Transcript San Jose State University

CSUF GE Forum Day 2009
The Role of General Education in
Preparing Students for the 21st
Century
Gail G. Evans, Dean, Undergraduate Studies
San Francisco State University
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Plan for Today’s Session
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Executive Order 1033 and the AAC&U LEAP
initiative
Examples of GE revisions at SJSU and SF
State
Program and course-embedded assessment
Implementation strategies
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Introduction
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As stated in the 2007 LEAP Report, “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.”
How can we as educators rethink General
Education to achieve this goal?
How do we effect the change in culture on our
campuses?
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General Education in the California State
University System (EO 1033)
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Minimum of 39 units in lower division GE
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Area A - English Language Communication and Critical
Thinking (9 units)
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A1 - Oral Communication (3 units)
A2 - Written Communication (3 units)
A3 - Critical Thinking (3 units)
Area B – Scientific Inquiry and Quantitative Reasoning (12
units)
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B1 – Physical Science (3 units)
B2 – Life Science (3 units)
B3 – Laboratory Activity associated with a course taken
B4 – Mathematics/Quantitative Reasoning (3 units)
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Executive Order 1033
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Area C - Arts and Humanities (12 units)
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Area D – Social Sciences (12 units)
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C1 – Arts: Arts, Cinema, Dance, Music, Theater (3 units)
C2 – Humanities: Literature, Philosophy, Languages Other than
English (3 units)
A minimum of 12 units dealing with human social, political, and
economic institutions and behavior and their historical
background
Area E – Lifelong Learning and Self-Development (3 units)
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A minimum of 3 units in study designed to equip learners for lifelong
understanding and development of themselves as integrated
physiological, social, and psychological beings.
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Executive Orders 1033/405
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Minimum of 9 units in upper division
Total minimum of 48 units for entire GE program
EO 405 – Graduation requirements in United States
History, Constitution and American Ideals *
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Significant historical events covering a minimum of 100 years
US Constitution
California Government
* Usually completed as part of Area D in General Education
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EO 1033 and the AAC&U LEAP Essential
Learning Outcomes
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Executive Order approved in June 2008:
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.
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LEAP Essential Learning Outcomes
Framework
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Knowledge of Human Cultures and the
Physical and Natural World
Intellectual and Practical Skills
Personal and Social Responsibility
Integrative Learning
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Examples of Student Learning Objectives
(SLOs) from LEAP
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Upon completion of the General Education curriculum,
students will be able to:
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think clearly and logically;
demonstrate information competency;
carry out effective oral communication;
write effectively;
apply quantitative reasoning concepts and skills to solve problems;
make informed, ethical decisions;
understand and apply the scientific method;
apply learning from study abroad experiences to GE areas;
utilize technology in pursuit of intellectual growth and efficacious human
interaction;
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The San José Story of GE Reform and
Assessment
• Fall 1998: Implemented new GE Guidelines that were
predicated on course-embedded assessment, as well
as a diversity requirement across the curriculum.
Student Learning Objectives were developed for each
GE Area.
• 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/
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Certification & Continuing Certification
Processes
• 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.
• 2004: Eliminated a “check the box” format in
relaying GE requirements to students and
faculty. (see handout)
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Governance of General Education: Board of
General Studies and GE Advisory Panels
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Solicits courses and curricular proposals designed to satisfy GE
requirements from all colleges and departments of the University.
Reviews, approves, and authorizes courses and curricular
proposals for GE.
Evaluates courses and curricula (including assessment) it has
approved.
There are now more than 80 faculty members participating in the
assessment and review process each semester.
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Core General Education
Basic Skills of an Educated Person
Basic Knowledge of an Educated Person
These courses help build key skills for learning –
communication and critical thinking. An educated person can
communicate ideas effectively both verbally and in writing.
Being able to organize and express ideas is a key part of
learning. An educated person must also have strong
reasoning powers in order to analyze critically all types of
information. The skills courses within General Education
provide an opportunity for students to gain and enhance
critical communication and analytical skills.
These courses help students gain the fundamental
knowledge of an educated person. Students will have
an opportunity to demonstrate an appreciation of the
fundamentals of science, arts and letters, and the
forces that shape the individual and modern society
throughout the lifespan. This fundamental knowledge is
crucial to understanding more advanced topics,
including a major field of study.
Oral Communication (A1) (3 units)
Life Science (B2) (3 units)
Written Communication 1A (A2) (3 units)
Physical Science (B1) (3 units)
(one lab course in science required)
Critical Thinking (A3) (3 units)
Arts (C1) (3 units)
Mathematical Concepts (B4) (3 units)
Letters (C2) (3 units)
Written Communication IB (C3) (3 units)
Human Behavior (D1) (3 units)
Comparative Systems, Cultures &
Environments (D2) (3 units)
Social Issues (D3) (3 units)
Human Understanding &
Development (E) (3 units)
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SJSU Studies
Integrated Knowledge of an Educated Person
These courses will help students become integrated thinkers who can see connections between and among
a variety of concepts and ideas. An educated person will be able to apply concepts and foundations
learned in one area to other areas as part of a lifelong learning process. These courses will help students
to live and work intelligently, responsibly, and cooperatively in a multicultural society and to develop
abilities to address complex issues and problems using disciplined analytical skills and creative
techniques.
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)
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Graduation Requirements: American Institutions (may be satisfied in Core) (0-6 units)
Physical Education (0-2units)
(may be satisfied by two different activity courses)
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TOTAL UNITS:
39 Units CORE
9-12 Units SJSU Studies
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Assessment
Challenges in a Large GE Program
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Menu of more than 200 courses in 18 different
GE areas
More than 300 instructors teaching GE, a large
portion of whom are part-time
More than 500 sections of GE courses in any
given semester
Standardized tests aren’t always the best
means for assessing our goals
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How Course Embedded Assessment
Meets the Challenges
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Articulates well defined GE Student Learning
Objectives (SLOs)
Provides a great deal of flexibility for faculty in
developing their assessment plans
Allows faculty to use existing assignments and exams
for assessing student outcomes
Eliminates students from having to take additional tests
outside of class
Provides more immediate and focused feedback
leading to faster implementation of course
modifications
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Example for One Area of SJSU Studies:
Culture, Civilization, & Global Understanding
Goals
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Students should gain an appreciation for human
expression in cultures outside the U.S. and an
understanding of how that expression has developed
over time.
Students should also increase their understanding of
how traditions of cultures outside the U.S. have
influenced American culture and society, as well as
how cultures in general both develop distinctive
features and interact with other cultures.
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Student Learning Objectives
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Students shall be able to:
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compare systematically the ideas, values, images,
cultural artifacts, economic structures, technological
developments, and/or attitudes of people from more
than one culture outside the U.S.;
identify the historical context of ideas and cultural
traditions outside the U.S. and how they have
influenced American culture; and
explain how a culture outside the U.S. has changed
in response to internal and external pressures.
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Content Objectives
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Diversity. Issues of diversity shall be
incorporated in an appropriate manner.
Writing. Written assignments should include both
in-class and out-of-class writing, giving students
practice and feedback throughout the semester.
Evaluative comments must be substantive,
addressing the quality and form of writing. A
single final term paper would not satisfy the
requirement. A minimum of 3000 words of writing
is required in a language and style appropriate for
the discipline.
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Content (continued)
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Civic Learning. Courses shall address the civic relevance of
the topic in an appropriate manner.
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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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Support
Prerequisites
 Passage of the Writing Skills Test (WST)
 100W is prerequisite or co-requisite to all Culture, Civilization and Global
Understanding courses
 Upper division standing (60 units)
 Completion of CORE General Education
Class Size. Class sections shall normally be limited to 40 students.
Pedagogical Approach
 Courses shall focus on issues or present perspectives from different
academic disciplines.
 Courses shall require students to apply basic skills (reading, writing,
speaking, critical thinking, research, and mathematics) and to utilize
knowledge gained in Core General Education courses.
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Support (continued)
Active Learning
 Each course shall provide for active student participation. The
course may not be exclusively lecture format.
 Assignments must utilize library research and oral and written
communication skills.
 Courses should promote reflective processes and critical
analysis.
Primary sources
 Course materials (readings, research) must include primary
sources.
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Support (continued)
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Assessment
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Writing shall be assessed for grammar,
clarity, conciseness and coherence.
In accordance with the approved
assessment plan, the course
coordinator/department chair will summarize
the assessment results according to the
procedure for submitting courses for
continuing certification in General Education.
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GE Assessment – Example of a Typical
Plan
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Example for an Oral Communication Course
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Diagnostic survey first week (self report on abilities
and attitudes)
Peer and instructor feedback on persuasive speech
Peer and instructor feedback on first debate
Midterm and final with questions related to SLO and
content objectives
Summative survey (repeat of diagnostic)
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Content of Assessment Data Reports
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Standardized Format with Several Parts:
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Response to concerns from certification letter
Mastery of Student Learning Objectives (quantitative and
qualitative)
Modifications to improve student learning
Effectiveness in meeting Content Objectives
Effectiveness of coordination activities
Evaluation of assessment activities
Copy of instructor summary form or report format
Course syllabi
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Sample Assessment Question
Learning Objective 1: Students should be able to distinguish between reasoning (e.g.,
explanation, argument) and other types of discourse (e.g., description, assertion).
Out of approximately ______ students assessed, what percentage would you estimate:
Mastered L01 at a high level ____ (averaged “B+” or better on assessment activities)
Mastered L01 at an average level ____ (averaged between a “C” and a “B+” on assessment
activities)
Either failed to master L01, or did so at a marginal level____ (“C-” or below on assessment
activities)
Briefly summarize 2 or 3 examples of activities/assignments that have been successful in helping
students meet GE Student Learning Objective 1.
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Fall 2001 received assessment summaries for 70
courses
After reviewing the first set of summaries we had a
better understanding of the process
– Unanticipated and new challenges
(incomplete assessment, drifting of courses off GE objectives,
inadequate response to previous concerns)
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Developed new philosophy
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Course Continuing Certification
Philosophy
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Assessment as pathway to success vs.
gateway
Mentoring of faculty
No decisions until the decision is “YES”
Education of faculty regarding GE objectives
and assessment
Sharing of best practices
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2005 Revision of GE Guidelines
• When the 1998 Guidelines were approved by
the Academic Senate, there was a stipulation
for campus review in 2005.
• To ensure campus buy-in for the continued
culture change from solely “teaching-centered,”
to both “learning and teaching-centered”, many
strategies were utilized.
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2005 Revised GE Guidelines
• Included overall GE program learning outcomes that are tied to
the SJSU mission statement, the AAC&U Greater Expectations
Report, and the LEAP Essential Learning Outcomes
• Changed name of upper division GE from Advanced GE to SJSU
Studies. All courses in SJSU Studies must be from a different
department, so one course could be double-counted in the major
• Student learning objectives added across SJSU Studies courses
for:
– Information literacy
– Values clarification
– Civic Learning
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GE Program Objectives
Students who complete the General Education curriculum should be
able to demonstrate:
• A broad understanding of the sciences, social
sciences, humanities, and the arts; (LEAP 1)
• An ability to communicate ideas effectively
both in speaking and in writing; (LEAP 2)
• The capacity for critical and creative thinking;
(LEAP 2)
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GE Program Objectives (continued)
• An understanding of ethical choices inherent in
human development; (LEAP 3)
• An ability to assess information (information
literacy); (LEAP 2)
• An ability to address complex issues and
problems using disciplined analytic skills and
creative techniques; (LEAP 2)
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GE Program Objectives (continued)
• Multicultural and global perspectives gained through
intellectual and social exchange with people of diverse
backgrounds and experiences; (LEAP 3)
• The characteristics of “intentional learners” who can
adapt to new environments, integrate knowledge from
different sources, and continue learning throughout
their lifetimes; and (LEAP 4)
• The capacity to participate as a socially responsible
member of civic, professional, cultural, and other
communities. (LEAP 3)
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Mapping CourseEmbedded Assessment to Overall Program
Objectives
• Take data for course-embedded student learning
objectives and “map” to overall program objectives
(see handout)
• Yields first set of data for assessing the overall Core
GE and SJSU Studies programs
• Developing a process to move from course-embedded
to assessment of program objectives for all courses
• Will add additional measures such as e-Portfolios,
Wabash Study, capstone course
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Successes to Date
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Completion of Assessment of GE Assessment (surveys and focus
groups; overview prepared for WASC re-accreditation)
Identification of model assessment summaries – posting on web
Identification of models of the diversity requirement
Identification of common problems in GE courses
– 3 roundtable discussions in spring 2002 (active learning,
course coordination, under-prepared students)
– Surveys from GE Course Coordinators, Deans, Chairs prior to
drafting 2005 GE revisions
– 4 focus groups in 2005 on proposed revisions
Sharing of best practices for SJSU Studies
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Remaining Challenges for SJSU
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Continue assessment of overall GE Program
Objectives
Continue to improve assessment procedures, including
going “paperless” with all documents being submitted
electronically and simplifying process for faculty,
without losing the integrity
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General Education Revision at SF State
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Graduation Requirements Task Force working on baccalaureate degree
requirements, including GE
Spring 2008 adopted baccalaureate goals
(www.sfsu.edu )
Developed student learning objectives for each area and draft structures
for lower and upper division requirements
January 2009 distributed draft revisions for campus input
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Option 1 Topical Perspectives (9 units)
 Choose one Topical Perspective
2/6/09
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Steps to Campus Change
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Get campus involvement from all
constituencies
Link your proposed changes to other campus
initiatives
Ensure the support of your administration
Develop a “road map” or timeline for
implementation
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Steps to Campus Change
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(con’t)
Determine the impact on Existing Policies and
Procedures
Develop an assessment plan
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Thank You!
Questions/Comments
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