Presentation on theme: "Our Institutions CSB/SJU Two schools, one academic program Liberal Arts, Residential, Catholic, Benedictine 3,900+ undergraduates 300+ FTE faculty 80%"— Presentation transcript:
CSB/SJU Two schools, one academic program Liberal Arts, Residential, Catholic, Benedictine 3,900+ undergraduates 300+ FTE faculty 80% of faculty tenured or tenure track
First Year Seminar Required of all FY (approximately 1000) Year long 65 sections, 50 faculty 55% of sections taught by contingent faculty Most contingent teach two sections, so 4/6 th contract for year Most tenure track faculty rotate in and out; contingent stay All introduced at opening all campus convocation
What are the barriers? To getting all faculty – regular and contingent – to adhere to learning goals in multi-section General Education courses To inclusion of contingent faculty in assessment To inclusion of contingent faculty in faculty development efforts
Barriers we saw Need greater sense of common endeavor Need more uniformity across 65 sections Need to get faculty teaching FYS to focus on learning goals Need to find people to do assessment Need more effective use of assessment results Need to do all of the above with contingent faculty and tenure track people who dont necessarily teach in the program year to year
Expanding the Pool of Assessment Experts Four year grant from Teagle Foundation Stipend, 12 meetings over year Trained 39 faculty and 13 staff 5 were contingent faculty teaching in FYS
FYS Assessment Team Five contingent faculty who went through Teagle program Two more contingent faculty with interest in assessment One tenure track Assistant Dean
Assessment of FYS Discussion Done by individual faculty, results tabulated and distributed Writing, critical thinking, information literacy Use research paper that is central to second semester of FYS Assessment team scores a sample of papers (three from each section)
Research Paper Rubric Ability to Present a Clear Argument Ability to Address Different Points of View Ability to Use Evidence in a Convincing Manner
Assessment Output Eight faculty divided into teams of two Read sets of papers, score and compare ratings Rating Exceptional Acceptable Unacceptable Also provide three-five sentence explanation of why they scored as they did If teams cant agree, paper sent to third reader
Closing the Loop Discussion of collective results at FYS department meeting Faculty receive results for their sections, including the short explanation from assessment team Discussion at department meetings of barriers and solutions Training offered that targets ways to teach the more difficult areas
Tangible Benefits Collective agreement on need to revise minimum expectations Evidence of much greater adherence to collective standards Evidence of improved student learning
Learning Gains 2009-2012 Percent rated Exceptional and Acceptable Present a Clear Argument 56.4% to 70.8% Address Different Points of View 49.3% to 61.4% Use Evidence in a Convincing Manner 60.8% to 79.1%
Less Tangible Benefits More sense of being involved in collective endeavor – all faculty teaching FYS Contingent faculty engaged In assessment In guiding program as a whole
Discussion What questions do you have? What might be applicable to your institution? What barriers remain?
Take Away Please write down the one thing you want to take back to your campus from this session.
Contact Information John Kendall email@example.com Ken Jones firstname.lastname@example.org
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