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  1. Lib Ed Assessment and the First Year Experience Risa L. Faussette The American City FYE Coordinator ProVisions Presentation February 19, 2013

  2. Critical Thinking Pedagogy Interdisciplinary Integration Library Workshop Service Learning Active Learning First Year Liberal Education Course Citizenship Writing Center Peer Tutors Workshops Culminating Experience or End of the Year Project Organizing The American City FYE Urban Theme Fulfilling the Saint Rose Mission The College delivers distinctive and comprehensive liberal arts and professional programs that inspire our graduates to be productive adults, critical thinkers, and motivated, caring citizens. Our engagement with the urban environment expands the setting for educational opportunities and encourages the Saint Rose community’s energetic involvement and effective leadership in society.

  3. Critical Thinking Pedagogy The Six Facets of Critical Thinking • Analytical reading • Process-based writing • Inquiry • Interpretation • Argumentation • Synthesis and the strategic use of evidence These skills are the basis for course learning objectives and assessment

  4. Formative Assessment of Student Learning Liberal Education Objective – L03 Critical Thinking Objective – FYE L03 Historical Skills Students will be able to analytically interpret primary sources and scholarly literature that pertain to historical change Students will be able to craft a precise thesis based on their ability to synthesize the main points of a collection of sources Students will construct historical arguments based on their ability to strategically incorporate evidence from primary and secondary sources Historical Knowledge The College of Saint Rose graduate demonstrates historical knowledge, the ability to analyze that knowledge, and an emerging perspective on historical, cultural, and political influences which contribute to local and global change

  5. Analytical Reading Interpreting Scholarly Literature Analyzing Primary Documents identifies key issues and main points distinguish between fact and opinion shows understanding of author’s intent or goals relates primary source to specific historical context in which it was written • identifies thesis of scholarly publications • discerns the main points of the reading • locates supporting evidence and examples for each main points • makes connections between readings

  6. From Analytical Reading to Thesis-Driven Argumentation Examples 1, 2, 3, Examples 4, 5, 6, 7 Examples 8, 9,10 Thesis Examples 11, 12,13 Examples 14, 15,16, 17

  7. Using a Rubric to Assess Argumentation • Crafting a Thesis-Driven Argument position stated – thesis statement position defended – sustain a persuasive argument logic, digression • Organizing a Thesis-Driven Argument well-developed paragraphs topical sentences overall cohesion & flow of argument smooth transitions between paragraphs • Evidence strategic use of evidence ability to synthesize details, draw conclusions sufficient evidence from required documents appropriate and accurate documentation

  8. Liberal Education and Student Success • Upperclassmen or grad students who are student teaching or serving as interns visit the FYE class • They emphasize the skills they are using in the field • Students who have secured jobs recently discuss how their academic skills created professional opportunities

  9. Fall 2012 Student Survey and Assessment Results In High School most students submitted Social Studies assignments that were 1-2 pages. Their Social Studies reading assignments ranged from 1-2 pages to 1 textbook chapter. 50% had written a paper (usually for English) that was more than 6 pages. • Are you able to analytically read? 23 YES • Are you able to interpret primary and secondary documents? 23 YES • Are you able to craft a precise thesis for writing assignments? 22 YES, 1 NO • Are you able to demonstrate increased ability to construct historical arguments based on your ability to analyze, organize, and strategically incorporate primary sources and scholarly publications? 20 YES, 3 NO • Did your writing improve? 23 YES Cohorts A&B:N=81 2.36 to 2.59 0.23 [Avg Change] HIS 280 2.48 to 2.60 0.12 ENG 105 1.72 to 2.78 1.06 [Avg Change]

  10. Key Assessment Questions for theFYE Lib Ed Curriculum • Can an integrated interdisciplinary liberal education curriculum allow us to measure student proficiency in key transferable skills? Yes • Can we verify the extent of student learning of these transferable skills and identify teaching techniques that improve academic growth? Yes • Do students perceive how academic mastery of key transferable skills prepares them for success in the classroom, community, internships and, eventually, careers? Yes