Stony Brook Model for General Education Assessment Pilot

Stony Brook Model for General Education Assessment Pilot Report November 13, 2003 • • GEAR as a Catalyst for Change Beginning to Build a Campus. Wide Culture of Assessment

BIO 150: Gateway to the Sciences • Ideal for Gen Ed Assessment. • Critical Foundational Course for sciences. Prerequisite to all biology major courses. Strategically positioned to capture most science majors at the beginning of their academic careers. • 1, 000 students per year or approximately 40% of the freshman class. • Success: Achieving the learning outcomes of the course, particularly growing fundamental skills, is critical for student success.

General Education Goal for Natural Sciences Demonstrate understanding of methods scientists use to explore natural phenomena

General Education Areas Assessed in BIO 150 • Critical Thinking • Natural Sciences • Writing • Basic Communication • Information Management • Mathematics

Shared BIO 150 and General Education Goals Scientific Method Reading, Writing, Problem Solving Computation, Graphing Laboratory skills and tools, Technology Working in Groups, Oral Communication Observation and Hypotheses Experiment Design, Data Analysis Critical Thinking Fundamental concepts in biology

BIO 150 Aquatic Ecology Experiment Observations, hypothesis formulation, experimental design, recording, data analysis, reporting, revisions

Measurement and Data Collection Observation Experimentation

Preparing Students for Research Projects Inductive reasoning activity: Draw conclusions from observations Reading methodology: Practice on a published scientific paper Further activities elicit and elevate critical thinking Laboratory tool methodology: Develops ability to work with new laboratory tools safely and effectively Data tabling and graphing skills:

Group Work • Group project planning • Shared data records • Scheduling • Recording consistency • Interpersonal communication skills

Data interpretation culminating in a written report

Learning Outcomes Assessed in Pilot Project • • Natural Sciences (8 Criteria) Critical Thinking ( 2 Criteria) Writing and Communication (6 Criteria) Information Management (3 Criteria)

Goals and Rubrics: Natural Sciences Criteria Observation Not Meeting 1 Approaching 3 Thin on detail. Important Most essential characteristics aspects of an of objects object are being studied identified and are missed documented Meeting 5 Critical and related details of objects are documented meaningfully in descriptive language

Goals and Rubrics: Critical Thinking Criteria Identify, analyze, and evaluate arguments Not Meeting 1 Approaching 3 Student Values accepts all substantive information as knowledge equally valid Uses false Develop an premises and argument invalid deductions Selectively uses premises to evolve simple, mostly errorfree arguments Meeting 5 Critically assesses outside knowledge and information Uses appropriate and valid premises and tested and validated logic

BIO 150 Laboratory Report Assessment • • • Pilot Project Freshmen: Entry-level assessment Sample size – Small (6%) Most categories “Approaching” Critical Thinking - Area for Greatest Improvement

Summary of Preliminary Data BIO 150 Laboratory Report Pilot Study

1: Observation 2: Questioning 3: Measurement and data collection 4: Experimentation 5: Mathematical analysis 6: Evaluation of evidence 7: Self-evaluates quality of lab process 8: Concepts and modeling 1=Not Meeting 3 = Approaching 5 = Meeting 7 = Exceeding

NAME Rating 1 = Not meeting 3 = Approaching 5 = Meeting 7 = Exceeding

1=Not Meeting 3 = Approaching 5 = Meeting 7 = Exceeding

General Education Assessment at Stony Brook University • Focused on learning outcomes and improving student performance • Improve teaching effectiveness • Increase interdisciplinary communication • Assessment for State General Education requirements

Improving Learning Outcomes • Coordinate learning goals across undergraduate academic programs • Build skills important to future success within academic field • Develop learning skills

Assessment Program • Define and test rubrics • Cycle for improvement, assessment and curriculum changes • Improve alignment of course goals and measures

Why a Culture of Assessment? • Opportunities – – Faculty dialogue Community-building / Teaching network Enhanced learning outcomes Student engagement • Process – – Early adopters (personal touch) Growing cadre (peer encouragement) Integrated Network (“Tipping Point”, Malcolm Gladwell) Sustained culture of assessment (campus framework)

Contact Information Stony Brook University • Manuel London, Associate Provost manuel. london@stonybrook. edu • Janice Grackin, Center for Excellence in Learning and Teaching, janice. grackin@stonybrook. edu • William Collins, Director Undergraduate Biology, william. collins@stonybrook. edu • Joan Miyazaki, Undergraduate Biology, joan. miyazaki@stonybrook. edu