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02/21/03 1
Susan Albertine
The College of New Jersey
Gloria John
Baltimore
Ron Henry
Georgia State University
Quality in Undergraduate Education QUE
02/21/03 2
Roles
• Communication specialist – Gloria John• Project adviser – Susan Albertine• Standards process experts – Education Trust
– Ruth Mitchell • Funders
– Pew Charitable Trusts – Michelle Seidl– ExxonMobil Foundation – Ed Ahnert
• Project evaluators - PSA
02/21/03 3
Roles
• Critical friends – disciplinary consultants– Spencer Benson – biology – U.Maryland– Jay Labov – biology – NRC– Gordon Uno – biology – U. Oklahoma - AIBS– Lendol Calder – history – Augustana College– Mills Kelly – history – George Mason– Jim Roth – history - Alverno– Paul Bodmer – English – NCTE– Susan Ganter – mathematics - Clemson– Bernie Madison – mathematics – MAA– Jerry Sarquis – chemistry – Miami Univ. Ohio - ACS
02/21/03 4
QUE Milestones
• Stage 1: Learning outcomes: What should students know, understand, and be able to do?– Learning outcomes for level 14– Learning outcomes for level 16 – Disciplinary contributions to General
Education learning outcomes
02/21/03 5
QUE Milestones
• Stage 2: Assessment: What is acceptable evidence that students have attained desirable understandings and proficiencies?– Aligning assignment with learning outcome– Developing scoring guides or rubrics– Constructing performance standards for a
learning outcome– Scoring student work
02/21/03 6
QUE Milestones
• Stage 3: Practical ideas for learning experiences and instruction– Coping with large numbers of students– Value of rubrics– Using electronic portfolios
02/21/03 7
QUE Milestones
• Stage 4: Moving to program level– Learning outcomes for sequences of courses– Gap analysis or Super-matrix– Impact of QUE work on department’s
curriculum
02/21/03 8
QUE Milestones
• Stage 5: Dissemination of best practices– Present at disciplinary association meetings
• Disciplinary associations adopt learning outcomes– Present at national meetings such as AAHE and
AAC&U– Publish monograph of case studies– Provide clearinghouse for rubrics, database for
examples of exemplar work at various levels
02/21/03 9
Framework for Cognitive Outcomes
Knowledge Declarative Procedural Schematic Strategic
Acquired in a Discipline
Reasoning; Comprehending; Problem Solving; Decision Making
In and across broad Disciplines
Verbal Reasoning; Quantitative Reasoning; Spatial Reasoning
Bro
ad A
bili
ties
Concrete, Content-Oriented
Direct Experience
Abstract,Process-Oriented
Inheritance x Accumulated
Experience
02/21/03 10
Why we are here - Objectives
• Assessment – the heart of the matter – Standards in practice – Scoring guide development
• To develop teaching strategies for assisting students in achieving standards
• Better overlap of the delivered curriculum and the experienced curriculum
02/21/03 11
Agenda Cluster Groups: Friday after dinner
Plenary Panel: Saturday 8:30-10:15 am
Disciplinary Group meetings: Saturday 10:30-noon What did you like best about the panel? What was relevant to your discipline?
Disciplinary Group meetings: Saturday1:00-3:00 pm; Sunday 9:00-10:30 am
Cross-disciplinary meeting: Saturday 3:15-4:30 pm
Focus Groups and Cluster Coordinators: Saturday 4:30-5:30 pm
Wrap up: Sunday 10:30-11:30 am
02/21/03 12
Agenda
Panel Plenary: Saturday 8:30-10:15 amLearning Across the Disciplines
Susan Albertine (moderator)Lendol CalderSusan GanterJames RothGordon Uno
02/22/03 13
What does my discipline need from your discipline?
What strategies does your discipline use for cross-disciplinary competencies?•Empathy; Conceptual understanding;
•Sensitivity to multiple perspectives;
•Problem solving; Sourcing; Data analysis;
•Recognizing limits of knowledge
Framing Questions
02/21/03 14
QUE Objectives • Development and use of standards for lower
division to facilitate the transition to upper division within 4-year institutions and for transfer from 2-year to 4-year institutions
• Development and use of standards for graduation from college
• Levels 14 and 16 represent performance-bound learning [not the time it takes to get there]
• Learner-centered learning, not time-specific or place-specific learning
02/21/03 15
QUE Deliverables
• Department and campus draft learning outcomes, performance descriptions, collections of student work, and assessments of student learning
02/21/03 16
Aligned course
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02/21/03 17
Aligned Curriculum
A
B
D
F
G
I
J
LO1
LO2
LO3
LO4
LO5
E
C
H
ProgramCourses
02/21/03 18
Value of involvement in QUE
• Conversations of faculty across institutions• => more trust engendered between partners• => learning from experiences of other institutions• Value of Learning Community• => for both faculty and students • More emphasis on student reflection• => e-portfolio is a vehicle
02/21/03 19
Best Practices
• Make expectations for students explicit
• Give students opportunity to practice skills by engaging content being presented
• Faculty collaboration leading to reinforcement of student development through learning outcomes across courses rather than just in bookend courses
02/21/03 20
Best Practices
• Make expectations for faculty explicit
• Give faculty opportunity to practice skills by engaging content being presented
• Faculty collaboration leading to reinforcement of faculty development of learning outcomes across courses rather than just in bookend courses
02/21/03 21
Some final points about developing assessment
• Keeping looping back to actual student work
• It’s less about establishing “Measures” than about building “Communities of Judgement”
• It doesn’t stand still• Two most important adjectives are
– draft and voluntary
02/21/03 22
Next meetings Meeting in September 19-21, 2003 in New
OrleansFocus on design and student work
Potential speaker – Grant Wiggins
National meeting in spring 2004
02/21/03 23
Susan Albertine
The College of New Jersey
Gloria John
Baltimore
Ron Henry
Georgia State University
Quality in Undergraduate Education QUE