General Education Committee Report to the Bloomington Faculty Council

1. General Education Committee Report to theBloomington Faculty Council Sonya Stephens Munirpallam A. Venkataramanan General Education Committee Co-Chairs, October 16, 2012.

2. GenEdBulletin 2011-12

3. Undergraduate Beginner Enrollment 2004-2012

4. GenEd by the numbersSTUDENTS Total number of beginners in Fall 2012: 7,613 (up 2.5% from 2011) Total student enrollments in GenEd classes in Fall 2012: 82,109 (up from 75,264 in 2011) Number of beginners in Fall 2012 entering with sophomore status (26 cr. or more): up 15.5% to 402 [348 in 2011 (an increase of 95% from 2010)]

5. GenEd by the numbersCOURSES Courses approved for the GenEd Curriculum: 881 Course proposals reviewed for the GenEd Curriculum: 1518 Course proposals not approved for the GenEd Curriculum: 637 (482 of which were 300-400 level courses) GenEd classes offered in Fall 2012: 2,333

6. Distribution of Courses in the Common Ground

7. GenEd Courses by School

8. Top 15 Courses by Enrollment Math M118 Finite Mathematics 3801 PSY P101 Introductory Psychology 2798 ENG W131 Elementary Composition 2051 MATH M119 Brief Survey of Calculus 1832 ECON E201 Intro to Microeconomics 1778 BUS K201 The Computer in Business 1765 BUS A100 Basic Accounting Skills 1569 BUS L201 Legal Environment in Business 1286 BUS T175 The Individual 1199 SOC S100 Intro to Sociology 986 BUS C104 Business Presentations 971 MATH M211 Calculus I 968 MUS I500 Performance and Composition Masterclass 944 COLL C103 Critical Approaches to Arts & Sciences 928 CMCL C121 Public Speaking 923

9. Key points about Course Enrollment and GenEd Course Availability • SLST-T101 English Language Improvement went from 1059 enrollments in Fall 2011 (14th) to 864 in Fall 2012 (20th), despite an increase in international student numbers. • 17 of the top 25 courses this year are GenEd courses (up from 14/25 last year). • GenEd courses are highly enrolled but seats are still available.

10. GenEd Course Availability Course Number of classes/ Total Enrollment Percent full Capacity English Composition 121/2,528 2,498 98.8 Mathematical Modeling 88/7,657 7,582 99.0 GenEd A & H 536/15,316 14,435 94.2 GenEd S & H 495/25,623 22,422 87.5 GenEd N & M 512/24,279 22,822 94.0 GenEd World Languages 415/8,486 6,863 80.9 GenEd World Cultures 166/6,967 6,487 93.1

11. GenEd by the numbersArticulation of Advanced Placement Credit Number of beginners in Fall 2012 entering with articulated AP credit: 3033 (40% of cohort) Number of credit hours resulting from AP articulation: 28,084 Average hours for students with AP credit: 9.1 Percentage of AP credits in GenEd Common Ground: 48%

12. GenEd by the numbersArticulation of ACP (IU Dual) Credit Number of beginners in Fall 2012 entering with articulated ACP credit: 93 (7% of cohort) Number of credit hours resulting from ACP articulation: 499 Average hours for students with ACP credit: 5.4

13. GenEd by the numbersArticulation of other transfer credit (excludes IU campuses) Number of transfer students in Fall 2012 entering with credit: 1010 Number of credit hours resulting from articulation of transfer credit: 11,597.5 Average hours for students with other transfer credit: 11.5 Percentage of transfer credits in GenEd Common Ground: 68%

14. Summer Enrollment in GenEd Courses • IUB enrolled students in 2,735 hours of GenEd credit in Summer 2012 (cohort of 2011) • IU Regional campuses enrolled students in 1,654 hours of GenEd credit to IUB students in Summer 2012 (cohort of 2011)

15. Key Points • While the number of beginners has increased by 2.5% from last year, the number of beginners entering with enough credits to be a sophomore (26-55 cr.) has increased by 15.5%. • In Fall 2012, 5.3% of beginners entered at the sophomore level (26-55 cr.). • 40% of Fall 2012 beginners (3033) entered with AP credit, but only 5% of transfer and intercampus transfer students entered with AP credit. • During Summer 2012, IUB students (cohort of 2011) took 1654 cr. of GenEd courses at IU regional campuses. Of these 1654 cr., 750 cr. were in Mathematical Modeling courses, 468 cr. were in S&H courses, 225 cr. were in N&M NS courses, and 111 cr. were in English Composition

16. Statewide Transferable GenEd Core (STGEC)SEA 182 Each state educational institution, in collaboration with the commission for higher education, shall: (1) not later than December 1, 2012, create and report to the commission for higher education a statewide transfer general education core, to be implemented not later than May 15, 2013. The core must be based upon a set of core competencies, translated into at least thirty (30) semester credit hours in areas agreed upon by the state educational institutions, which apply for credit toward undergraduate degrees, including associate degrees and baccalaureate degrees at all campuses of state educational institutions.

17. SEA 182 (2) jointly establish statewide standards for use by all state educational institutions to document an individual's completion of the statewide transfer general education core on the individual's transcripts

18. SEA 182 5(a) After May 15, 2013, an individual who has satisfactorily completed the statewide transfer general education core at a state educational institution, as indicated on the individual's official transcript, may not be required to complete additional courses in the statewide transfer general education core at the state educational institution to which the individual transfers, regardless of whether the individual has received an associate degree or the delivery method of the statewide transfer general education core the individual completed.

19. SEA 182 (b) If an individual does not complete the statewide transfer general education core of a state educational institution before transferring to another state educational institution, the individual must complete the statewide transfer general education core required by the state educational institution to which the individual has transferred. The state educational institution to which the individual has transferred shall award credit to the individual for courses the individual has satisfactorily completed, based on the course to course equivalencies of the core transfer library established under IC 21-42-5.

20. SEA 182 (c) An individual who holds an associate of arts or associate of science degree approved by the commission who is admitted to a four (4) year state educational institution is considered to have met at least thirty (30) semester credit hours of the state educational institution's general education requirement.

21. SGETC Leadership Team’s Approach to SEA 182The Principles PRINCIPLES: A. The Statewide GenEd core will be faculty-determined B. It will be outcome based C. It will be curriculum-implemented (not courses) D. The priority goal: Students will be prepared to succeed. E. Secondary goal: Mobility without penalty The process will include trust (in individual campus statements about curriculum, assessment and student performance) but within three to five years there must be a review process to verify quality. NB Completion of the Statewide Core is not a guarantee of admission to any institution.

22. The Process • Set of competencies to be established in core areas by faculty from each campus. • Proposal by each campus which says how their GenEd curriculum will meet the agreed statewide competencies. • Statement of what we will accept as evidence that the public universities' curricula meet these competencies? (Student learning and evidence-this refers to the principle that there be evidence and verification of performance/quality) • Statement of how we determine that students in each institution's GenEd curriculum are meeting those competencies? • Verification of later success, or tracking of performance after transfer.

23. The Basic Framework 1 The general competencies : Quantitative reasoning Written communication Oral communication

24. The Basic Framework 2 Ways of knowing -   Scientific - Humanistic and Artistic -   Historical -   Social/Behavioral Additional Areas under Consideration: Diversity/intercultural Information literacy Critical thinking

25. Side-by-side: IUB Common Ground and Statewide General Education Transfer Core SGETC IUB Written Communication English Composition Quantitative Literacy Mathematical Modeling Oral Communication [Option in A & H] Ways of KnowingBreadth of Inquiry -   Scientific and natural sciences Natural & Mathematical Sciences - Humanistic and Artistic Arts & Humanities -   Historical -   Social/Behavioral Social & Historical

26. Determining the Student Learning Outcomes Faculty Panels with a representative from each public institution. Sharing of outcomes from their own institution’s GenEd and agreement on SGETC outcomes for each general competency.

27. Agreeing on Standards of Performance The process indicates a review of student success once the STGEC is implemented. Baseline competencies agreed in advance. The LEAP VALUE Rubrics used to benchmark expectations.

28. LEAP VALUE RUBRICWritten Communication

29. The IUB GenEd Committee Ballot, May 2012 GenEd Committee Members voted on each of the areas proposed by the STGEC in May 2012. Distinction was made between the Common Ground and the Shared Goals. Ballot focused only on the way in the STGEC compares to our Common Ground requirements. An important distinction was made in Ways of Knowing between a single broad category in which certain competencies are assumed to have been met and individual categories which do not map to the IUB areas in the Common Ground.

30. Ways of Knowing This option, supported by the BL GenEd Committee, involves gathering all four disciplinary categories into one “bucket,” titled “Ways of Knowing” and corresponding directly to the IUB GenEd Breadth of Inquiry category. This alternative to four separate disciplinary categories was proposed by IUB to allow flexibility in how the disciplinary categories are grouped (e.g., IUB groups together Social and Historical Studies) while continuing to acknowledge the importance of all four. We believe that the STGEC can be designed following this “bucket” principle in such a way that no changes would be required to the IUB Breadth of Inquiry requirement (or, for that matter, the disciplinary breadth requirements at most other Indiana public institutions).

31. English CompositionI Rhetorical Knowledge By the end of first year composition, students should • Focus on a purpose • Respond to the needs of different audiences • Respond appropriately to different kinds of rhetorical situations • Use conventions of format and structure appropriate to the rhetorical situation • Adopt appropriate voice, tone, and level of formality • Understand how genres shape reading and writing • Write in several genres

32. English CompositionII Critical Thinking, Reading, and Writing By the end of first year composition, students should • Use writing and reading for inquiry, learning, thinking, and communicating • Understand a writing assignment as a series of tasks, including finding, evaluating, • analyzing, and synthesizing appropriate primary and secondary sources • Integrate their own ideas with those of others • Understand the relationships among language, knowledge, and power

33. English CompositionIII Processes By the end of first year composition, students should • Be aware that it usually takes multiple drafts to create and complete a successful text • Develop flexible strategies for generating, revising, editing, and proof-reading • Understand writing as an open process that permits writers to use later invention and re- • thinking to revise their work • Understand the collaborative and social aspects of writing processes • Learn to critique their own and others' works • Learn to balance the advantages of relying on others with the responsibility of doing their part • Use a variety of technologies to address a range of audiences

34. English CompositionIV Knowledge of Conventions By the end of first year composition, students should • Learn common formats for different kinds of texts • Develop knowledge of genre conventions ranging from structure and paragraphing to • tone and mechanics • Practice appropriate means of documenting their work • Control such surface features as syntax, grammar, punctuation, and spelling

35. English CompositionV Composing in Electronic Environments By the end of first ­year composition, students should: • Use electronic environments for drafting, reviewing, revising, editing, and sharing texts • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government • databases); and informal electronic networks and internet sources • Understand and exploit the differences in the rhetorical strategies and in the affordances • available for both print and electronic composing processes and texts

36. Quantitative ReasoningCompetencies I DRAFT ONLY A foundational experience in quantitative reasoning will provide a rigorous mathematical curriculum applied to real world problem solving. The outcomes should deepen, extend, or be distinct from high school Core 40 mathematics competencies. Upon completion, students will be able to: 1. Interpretation • Explain information presented in mathematical form, e.g. equations, graphs, diagrams, tables, words, geometric figures • Critique arguments using mathematical reasoning

37. Quantitative Reasoning Competencies II DRAFT continued 2. Representation • Represent information/data in various mathematical forms as appropriate, e.g. symbolically, visually, numerically, and verbally 3. Mathematical Processes • Apply mathematical processes and techniques to solve properly formulated mathematical problems (e.g. algebraic, geometric, logical and/or statistical methods)

38. Quantitative Reasoning Competencies IIIDRAFT ONLY 4. Analysis • Analyze results of computations within the context of the original problem • Determine reasonableness of solution

39. Quantitative Reasoning Competencies IV DRAFT ONLY 5. Assumptions • Communicate which assumptions have been made in the solution process • Determine a solution process and provide a compelling rationale for choosing that process • Illustrate the limitations of the process 6. Communication • Effectively explain the interpretation, representation, solution, and conclusion of the mathematic problem.

40. Speaking and Listening Competency Outcomes • Use appropriate organization or logical sequencing to deliver an oral message • Adapt an oral message for diverse audiences, contexts, and communication channels • Identify and demonstrate appropriate oral and nonverbal communication practices • Advance an oral argument using logical reasoning • Provide credible and relevant evidence to support an oral argument • Demonstrate the ethical responsibilities of sending and receiving oral messages • Summarize or paraphrase an oral message to demonstrate comprehension

41. Science Competency • Explain how scientific explanations are formulated, tested, and modified or validated • Distinguish between scientific and non-scientific evidence and explanations • Apply foundational knowledge and discipline-specific concepts to address issues or solve • problems • Apply basic observational, quantitative, or technological methods to gather data and • generate evidence-based conclusions • Use current models and theories to describe, explain, or predict natural phenomena • Locate reliable sources of scientific evidence to construct arguments related to real-world issues

42. Humanistic-Artistic Competency Outcomes Students will be able to: • Recognize and describe humanistic, historical, or artistic works or problems and patterns of the human experience. • Apply disciplinary methodologies, epistemologies, and traditions of the humanities and the arts, including the ability to distinguish primary and secondary sources. • Analyze and evaluate texts, objects, events, or ideas in their cultural, intellectual or historical contexts. • Analyze the concepts and principles of various types of humanistic or artistic expression. • Create, interpret, or reinterpret artistic and/or humanistic works through performance or criticism. • Develop arguments about forms of human agency or expression grounded in rational analysis and in an understanding of and respect for spatial, temporal, and cultural contexts. • Analyze diverse narratives and evidence in order to explore the complexity of human experience across space and time.

43. Assessment of Student Learning Sharing the Data • Faculty are required to share data from just one assignment with GEMS. • Assignment should measure one or more of the learning outcomes relevant to the course and aligned with the rubric from the pertinent area of the Common Ground. • To make this meaningful, there must be a rubric map for the assignment that is also shared with GEMS. • Data should be reviewed by the faculty member with a view to evaluating the effectiveness of the student learning so that, where necessary or appropriate, changes can be made. • Data will also be shared with GEMS so that campus-wide outcome aggregation and analysis can occur.

44. Timeline for GenEd Monitoring * Annually thereafter

45. Math Modeling AssessmentExample: M118 Learning objectives for Mathematics 118 include but are not limited to the following: 1. Students should become proficient in using combinatorics and probability to model problems in a variety of applied areas. This includes identifying which problems can be solved using such methods, solving the resulting mathematical problems, and drawing qualitative conclusions from the numerical solutions.

46. M118 2. Students should become proficient in modeling using systems of linear equations in a variety of applied areas. This includes creating variables, translating information about the relationships among these variables into linear equations, incorporating other given data, solving the resulting mathematical problems, and drawing qualitative conclusions from the numerical solutions.

47. M118 3. Students should become proficient in modeling linear decision-making problems in settings drawn both from business and from everyday experience. This includes creating variables, translating given constraint information into linear inequalities, incorporating given data, solving the resulting linear optimization problem, and deducing optimal decision choices by analysis and by graphical representation of the constraints.

48. Sample Question A test for use of a certain illegal drug is 95% accurate, which means that 95% of users will test positive and 95% of nonusers will test negative. It is known that, in the broad population under consideration, 3% are users. Suppose that an individual tests positive. How likely is that he actually is a user? If this is a test taken by college athletes for use of performance-enhancing drugs, would you exclude this individual from competition? If this is a test taken by airline pilots for use of impairment-inducing drugs, would you board the airplane?

49. Assessment of English Composition Aggregation of Outcomes using iRubric

50. Aggregation of assessment data using iRubric for Comparative Literature