design co-chairs: bill loker & sara trechter implementation : bill loker & lori beth...
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Assessment & Articulation by Design: Pathways and the creation of a value-oriented GE program Bill Loker and Lori Beth Way representing Sara Trechter and the Chico State GE Design Team. Design Co-Chairs: Bill Loker & Sara Trechter Implementation : Bill Loker & Lori Beth Way. - PowerPoint PPT PresentationTRANSCRIPT
Assessment & Articulation by Assessment & Articulation by Design:Design:
Pathways and the creation of a Pathways and the creation of a value-oriented GE programvalue-oriented GE program
Bill Lokerand Lori Beth Way
representing Sara Trechter and the Chico State GE Design TeamDesign Co-Chairs: Bill Loker & Sara Trechter
Implementation: Bill Loker & Lori Beth Way
Members of Teams:
Academic Advising /EOP/Faculty/Assoc Dean
OriginsOrigins
ResourcesResources
CSU GE—ARTICULATION
CSU GE—ARTICULATION
AAC&U LEAP–
ASSESSMENT
AAC&U LEAP–
ASSESSMENT
-Content focused
-Breadth
-Skills
-A, B, C, D, E
Outcomes- Oriented-
High Impact- Practices
Making Excellence Inclusive-
EO 1033
Our OLD Our OLD General Education ProgramGeneral Education Program
General Education Program:General Education Program:Coherent and DistinctiveCoherent and Distinctive
Today, a coherent general education program can be defined as one where students are able to make connections and integrate their knowledge..., rather than one that merely provides them with isolated pieces of information... These connections should occur within disciplines, among disciplines, to real life and the world, and to majors and careers…
Boning (2007) “Coherence in General Education: A Historical Look”
Today, a coherent general education program can be defined as one where students are able to make connections and integrate their knowledge..., rather than one that merely provides them with isolated pieces of information... These connections should occur within disciplines, among disciplines, to real life and the world, and to majors and careers…
Boning (2007) “Coherence in General Education: A Historical Look”
Consultations
Redesign Process
Design Team CONSULTATIONS/
COMMUNICATIONS Design Team Website
EO
1033
Campus GE
Reports
Provost’s Charge and Creation of
Design Team 11/08
EPPC Senate Committee
11/09- 12/09 4 meetings
Full Academic
Senate 12/09-2/10 4 meetings
Pres. Zingg Signs
EM 2/11/10
Provost Flake Charges
Implementation Team 2/12/10
Student Survey
AS Student Leaders Academic
Senate
Council of Academic
Deans
Student
Affairs Directors
Resident Advisors
GEACUniversity Advisory
Board
Campus-wide Fora:
4
Library Faculty
Dept Meetings:
18
Proposal Sent to all Campus
Alumni Survey
College Meetings of Chairs:
12
MissionThe GE program at Chico State prepares
students for continual learning and application of knowledge to career as well as personal life. It provides the education necessary for success as a lifelong learner and civically engaged individual in the twenty-first century.
MissionThe GE program at Chico State prepares
students for continual learning and application of knowledge to career as well as personal life. It provides the education necessary for success as a lifelong learner and civically engaged individual in the twenty-first century.
General General Education Education ProgramProgram
StrategyChico State students acquire a strong foundation in critical thinking, written
and oral communication and the arts and sciences through inquiry about and engagement with the social and natural worlds we inhabit. This is achieved through study, reflection, synthesis and action related to knowledge from varied historical, cultural, scientific and political perspectives. In combination with the major field of study, GE completes the breadth of university education.
StrategyChico State students acquire a strong foundation in critical thinking, written
and oral communication and the arts and sciences through inquiry about and engagement with the social and natural worlds we inhabit. This is achieved through study, reflection, synthesis and action related to knowledge from varied historical, cultural, scientific and political perspectives. In combination with the major field of study, GE completes the breadth of university education.
GE ProgramStudent Learning Outcomes
The Student Learning Outcomes for our General Education program flow from the recognition that certain essential intellectual and practical skills rest at the foundation of a high-quality General Education program. These include effective written and oral communication, critical thinking, and mathematical reasoning skills. Additional Student Learning Outcomes arise from the values that the program seeks to foster.
The Student Learning Outcomes for our General Education program flow from the recognition that certain essential intellectual and practical skills rest at the foundation of a high-quality General Education program. These include effective written and oral communication, critical thinking, and mathematical reasoning skills. Additional Student Learning Outcomes arise from the values that the program seeks to foster.
GE Program SLOs
1. Active Inquiry: Demonstrates knowledge of and applies research techniques and information technology appropriate to the intellectual and disciplinary context.
2. Personal and Social Responsibility: Articulates an understanding of democratic values, responsibilities, and processes and a disposition to engage in deliberation, dialogue and action within our varied communities.
3. Sustainability: Describes and explains the environmental dynamics associated with human activities, and assesses the value of balancing social and economic demands with the Earth’s ability to sustain biological and cultural diversity.
4. Diversity: Demonstrates an understanding of and facility with different intellectual viewpoints as well as the unique perspectives of others based on varied experiences, identities and social attributes.
5. Creativity: Takes intellectual risks and applies novel approaches to varied domains.
6. Global Engagement: Demonstrates knowledge and skills necessary to
engage global cultures and peoples.
Program Student Learning Outcomes
7. Oral Communication: Demonstrates effective listening and speaking skills necessary to organize information and deliver it effectively to the intended audience.
8. Written Communication: Demonstrates the ability to question, investigate and draw well-reasoned conclusions and to formulate ideas through effective written communication appropriate to the intended audience.
9. Critical Thinking: Identifies issues and problems raised in written texts, visual media and other forms of discourse, and assesses the relevance, adequacy and credibility of arguments and evidence used in reaching conclusions.
10. Mathematical Reasoning: Demonstrates knowledge of and applies mathematical or statistical methods to describe, analyze and solve problems in context.
Coherent StructureCoherent StructureGE Pathway ModelGE Pathway Model
A Pathway structurally connects courses that are:
• intellectually cohesive
• explore an issue/area from a multidisciplinary perspective
•schema for students to understand the general education experience
Our 48 unit Model – with Pathways•24 Foundation & American Institutions
•24 units per Pathway (including 9 upper division units)
•5- 10 Pathways, to be determined by faculty
•18 units (including 9 upper division) taken in a single Pathway
Interdisciplinary Minor
Each Pathway
•15 units Lower Division:
Arts, Humanities, 2 Social Sciences, Lifelong Learning No more than 3 courses per disciplinary area in that Pathway No more than 3 per department per Pathway
•9 units Upper Division GE: Arts/Humanities, Social Sciences, Natural Sciences 3 courses per disciplinary area from different departments upper division GE Capstone course (Writing Intensive) –
required for those who do not have a Major Capstone
Structure :• Flexible •Cohesive•Articulates
Disciplinary Area Foundation Notes/How to read the Grid
Oral Comm CMST , CMST (Pathway 3), others? P# denotes associated Pathway. Students may select a Foundation course associated with a Pathway; one of which may be used toward the 18 unit GE minor. Up to seven courses permitted in each Foundation Area.
Written Comm (W)
ENGL (P1, P2), others?
Critical Thinking CMST , PHIL (P2), others?Mathematics MATH (P1), MATH , others?
Physical Sciences GEOG, GEOS, NSCI, CHEM, others?Life Sciences NSCI, ANSC, ANTH (P2), PSSC, others?
American Institutions Amer. History American History 3 units from HIST
Amer. Inst. American Government: National State and Local 3 units from POLS
Disciplinary Areas Path 1 Path 2 Path 3 Path…10 ?
Five to ten pathways
ArtsART ART THEA
THEA ART MUSC
ART MUSC THEA (D)
Generally there are three courses per Disciplinary Area in a Pathway.
Humanities ENGL (D)PHIL (W)PHIL
HISTRELS (W)PHIL
ENGL (G)RELS (W)PHIL
D - Satisfies diversity
G - Satisfies global cultures W – Writing intensive course; students must complete four writing intensive coursesC – Capstone, by definition are W courses
FL FL FLIndividual & Society ANTH (G)
GEOG SOCI/SOCI
SOCI ANTH GEOG (W)
HCSV (D)LAST PSYC
Societal Institutions SOCI (G)GEOG (D)POLS
ANTH (W)GEOG PSYC
HIST (W)SOCI (W)ABUS (D)
Learning for Life ENVL (W)PHIL (W)RELS
CHLD (W)KINE RECR
NFSC HCSV SWK (W)
UD – Humanities & Arts
ENGL (W)PHIL (W) RELS (C)
ENG (C) (W)ART RELS
MUSC PHIL (W)RELS (G)
All three Upper Division GE courses must be taken within a Pathway.
UD – Social Sciences GEOG HIST (D)RECR
SOCI (W)(D)ANTHPSYC
GEOG (D)ECONHCSV
UD - Sciences BIOL/BIOLGEOS GEOS
PSSC (W) BIOL (G)MATH
BIOL(C)(WGEOS PHYS
Coherence and HIPs Capstones Required Writing Intensive Upper Division GE Capstone Course Major disciplines with a required capstone course may substitute their
capstone for the GE capstone requirement.
Writing Intensive courses (at least 4) Native students required to take at least 4 WI courses Transfers, 1 WI course (Capstone or other WI in upper division GE)
Public Sphere Pedagogies Town Hall Meeting Great Debate
DESIGNFall 2008-2/11/10
DESIGNFall 2008-2/11/10
IMPLEMENTATION2/12/10-Fall 2012
IMPLEMENTATION2/12/10-Fall 2012
Assessing by Design: FLC on GE Assessment (in progress)
• Programmatic – Based on Program-level SLOs … not individual course-based assessment
• Pathway-based – All SLOs must be demonstrated/
achieved in each Pathway … not in each course!Pathways must demonstrate intellectual coherence.
• Direct – Based on authentic products of student work
produced in context;
• Capstones as (potential) sites for assessment
Thanks to Chico State faculty and staff, Ken O’Donnell, the
Compass project and our students for their support, the
many hours of consultation and constant feedback.
Contact us: [email protected]