1. Orientation Meeting Humanities Distribution- Cycle B Fall 2012

2. Today’s Agenda Review the Montgomery College General Education Assessment Plan Review the specific expectations for General Education Course Assessment Plan Review the Montgomery College General Education Rubrics Review the timeline for developing and implementing the HUMD General Education course assessment plans Identify support for developing assessment plans

3. Basis for MC General Education Assessment Plan Review of general education course reapplications (2008) Review of Gen Ed survey information (FA 2011) Review of Middle States expectations Review of our current Gen Ed structure Review of national General Education expectations and models

4. Montgomery College Model 5 General Education competencies: Written and Oral Communication, Critical Analysis and Reasoning, Information Literacy, Technological Competency, Scientific and Quantitative Reasoning 2 Areas of Proficiency Arts and Aesthetic Awareness Personal, Social, and Civic Responsibility

5. Montgomery College Model 4 Foundation areas (4 Classes) English (1 Class) Math (1 Class) Speech (1 Class) Health (1 Class) 4 Distribution areas (7 Classes) ARTS (1-2 Classes) HUMD (1-2 Classes) BSSD (2 Classes) NSLD or ND(2 Classes)

6. How many times should a student be exposed to a given competency? How many competencies should each distribution be responsible for? How can we ensure that students are exposed to and give the opportunity to learn the competencies?

7. Distribution Area Competency EN Foun SP Foun HE Foun MA Foun ARTSHUMDBSSD NSLD/ ND 1 class, 3cr 1 class, 1-3cr 1 class, 3cr1-2 classes, 3-6 cr 1-2 classes, 3-6 cr 2 classes, 6 cr 2 classes, 7cr Critical Analysis and Reasoning Written and Oral Communication Information Literacy Scientific and Quantitative Reasoning Technological Competency Embedded in all rubrics reflecting: use of general software application, discipline specific software application or discipline specific technology tool. Arts and Aesthetic Awareness Personal, Social and Civic Responsibilities Note: Number of credits and classes is reflected for an A.A. requirements differ for other Degree programs. General Education Coverage and Assessment Matrix

8. General Education Assessment Plan Every General Education Course has an assessment plan. ongoing, periodically data is reported. shows how the competencies are integrated into the course. Provides a common assessment tool used to assess assigned competencies agreed upon by the discipline. Provides any adaptations to the MC Gen Ed Rubrics. Data is reported every three years Action plans are updated annually Assessment plan is reviewed and revised after 5 years. Assessment Plan, summary of data and action plan become part of Gen Ed Course Review The cycle replaces the participation in course based assessment.

9. Data Reporting Cycle Cycle B- beginning AY 2013 Planning Fall/Spring ‘12-’13 Year 1- Data Collection Year 2- Create Action Plan Year 3- Action Plan update Year 4- Data Collection Year 5- Action Plan update Year 6- Review and Revise Course Assessment Plan

10. Assessment Plan Expectations developed with the faculty who are teaching the class and approved by the discipline. demonstrate how the competencies are integrated regularly into the course and regularly assessed Assessment instrument(s) should be common but adaptable (semester to semester or class to class) Assessment instrument requirements/parameters need to be tagged to competencies

11. Assessment Plan Expectations Submit rubric adaptations with assessment plan Submit both assessment instrument parameters and representative sample as part of the plan Lead Dean signs off on plan Syllabi should indicate General Education competencies and assessment expectations

12. Data Collection Expectations Data collected year 1 and year 4 (more frequently on request or for classes offered infrequently) Courses with fewer than 7 sections collect data Fall and Spring Courses with more than 7 sections collect data either Fall or Spring All sections collect data, whether taught by full or part-time faculty

13. Humanities Distribution-Rubrics Written or Oral Communication Critical Analysis and Reasoning Technological Competency Information Literacy Areas of Proficiency- Optional

14. Rubrics All Critical Thinking Measures need to be used Select type of technology used or more than one Adapt performance description language to discipline or assessment instrument needs Assessment instrument(s) should be aligned with the rubrics

15. Areas of Proficiency Arts and Aesthetic Awareness Demonstrate an ability to form aesthetic judgments about forms or examples of art. Express an appreciation and understanding of the arts through a consideration of and/or engagement in the creative process. Demonstrate an understanding of the role of the arts in the human experience. Demonstrate an ability to understand and use terminology to the art discipline. Personal Social and Civic Responsibility Still Drafting- looking for feedback on the measures

16. Draft Measures for PSCR Makes connections between course content and self. Takes responsibility for personal behaviors, actions, decisions, or conclusions Recognizes the needs of the community as a factor in personal decisions or conclusions Makes decisions or reaches conclusions with an awareness of the impact on community or the needs of the community Demonstrates an awareness of his or her responsibility as a community member Understands and articulates the connection between the individual and the community Articulates the impact of a diverse society and critiques stereotypes and biases Demonstrates awareness of other cultures, belief systems or perspectives

17. Levels of Mastery Not Evident Novice performance Does not complete assignment correctly Needs extensive guidance or help Uses limited resources Produces a limit result Proficient Performance Adheres closely to the assignment expectations Needs some guidance Relies on known resources Produces an adequate result Advanced Performance More complex Demonstrates flexibility and creativity Goes beyond the minimum expectations Demonstrates independence

18. Assessment Planning Timeline B1 Courses (Fall only + FA/SP World Languages)- 1 st Draft due Friday, November 9 Plans Reviewed in December Final Draft Due May 3, 2013 B2 Courses (Spring only and FA/SP courses other than WL)- 1 st Draft Due Friday, April 5, 2013 Plans Reviewed in April 2013 Final Draft Due September 2013

19. Assessment Planning Process Core Group Discipline sub groups Use process best suited to discipline Consider using similar assessment plans for similar types of courses Discipline Representative attend review sessions

20. Support CTL workshops on Applying rubrics to assignments Creating General Education Assessment Plans Reliability and/or Calibration Individual Group Meetings (department, discipline, workgroup) Resources in assessment handbook, professional discipline organizations, other schools/colleagues

21. Questions? Contact:  Prof. Samantha Veneruso x7-7940  Prof. Ben Nicholson x7-5222  Prof. Nawal Benmouna x7-5240  Prof. Greg Ryan x7-7759  Prof. Mark Alves x7-7442  Prof. Cory Newman x7-1413 E-mail: Outcomes@montgomerycollege.eduOutcomes@montgomerycollege.edu Website: http://www.montgomerycollege.edu/outcomes http://www.montgomerycollege.edu/outcomes