Presentation on theme: "Three GE Projects at SJSU Compass Project Stephen Branz & Maureen Scharberg (Debra David) GE Program Assessment Stephen Branz & Scot Guenter Integrated."— Presentation transcript:
Three GE Projects at SJSU Compass Project Stephen Branz & Maureen Scharberg (Debra David) GE Program Assessment Stephen Branz & Scot Guenter Integrated Team-Taught Multi- Semester GE Course Sequences Scot Guenter & Stephen Branz
Compass Project SJSU & Evergreen Valley College Part of the Association of American Colleges & Universities’ “Give Students a Compass” Initiative. Its main goals are: 1) To redesign GE to help students, especially underrepresented ones, be more successful in achieving liberal education outcomes; 2) To help state systems become generative “catalysts” for change.
Compass Project Transfer Students – Why? Transfer students are “underrepresented” on several levels: They complete lower division GE at a community college, which may not be a good match with GE expectations at the CSU campus and may make their GE experience especially disjointed. They are more likely to come from educationally disadvantaged populations. They experience unique transition issues.
Compass Project Transfer Students – Partnerships Promoting transfer student success involves partnerships across state systems: Community colleges In California, both CSU and UC systems are 4-year “stakeholder” institutions. There is considerable autonomy at the campus level within each system.
Compass Project Project Goal To promote a meaningful and successful transfer experience through: Focus on liberal education “essential learning outcomes” (especially written communication) Increased participation in high-impact practices (e.g., service-learning, learning communities, internships, study abroad)
Compass Project Project Components “Transfer-year experience” partnership between SJSU and Evergreen Valley Second semester English composition prior to transfer, with service-learning Peer mentoring before & after transfer Expanded advising Co-curricular activities
Compass Project What Has Worked Well Strong support from faculty and administrators at both SJSU and EVC EVC English 1B taught at SJSU with supplementary orientation to campus resources, policies, and procedures Service Learning – Writing Partners with local 6 th grade students Peer Mentors (e.g., Robert Corpus)
Compass Project Challenges Cohort was not primarily Fall 2010 transfers (as had been anticipated) Not all SJSU resources were fully accessible to EVC students (eg, library) 2 nd semester composition content and articulation not a good match EVC class size 35+ (SJSU would have been 20-25)
GE Program Assessment Why? Course level assessment of GE Area Student Learning Objectives (SLOs) well established, but no direct assessment of Program Learning Objectives (PLOs) Integrative learning is more than the sum of the parts; culminating assessment Supports WASC accreditation, EO 1033 expectations, and SJSU Mission
GE Program Assessment Pilot Project Design Nine PLOs in the SJSU GE Guidelines were mapped to the 4 AAC&U LEAP Essential Learning Outcomes #1 – Knowledge of Human Cultures and the Physical and Natural World AAC&U VALUE Rubrics may be used for assessment of LEAP Outcomes 2, 3, & 4 #2 – Intellectual & Practical Skills #3 – Personal & Social Responsibility #4 – Integrative Learning
GE Program Assessment Pilot Project Working Groups Working groups of 5-6 faculty each for the 3 upper division GE Areas (approximately Science, Social Science, & Humanities) Multiple colleges represented on each working group Decide upon assignments & rubrics to assess PLOs, then all read anonymous student work Facilitator = Steve Branz
GE Program Assessment Progress Report Fall 2009 – Working Groups recruited Spring 2010 – Working Groups meeting regularly have selected one GE area SLO and 3-4 PLOs Matched assignments to SLO/PLOs Devised and/or modified rubrics as needed Preliminary look at student work Fall 2010 – full implementation with same Working Groups
Integrated Team-Taught GE Three Models at SJSU What the models share Multi-semester sequence (two or four) Cohort model (with priority registration after first semester) True interdisciplinary (as opposed to multidisciplinary) structure True team-teaching (not a “hand-off” model) Emphasis on Integrative Learning
Integrated Team-Taught GE Humanities Honors – structure 24 units of lower division GE over a 4- semester cycle (6 units per semester) Double count of 6 units of CA State American Institutions requirement Large group lecture followed by breakout seminars 3-4 faculty & 90-120 students per team
Integrated Team-Taught GE Humanities Honors – content Globally inclusive, humanities centered, interdisciplinary survey Humanities 1A/B: Foundations of Western Culture & Society Humanities 2A/B: Modern Cultural & Social Institutions
Integrated Team-Taught GE American Civilization – structure 12 units of lower division GE over a 2- semester cycle (6 units per semester) Double count of 6 units of CA State American Institutions requirement Large group lecture followed by breakout seminars 3 faculty & 90 students per team
Integrated Team-Taught GE American Civilization – content American culture examined through political, literary, artistic, economic, and social development American values, ideas, and institutions from popular culture as well as traditional sources
Integrated Team-Taught GE Global Climate Change – structure 9 units of upper division GE over a 2- semester cycle (6 units Fall, 3 units Spring) Double count of 3 units of CA State (Jr. level writing) requirement Faculty from different disciplines jointly create lectures and assignments 3 faculty & 75 students
Integrated Team-Taught GE Global Climate Change – content Current faculty from Communication Studies, Environmental Studies, & Science (Meteorology or Geology) Essential service learning component Culminating “Community Action Project” & class presentations in 2 nd semester Best are presented at Public Forum
Integrated Team-Taught GE What all three models create Cohort teaching and learning creates a strong sense of community at a large, primarily commuter university Student success – improved retention and graduation