculum in a module format.

Each program's series of courses is integrated, sometimes either using elements of the same text or carrying a project across multiple courses. The modules ensure that such cross-curricular goals are maintained and met. Additionally, modules allow students to begin assignments for the class in preparation for the first class meeting, thus providing expectation of the students’ active engagement even in the first class.

Can an instructor choose not to use the module?

Following the module in an ACCEL^® course is required of all faculty teaching in the program – be they full time or part time. While instructors are expected to bring their own expertise and awareness of recent developments in their fields to the class, the module is the primary guide for the course. If an instructor sees room for improvement in a module, he or she is asked to bring those concerns to the appropriate academic department representative or to the Director of Curriculum and Instruction.

Who creates or edits the modules?

Each academic department oversees the development of its ACCEL^® curriculum, and the Office of Curriculum Development and Support assists each department in the development of the course materials. Once materials have been approved by the department, the CDS office oversees future updates and edits in conjunction with the departments. Modules are normally edited for one (or more) of the following reasons:

• Textbook updates (new editions/changes in texts)

• Departmental decision

• Suggestions from instructors and student evaluations

Aside from the standard elements, are there other components to a module?

While many modules contain essentially the standard elements noted in the first answer above, others include additional teaching and learning tools. Such decisions are made based on the course in question (and the needs of that particular course) as well as the preferences of the module developer. The types of resources included in some modules could include:

• Homework worksheets

• Class activity guides/sheets

• Case studies

• Lecture notes

• Articles used with copyright

• Bibliographies or web resources

How can I see a module?

Instructors who have been approved to teach in the ACCEL® program may, with departmental permission, view the modules they have been approved to teach on this site.

Best Practices

Since February 2003, participants in the “Teaching in the Facilitative Method” Workshop have generously shared some of their most significant teaching (and/or learning) moments with their colleagues. Here’s what they have had to say:

• “Be spontaneous. Don’t be afraid to be an actor/fool. It leads to some great teaching.”

• “Have [students] define their course expectations on the first night! Get to their individual agendas.”

• “The best thing I do as a teacher is empathize with those students who have had trouble with mechanics/usage/writing. I was not a skilled writer for a long time, so I know the fears and anxieties associated with these topics.

• “Also, [I like to use] the pancake story: writing is like making pancakes. You always throw the first pancake off the grill out. It’s the same with an introductory paragraph. The first one never matches the rest of the paper, so toss and rewrite.”

• “Short presentations by students where the student presenter also asks the others questions work well.”

• “The teaching experiences I have had that I remember most fondly are when the discussion went on with its own momentum and all I had to do was watch and listen.”

• “Each student chose 3 authors from an envelope filled with author slips. They then researched each author and wrote a paragraph on each one’s unique accomplishments, focus themes. Then they chose one author to read. Students “won” a red pen for well edited 2nd drafts. Believe it or not, they went nuts! Have a debate for a unit on position papers (new smoking laws in Delaware). The non-smokers had to argue against the law and the smokers had to defend it. They all learned about debate, talking afterward, instead of relying on the topic and their feelings about the topic.”

• “Most successful teaching moment: As culmination of a research unit, students had to “teach” the class – prepare lesson plan, include participatory activity, include evaluation tool. This ‘activity’ reversed roles – (students as teacher) and enhanced individual learning of both presenter and audience.”

• “Occasionally, the overheads; Allowing students to move at own pace to extent possible; Using humor to calm and refresh.”

• “I brought in the librarian who offered her services to the students in the way of help with the computer resources (writing papers, research, Internet help).”

• “Relating a very difficult concept to an everyday situation and explaining how it applies to some.”

• “[I] devised a very concrete method to explain the concept of cell referencing (absolute, relative, and mixed) in Excel.”

• “Best Practices/Moments in Teaching: Take a difficult configuration/program task which is complicated when articulated and turn it into a graphic with notes and checklist for completing the task – making a difficult task/concept EASY.”

• “1) Dr. M****’s Philosophy 101 course in which he was able to get the entire class thinking. 2) Teaching A Modest Proposal when everything clicked and the class got it.”

• “My ability was to enable my students to have a thorough understanding of the course concepts through lecture and group discussion. This is most important that all students were on a similar knowledge point at the end of the course.”

• “I had to train a work group that was very competitive and split almost in half – marketers vs. techies. I broke them into these groups and had them develop hard questions, almost quizzes, for the other group to answer correctly. Prize was candy and pennies.”

• “Favorite course was my last course on business communication; out of 25 students, 3 were from Bahrain, Cameroon and Pakistan. These students had difficulty understanding American system and the idea of a jury of the peers. I had the students create a mock trial (business) and pick a case, lawyers, judges, and jurors (the international students were some of the members of the jury.)”

• “Teaching a group of elementary students (K-8th grade) about the Heart and the importance of promoting a healthy lifestyle. The students were very receptive honest, and open. A variety of teaching strategies were used: discussion, games A.V. materials. I left the teaching experience feeling I made a difference and more importantly… I learned so much!”

• “M & M’s Project- each student a small bag of M&M’s – estimate, categorize, add, subtract, count, graph…eat the M&M’s.”

• “Came out of a business writing class that I recently taught. Most of the students started out with a ‘negative’ attitude toward writing. Over the course of the next five weeks, our classroom discussion and participation improved a great deal and students realized that I was there to help them improve their writing skills. The opportunity to revise and improve their grades through extra work added to their confidence. The evaluation I received at the end of the course were overwhelmingly positive – this kind of experience makes me want to teach!”

• “My best teaching/learning experience was: a panel of recognized experts 1. who lectured briefly 2. then engage one another 3. than allowed the “audience” to engage the panel”

• “Used John Lennon’s “Imagine” as a sample of an argument/persuasive essay. Asked students to look for a “Thesis”, supporting evidence and target audience. Tried to get them to see that a “research paper”/ argument takes on different formats in our lives.”

• “I haven’t taught yet but I think humor is always a good way to smooth a difficult situation.”

• “Constant checking of writing skills as you cover them circulate and practice immediately (provide immediate feedback).”

• “I like to use a scavenger hunt activity for an introduction/ ice breaker.”

• “Use of creative teaching strategies. For example, one instructor taught me to simulate heart sounds by using a stethoscope and my hand.”

• “I like using short intro. papers where people take one word about themselves and elaborate on how they exemplify this. It gives me insight into their character and proves to them that there is some part of them that can write, even if it is ego-centric.”

• “Use humor on occasion, if appropriate. It helps to break the ice of lighten up the discussion.”

• “I cut up my 3 hour class into 3 one-hour mini-lessons. In each hour, I write the objectives on the board and explain, then review them at the end of the hour.”

• “Teaching adults is truly unique. Meeting students where they are professionally is essential to be effective.”

• “In my first class with a group that has been together for a long time, it is disheartening for them to “tell a little about yourself”. I have a quick go round asking how many years of experience they have in nursing – in my case, it was 179 years! It gives me a feeling of pride and confidence, especially with anxious students. Then I ask them to write their experience briefly in their informational index cards so I can have that for my reference w/o them having to repeat themselves for the umpteenth time!”

• “When asking a question of a student in class – ‘Don’t answer what you think I want to hear – answer what you think is the answer!’ OR - ‘There’s no particular right or wrong answer here – what’s important is what you think’”

• “You may remember the game where people have someone’s name on their back & then have to as questions to figure out who they are… I’ve used this in a cancer class & all the names are celebrities who have had a cancer diagnosis… John Wayne, Walt Disney, etc. OR - In an aging class & everyone had a name of someone who was productive in their later years… Grandma Moses, Maggie Kuhn, etc. It’s a great ice breaker and intro to the class…”

• “I am empathetic, but firm!”

• “Serving as an instructor helps to keep a ‘retiree’ focused and abreast of contemporary events & ideas!”

• “One of the best experiences/ideas in teaching:

• As a writing teacher, I try to make everyone feel more comfortable with writing at the start by saying “Everyone can write because everyone is a storyteller and has a story to share.” We come up with our own ‘Authority Lists’ on the first day of class to show students they are indeed an ‘authority’ on many topics and experiences; therefore, in writing, they need to take these experiences and share them on paper. Teenagers always have stories to tell!”

• “Energetic instructors can make even the most boring topics interesting. Looking back over classes I’ve taken, professors who were most enthusiastic stand out as the models I aim to follow.”

• “Be consistent with grading and expectations. Most students appreciate that. Get students involved in class! I made sure they understood how this work/assignment/class would help them in their careers/lives. They need to see relationships between classwork/homework and success in the course. Hands on work is the key for adult students.”

• “Being flexible and ready to ‘roll with the punches’ are often ideal!”

• “An effective teacher moves eventually from the front of the room to the back… watching students take appropriate control… then happily opens the back door, slips out, knowing learning is continuing.”

• “The anatomy and physiology of teaching are, on one level, clearly valuable areas of inquiry – especially for new instructors/facilitators. But classrooms are magical – even holy – places. Let’s make sure there’s still room for enchantment.”

• “I work in every course on teaching students how to work together & get along in their work force environment. Because our educational system teaches too much on an individual basis and that is not how the real world works, nor how people become successful.”

• “I had some great experiences setting up an issue for debate. The class, in discussion, was asked to divide themselves into 2 different groups taking a side of the issue. Then they were asked to argue the opposite of what they believed. It added an interesting dimension & perspective.”

• “Without a doubt, learning your student’s names quickly establishes a relationship establishing individuality in the classroom without becoming too personal. You show that their individual learning matters to you as their teacher.”

• “Only thing that comes to mind is the benefit of using an outline before writing. With computers people are starting to write without a clear sense of direction or literature support.”

• “To use humor in my teaching and to realize that I will not always have all the answers, but know where to find them.”

• “my greatest satisfaction was realized during a class in which I had spent a great deal of time and energy preparing a power point presentation – the facility failed to deliver the equipment – but the discussion & class was very effective after all due to the wonderful content chosen for the class & my own love of the topic. (Perhaps it turned out better than if I had had the equipment)”

• “A recent ‘Ah-ha!’ Moment for me in teaching occurred this summer during an accelerated English course. I mentioned, almost in passing, that I’d worked 3 hours the night before homing an extremely important letter to a foundation, and the product was just 1 ½ pages. The students expressed to me how wonderful it was and what a relief/insight it was, that the teacher also had to work hard at writing well.”