About Carleton College

Carleton_CollegeFounded in 1866, Carleton College is a small, private liberal arts college in the historic river town of Northfield, Minnesota. Best known for its academic excellence and warm, welcoming campus community, Carleton offers 37 majors and 15 concentrations in the arts, humanities, natural sciences, and social sciences.

Carleton College is committed to providing a true liberal arts education, a curriculum that challenges our students to learn broadly and think deeply. Instead of training for one narrow career path, Carleton students develop the knowledge and skills to succeed in any walk of life.
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Language Skills Dashboard – drill down on data visualization

what could a dashboard look like

UPDATE: Join Carly Born for her Dashboard Poster Presentation at ELI this January

As a sequel to last summer’s Hack-a-thon Toward a Collaborative Language Diagnostics and Refresher Framework at Swarthmore College, a dedicated group of language learning technologists and Carleton’s student “Data Squad” gathered this fall at Carleton College to work on platform requirements for a dashboard prototype.  Led by Michael Jones  and Carly Born, this two-day mini-hack-a-thon focused on solving technical pieces of the puzzle that will enable the flow of useful data from a language skills diagnostic test into a data-rich visual display. 

LI Framwork banner

The dashboard is just one piece our faculty’s vision for the shared framework drafted at the meeting last May. Elements include a language skill map, a self-assessment survey, diagnostic/placement tests (question banks) and the dashboard that can help faculty visualize the data for better placement and advising.

Language Learning Skills Map / Top Level Categories:

  • Grammar
  • Comprehension
  • Discourse
  • Vocabulary

Diagnostic visualizations also may point to trends in language skills development within and across our liberal arts programs and language curricula.  A user-friendly dashboard tool can ultimately help students gain feedback on their skill levels and close gaps as they traverse the liberal arts language sequence. (more…)

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LACOL 2018 – Getting to Carleton College

Traveling to the LACOL2018 Workshop? Carleton College is located in Northfield, Minnesota.

Carleton College
1 North College Street,
Northfield, MN 55057

Arrive by air

Scheduled passenger service is available to/from Minneapolis-Saint Paul (MSP) International Airport, a 45 minute drive from Carleton.

Getting to campus

  • Most out-of-town visitors will want to rent a car at the MSP airport and drive to campus
  • Free parking is available on campus for registered guests of the College
  • Alternatively, you can arrange a shuttle service through these recommended providers

Hotel to campus

Country Inn and Suites is in easy walking distance (~10 minutes) to the Weitz Center for Creativity on Carleton’s campus where all Workshop events will be held.  (Click here for details on arranging your hotel stay at a special rate for LACOL.  Please do not contact the hotel directly.)

Resources for Visitors

 

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LACOL Hack-a-thon Toward a Collaborative Quantitative Skills Support Framework

light_maguirecrop

See also: QLAB project launch http://lacol.net/qlab-launch

This January, LACOL’s Quantitative Skills working group held a 3­-day intensive workshop (also known as a hack­-a­-thon) to explore a shared framework for review of online modules designed to strengthen students’ quantitative skills (QS) and quantitative reasoning (QR). The face-to-face event was designed by a core team of faculty and technologists from the QS group.  The workshop was hosted at Carleton College, with support from the Office of the President, Perlman Center for Learning and Teaching, and Office of Academic Technology.

Click for the Slideshow
Click for the Slideshow

Goals for the LACOL QS hack-a-thon:

  1. Identify aspects of existing QS/QR curricula, frameworks, and methods to be adapted as an online module/program by participating colleges. The goal for the collaboration is to enhance, not replace, local offerings.
  2. Plan for participating campuses to pilot one of the frameworks and agree to a process for assessment and sharing results among campuses.
  3. Document workshop outcomes and recommendations to share with colleagues across the liberal arts.

Location: Carleton College

Dates: Jan 9-11, 2017 (live blogging)

Workshop Outline: click here

Special Guest: Jim Rolf, Shizuo Kakutani Lecturer in Mathematics at Yale University; lead for Yale Online Experiences for Yale Scholars (ONEXYS)

Workshop Participants: list

Background:

Throughout the year, the QS working group has been exploring ideas for a collaborative framework to curate or build online tools and resources – including metadata on related pedagogical practices – to support students with QS/QR. Earlier this year, QS group members contributed to a joint exercise informally titled “What do we mean by quantitative skills?” to generate a shared list of key skills across the quantitative disciplines that students will need to have or acquire early in their academic careers. This common skills list provides input into strategies for helping students identify and close gaps.
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Live from the LACOL QS Hack-a-thon at Carleton College (Jan 9-11)

Welcome! Here is a slideshow and live tweets from the #LACOLQS hack-a-thon, Jan 9-11 on the campus of Carleton College.

Colleagues with wide-ranging expertise and disciplinary interests from seven LACOL schools spent three days sharing, working and learning side-by-side at the hack-a-thon. Together, the team developed an initial draft and prototypes of a collaborative framework for creating/curating and evaluating online QS/QR modules that can boost students success and improve access. With inspiration from special guest Jim Rolf from Yale ONEXYS, we delved deeply into collaborative strategies for design, implementation and measuring effectiveness. A grand time was had by all … and more to come! (Read more about the project.)

  • The incomparable J Russell at LACOLQS
    11 months ago The incomparable J Russell at  #LACOLQS 
  • Breakouts  headsdown work on topical modules in this casehellip
    11 months ago Breakouts ... heads-down work on topical modules (in this case, graphing)  #LACOLQS 
  • Welcome to colleagues joining remotely SF  LA for QShellip
    11 months ago Welcome to colleagues joining remotely (SF & LA) for QS hack-a-thon  #LACOLQS 
  • Day 2 ! LACOLQS
    11 months ago Day 2 !  #LACOLQS 
  • M EblenZayas draws examples from Carleton CUBE to fuel collabhellip
    11 months ago M. Eblen-Zayas draws examples from Carleton CUBE to fuel collab  #LACOLQS 
  • Expert mingle! LACOLQS
    11 months ago Expert mingle!  #LACOLQS 
  • Afternoon breakout  connecting Pomona colleagues to Carleton via Zoomhellip
    11 months ago Afternoon breakout ... connecting Pomona colleagues to Carleton via Zoom  #LACOLQS 
  • Next stop LACOLQS Hackathon carletoncollege
    11 months ago Next stop:  #LACOLQS  Hack-a-thon  @carletoncollege 
  • Packing a few essentials for the LACOLQS hackthon Jan 911hellip
    11 months ago Packing a few essentials for the  #LACOLQS  hack-thon, Jan 9-11  @carletoncollege 
  • badges for Yales online summer bridge for QS ONEXYS LACOLQS
    2 years ago badges for Yale's online summer bridge for QS, ONEXYS  #LACOLQS 
  • Students perspective LACOLQS
    11 months ago Students perspective  #LACOLQS 
  • Yes we do LACOLQS
    11 months ago Yes we do.  #LACOLQS 
  • Thanks to E Mistry and C Born in Carleton AThellip
    11 months ago Thanks to E Mistry and C Born in Carleton AT  #LACOLQS 
  • Sharing our campus perspectives LACOLQS
    11 months ago Sharing our campus perspectives  #LACOLQS 
  • J Rolf shares insights from Yale ONEXYS LACOLQS
    11 months ago J Rolf shares insights from Yale ONEXYS  #LACOLQS 
  • Hacking the Qbits LACOLQS
    11 months ago Hacking the Q-bits  #LACOLQS 
  • Problems problems LACOLQS
    11 months ago Problems problems  #LACOLQS 
  • Getting modular LACOLQS
    11 months ago Getting modular  #LACOLQS 

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Webinar: Carleton Cube Debrief (October 19)

Meeting:

Debrief on Carleton’s CUBE pilot (online summer bridge program for quantitative skills)

On October 19, LACOL held a webinar with special guests Melissa Eblen-Zayas and Janet Russell from Carleton College.  In this one-hour session, Melissa and Janet shared their experiences running the first iteration of the ‘Carleton Undergraduate Bridge Experience’ or CUBE, a new online summer bridge program designed to support entering students with quantitative skills and reasoning.  Carleton’s creative approach to developing CUBE riveted the audience at the June LACOL workshop as the pilot was just getting underway.  Now in this “debrief” session, you can hear all about what went into running the program in the first round, how students responded, and the lessons that were learned.  The meeting was held in Zoom with ample opportunity for Q&A and discussion.  Contact Liz Evans (eevans@haverford.edu) for more information.

Special Guests:

  • Melissa Eblen-Zayas, Associate Professor of Physics and Director of the Perlman Center for Learning and Teaching, Carleton College
  • Janet Russell, Director of Academic Technology, Carleton College

Related Resources:

Date:

Wednesday, Oct 19

screen-shot-2016-10-19-at-2-22-05-pm

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Toward a better Latin placement test

C. Zimmerman from Carleton College
C. Zimmerman from Carleton College

At the LACOL workshop in June, classicist Chico Zimmerman from Carleton College shared a short plenary talk entitled, “Toward a better Latin placement test”, also known as, “A Tale of Two Arcadian Friends, a Homocidal Innkeeper, and a Pile of Manure.”

In their teaching, faculty strive to meet students where they are, but often must ask, where exactly ARE they? For incoming students at Carleton, the Classics department found that their Latin placement test was not giving enough granular diagnostic information, especially for less experienced students. To address this need, Zimmerman and his colleages are investigating a variety of adaptive tools and platforms with the potential to help them better understand and guide their students at the appropriate level.

In the video clip below, Zimmerman shares details on Carleton’s experiments thus far with Moodle, Assistments, Smart Sparrow, and other tools.  Similar themes of adaptive and digitally-enhanced support for language instruction and other disciplines were explored in sessions throughout the two-day workshop program.



Chico Zimmerman explores tools for better language placement at the LACOL workshop.


This talk also related to remarks in the Adaptive Learning breakout session, particularly William Turpin’s presentation on adaptive tools for Latin.

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A look into Carleton’s CUBE for QS/QR

G. Shuffelton from Carleton College
G. Shuffelton
J. Russel, Carleton College
J. Russell

A major highlight of Saturday’s plenary session at the June LACOL workshop was a presentation from Carleton College on their new online/hybrid bridge program called ‘Carleton Undergraduate Bridge Experience’ or CUBE. Associate Dean and Professor of English George Shuffelton opened the session with some background on the motivations for designing the new program to support incoming students with their quantitative skills and reasoning which pilots this summer. Director of Academic Technology Janet Russell has worked closely with the program’s director, Physicist Melissa Eblen-Zayas, and the Carleton IT team to guide the learning design for the first cohort of ~24 students. Janet described various elements of the program, including on-campus and online mentoring, videos and connections through social media. Workshop participants, especially those involved with the Quantitative Skills working group, applauded this excellent presentation and are excited to learn from Carleton’s initial experiences this summer. The QS group is exploring various ways the colleges might collaborate to support students with quantitative skills and reasoning as they arrive on campus and progress with their studies.



Carleton’s G. Shuffelton and J. Russell share a look at the CUBE for QS/QR.


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Learning Data. What do we know? What do we want to know?

Highlights of the April 27th panel discussion

On April 27th, five expert panelists from across the Consortium gathered online with an audience of faculty, technologists, and campus administrators for a discussion entitled, “Learning Data. What do we know? What do we want to know?” The session began with some thought-provoking remarks from the panelists, followed by two case studies, leading into free flowing conversation around several themes noted below in the video highlights.

Bilger, Crouch, De Veaux, Jilani, Nixon
Left to Right: Panelists Audrey Bilger, Catherine Crouch, Richard De Veaux, Saleha Jilani, Andrea Nixon
For full details about the panelists and the program, see the Panel Announcement

The goal of this online conversation was to set a broad frame for faculty perspectives on learning data as it is useful in guiding teaching and student success in the liberal arts. As indicated by audience feedback, this area has rich possibilities for exploration and potential collaboration as a Consortium.  We will be looking for opportunities to foster further conversation and collaborative investigation on specific aspects of this important topic.

Video Gallery – Online Panel


The who of learning data for the liberal arts.

• Dr. Audrey Bilger, Professor of Literature and Faculty Director of the Center for Writing & Public Discourse, Claremont McKenna College; incoming Vice President of Academic Affairs and Dean of the College, Pomona College


Levels of data that may inform teaching practice and institutional structures.

• Dr. Catherine Crouch, Associate Professor of Physics, Swarthmore College


How can liberal arts colleges collaborate on data that guide teaching and learning?

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Carleton’s Moodle Evaluation & Needs Assessment

By Carly Born, Academic Technologist

moodle-eval-logoCarleton College has been using Moodle for nearly 10 years without having ever done a real evaluation of our use.  Recent data from our participation in the MISO survey suggest some dissatisfaction with Moodle on our campus.  And many current conversations (this Educause white paper is a great place to start) in ed-tech are centered around the changing role of the LMS or even whether an LMS is really needed anymore.  But how do we know? And how do we know what we need?

That is why we are taking a step back and trying to engage the campus on attempting to understand our use of Moodle on a deeper level. The Moodle Evaluation & Needs Assessment project is designed to answer this question:

Does Carleton College need to investigate new technologies to support the functions currently provided by Moodle? Before we can answer this question, we are carrying out an assessment to gain a  deeper understanding of the how we are using Moodle now, how we feel about it, and what it is that we actually need.

I’ve designed this evaluation project to try to assess Moodle from a number of different angles in order to get a more complete picture. There will be database diving, surveys and oh, so many focus groups!

Survey to assess the satisfaction with Moodle

Carly Born, Academic Technologist at Carleton College
Carly Born, Academic Technologist at Carleton College

A survey was distributed in March 2016 to all faculty at Carleton and also to staff who have logged into Moodle more than 5 times in the last year at Carleton.  A separate survey was also distributed to a representative sample of Carleton students.  I have some anecdotal information on general feelings towards Moodle, but it will be so much better to get some quantifiable feedback to specific features of the system.

Survey to assess the importance placed on features typically served by tools like Moodle

This is arguably more important than the questions about satisfaction, and is the heart of the needs assessment portion of this study. I’m hoping to get responses from everyone, even those who don’t use Moodle so that we can understand more about what it is that we need.

Database Diving

I am spending a lot of time up close and personal with the Moodle database. Moodle tracks a lot of information, and so I’m hoping to take advantage of that to understand our current usage patterns. Some questions I will be looking at include: (more…)

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Dr. Randy Bass speaks at Carleton about a future design for learning

In the fall of 2015, Carleton College’s Learning and Teaching Center and Information Technology Services hosted Randy Bass, Georgetown’s Vice Provost for Education, and a leading thinker on innovation in higher education.  In this clip from his campus talk, Dr. Bass invites faculty to look proactively and efficiently at the evolving Liberal Arts landscape.

According to Bass:

One of the most important things for any institution, especially ones that know that their survival isn’t threatened by the changes in the ecosystem, is to try to be a model of reinvention, to try to reimagine what it is that we most deeply value that is now existing in the world. The most important design question to ask is what kind of experimentation does an institution need to do so that institution can live fully in its time.

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Carleton’s President Poskanzer speaks about LACOL’s founding goals and vision

In June 2014, the Liberal Arts Consortium for Online Learning (LACOL) held its first consortium-wide workshop. Teams of faculty, librarians and academic technologists from all eight LACOL colleges gathered together on the Pomona College campus to share ideas and explore collaborative experiments in online and hybrid approaches to teaching and learning for the liberal arts. In this clip, President Steven G. Poskanzer of Carleton College welcomes the group, and shares his thoughts on LACOL’s promise.

President Steve Poskanzer of Carleton College welcomes workshop participants

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