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College of Liberal Arts September 18, 2014. 2014-2015 Overview Fall 2014 Review the Curriculum November 3 Deadline Submit Recommendations for Curriculum.

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Presentation on theme: "College of Liberal Arts September 18, 2014. 2014-2015 Overview Fall 2014 Review the Curriculum November 3 Deadline Submit Recommendations for Curriculum."— Presentation transcript:

1 College of Liberal Arts September 18, 2014

2 Overview Fall 2014 Review the Curriculum November 3 Deadline Submit Recommendations for Curriculum Revision to the Office of the Dean Spring 2015 Revise the Curriculum March 2 Deadline Submit Course Revisions and Proposals to the Undergraduate Curriculum Committee and Office of the Dean

3 Moving Forward JSU Planning and Assessment Department  AY ‘15 Academic Assessment Presentation – University Priorities (slide 5) o Priority 1: Review and restructure academic programs. Departmental Missions (slide 13) Student Learning Outcomes (slide 15) o What do you want students to know, think, or do when they have completed the program?  3-5 SLO’s o SLOs should be measurable  Reflect outcomes of the curriculum

4 University Guidelines General Graduation Requirement – 124 hours* o General Education Requirement – hours  Foreign language requirement (6 hrs) may have been met o Major Requirement – hours o Concentration Requirement – hours o Electives – any level if requirements for the course have been met  With a maximum of Gen Ed, Major, & Concentration hours, 20 hours remain for electives – Liberal Arts Education Benefit *Justification required for any deviance (Sources: JSU Catalog and Ms. Patricia Sherriff-Taylor)

5 Fall 2014 Overview Today Mission Statement SLOs for Majors For Oct. 16 Review Courses Share Findings Due Nov. 3 Submit Report / Proposal

6 Agenda for Today Each Department to Report (< 5 minutes) o Mission Statement o Student Learning Outcomes (SLOs) for Majors Plan to Review the Catalog  Identify faculty team  Use SLOs to sort through courses 1 at a time  Identify mechanism to help map courses Examples available, i.e., Bloom’s Taxonomy grid

7 Catalog Review Process Consider Each Course Catalog Total Number of Courses How many have been taught in the past 4-5 years? # Have Not # Have Have not: Do we need it? If no, explain in 1-2 sentences. If yes, does it need to be updated? If yes, do we have someone to teach it? Have: Plot on Grid What kind of grid? Do we need more than one grid or graph?

8 Bloom’s Taxonomy

9 Plot Each Course on a Grid or Graph What kind do we need? MAJOR Level 1 Semester 1 Junior Level 2 Semester 2 Level 3 Semester 3 Senior Level 4 Semester 4 Capstone SLO 1 Content ** Skill *** ***** SLO 2*** ***** SLO 3*** ******* **** SLO 4**** ****

10 Whatever works for you

11 Review Your Findings: Any Clusters or Gaps? Review Your Findings: Any Clusters or Gaps? If courses are clustered Are they similar in content? Is a skill being repeated rather than practiced and reinforced? Identify courses that may need o Revised course descriptions – note 1-2-sentence rationale for each o Revised SLOs – note 1-2-sentence rationale for each o Might courses be taught online? – briefly note ideas If a gap occurs What content may need to be covered? What skill may need to be introduced, practiced, or reinforced? Identify courses that may o Move into the gap with revision – note 1-2-sentence rationale o Need to be proposed – note 1-2-sentence rationale o Require additional expertise – note 1-2-sentence rationale o Might courses be taught online? – briefly note ideas

12 October 16 th Meeting Report Findings 1. Total Number of Courses _____ o _____ Have Not Been Taught o _____ Have Been 2. Summarize Findings Of those courses that have not been taught o How many need to be deleted or updated? Require new expertise? Of those courses that have been taught o How many need to be revised? Briefly share why. o How many need to be developed? o How many could be taught online? o What faculty development opportunities may be needed?

13 A Template will be provided for your Nov. 3 report. Thank you!

14 CLA Overview Advising Form Standardized 2013 Art o Oct – 124 hrs Criminal Justice & Sociology o Fall 2009 & July 2007 – 122 hrs English & Modern Foreign Languages – 4 Concentrations o June 2007 – 124 hrs History & Philosophy o Aug – 122 hrs Mass Communication – 3 Concentrations o June 2013 – 124 hrs Military Science o not a major Music – 8 Concentrations o Aug – 121 hrs Political Science – 1 Concentration o Aug – 124 hrs Psychology o July 2007 – 124 hrs Speech Communication & Theatre o No date – 123 & 122 hrs

15 Review Your Catalog One Course at a Time Has it been taught in the last 4-5 years? Yes / No o If No Should we delete it? Yes / No If no, do we need to revise it? And, could it be taught by faculty in our department? If no, do we need to consider hiring someone to teach it? o If Yes – Plot Course on a Grid Example - Bloom’s Taxonomy Grid in Sept. handouts Do we need more than one grid or graph? One for content & one for skills? What helps you see how students achieve SLOs? Review Your Findings: Note any Clusters &/or Gaps o What course[s] need to be revised? Why? o What course[s] need to be developed? Why? o Do we need a new faculty line? Additional resources? Why? Record decision about each course in a 1-2 sentence rationale o Relate each rationale to an Overall SLO


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