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Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation Indiana University East Richmond, Indiana.

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Presentation on theme: "Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation Indiana University East Richmond, Indiana."— Presentation transcript:

1 Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation Indiana University East Richmond, Indiana

2 Revising General Education Mary Blakefield Associate Vice Chancellor for Academic Support Programs/Dean of Students Markus Pomper Chair, Department of Mathematics Katherine Frank Dean of Humanities and Social Sciences

3 Indiana University East Regional Campus of Indiana University Located in Richmond, Indiana Enrollment 4,500 students Non-residential About 60% credit hours online

4 Indiana Commission for Higher Education Pushed for increased ease of transfer since the creation of the Community College System (Ivy Tech) in 2006 Encouraged colleges to standardize general education

5 Senate Bill 182 January 4, 2012: Proposal introduced to require statewide transfer general education core. January 31, 2012: Passed Senate February 20, 2012: Passed House March 16, 2012: Signed into law January 2012 March 2012 SB 182 signed

6 Summary of 182 A student who is transcripted as completing the gen ed requirements of one state institution cannot be required to complete additional gen eds. A student who holds an associate degree and transfers to a state 4-year institution is considered to have met 30 cr. hrs. of gen ed.

7 State Mandate Indiana Senate Enrolled Act 182 Institutes a 30 cr. hr. statewide, transferable Gen Ed curriculum Competency-based Easy to transfer Deadline for implementation: May 2013! May 2013 January 2012 March 2012 SB 182 signed

8 Learning Outcomes Commission: 6 competency areas Statewide conferences of faculty panels Goal was to set specific outcomes. Final outcomes leaned heavily on LEAP. January 2012 May 2013 Commission Faculty Panels May 2012Nov 2012 Written Communication Speaking/Listening Quantitative Reasoning Humanistic/Artistic Social/Behavioral Scienc e March

9 State Mandate Instructions for implementation details and learning outcomes were made available to institutions in November IU East began to re-create General Education. January 2012 May 2013 Commission Faculty Panels May 2012Nov 2012 Adaptation

10 We did it in 6 months! Design Curriculum Draft Learning Outcomes Create Assessment Process Discuss with Faculty Constituents Involve Curriculum Committee Endorse by Faculty Senate Identify Gen Ed courses January 2012 May 2013 Commission Faculty Panels May 2012Nov 2012

11 A Bit of History Campus Learning Objectives (1998) Loosely defined General Education Assess every outcome in every course Late 1990s 2013 Gen Ed Curriculum 2006 Limit Gen Ed Assessment to Gen Ed Courses 2006 Campus Learning Objectives (1998) New Gen Ed Curriculum Focused Gen Ed Assessment in specific Gen Ed Courses New Campus Learning Outcomes Statewide Core

12 A Bit of History IU East Campus Learning Outcomes From 1998 Outdated Outmoded Cumbersome Grandfatherly

13 A visual of the CLOs CLO #6. Educated persons should develop the skills to understand, accept and relate to people of different backgrounds and beliefs. In a pluralistic world one should not be provincial or ignorant of other cultures; one's life is experienced within the context of other races, religions, languages, nationalities and value systems.

14 New Campus Learning Outcomes IU East proposed a new set of Campus Learning Outcomes Designed with assessment in mind Short and concise

15 Indiana University East Campus Learning Outcomes 1. Communicate clearly and effectively in written and oral forms 2. Access, use, and critically evaluate a variety of relevant information sources 3. Apply principles of inquiry to define and analyze complex problems through reasoning and discovery 4. Demonstrate the ability to relate within a multicultural and digitally connected world 5. Demonstrate a deep understanding of a field of study Additional explanation is available if needed. The additional information focuses on assessable outcomes, rather than professing purpose. Effective communication includes the ability to read, write, listen, speak, and use appropriate resources in delivering and responding to a message. A competent communicator is able to compose a clear message, relate purposeful and relevant ideas suitable to the intended audience, and select appropriate written, verbal and nonverbal strategies to effectively communicate or respond to an intended message.

16 On the Evolution of General Education Prior to 2006 A disconnected set of curricular policies Two Composition classes One Speech class One Math class One Computer Literacy class Arts/Humanities; Social/Behavioral Sci; Natural Science: Campus consensus of 12 credit hours in each group No connection to Campus Learning Outcomes

17 On the Evolution of General Education General Education Framework of 2006 One policy to specify all Gen Ed requirements 39 credit hour curriculum Connects Campus Learning Outcomes to curricular requirements Two Composition classes One Speech class One Math class One Computer Literacy class 9 credits in Humanities and Fine Arts 9 credits in Behavioral and Social Sciences 9 credits in Sciences/Math

18 A look at the policy Multiple campus learning objectives are addressed in each requirement. Campus Learning Objectives are lengthy and difficult to assess. Minimal restrictions for courses that can meet the General Education requirement. No mention of assessment. Course outcomes are vague and do not address all campus learning objectives.

19 On the Evolution of General Education General Education Framework of credit hour curriculum Conforms to state mandate Two Composition classes One Speech class One Math class 6 credits in Arts/Humanities 6 credits in Behavioral/Social Sciences 6 credits in Sciences

20 The New Gen Ed References new Campus Learning Outcomes Limits the number of courses that are available; The selection process specifically vets the courses for assessment. Uses detailed statewide course-learning outcomes; written with assessment in mind.

21 Selecting Courses for Gen Ed Devised a process for adding and removing courses from list of Gen Ed courses Involved Faculty Governance in creation of policy and in maintaining of list

22 Selecting Courses for Gen Ed System of checks and balances for approval of courses

23 References State General Education Competencies and Outcomes Assessment is key part of approval process Selecting Courses for Gen Ed

24 Summary We used the State Mandate to improve long- standing problems: – General Education – Campus Learning Outcomes – Assessment Keys to success – Frequent communication with all faculty – Strong faculty leadership

25 Revising General Education Mary Blakefield Associate Vice Chancellor for Academic Support Programs/Dean of Students Markus Pomper Chair, Department of Mathematics Katherine Frank Dean of Humanities and Social Sciences


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