Transcript General Education Learning Outcomes

General Education
Learning Outcomes
Report to Faculty Senate and
Office of Academic Affairs
Steering Committee
•
•
•
•
•
•
•
•
•
•
Linda Subich, Chair
Janet Bean (English, CAS)
Thomas Calderon
(Accounting, CBA)
Irina Chernikova (Math,
Summit)
Mary Beth Clemons (ASG
President)
Katie Duff (BoT Student
Trustee)
Beth Graham
(Communication, CPA)
John Green (Bliss Institute)
Virginia Gunn (Family &
Consumer, HHS)
Annie Hanson (Advising)
•
•
•
•
•
•
•
•
•
•
•
•
Jennifer Holz (Wayne)
Marlene Huff (Nursing, APC)
Tim Lillie (Education,
Senate)
Elizabeth Mancke (History,
CAS)
David Perry (Chemistry,
CAS)
Andrew Rancer
(Communication, CPA)
Bill Rich (Law, APC)
Joe Salem (Library)
Linda Saliga (Math, CAS)
Brooks Toliver (Music, CPA)
Don Visco (Engineering)
Sheldon Wrice (English,
Summit)
Committee’s Charge
• VISION 2020, recognizes the need to prepare
students with 21st century global competencies.
– The examination of our current General Education
Program is a part of VISION 2020.
• We were charged to
– examine policy, research and practices relevant to a
revision of the University’s General Education
curriculum
– to use that information to recommend changes in our
current General Education curriculum
Baccalaureate Model
Capstone
Capstone
Experience
Experience
Deep
Deep
Skills
Skills
Broad
Broad
Skills
Skills
Deep
Deep
Knowledge
Knowledge
Broad
Broad
Knowledge
Knowledge
Learning Outcomes
• Four assumptions guide our General Education
curriculum
– Outcomes begin at the foundational level and
should be expanded and built upon during the
remainder of the baccalaureate degree work
– Outcomes must be measurable
– A capstone experience should culminate the
student’s education at UA
– Associate degrees fall under baccalaureate umbrella,
and as such should address a subset of the
baccalaureate learning outcomes
Assessment of the Outcomes
• Students’ successful completion of designated
courses or experiences will indicate they have
met the learning outcomes
• Institutional assessment of learning
outcomes should be regular and include a
mechanism for continuous improvement
– This must be course-embedded
– Student products should be collected for later
sampling
Learning Outcomes
• Communication Skills and Information Literacy
• Critical Thinking and Complex Reasoning Skills
• Natural Sciences, Social Sciences, Arts and
Humanities
• Social, Personal and Environmental
Responsibility
1. Communication Skills and
Information Literacy
– Students will demonstrate foundational
competency in written communication, oral
communication and information literacy
– This includes, for example:
• Understanding context and purpose
• Use of credible sources
• Use of appropriate style conventions, syntax,
grammar, punctuation, spelling
• Use of information in a responsible, ethical and legal
manner
2. Critical Thinking and Complex
Reasoning Skills
• Students will demonstrate foundational
competency in creating and evaluating reasoned
arguments, and employing quantitative,
qualitative, and normative information in such
arguments
• This includes:
– Creating reasoned arguments and evaluating the
reasonableness of arguments
– Employing appropriate analysis and application of
quantitative, qualitative and normative information
Critical Thinking
• Quantitative information
– Identify and evaluate magnitude and multitude
measures
– Manipulate and express these measures to solve
problems
• Qualitative information
– Identify and evaluate character and capacity
assessments
– Interpret and express contrary, relational and unique
expressions of this information
• Normative information
– Know and evaluate prescriptive and proscriptive claims
– Acknowledge claims about personal behavior, social and
intellectual life and describe how to use them to make
ethical decisions
3. Natural Sciences, Social
Sciences, Arts and Humanities
• Area Knowledge/Content competency
– Know major concepts, findings, history, ethics
– Find and evaluate information resources
– Understand scientific, technical or cultural issues
3. Natural Sciences, Social
Sciences, Arts and Humanities
• Area Knowledge/Content competency
– Know major concepts, findings, history, ethics
– Find and evaluate information resources
– Understand scientific, technical or cultural issues
• Area Methods of Inquiry competency
– Articulate, apply and evaluate scientific method as
appropriate
– Solve problems as appropriate
– Use rhetoric to analyze creative works and their
components
– Communicate as appropriate to each area
4. Social, Personal and
Environmental Responsibility
• Students will demonstrate foundational
competency in knowledge and skills that
promote social, personal, and environmental
responsibility
• This includes:
– Awareness of multiple dimensions of diversity
– Awareness of responsible citizenship and the
knowledge and skills that support it
Diversity
• Recognize multiple dimensions of diversity
(broadly defined)
• Recognize cross-cultural difference within and
outside of the US
• Articulate how diversity impacts knowledge and
its application
• Work successfully in diverse teams
Responsible Citizenship
• Articulate the rights and responsibilities of
national and global citizenship
• Demonstrate knowledge and skills in these
areas:
–
–
–
–
Financial literacy
Personal health and its maintenance
Environmental sustainability
Legal, ethical and constitutional use of power
Next Steps
• Future dialogue about the learning outcomes
–
–
–
–
Present at Senate meeting
Present at campus forums hosted by Senate
Present at colleges
Review and consider feedback
• Offer recommendations for assessment of
learning outcomes and continuous improvement
• Build a comprehensive implementation plan
Comments or questions?
[email protected]