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General Education Roundtable

General Education Roundtable. Weber State University January 8, 2008. Why are we here today?. Purpose—To discuss ways to improve WSU’s general education program by using information we already have. Some Background Information. Assessment Models What Do We Know?

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General Education Roundtable

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  1. General Education Roundtable Weber State University January 8, 2008

  2. Why are we here today? Purpose—To discuss ways to improve WSU’s general education program by using information we already have.

  3. Some Background Information Assessment Models What Do We Know? What Do We Do With What We Know?

  4. Assessment Models Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000

  5. Formulating Statements of Intended Learning Outcomes Are we ready yet?

  6. Formulating Statements of Intended Learning Outcomes The First Step – Learning Outcomes

  7. WSU Learning Outcomes Communicate, understand and interpret ideas and information using written, oral and visual media. Think critically and creatively to construct well-reasoned arguments supported by documented research. Use quantitative, mathematical relationships, operations and reasoning. Demonstrate an understanding of the history, foundational principles, economics, and politics of the United States.

  8. WSU Learning Outcomes • Demonstrate proficiency in computer and information literacy. • Demonstrate an understanding of how the biological and physical sciences describe and explain the natural world. • Demonstrate an understanding of humans, their behavior, and their interaction with and within their physical, social, local and global environments. • Demonstrate an understanding of diverse forms of aesthetic and intellectual expression.

  9. State-Wide Learning Outcomes • Communicate effectively • Employ quantitative and qualitative analysis in problem solving • Interpret and evaluate information • Work successfully within diverse groups and complex organizations • Adjust to and manage change • Act with social responsibility, intellectual honesty, and ethical judgment.

  10. Formulating Statements of WSU’s Intended Learning Outcomes Life Science Outcomes Physical Science Outcomes Social Science Outcomes Creative Arts & Humanities Outcomes

  11. Conclusion #1 WSU has established learning outcomes.

  12. Assessment Measures Step # 2--Collecting Data

  13. Assessment Measures WSU has collected data at entry and during the first-year (i.e., Accuplacer and CLA Exam).

  14. Assessment Measures WSU has collected data at different points in the undergraduate experience (e-portfolio pilot).

  15. Assessment Measures WSU has collected data at the conclusion of the senior year (CLA Exam).

  16. Assessment Measures WSU has used indirect assessment measures (e.g., the National Survey of Student Engagement).

  17. Assessment Measures Targeted research studies (e.g., math proficiency, diversity)

  18. General EducationAssessment Measures Groups working to develop assessment strategies for each of the three breadth areas: life science/ physical science, humanities/creative arts, and social science. In addition, four groups addressing the same issues in the core areas of American institutions, composition, computer and information literacy, and quantitative literacy. Each group is responsible for developing learning outcomes, a curriculum grid, and an assessment plan.

  19. Assessment Measures POST-GRADUATION ASSESSMENT Alumni Survey Rating of Competency by Employers Student Reports and Self-Assessment of Experience END-OF-PROGRAM ASSESSMENT (SENIOR YEAR) Collegiate Learning Assessment Portfolios Capstone Courses Exit Interviews/Surveys Specific Assessment Projects National Survey of Student Engagement MID-PROGRAM ASSESSMENT Assessment of Core and Breadth Areas COURSE-BASED ASSESSMENT Individual Faculty Review Common Questions In Required Courses Common Syllabi and Standards of Achievement and/or grading for all sections PRE-ENTRY ASSESSMENT Accuplacer, ACT/SAT

  20. Conclusion #2 While you can always gather more data, we already have a lot.

  21. The Learning Experience Step # 3 – What is the Learning Experience?

  22. Creating Experiences Leading to Outcomes—General Education General Education Program General Education Curriculum

  23. Elements of the WSU General Education“Program” Half of all classes have 20 or fewer students. More WSU first-year students say the purpose of attending college is to acquire a broad general education (81%) than to acquire work-related skills (52%). 34% of WSU student engaged in service learning during their first year. Only, 2% participated in undergraduate research.

  24. The General Education Curriculumthe Majority of WSU Students Choose AI AMERICAN CIVILIZATION CA INTRO TO VISUAL ARTS INTRO TO MUSIC HU SMALL GROUP COMMUNICATION PUBLIC SPEAKING LS NUTRITION ENVIRONMENTAL APPRECIATION SS INTRO TO PSYCHOLOGY PS NATURAL ENVIRONMENTS OF EARTH INTRO TO CHEMISTRY EARTHQUAKES AND VOLCANOES

  25. General Education In case you blinked, we just looked at some assessment data.

  26. Conclusion #3 The general education program can be improved without changing the curriculum. It can certainly be improved without changing the entire program. Of course, changing the curriculum may also improve the program.

  27. What do we know? Do we have results we can use?

  28. What do we know? WSU’s top 10 assessment results.

  29. Ask Yourself Two Questions Are you pleased with this result? Can the General Education program help to change this result?

  30. What do we know? 10. WSU first-year students don’t read for pleasure. 20 percent of first-year students have never read an unassigned book for personal enjoyment or enrichment. (Source: National Survey of Student Engagement)

  31. What do we know? 9. WSU senior students don’t read much more than first-year students. 19 percent of WSU senior students have never read an unassigned book for personal enjoyment or enrichment. (Source: National Survey of Student Engagement)

  32. What do we know? 8. The General Education Program influences Attitudes toward diversity. “Irrespective of the age, students showed greater appreciation of the similarities and differences between themselves and others after completing general education courses than before completing them.”

  33. What do we know? On the other hand – 17% of WSU seniors say they have never had a meaningful conversation with students of a different race or ethnicity. 9% say they have never had a conversation with students who are different in terms of religion, political opinions, or personal values. (Source: National Survey of Student Engagement)

  34. What do we know? 7. WSU students may not appreciate diverse forms of aesthetic and intellectual expression. 35 percent of WSU senior students have never attended an art exhibit, gallery, play, dance, or theater performance. (Source: National Survey of Student Engagement)

  35. What do we know? 6. WSU students are most impressed with the development of their critical and analytical thinking skills. “To what extent have your experiences contributed to …” 80 percent respond “quite a bit” or “very much.” (Source: National Survey of Student Engagement)

  36. What do we know? 5. WSU students are less impressed with the development of their writing skills. “To what extent have your experiences contributed to …” 29 percent respond “very little” or “some.” (Source: National Survey of Student Engagement)

  37. What do we know? • 4. On a national examination which measures critical thinking, analytic reasoning, written communication and problem solving skills, WSU first-year students score significantly below the national average. • Source: Collegiate Learning Assessment

  38. What do we know? • 3. On a national examination which • measures critical thinking, analytic • reasoning, written communication and problem solving skills, WSU senior • students score above the national average. • Source: Collegiate Learning Assessment

  39. What do we know? • 2. On a national examination which • measures critical thinking, analytic reasoning, • written communication and problem solving • skills, WSU senior students score significantly • above their predicted score based upon the • statistical models. • Source: Collegiate Learning Assessment

  40. What do we know? • If you torture the data long enough, • it will confess . • R. H. Coase

  41. Conclusion #4 We have enough information to act upon. We just need to decide where to start.

  42. Discussing and Using Assessment Results to Improve Teaching and Learning What next?

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