1. Kurt Ewen, Director of Assessment
Thinking General Education from the Ground Up: Aligning Program Outcomes, Curriculum and Assessment
Kurt Ewen, Director of Assessment
Karen Borglum, AVP, Curriculum and Articulation

2. Valencia Community College now has four major campuses, two academic and administrative centers, and two more major campuses in the planning stages.
Criminal Justice Institute
Osceola Campus
East Campus
Sand Lake Center
Winter Park Campus
West Campus
Supplemental Instruction (SI) as a Strategy for Success in Math Courses

3. Valencia Profile Sites: 4 (+1) campuses, 3 centers
Total Student Enrollment: 58,912
FTE 2008: 24,480
FT Faculty: 448
PT Faculty: 850 per major term
Academic Divisions: 18
Graduates by Degree: AA (42%), AS/AAS (12%), Technical Certificate (41%), Vocational Certificate (3%) B

4. Shared Governance @ Valencia
Valencia Community College
Faculty Council
Operations Council
Learning Council
Curriculum Committee
Learning Assessment Committee
Learning Evidence Team
Standards of Evidence Team
Documentation and Use of Evidence Team
Planning Council B

5. The Road Less Traveled: Where are we now and where we are going.

6. Office of Institutional Assessment, 2008
Why do we need to do this?
Valencia is a learning centered institution guided by two questions
How will this impact Student Learning?
How will we know?
Goal Two of our Strategic Plan – Learning Assured
Objective Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning.
The 28 Community Colleges have articulated General Education Learning Outcome Categories for which we are expected to provide assessment results
State General Education Learning Outcome Categories
1. Communication
Effective reading writing, speaking, listening
2. Critical Thinking
Reflection, analysis, synthesis, application
3. Scientific and Quantitative Reasoning
Understand and apply mathematical and scientific principles and methods
4. Information Literacy
Find, evaluation, organize and use information
5. Global Socio-cultural Responsibility
Participate actively as informed and responsible citizens in social, cultural, global and environmental issues E
Office of Institutional Assessment, 2008

7. Statewide General Education Outcome Categories
Communication
Effective reading writing, speaking, listening
Critical Thinking
Reflection, analysis, synthesis, application
Scientific and Quantitative Reasoning
Understand and apply mathematical and scientific principles and methods
Information Literacy
Find, evaluation, organize and use information
Global Socio-cultural Responsibility
Participate actively as informed and responsible citizens in social, cultural, global and environmental issues E
Office of Institutional Assessment, 2008

8. General Education Learning Outcomes Time Line
January / February 2007 – Gen Ed plan presented to the CLC and the Faculty Council for consent / approval
March 2007 – Survey faculty about the skills our General Education Program ought to focus on as learning outcomes
130 Faculty Participated E

9. General Education Learning Outcomes Time Line
Late March / Early April 2007 – Faculty Forums on the nature of our General Education Program
A total of Eight Faculty Forums
Forums focused on Faculty survey responses and the relationship between Gen Ed Outcomes and TVCA
Summer 2007 – An Interdisciplinary team of 14 faculty selected by the Faculty Council drafted general education learning outcome statements
Late August / Early September 2007 – Draft Gen Ed Outcomes distributed college-wide for feedback
130 have participated in the survey E

10. General Education Learning Outcomes Time Line
Late September– Revise Gen Ed outcomes based on College wide survey feedback
October / Early November
Forums sponsored in collaboration with Faculty Senate Presidents
Early November
The revision team revise the outcomes a second time based upon input from Faculty Forums
November
Revised Gen Ed Outcomes are distributed College wide for review and vote by faculty E

11. General Education Learning Outcomes Time Line
January 2008
Gen Ed Outcomes and Faculty voting results are presented to the Curriculum Committee for consideration and recommendation to the Learning Council
February 2008
Learning Council Approves Gen Ed Outcomes E

12. Valencia’s General Education Student Learning Outcomes
Cultural and Historical Understanding: Demonstrate understanding of the diverse traditions of the world, and the individual's place in it.
Quantitative and Scientific Reasoning: Use processes, procedures, data, or evidence to solve problems and make effective decisions.
Communication Skills: Engage in effective interpersonal, oral and written communication.
Ethical Responsibility: Demonstrate awareness of personal responsibility in one's civic, social, and academic life.
Information Literacy: Locate, evaluate, and effectively use information from diverse sources.
Critical Thinking: Effectively analyze, evaluate, synthesize and apply information and ideas from diverse sources and disciplines E
Office of Institutional Assessment, 2008

13. Curriculum Committee and General Education PrinciplesB

14. General Education Principles and Procedures
Principles: Courses within the General Education Program will:
be able to meet the A.A., A.S., and A.A.S degree requirements;
significantly contribute to Valencia’s general education outcomes;
not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession;
be transferrable for all programs
contribute significantly to breadth of knowledge B

15. General Education Principles and Procedures
The Issue of Breadth: In order to ensure consistency with decisions regarding the addition of courses to the General Education program, the following questions will be addressed:
Does the course contribute significantly to satisfying the General Education Outcomes?
Does this course, when added to the General Education program, satisfy the mission of Valencia Community College?
Is this course specific to a particular faculty member?
Does this course focus on a specific occupation?
Will this course, if added, be transferable to upper division programs?
Does this course have prerequisites that are not General Education courses? B

16. A Bird Course in a Time of Transition
Why do you like horses better than birds?
A Bird Course in a Time of Transition
Wait till I see one of those horses! B

17. General Education – Structure & Assessment
Interrelated Discussions

18. Business / Societal / Communal Needs – 21st Century Skills
Core Educational Competencies - TVCA
Competencies of a Valencia Graduate
AA ( 36 Credit Hours)
AS / AAS (15-18 Credit Hours)
General Education Learning Outcomes
Development of Outcome Statements
With Measurable Indicators
Common Course Outlines
Articulation of Course Specific Contributions to General Education
Outcomes / Indicators for Required and Elective Courses Within the General Education Offerings
A.A. General Electives & Pre-major Requirements
A.S / A.A.S. Career Requirements
Given the Allocation of Credit Hours within the General Education Core –
Articulation of Discipline Specific Contributions to Learning Outcomes and the Assessment of Indicators
Communications
Humanities
Social Sciences
Math
Science E

19. Gordon Rule Requirements
Administrative Rule 6A
Six (6) semester hours of English coursework and six (6) semester hours of additional coursework in which the student is required to demonstrate college-level writing skills through multiple assignments. Each institution shall designate the courses that fulfill the writing requirements of this section. These course designations shall be submitted to the Statewide Course Numbering System. An institution to which a student transfers shall accept courses so designated by the sending institution as meeting the writing requirements outlined in this section.
Six (6) semester hours of mathematics coursework at the level of college algebra or higher. For the purposes of this rule, applied logic, statistics and other such computation coursework which may not be placed within a mathematics department may be used to fulfill three (3) hours of the six (6) hours required by this section. B

20. Gen Ed Design Requirements
Gordon Rule Parameters (6 hours of ENC sequence, 6 hours of additional Gordon Rule  Writing, 6 hours of Algebra or higher for Gordon Rule Math = 18 hours)
SACS Core Requirement 2.7.3 
Credit hours are to be drawn from and include at least one course from each of the following areas:  humanities/fine arts, social/behavioral sciences, and natural science/mathematics. 
Note: Although SACS is not prescriptive about number of credit hours, there would be a likely minimum of 6 hours based on one 3 credit humanities/fine arts course and one 3 credit social/behavioral sciences course, or 9 hours if including a 3 credit natural science course selection as a matter of balance. 
At least 24 hours of the 36 hour General Education Core requirements must be designated to earmark these parameters for any design option. B
Office of Institutional Assessment, 2008

21. Balancing Assessment Expectations in Gen Ed
SACS – CS 3.3.1
The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assess whether it achieves these outcomes; and provides evidence of improvement based upon analysis of those results.
SACS – CS 3.5.1
The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies. E

22. Statewide General Education Outcome Categories
Communication
Effective reading writing, speaking, listening
Critical Thinking
Reflection, analysis, synthesis, application
Scientific and Quantitative Reasoning
Understand and apply mathematical and scientific principles and methods
Information Literacy
Find, evaluation, organize and use information
Global Socio-cultural Responsibility
Participate actively as informed and responsible citizens in social, cultural, global and environmental issues

23. Gen Ed Design 3 Basic Options
Discipline Based Gen Ed Requirements
Maintain the current distribution of Gen Ed hours, identify measurable contributions to the Gen Ed learning outcomes in curricular and co-curricular areas , establish a multi-year college-wide assessment plan
Keep compliant with state requirements for Gordon Rule
Adjust the distribution of required Gen Ed Hours based on assessable discipline contributions to Gen Ed Outcomes, identify measurable contributions to the Gen Ed learning outcomes in curricular and co-curricular areas , establish a multi-year college-wide assessment plan
New Discipline areas may need to be added to address all of the Outcomes (Information Technology, for example )
Outcomes Based Gen Ed Requirements
Redesign of General Education Program requirements based on measurable, course specific contributions to the General Education Learning Outcomes.
This determination would be based upon faculty agreement on the common course outlines B
Office of Institutional Assessment, 2008

24. Office of Institutional Assessment, 2008
Sequential Outcomes to be completed in the General Education Discussion
Articulate General Education Learning Outcomes (Completed February 2008)
Collaborative consideration and determination of General Education curricular design options (3 option proposed) – Fall 2008 ( Decision making process will include a Faculty Summit recommendation, Curriculum Committee vote, Approval by Learning Council)
Based on the General Education curricular design decision, determination of measurable, discipline specific contributions to the General Education Learning Outcomes and the determination / articulation of the new expectations for General Education hours distribution (Decision making process will include a Faculty Summit recommendation, Curriculum Committee vote, Approval by Learning Council) – Spring 2009
Align AA and AS General Education requirements – Spring / Fall 2009
Development of a multi-year assessment plan for General Education Learning Outcomes – Spring / Fall 2009 B
Office of Institutional Assessment, 2008 24

25. General Education Program
Curriculum
The Library and Learning Support Services
Service Learning
Internships
Student Success
International Studies
Honors
Etc.
Curricular Experiences
General Education Program
Counseling / Advising
LifeMap
SGA and Student Leadership development Opportunities
Clubs / Organizations
Community Service
Etc.
Co-Curricular Experiences
A Program is defined as a comprehensive and coordinated learning experience for students – an experience with curricular and co-curricular elements. B
Office of Institutional Assessment, 2008 25

26. General Education – What we Have Now
Gen Ed Hours Distribution
AA – 36
AS / AAS – 15-18
Communications
Humanities
Social Sciences
Math
Science
9 Hours – AA
3 Hours – AS
9 Hours - AA
3 Hours - AS
6 Hours - AA
3 Hours - AS
6 Hours - AA
6 Hours - AA
3 hours in Math or Science – AS
Course Outcomes – Course Outcomes E
Office of Institutional Assessment, 2008 26

27. General Education Program – Option 1
Academic Affairs
Student Affairs
AA – 36 Credit Hours
AS / AAS – Credit Hours
Library and Learning Support Services
Targeted areas of Student Engagement within Student Affairs
Communications
Humanities
Social Sciences
Math
Science
9 Hours - AA
3 Hours – AS
9 Hours – AA
3 Hours - AS
6 Hours – AA
3 Hours – AS
6 Hours - AA
6 Hours - AA
3 hours in Math or Science – AS
General Education Course and Program Offerings
Measurable Contributions to General
Education Program Learning Outcomes
Course Outcomes – Student Service Outcomes E
Office of Institutional Assessment, 2008

28. The Student Perspective – Option One
Courses Contribute to Gen Ed Outcomes
Student Selects Classes for Fall 2010 Based on Gen Ed Discipline Requirements
Communication Skills
Information Literacy ☺
Communications
( 9 Hours)
Humanities
(9 Hours)
Mathematics
(6 Hours)
Science
Social Science
ENC1101
MAC1105
CHM1025
Quantitative and Scientific Reasoning
Critical Thinking
Quantitative and Scientific Reasoning
Ethical Responsibility E
The Student Perspective – Option One
Office of Institutional Assessment, 2008

29. General Education Program – Option 2
Academic Affairs
Targeted Discipline and Program Areas Providing Measurable Contributions to the Gen Ed Outcomes
Student Affairs
AA – 36 Credit Hours
AS / AAS – Credit Hours
Library and Learning Support Services
Targeted areas of Student Engagement within Student Affairs
Communications
Humanities
Social Sciences
Math
Science
Distribution of Gen Ed Hours To be Determined
General Education Course and Program Offerings
Measurable Contributions to General
Education Program Learning Outcomes
Course Outcomes – Student Service Outcomes B
Office of Institutional Assessment, 2008

30. The Student Perspective – Option Two
Student Selects Classes for Fall 2010 Based on Gen Ed Discipline Requirements
Courses Contribute to Gen Ed Outcomes
Communications
Humanities
Mathematics
Science
Social Science ☺
Cultural and Historical Understanding
Communication Skills
HUM2250
CHM1025
CGS2100
Computer Fundamentals
Quantitative and Scientific Reasoning
Ethical Responsibility
NEW
Targeted Discipline Area for Gen Ed
Information Literacy
Critical Thinking B
The Student Perspective – Option Two
Office of Institutional Assessment, 2008

31. General Education Program – Option 3
General Education Student Learning Outcomes
Cultural and Historical Understanding
Scientific and Quantitative Reasoning
Communication Skills
Information Literacy
Critical Thinking
Ethical Responsibility
Discipline and Program areas Selected for Gen Ed based on Measurable Contributions to the
General Education Student Learning Outcomes
Course Outcomes – Student Service Outcomes B
Office of Institutional Assessment, 2008

32. Office of Institutional Assessment, 2008
Student Selects Classes for Fall 2010 Based on Contributions to Gen Ed Outcomes
Cultural and Historical Understanding
Quantitative and Scientific Reasoning
Communication Skills
Ethical Responsibility
Information Literacy
Critical Thinking ☺
POS2041
ENC1101
CHM1025 B
The Student Perspective – Option Three
Office of Institutional Assessment, 2008

33. Office of Institutional Assessment, 2008
Next Steps
October
Discipline based conversations about the three options
Discipline based conversations about measureable contributions to the Gen Ed Outcomes
November
November 14 – Gen Ed Summit to vote on the three options
Spring 2009
Based on the decision on Nov 14, discussions about the distribution of Gen Ed hours and measureable contributions to Gen Ed Outcomes E
Office of Institutional Assessment, 2008

34. Office of Institutional Assessment, 2008
A Culture of Evidence
Student Learning Student Learning Student Learning
Feedback to Students
Evaluation of Student Performance by Instructor
Performance Criteria Established by College-wide agreement (rubric)
Evidence of Student performance (Assignments, Tests, Papers, etc.)
Feedback to Instructor
Feedback to Instructor
Student Learning Outcomes
Evaluation by college-wide Faculty Teams
Feedback to Department and College
Office of Institutional Assessment, 2008 34

35. Late Roman – Medieval Humanities

36. Introduced, Practiced, Mastered, Assessed
Course / Discipline:
HUM 2223H
Think
Value
Communicate
Act
General Education Learning Outcome
Cultural and Historical Understanding: Understand oneself and the diverse traditions of the world through aesthetic, historical, social, and cultural perspectives.
a. Evaluate the lasting historical significance of the medieval era
b. Demonstrate college-level writing
c. Recognize and weigh perspectives in primary and secondary sources
Introduced, Practiced, Mastered, Assessed
Current Think Indicators (Check all that apply)
analyze data, ideas, patterns, principles, perspectives
employ the facts, formulas, procedures of the discipline
integrate ideas and values from different disciplines
draw well-supported conclusions
revise conclusions consistent with new observations, interpretations, or reasons
Current Value Indicators (Check all that apply)
recognize values as expressed in attitudes, choices, and commitments
distinguish among personal, ethical, aesthetic, cultural, and scientific values
employ values and standards of judgment from different disciplines
evaluate your own and others’ values from individual, cultural, and global perspectives articulate a considered and self-determined set of values
Current Communicate Indicators (Check all that apply)
identify your own strengths and need for improvement as communicator
employ methods of communication appropriate to your audience and purpose
evaluate the effectiveness of your own and others’ communication
Current Act Indicators (Check all that apply)
apply disciplinary knowledge, skills, and values to educational and career goals
implement effective problem-solving, decision-making, and goal-setting strategies
act effectively and appropriately in various personal and professional settings
assess the effectiveness of personal behavior and choices
respond appropriately to changing circumstances
Additional Indicators for Think
Additional Indicators for Value
Additional Indicators for Communicate
Additional Indicators for Act
Assessment – Observable Student behavior / performance
One research paper that will address the content of “evaluating the lasting historical significance of the medieval era.” This paper will be also assessed for college-level writing and for recognizing/weighing perspectives in primary and secondary sources.” E

37. Learning Assessment Committee Charge
The college-wide Learning Assessment Committee is charged with promoting the development and maintenance of a college-wide assessment plan (all programs of study) that includes the following:
Identifying indicators and creating tools for measuring learning (Learning Evidence Team)
Establishing standards for assessment practice and documentation (Standards of Evidence Team)
Developing process / mechanism for documenting assessment results and their application over time. (Documentation and Use of Evidence Team) E