Assessment of General Education: Who/What/When/Why/How? Gail G. Evans Dean, Undergraduate Studies

Assessment of General Education: Who/What/When/Why/How? Gail G. Evans Dean, Undergraduate Studies San Francisco State University

CSU Summer Institute, GE Assessment Tools for Student Learning of GE Outcomes: What are our Students Learning? June 25, 2012

Introduction • “American students already know they want a degree. The challenge is to help students become highly intentional about the forms of learning and accomplishment that the degree should represent.” -- 2007 LEAP Report • How can we as educators implement General Education to help achieve this goal? And how will we know when we get there? • How do we effect a change in culture on our campuses to sustain implementation? CSU Institute: GE & Assessment 2

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Steps to Campus Change • Get campus involvement from all constituencies. • Link your proposed changes to other campus initiatives or plans. • Ensure the support of your administration. CSU Institute: GE & Assessment 3

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Steps to Campus Change • Develop a “road map” or timeline for implementation. • Determine the effect of and on existing policies and procedures.

• Commit resources. • Develop an assessment plan for your work. • Recognize that the work in which you are engaged is inherently political……. CSU Institute: GE & Assessment 4

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Steps to Campus Change

So how have these steps worked (or not), in “reallife” situations?

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General Education in the California State University System • Executive Order approved in June 2008: (amended in 2011 by EO 1065)

3.2 CSU Student Learning Outcomes: Each CSU campus shall define its GE student learning outcomes, to fit within the framework of the four “Essential Learning Outcomes” drawn from the Liberal Education and America’s Promise (LEAP) campaign, an initiative of the Association of American Colleges and Universities. CSU Institute: GE & Assessment 6

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LEAP Essential Learning Outcomes Framework •

Knowledge of Human Cultures and the Physical and Natural World

•

Intellectual and Practical Skills

•

Personal and Social Responsibility

•

Integrative Learning

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The San José Story of GE Reform and Assessment (thru 2008) • Fall 1998: Implemented new GE Guidelines that were predicated on course-embedded assessment, as well as a diversity requirement across the curriculum • 1998-2001: Approximately 280 courses were submitted for re-certification. Course proposals required a plan to assess student learning based on evaluation of Student Learning Objectives http://www.sjsu.edu/ugs/ge/

http://www.aacu.org/aacu_news/aacunews07/february07/feature.cfm

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Certification & Continuing Certification Processes • 2004: Eliminated a “check the box” format in relaying GE requirements to students and faculty • 2001-2008: Course coordinators submitted assessment summaries and course syllabi indicating how students were assessed, the results of those assessments, and appropriate course modifications based on the assessments CSU Institute: GE & Assessment 9

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SJSU Studies Integrated Knowledge of an Educated Person

• Earth and Environment (R) (3 units) • Self, Society & Equality in the U.S. (S) (3 units) • Culture, Civilization & Global Understanding (V) (3 units) • Written Communication II (Z) (3 units) CSU Institute: GE & Assessment 10

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SLOs for One Area of SJSU Studies: Culture, Civilization, & Global Understanding • Students shall be able to:

compare systematically … people from more than one culture outside the U.S.; O identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture; and O explain how a culture outside the U.S. has changed in response to internal and external pressures. O

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Content Objectives O

O O

O

O

Diversity. Issues of diversity shall be incorporated in an appropriate manner. Writing Civic Learning. Courses shall address the civic relevance of the topic in an appropriate manner. Values Clarification. Students should demonstrate their ability to articulate and discuss their values and engage in civil discourse. Courses will address significant achievements of the human intellect and imagination in a comparative context to understand and appreciate different ideas, cultures, values, religions, institutions, languages, and peoples of the world.

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Assessment Assessment 

Writing shall be assessed for grammar, clarity, conciseness and coherence. http://www.sjsu.edu/ugs/ge/assessment/

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Course Continuing Certification Philosophy • Assessment as pathway to success vs. gateway • Mentoring of faculty O

GE Faculty in Residence

• No decisions until the decision is “YES” • Education of faculty regarding GE objectives and assessment

• Sharing of best practices CSU Institute: GE & Assessment 14

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General Education Revision at SF State • Graduation Requirements Task Force was charged in 2006 with reviewing and revising baccalaureate degree requirements, including GE • Spring 2008 adopted baccalaureate goals • November 2009 submitted final report to the Academic Senate • Spring 2010 new Baccalaureate Degree Policy approved by Academic Senate http://www.sfsu.edu/~ugs/GE_Policy.html

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San Francisco State’s Baccalaureate Goals Goal 1

Goal 2

Goal 3

Goal 4

Goal 5

Goal 6

• Competencies for Lifelong Intellectual Endeavors L=2 • Intellectual Attainments

L=1

• Appreciation for Diversity

L=3

• Ethical Engagement

L=3

• Integration & Application of Knowledge

L=4

• Qualities of Mind and Spirit

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L=1,2,3 & 4 June 25, 2012

Physical Science Learning Outcomes After completion of a lower division course in physical science, students will be able to: describe methods of inquiry and analysis characteristic • Lifelong Intellectual of the physical sciences; Endeavor evaluate scientific information from a variety of sources and use that information to articulate well-reasoned responses to scientific concerns;

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• Intellectual Attainment

identify alternative points of view regarding major scientific theories, research, and applications;

• Appreciation for Diversity

describe ethical dilemmas arising out of contemporary scientific research and applications

• Ethical Engagement

use scientific theories to explain phenomena observed in laboratory or field settings; and

• Integration & Application of Knowledge

discuss the relevance of major scientific theories and research to their CSU Institute: GElives. & Assessment

• Qualities of Mind & Spirit June 25, 2012

Mapping Artifacts to Institutional Goals LEAP

CUSP II

BAC

Electronic Portfolio

DEPT/ PROGRAM

Course

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Video

Reflection

Texts & Resources

SF State Course Instructor:

Rachel Poulain Students: •Cinema •Health Education •Sociology •Urban, Ethnic, and Women's Studies

Course Student Learning Outcome: Students will be able to shoot and produce a documentary

on a Health & Social Justice issue. CSU Institute: GE & Assessment 19

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Testimonials to Student Learning “Co-creating “Empowering the Yard” has made a lasting impact in my life. With 1 in 100 Americans incarcerated and the growing rate of HIV/AIDS among young women, it is imperative that we listen and learn from one another… Emily Kirsch

Since the film's initial screening at SF State in May 2008, Empowering the Yard has been entered and accepted to film festivals across the country and is going global.”

Videos available at:

http://www.healthequity.sfsu.edu/doc/title/empowering.html

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Mapping Institutional Goals to Artifacts LEAP

CUSP II

BAC

DEPT/ PROGRAM

Course

ARIFACTS

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• Personal & Social Responsibility • Social Justice & Equity • Appreciation for Diversity • Ethical Engagement • Identify the connection between social justice, health equity, and personal & community health • Shoot & produce a documentary on a health & social justice issue

• Video

Reflection

Texts & Resources

Thank You

Thanks to Maggie Beers, Linda Buckley, Ruth Cox, and Kevin Kelly for their contributions to this presentation