GENERAL EDUCATION FACULTY RETREAT JUNE 2 2009 GENERAL

GENERAL EDUCATION FACULTY RETREAT JUNE 2, 2009 GENERAL EDUCATION GROUPS: IA & IB-ENGLISH & LITERATURE IIIA &IIIB-HUMANITIES & SOCIAL SCIENCES

ITINERARY 8: 30 -9: 00 -Breakfast 9: 00 -9: 15 -Introductions & Itinerary 9: 15 -10: 45 -Assessment Presentation 10: 45 -11: 00 -Break 11: 00 -12: 00 -Collaborate with ALL departments in General Education sub-group area and map courses to General Education Student Learning Goals. � IVA & IVB-Choptank GC 219 � IIA&IIB-Nanticoke GC 236 � V-Nanticoke GC 236 12: 00 -Working Lunch-Nanticoke Room Staying in your original sub-groups, write specific student learning outcomes for your General Education sub-group area (e. g. , IA, IIB, IIC), ALL relevant departments participate. 2: 00 -3: 00 -Each General Education sub-group area (e. g. , IA, IIB, IIIC) will share their curriculum map and specific student learning outcomes with the larger group.

AN INTRODUCTION TO CURRICULUM MAPPING AND STUDENT LEARNING OUTCOMES Kara Siegert, Ph. D University Analysis, Reporting, and Assessment Anna Zilberberg James Madison University

Assoc. of American Colleges & Universities “Almost all of the institutions surveyed (89 percent) are in some stage of either assessing or modifying their general education program. Assessment of cumulative learning outcomes in general education is, in fact, now becoming the norm. ” “Fifty-two percent of institutions are currently assessing cumulative learning outcomes in general education beyond the level of individual course grades, with another 42 percent reporting that they are planning for assessment of cumulative general education learning outcomes. ” AAC&U, 2009, Survey of 433 colleges and universities

Workshop Objectives Upon completion of the retreat, participants will be able to: � Describe the difference between goals and outcomes. � Differentiate between program goals/outcomes and student learning goals/outcomes � Identify Student Learning Goals (SLGs) that students completing courses in their General Education (GE) area (e. g. IA, IIB, IIIC, etc. ) should attain � Name the four parts of a good outcome. � Write outcomes that are aligned with the GE SLGs.

ACTIVITY Take 5 minutes at your table to compile 1 -2 questions that you have about: � Assessment � Goals/Outcomes � Curriculum mapping

Clearing the air What we are NOT trying to do: Compare faculty Design courses Evaluate individual academic programs Assess all skills using multiple-choice tests Collect student satisfaction or perception data Collect data that are not used Write outcomes that are irrelevant or unattainable GE curriculum reform (handouts) � Student Learning Goals � GE Curriculum

Things to Consider You already do assessment! � Systematic basis for collecting evidence of student development and growth Think about why you go to work everyday —your purpose Do you see your students as your clients? � What feedback from your clients would be beneficial for program improvement?

Assessment Process Defining Needs Using Information Analyzing/ Maintaining Information Establishing Outcomes Continuous Cycle Selecting/ Designing Instruments Collecting Information *Regardless, of the type of program or level of coursework required, the assessment process is the same

Stage 1: Defining the Need Does General Education Curriculum: 1. 2. 3. Assist the University in achieving its mission? …Align with the University Strategic Plan? offering excellent, affordable education in undergraduate liberal arts, sciences, pre-professional and professional Help students to attain the Student Learning programs… Goals. GOAL 1: Provide exceptional contemporary liberal arts Our highest purpose is to empower our students with the education… knowledge, skills, and core values that contribute to active GOAL 2: citizenship, gainful employment, and life‑long learning in a Continue to attract and retain quality students democratic society and interdependent world. GOAL 3: Promote and develop a student culture that places the highest priority on academic engagement…

Levels of a Mission Statement UNIVERSITY PROGRAM COURSE

Levels of Outcomes PROGRAM 1. Provide a quality curriculum STUDENT 2. Design courses where participation in LEARNING group learning is required 1. Prepare and deliver a well-organized and persuasive formal 3. Encourage student interaction with a COURSE speech faculty mentor 2. Identify and use appropriate tools of information literacy 1. Use multi-media software for instruction 3. Describe issues involved in analyzing societies different from 2. When given a sentence in French, students will be one's own able to negate it in both oral and written forms. 3. Describe the important structural features of each amino acid

Curriculum Mapping Example GENERAL EDUCATION STUDENT LEARNING GOALS — General Education Student Learning Goals RANKINGOUTCOMESRank the level of Specific knowledge or skills importance of students develop through their each outcome college experience GEN ED AREA(S)General Education Sub-group areas that provide courses for students to attain the identified outcome SKILLS 1. Critical Thinking 3 Assess strengths and weaknesses of IA, IB, IIA, IIB, IIIA, IIIB, IIIC, IVA, arguments in essays written for general IVB, IVC, V audiences. 1 Compose well-reasoned and argued IA, IB, IIA, IIB, IIIA, IIIB, IIIC, IVA, responses to arguments. IVB, IVC, V 9 Sythesize and apply informaton and IA, IB, IIA, IIB, IIIA, IIIB, IIIC, IVA, ideas from readings across disciplines IVB, IVC, V Determine the relevance and validity IA, IB, IIA, IIB, IIIA, IIIB, IIIC, IVA, of information that could be used for IVB, IVC, V structuring and solving problems and distinguish it from invalid or non‐applicable data. 18 Apply theories and perspectives from a IA, IB, IIA, IIB, IIIA, IIIB, IIIC, IVA, variety of disciplines and advance IVB, IVC, V convincing reasons to connect and differentiate among these theories. Students use the results of analysis to IA, IB, IIA, IIB, IIIA, IIIB, IIIC, IVA, appropriately construct new arguments IVB, IVC, V and formulate new questions.

Why Do We Need Goals and Outcomes? Foundations Of Excellence-Best Practices There are established common learning goals specifically for the firstyear experience that are written, endorsed by the institution, and shared widely. In first-year courses, understand campus-wide learning goals for the first year, understand the characteristics of first-year students, and understand broad trends and issues in the first year. The institution communicates effectively with first-year students about institutional mission, the institution’s academic expectations. The institution effectively communicates its vision to students The institution effectively communicates its rationale for the required courses (e. g. , core curriculum, distribution, and general education), required competencies (e. g. , library skills, computing, writing), and requirements for entry into majors.

Why Do We Need Goals and Outcomes? Goals and outcomes will help… Demonstrate the impact of GE on the success of our students. Define how we will measure the success of the GE program in helping develop well-educated students Explicitly define expectations of students What kinds of knowledge, skills, and attitudes will students have upon completion of GE courses? � Regardless of the course taken in a given GE area (e. g. , IA, IIB, IIIC, etc. ) all students should learn the same basic skills �

Goals, Objectives, and Outcomes: Are they all the same? GOALS � General expectations for student learning outcomes Example: Students will acquire abilities to engage in independent and creative thinking and solve problems effectively (Critical Thinking. ) OUTCOMES = OBJECTIVES � Specific knowledge, skills, or attitudes that students are expected to achieve through their college experience Example: Students will accurately apply perspectives from at least three different disciplines and advance convincing reasons to connect and differentiate among these perspectives.

Goals and Outcomes Goal: Students will have the ability to relate to and work effectively with diverse groups of people (Interpersonal Communication) � Outcome 1: Upon completion of a freshmen seminar course, students will be able identify and manage the verbal and nonverbal dimensions of communication in a variety of contexts. � Outcome 2: Upon completion of the freshmen seminar course, students will be able to cooperate with team members to prepare a coherent formal debate presentation.

Hierarchy of goals and outcomes UNIVERSITY GENERAL EDUCATION STUDENT LEARNING GOALS GENERAL EDUCATION OUTCOMES General Education Goals PROGRAM OUTCOMES STUDENT LEARNING COURSE Program Level Outcomes

Hierarchy of goals and outcomes Acquire abilities to use libraries, computer applications and emerging technologies. Locate and navigate information resources using technology to gather evidence relative to a thesis UNIVERSITY GENERAL EDUCATION STUDENT LEARNING GOALS GENERAL EDUCATION STUDENT OUTCOMES The program will teach students the basic use of a scholarly search engine. PROGRAM OUTCOMES Students will locate and use Social Science peer reviewed journals when composing a research paper. STUDENT LEARNING Students will cite, using APA style, all the resources used in a literature review on a Piaget, Skinner, or Erikson. COURSE

Pop Quiz-Is it a Goal or Outcome? GOAL Students will develop tolerance and respect for diverse groups of people GOAL Students will understand the interdependence among disciplines in the humanities, social sciences and natural sciences. OUTCOME Students will compose and revise well-structured and grammatically correct written arguments.

What are Student Learning Outcomes OUTCOMES � Specific knowledge, skills, or attitudes that students are expected to achieve through their college experience � Describe observable behavior indicative of learning or development � Student-centered! � Aligned with the GE goals and the program’s mission Specific Measurable Attainable Reasonable Timely

Writing Student-Focused Learning Outcomes should be worded to express what the student will learn, know, or do as a result of the instruction-- NOT what the instructor or program will do for the student The verb dictates the type of assessment � � Recognize – matching or multiple choice Demonstrate = performance assessment BAD Outcome: Provide students with knowledge about how the library works. BETTER Outcome: After taking the Research Methods course, students will be able to demonstrate their knowledge of how the library works by finding ten sources for a research paper in the library.

Bloom’s Taxonomy Less complex More complex Level Description 1. Knowledge Recognize facts, terms, and principles 2. Comprehension Explain or summarize in one’s own words 3. Application Relate previously learned material to new situations 4. Analysis Understand organizational structure of material; draw comparisons and relationships between elements 5. Synthesis Combine elements to form a new original entity 6. Evaluation Make judgments about the extent to which material satisfies criteria

Bloomin’ Verbs Bloom’s Level Verbs 1. Knowledge match, recognize, select, compute, define, label, name, describe 2. Comprehension restate, elaborate, identify, explain, paraphrase, summarize 3. Application give examples, apply, solve problems using, predict, demonstrate 4. Analysis outline, draw a diagram, illustrate, discriminate, subdivide 5. Synthesis compare, contrast, organize, generate, design, formulate 6. Evaluation support, interpret, criticize, judge, critique, appraise Trice( 2000) p. 81; Grendler (1999), p. 69

The ABCD Method A = Audience � B = Behavior � What is expected of the participant? C = Conditions � What population are you assessing? Under what circumstances is the behavior to be performed? D = Degree � How well must the behavior be performed? To what level? Writing objectives isn’t creative writing: Just follow a formula! Given [Conditions] the [Audience] will [Behavior] by [Degree]. From “How to Write Clear Objectives”

The ABCD Method: Example Audience Students Condition We may not be ready to Demonstrate knowledge define “degree” yet! Given 2 hours of time and access Degree 10 sources Behavior Outcome: Given 2 hours of time and access to all the library resources, students will be able to demonstrate their knowledge of how the library works by finding ten sources for a research paper in the library. Adapted from “How to Write Clear Objectives”

ACTIVITY Take 5 -10 minutes to write 1 -2 Student Learning Outcomes with other members of your table using the ABCD method.

Reasonable Outcomes should be reasonable; that is, they should reflect learning that the student can accomplish as a result of completing General Education requirements. � BAD Outcome: Students will demonstrate open- mindedness for all cultures by strongly agreeing with all of the items on the Open-Mindedness Inventory (OMI) � BETTER Outcome: Upon completion of the Study Abroad program, participants will show an increase in open-mindedness through a 10 -point increase on the OMI.

Observable, Measurable Outcomes Student learning should be assessed with an observable, measurable outcome. Outcomes such as “know” and “understand” are not observable. � BAD Outcome: Students will understand the electoral college. � BETTER Outcome: Students will be able to distinguish between the electoral college and popular votes as they apply to modern elections.

Specific Outcomes should specify the criterion of acceptable student performance. � BAD Outcome: The student will learn about the various art forms. � BETTER Outcome: Students completing their IIA General Education requirement will be able to explain how artistic works and culture are interrelated.

Common Mistakes Vague behavior � Example: Have a thorough understanding of particle physics. Gibberish � Example: Have a deep awareness and thorough humanizing grasp on… Instructor behavior � Example: Train information. students on how and where to find From “Mager’s Tips on Instructional Objectives”

Summary: The Benefits of Clear GE Outcomes Provide common understanding of expectations within each Gen Ed Area Provide focus � Help students understand expectations, focus their attention, and estimate how well they are doing. � Helps program administrators and staff clarify student learning and development priorities. Dictate intervention Allow for self-evaluation

SCHEDULE TIME: 11 -12: 00 WHAT: Collaborate with ALL departments in General Education sub-group area (e. g. , IA, IIB, IIC) and map courses to General Education Student Learning Goals and rank the goals selected by level of importance (1 -5, N/A) 1=least important - 5 = most important TIME: 12 -2: 00 WHAT: Working Lunch. Staying in your original sub -groups, write specific student learning outcomes for your General Education sub-group area (e. g. , IA, IIB, IIC), ALL relevant departments participate. TIME: 2: 00 -3: 00 WHAT: Each General Education sub-group area (e. g. , IA, IIB, IIIC) will share their curriculum map and specific student learning outcomes with the larger group