Transcript Assessing GE Outcomes at the Program Level

Chapman University
General Education
Program
Chapman’s old GE
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traditional distribution model of
approved courses
maintained disciplinary lines and
departmental turf
inflexible in accommodating
student’s needs and interests
unconnected with Chapman’s unique
identity
Into the 21st century
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radical re-design to foreground
interdisciplinarity and critical inquiry
grounded in our Mission Statement
promoted these values:
1. personalized curriculum plan, encourages
student responsibility, increases possibilities
for student ownership and engagement
2. flexibility in design across all four years
3. balance of breadth and depth
1. personalized curriculum plan
encourages student responsibility
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integrated learning, with students
connecting the specialized knowledge
of the major to ideas and methods
outside their major discipline
students shape their own academic
program in the most purposeful way
for their educational goals
2. flexibility in design across
all four years
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allows intentional student choice in
each GE area supported by faculty
mentoring and advising services
considers a university education as
inquiry-based, with areas of inquiry
overlapping across disciplinary
boundaries
3. balance of breadth and depth
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gain breadth of knowledge in the
liberal arts and depth of knowledge
in areas unique to Chapman
engage in experiential learning as
thoughtful, principled citizens in a
local and global sense
integrate knowledge within and
across disciplines
The GE program goals are to
help students…
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develop the means of critical inquiry in
academic and civic matters
acquire a breadth and depth of knowledge
in the liberal arts and in areas unique to
Chapman
cultivate ethical awareness in learning and
practice
become independent learners able to
sustain a lifelong desire for intellectual
growth
what we tell our students
“The GE program is designed to help you
personalize your academic plan, expand
your breadth of knowledge, explore
individual interests, develop a minor or
second major, pursue experiential
learning, and make connections across all
of your undergraduate studies and
experiences. You’ll work with your faculty
advisor to develop an academic plan
reflecting your goals and a timeline for
completing your degree.”
Chapman’s General Education
Program has four parts
1. Freshman Foundations Program
2. Shared Inquiry Courses
3. Inter/Multidisciplinary Cluster
4. Global Citizen Cluster*
* There are two places here where a student may
choose an experience outside the classroom.
Assessment protocol values
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Promote faculty ownership
• Faculty develop the criteria and rubrics
• Faculty meet and review student work
• The GE Committee, consisting of faculty
and ex officio administrative officers, is
charged with compiling and reviewing
reports.
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Maintain interdisciplinarity
Assessment reviews begin with
student work.
Assessment protocol process
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Identify faculty who teach in each GE
category
Invite them to a workshop
Work with faculty in developing rubrics
Institute implementation of assessment
in each College and unit
Gather assessment reports
Invite faculty back to review and make
changes
Collect all reports for review of entire GE
program
Re: WASC
1. Identify faculty who teach
in each GE category
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Relying on administrative staff support,
identify faculty who teach in each GE
category and contact them electronically.
Ask each of them to fill out and return a
worksheet identifying what they believe
their students do in their class that
accomplishes the learning objective of
each GE category.
2. Invite faculty to a workshop
in each GE category
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Invite those faculty who complete
and return worksheets, to a
workshop to:
1. Elaborate each GE category as
necessary
2. Lay groundwork for assessment rubric
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Hold workshop, and enjoy the wideranging discussion!
• Relying on staff support, keep a record
of the above!
3. Work with faculty
in developing rubrics
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Assessment officer and GE
Committee members will craft
rubrics for assessing student work as
per the elaborated GE categories,
and in the light of that student work
faculty offered.
Solicit opinions from faculty
regarding the rubrics.
Finalize assessment rubrics for
faculty to use in each GE category.
4. Institute implementation of
assessment
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Let faculty organize themselves for
the purpose of gathering the student
evidence, with staff assistantce,
stipulating that:
• Student work will be gathered and
assessed on a regular basis – e.g.,
annually.
• Samples of student work and a report
on assessment will be provided to the
University’s Assessment Officer.
5. Gather assessment reports
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Assessment reports will be reviewed
by the Assessment Officer and then
presented to and discussed with the
GE Committee.
Feedback will be made to the faculty
teaching in each GE category.
6. Invite faculty back
to review and make changes
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GE Committee may request a
meeting with faculty to discuss
findings and implementation of
recommendations in any given GE
category.
7. Collect all reports for review of
entire GE program
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Assessment Officer will compile and
maintain a record of GE assessment
reports and periodically provide an
overview report so as to describe the
entire GE program at a point in time.
8. re: WASC
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A report on all GE assessment
activities and reviews will be
provided for WASC.
Incorporate recommendations from
WASC Review Report
Hand over the entire process to a
new GE Committee!
Thank You!
Joseph Slowensky,
Jan Osborn,
Gordon A. Babst