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HART RESEARCH ASSOTESCIA AAC&U Members On Trends In Learning Outcomes, General Education, and Assessment Key findings from online survey among 433 Chief.

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Presentation on theme: "HART RESEARCH ASSOTESCIA AAC&U Members On Trends In Learning Outcomes, General Education, and Assessment Key findings from online survey among 433 Chief."— Presentation transcript:

1 HART RESEARCH ASSOTESCIA AAC&U Members On Trends In Learning Outcomes, General Education, and Assessment Key findings from online survey among 433 Chief Academic Officers and other academic leaders at AAC&U member institutions Conducted November 19, 2008 – February 16, 2009 for Margin of sampling error ±4.7 percentage points

2 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 2 Profile Of The Sample Carnegie Classification: Associates degree Bachelors degree Masters degree Doctoral degree Other Affiliation: Public Private 8% 32% 39% 19% 2% 44% 56% Characterization of Majors: Majority major in professional/career fields Majority major in A&S fields Equally split 24% 31% 45%

3 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 3 Institutions Focus On Learning Outcomes

4 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 4 Nearly four in five institutions have a set of common learning outcomes for all undergraduates. Have common learning outcomes that apply to all undergraduates Does your institution have a common set of intended learning goals or outcomes that apply to ALL undergrad- uate students? NO common learning goals/outcomes for undergraduates Apply to ENTIRE undergraduate experience, including majors Some apply to entire undergraduate experience, others apply mainly to general education requirements Apply only to general education requirements 26% 34% 18%

5 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for Nearly four in five institutions have a set of common learning outcomes for all undergraduates. Have learning outcomes for all students Which of the following statements best describes your institutions learning outcomes for undergraduate learning? All Members Carnegie Classification: Bachelors degree Masters degree Doctoral degree/res Affiliation: Public Private 78% 79% 80% 70% 80% 76% 26% 30% 25% 21% 20% 32% Apply to entire undergrad experience Some apply to enitre experience; others mainly to gen end Only apply to general education requirements 34% 37% 33% 31% 39% 30% 18% 12% 22% 18% 21% 14%

6 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 6 Nearly all institutions have specified learning outcomes within at least some departments. ALL have learning outcomes Have specific departments, schools, or majors at your in- stitution spelled out intended learning goals or outcomes applicable to their students? NONE has Carnegie Classification: Bachelors degree Masters degree Doctoral degree/res Affiliation: Public Independent/religious ALL have 66% 66% 55% 66% 64% SOME have 30% 33% 41%33% SOME have learning outcomes

7 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 7 Goals/Outcomes for All Students College Learning Among all academic officers (with and without campus-wide goals), percent saying their institution has a learning goal or outcome addressing each area of knowledge/intellectual skills & ability Humanities Science Social sciences Global/world cultures Mathematics Diversity in U.S. Technology U.S. history Languages Sustain- ability Writing skills Critical thinking Quantitative reasoning Oral communication Intercultural skills Information literacy Ethical reasoning Civic engagement Application of learning Research skills Integration of learning Areas of KnowledgeIntellectual Skills/Ability

8 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 8 Goals/Outcomes for All Students College Learning Humanities Science Social sciences Global/world cultures Mathematics Diversity in U.S. Technology U.S. history Languages Sustain- ability Writing skills Critical thinking Quantitative reasoning Oral communication Intercultural skills Information literacy Ethical reasoning Civic engagement Application of learning Research skills Integration of learning Among respondents from campuses WITH campus-wide goals, percent saying their institutions common set of learning goals/outcomes addresses each area of knowledge/intellectual skills & ability Areas of KnowledgeIntellectual Skills/Ability

9 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 9 Institutions explain common learning outcomes to students in a variety of ways. * Among members at institutions with learning outcomes for all undergraduates In which of these ways does your institution explain intended learning goals or outcomes to students?* Institutional catalog Course syllabi Web site Faculty advisors Orientation program Student advising system Institutions view book First-year seminar/course 86% 74% 68% 64% 63% 62% 22% 3%

10 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 10 Many institutions recognize room to expand students understanding of common learning outcomes. How many of your students understand your institutions intended goals or outcomes for undergraduate learning?* * Among members at institutions with learning outcomes for all undergraduates Majority Some Almost allNot many

11 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 11 Institutions Assessment Of Learning Outcomes

12 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 12 More than seven in ten institutions assess student learning across the curriculum – most others are planning for assessments. Does your institution assess learning goals or outcomes across the curriculum, beyond the use of grading in individual courses? Yes, we assess learning outcomes across the curriculum No, but we are planning for assessment of learning outcomes across the curriculum No, we do not assess learning outcomes across the curriculum

13 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 13 More institutions assess at the department level than in general education. Members at institutions that assess learning outcomes across the curriculum Institution assesses in departments Institution assesses in general education across multiple courses

14 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 14 Use Of Assessments In Departments Does your institution assess learning goals or outcomes across the curriculum... [and] does your institution assess students cumulative learning goals/outcomes in departments? Assess in all departments Planning to assess learning goals Do not assess learning goals Assess in most departments Assess in a few departments Do not assess in departments 72% assess across the curriculum 68% assess within departments

15 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 15 Assessment Of Field-Specific And General Outcomes Within Departments When your departments assess cumulative learning outcomes, do they include general outcomes such as writing or critical thinking? ALL departments assess general and field-specific outcomes Planning to assess learning goals Do not assess learning goals Do not assess in departments 68% assess within departments SOME departments assess general and field-specific outcomes Departments only assess field- specific outcomes

16 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 16 How Assessments Conducted (multiple response accepted) Sample of students All students Through departments 36% 17% 24% Assessment In General Education. Does your institution assess cumulative learning outcomes in general education across multiple courses? Yes, we assess learning outcomes in general education No, but we are planning for assessment of learning outcomes in general education No, we do not assess learning outcomes in general education

17 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 17 Types Of Assessments Used In General Education Which of the following do you use to assess student learning outcomes in general education? Rubrics applied to examples of student work Culminating or capstone projects Surveys and self-reports Locally developed common assignments in some courses Standardized national tests of general skills, such as critical thinking Locally developed examinations Standardized national tests of general knowledge, such as science or humanities Student essays/writing portfolios My institution doesnt assess outcomes in general education 40% 37% 35% 27% 26% 23% 16% 1% 48%

18 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 18 Capstone projects are utilized much more within departments than in general education. Characterization of Capstone or Culminating Projects/Experiences at Members Institutions In General Education: Required of all students Offered, not required Dont use capstones In Departments: Required of all/ most students Many departments require Some departments require Not required/dont use capstones

19 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 19 A majority of institutions use electronic portfolios to some degree. Institutions Use of Electronic Portfolios Almost all 5% Used for some students/ programs 54% Required of all/most 57% 3% Exploring feasibility of using Dont use, no plans to develop Use electronic portfolios Used for assessments? Most used for this Some used for this Exploring option Not used for this/ dont plan to do so 10% 32% 11% 4%

20 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 20 Institutions can do more to track disparities in student achievement. % saying each statement applies to their institution My institution tracks student achievement to determine any differences across racial and ethnic groups My institution tracks student achievement to determine any differences by gender My institution tracks student achievement to determine any differences among students from different socio-economic groups My institution tracks student achievement to determine any differences between first-generation college students and students with college-educated parents 55% 49% 36% 32%

21 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 21 Profile Of General Education

22 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 22 General Education Requirements General education credits needed for bachelors degree More than 60 credits 51 to 60 credits 46 to 50 credits 41 to 45 credits 36 to 40 credits 31 to 35 credits 1 to 30 credits Dont know Mean 6% 18% 10% 19% 14% 4% 9% 20% 46.6 General education credits needed for associates degree * More than 50 credits 31 to 50 credits 1 to 30 credits Dont know Mean 5% 18% 32% 45% % say their institutions general education credit requirements have increased since 2000, 14% say they have decreased, 72% say they have stayed the same. *Asked of 38 respondents

23 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 23 Majority of institutions say general education is more of a priority. How has general education changed as a priority for your institution in the past five years? General education has become more of a priority Priority of general education hasnt changed General education has become less of a priority

24 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 24 A majority of institutions are in the process of assessing or modifying their general education program. Status of Institutions General Education Program Implementing changes adopted in past five years Conducting assessments of learning outcomes Discussing proposals for change Formally reviewing program Not making revisions

25 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 25 Institutions use a variety of models for their general education programs. Distribution model Common intellectual experience Thematic required courses Upper-level requirements Core curriculum Learning communities No general education requirements; offer open curriculum Freshmen part of learning communities; transfer students are not Which of these features are part of your institutions general education program? 80% 41% 36% 33% 30% 24% 1% 2%

26 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for The majority of institutions uses a distribution model with additional integrative features. Distribution model with other features Distribution model only One or more other features only Which of these features are part of your institutions general education program? 15% 64% 18% Other features: Common intellectual experience Thematic required courses Upper-level requirements Core curriculum Learning communities 26

27 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 27 Areas Of Emphasis In Undergraduate Curriculum % saying their institution is placing more emphasis on each Undergraduate research 1 st year experiences support- ing transition to college Study abroad Service learning in courses Internships 1 st year academic seminars Diversity studies/experiences Learning communities (courses linked by theme) Practicums/supervised fieldwork Orientations to liberal education

28 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 28 Areas Of Emphasis In Undergraduate Curriculum, By General Education Priority % saying their institution is placing more emphasis on each Undergraduate research 1 st year experiences supporting transition to college Study abroad Service learning in courses Internships 1 st year academic seminars Diversity studies/experiences Learning communities (courses linked by theme) Practicums/supervised fieldwork Orientations to liberal education More of a priority 80% 77% 71% 74% 65% 62% 56% 58% 50% 45% Not more of a priority 77% 68% 71% 60% 59% 45% 51% 43% 44% 28% At my institution, general education is:

29 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 29 Curricular Patterns Of General Education Programs % rating each as describing their general education program well* Includes global courses Includes first-year seminars Includes diversity courses Includes interdisciplinary courses Includes civic learning or engaged activities Includes service learning opportunities Includes experiential learning opportunities * ratings of 4 and 5 on a five-point scale

30 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 30 Characteristics Of General Education Programs % rating each as describing their general education program well* Has clear learning goals Has requirements linked to goals Assesses student achievement of learning goals Has a coherent sequence of courses * ratings of 4 and 5 on a five-point scale

31 Membership Survey: Trends In General Education Nov 2008–Feb 2009 Hart Research for 31 Integration Of General Education And Major Requirements. How well integrated is your general education program with students major requirements? Very/fairly well integrated Very well 11% Somewhat/not well integrated 48% 52% Not well 15% % very/fairly well integrated, by general ed program features Distribution model Common intellectual model Thematic required courses Upper-level requirements Core curriculum Learning communities 45% 53% 54% 55% 60% 55%


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