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Walk, run, jump, leap: moving essential learning outcomes center stage. AAC&U Meeting New Orleans February 23-25, 2012 General Education and Assessment: New Contexts, New Cultures Maureen Andrade, Kathie Debenham, KD Taylor Utah Valley University. Utah Valley University - At A Glance.

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walk run jump leap moving essential learning outcomes center stage

Walk, run, jump, leap: moving essential learning outcomes center stage

AAC&U Meeting

New Orleans

February 23-25, 2012

General Education and Assessment: New Contexts, New Cultures

Maureen Andrade, Kathie Debenham, KD Taylor

Utah Valley University

utah valley university at a glance
Utah Valley University - At A Glance
  • Member of LEAP Campus Action Network
  • Participant in 2011 Shared Futures Project: Global Learning and Social Responsibility/GE
  • USHE State GE Task Force/Lumina Tuning Project
  • Carnegie Community Engaged designation
  • Surviving and implementing recent GE re-visioning
overview moving elos center stage
Overview: Moving ELOs Center Stage
  • Common Challenges to ELO Assessment
  • UVU’s Four-Step Approach
    • Identify simplified language to market the Essential Learning Outcomes (ELOs)
    • Refine communication processes
    • Provide professional development opportunities
    • Assess progress
  • Attendee Strategies and Solutions
challenges recognize any of these
Challenges – Recognize any of these?
  • Stakeholders unfamiliar with ELOs
  • Course syllabi do not list ELOs
  • Course syllabi list different ELOs for

the same course

  • Lack of knowledge about the GE


  • Faculty connected to disciplines, not


  • Large number of adjuncts teaching GE


  • Coordination of core themes, ELOs,

GEOs & responsibilities for assessment

  • Accreditation recommendation
    • Publish outcomes
    • Develop consistent assessment practices
    • Improve learning
uvus essential learning outcomes elos
UVUs Essential Learning Outcomes (ELOs)
  • Integrated and Applied Learning
    • Engaged Learning
    • Integrated Learning
    • Applied Learning
  • Intellectual and Practical Skills Foundation
    • Communication
    • Quantitative Reasoning
  • Qualitative Reasoning: Critical, Analytical, and Creative Thinking
    • Information Literacy
    • Technical Literacy
  • People of Integrity
    • Ethical Reasoning and Understanding
    • Personal and Social Responsibility
  • Professional Competency
    • Ability to Adapt and Change
    • Teamwork
    • Problem Formation and Solution
  • Stewards of Place
    • Local Community
    • Global Community
    • Interdependence Among Communities
  • Knowledge Foundation
    • Core and Distribution
identify ge program connection to elos
Identify GE program connection to ELOs

ELOs- Detailed and Complex

GEOs-Transparent and Memorable


Critical and Creative Thinking


Core & Distribution courses

  • Integrated and Applied Learning
  • Intellectual and Practical Skills Foundation
  • Qualitative Reasoning: Critical, Analytical, and Creative Thinking
  • People of Integrity
  • Professional Competency
  • Stewards of Place
  • Knowledge Foundation

Content maintained

  • Reorganization
  • Simplification

Approval ProcessesNeeded

marketing public relations
Marketing & Public Relations

Internal Community

  • Trustees
  • Administration
  • Department Chairs
  • Faculty
  • Advisors
  • Staff
  • Students

External Community

  • Commissioner’s Office
  • Board of Regents
  • Other institutions, state committees
  • Service region
  • Prospective students & friends of UVU
  • Employers
Internal Community

External Community

Speakers & panel discussions with civic leaders


News media

Magazines & brochures

Career & internship fair

Recruitment events


Work with VP Engagement with Chambers of Commerce, business clubs & associations

Social media

  • Presentations
  • Web site “ads” with links
  • Catalog
  • Syllabi
  • Digital signage
  • Magazines & brochures
  • Banners
  • Student orientation
  • Student handbook
  • Student newspaper
  • Forums
  • Social media
  • Common course shell for all GE courses in Canvas
  • Fall Faculty Convocation
use common ge course shell in canvas
Use Common GE Course Shell in Canvas



Summer Seminar for pilot group of faculty from departments teaching gateway courses

Identify necessary common elements

Provide significant faculty freedom for elements not needing to be common

  • Provide an identity for GE courses in LMS
  • Students see the continuity of GE outcomes related to the ELOs
  • To facilitate assessment via significant assignments required in shell
  • Provide access to uploading assignments in eportfolio
Employee Incentives

Student Incentives


Career preparation & marketability

Personal achievement

Knowledge of educational & workforce expectations

Responsible citizenship

  • Informed campus citizen
  • Ability to assist students
  • Professional development opportunities
  • Special events and recognitions
  • Guilt
course objectives syllabi
Course Objectives & Syllabi

COMET: Curriculum Online Management Enterprise Tool

  • Inclusion of ELOs in course/program design
    • List the ELO(s) that each GE course meets
    • 257 GE courses
    • Must be added manually
    • Needs approvals by Curriculum Committee and Academic Affairs Council


  • Prepare syllabus addendum explaining ELOs for all classes
  • Require course syllabus to include information about ELOs and how course meets specific ELO(s).
  • Suggest ways to summarize ELO(s) in e-portfolio
elo catalog markers
ELO Catalog Markers

General Education Distribution Course



English Composition


ENGL 2010


Intermediate Writing


Humanities/Social Sciences


Su, F, Sp

Prerequisite(s): ENGL 1010 or ENGL 101H with a

grade of C


or better.

Essential Learning Outcome(s): Intellectual and Practical Skills Foundation, Knowledge Foundation,

Professional Competency


Possible abbreviated codes shown below

Emphasizes academic inquiry and research in the

humanities and social sciences. Explores issues from

multiple perspectives. Teaches careful reasoning,

argumentation, and rhetorical awareness of purpose,

audience, and genre. Focuses on critically evaluating,

effectively integrating, and properly documenting

sources. In addition to major essay assignments, may

include in-class writing and collaboration, an annotated

bibliography, oral presentations, and portfolios.




Integrative and Applied Learning


Intellectual and

Practical Skills Foundation


People of Integrity


Professional Competency


Stewards of Place


Knowledge Foundation

faculty center
Faculty Center
  • Learning Circles
  • New faculty orientation
  • Summer training
    • Canvas GE course shell
    • ELOs
    • Assessment
      • Signature/significant assignment
      • Rubrics
assessment of strategies
Assessment of Strategies
  • Institutional Research data
    • Community response
    • Employer response
    • Faculty response
  • Social media feedback
  • Student survey on ELOs done as baseline Fall 2012 in Omnibus Survey; follow up two years later
achievement of elos
Achievement of ELOs
  • Embedded assessments in GE and major courses
  • First year experience course
  • First year seminar
  • Capstone courses
  • E-portfolios
e portfolio project
E-Portfolio Project
  • GE Committee Learning Circle
    • Zubizarreta, J. The learning portfolio, 2nd ed. San Francisco: Jossey-Bass.
  • Guiding Questions
    • Why do want an e-portfolio system?
    • What key elements are we seeking from a system/platform?
    • What are the portfolio contents and design?
  • Stakeholder Meetings
    • Education and Business
    • Grants for Engaged Learning
    • Institute for Professional Engagement
  • Courses
    • English 1010
    • History 1700
    • Digital Media
current directions
Current Directions
  • Student experiences with e-portfolios and ELOs
  • Summer faculty training
      • Canvas GE course template
      • Signature assignments
      • Rubrics
  • Fall pilots
    • Student support kiosks
    • Data collection
    • Continued campus conversations
bart s takeaways
Bart’s takeaways
  • There are lots of different possible structures
    • The more the structure the more effective the GE program is
    • Organizational and Funding Structure is necessary to having an effective GE program (i.e. making an intentional educational impact on the students)
  • An effective GE program MUST be actively supported at the highest levels.
  • The GE program must have broad support from the faculty.
  • The organization given responsibility must have the ability to effect and manage change.
more thoughts
More Thoughts
  • There were a number of other institutions there looking for the same thing we were.
  • General Education needs to be something more than something that student ‘get out of the way’.
    • Faculty and Students must know its purpose and why they are there.
  • Quite a few presentations referred to re-certifying their GE courses either at the reorganization of their GE programs and/or at periodic intervals (every 3-5 years)
    • Most seem to have rather detailed instructions and/or templates which need to be filled out.