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We would argue …. Not THIS! A collection of courses, no matter how good, is NOT a program, and … Is NOT assessable as a program.

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Presentation on theme: "We would argue …. Not THIS! A collection of courses, no matter how good, is NOT a program, and … Is NOT assessable as a program."— Presentation transcript:

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3 We would argue …. Not THIS! A collection of courses, no matter how good, is NOT a program, and … Is NOT assessable as a program

4 We would argue …. THIS is a program! A structured, coherent set of courses delivered by faculty in dialogue with one another... IS assessable as a program

5 Assessment is the Philosophers Stone that turns base metals – an incoherent collection of courses – into GOLD – a coherent program via the catalyst of Student Learning Outcomes…. SLOs are necessary to know what one is assessing … SLOs should emerge from deep deliberation on the Mission, Values of GE

6 Assessment impelled GE redesign: WASC pressure First effort at GE assessment: Core competency approach, , New Provost Meta-analysis of GEAC course assessment EO 1033 Explicit call for GE Assessment LEAP Contributed to definition of GE SLOs

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10 Design Team CONSULTATIONS/ COMMUNICATIONS EO 1033 Campus GE Reports Provosts 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 Preside nt Signs EM 2/11/10 Provost Charges Implementatio n Team 2/12/10 Student Survey AS Student Leaders Academic Senate Council of Academic Deans Student Affairs Directors Resident Advisors GEAC University Advisory Board Campus- wide Fora: 4 Library Faculty Dept Meetings: 18 Proposal Sent to all Campus Alumni Survey College Meetings of Chairs: 12

11 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

12 Mission The 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. Mission The 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. Strategy Chico 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. Strategy Chico 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.

13 The GE Program incorporates and seeks to foster the values of: Active Inquiry a spirit of curiosity to ask questions, seek answers, contemplate, and pursue investigations with intellectual rigor, while making connections between cognitive and personal development, both inside and outside traditional instructional settings. Personal and Social Responsibility the knowledge to take responsibility for ones own life and actions, and to recognize responsibilities to our various local, regional, national and international communities. Sustainability an understanding of the environmental dynamics associated with human activities and of the value of balancing social justice and human economic demands with the Earths ability to sustain physical and biological resources and cultural diversity. Diversityan understanding of and facility with different intellectual viewpoints as well as the unique perspectives of others based on varied experiences, identities and social attributes. Creativitythe generation of new ideas and original expressions in light of past innovations, traditions, and the history of ideas, accompanied by a willingness to take intellectual risks and consider novel approaches. Global Engagementthe cultural, linguistic, and analytic skills necessary to understand and engage with diverse cultures, people, and the global marketplace, and to contribute as responsible global citizens.

14 1. Oral Communication: Demonstrates effective listening and speaking skills necessary to organize information and deliver it effectively to the intended audience. 2. 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. 3. 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. 4. Mathematical Reasoning: Demonstrates knowledge of and applies mathematical or statistical methods to describe, analyze and solve problems in context. 5. Active Inquiry: Demonstrates knowledge of and applies research techniques and information technology appropriate to the intellectual and disciplinary context. 6. Personal and Social Responsibility: Demonstrates knowledge and skills necessary to take responsibility for one's own life and actions, and to recognize opportunities and responsibilities to become engaged in our various local, regional, national, and international communities. 7. Sustainability: Describes and explains the environmental dynamics associated with human activities, and assesses the value of balancing social and economic demands with the Earths ability to sustain physical and biological resources and cultural diversity. 8. 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. 9. Creativity: Takes intellectual risks and applies novel approaches to varied domains. 10. Global Engagement: Demonstrates knowledge and skills necessary to engage global cultures and peoples.

15 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

16 18 units in Foundation (Area A, B) 6 units in AI (Area C, D) 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)

17 10 Pathways, defined by faculty: Diversity, Ethics, Justice & Policy, Food Studies, Gender & Diversity, Global Development, Great Books & Ideas, Health & Wellness, International Studies, Science, Technology & Values, Sustainability 24 units per Pathway (including 9 upper division units) 18 units (including 9 upper division) taken in a single Pathway Interdisciplinary Minor

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23 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

24 Who? –Curriculum Advisory Board (CAB) + Pathway Coordinators What? –Assessment of the GE program will be driven and guided by the program's Mission and Values, and the Student Learning Outcomes (SLOs) derived from these. EM 10-01

25 How? –Pathway coordinators, working with faculty teaching in the pathways … will designate a set of SLOs to be assessed each year. Pathway coordinators will work with faculty to determine an assessment plan that is accessible and efficient in assessing those SLOs that are under review. EM When? –Continuous. EM to be reviewed in 5 years.

26 Thanks to Chico State faculty, staff, and students for the many hours of consultation, work and their dedication to a better GE program. Thanks also to the AAC&U, the Compass project and Ken ODonnell for guidance and support. Team members (n = 22) GEAC: Charley Turner, POLS, Chair; Kathryn Barth, Evaluations, Matt Blake, JOUR, Chris Fosen, ENGL, John Mahoney, BIOL, Jason Nice, HIST, Jim Sager, BSIS, Mitch Johns (11-12) AGRI, Bill Loker, UED GE Design: Sara Trechter, ENGL and Bill Loker, UED, co-chairs, Troy Berry, Advising, Margaret Owens, Assoc Dean, CNS, Chela Mendoza Patterson, EOP, Shekhar Misra, MKTG, Robert Tinkler, HIST, Lori Beth Way, POLS, Chuck Zartman, EDUC GE Implementation: Lori Beth Way and Bill Loker, co-chairs, Cindy Bumgarner FLNG (S10-F10), Ken Chapman, MKTG, Jennifer Lilibridge, NURS, Kate McCarthy, RELS, Chela Mendoza Patterson, Thia Wolf, FYE, Chuck Zartman


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