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Working Papers: Competency-Based Holistic General Education with SLO

Table of ContentsA Learning-Centered Approach to Holistic General Education.............................................- 2 -

Introduction..................................................................................................................... - 2 -General Education: a definition to work with...................................................................- 3 -

General Education Core Program..................................................................................- 3 -Criteria Of An Effective GenEd Program...........................................................................- 3 -Characteristics Of Strong GenEd Programs......................................................................- 4 -Standard GenEd Disciplines and Outcomes.....................................................................- 4 -Standard Competencies and GenEd Outcomes................................................................- 6 -Best Practice Framework for Stages of Competency........................................................- 7 -Guidelines, Examples, Influences for Consideration.........................................................- 9 -DCC’s Present GenEd Purpose and Assessment Plan.....................................................- 12 -

Mission Statement...................................................................................................... - 12 -GenEd Requirements and Rationale as per Catalog....................................................- 12 -

Rationale for General Education....................................................................................- 13 -Design To Ensure Breadth Of Knowledge Without Narrow Focus................................- 14 -Goals and Outcomes................................................................................................... - 14 -

GenEd Characteristics defined by the GenEd Assessment Committee...........................- 14 -GenEd Competencies and Evidence of Achievement.....................................................- 15 -

Program Assessment and Continual Quality Improvement.........................................- 17 -Towards a Rationale: Core Values and Campus-wide Learning Initiatives.....................- 18 -

Suggested Framework for a Competency-Based, Holistic GenEd Program........................- 20 -Proposal Components:...................................................................................................- 20 -General Education Purpose and Program Rationale.......................................................- 21 -Student Learning Plan.................................................................................................... - 24 -General Education Competency Model Terms and Definitions.......................................- 27 -DCC GenEd Core Competency Dictionary (adapted from business model)....................- 28 -

Sample Core Competency Matrix Using LCTCS Discipline Outcomes and Blooms Domains - 31 -DCC GenEd Core Competency/Student Learning Outcome Matrix....................................- 34 -

GenEd Core Competency Contribution by Non-GenEd Courses or Programs.................- 35 -Comparative Illustration of Rationale for Proposed GenEd Program......................................49

Title III.SLO-GenEd. 1 document.doc.doc


Delgado Community College A Learning-Centered Approach to Holistic General Education

Preface “What can we learn from our finest?”In light of the past four months of hurly-burly reaction, response, and recovery from the natural forces that blew us and our organization into new mode of operating, it is clear that one solid core of minds kept Delgado Community College alive. If the College is fortunate enough to proceed into this murky future led by the strength of that core, students will experience the meaning of our mission statement applied in action. We will heal alongside our community, having proven through the competence of these few that even the most destructive of forces can not cripple that mission.

It is also clear that while each individual in this core group of leaders possesses his/her own unique expertise and worthy credentials, they also share the vital core competencies required to adapt quickly to change, to deliberate rationally and productively, to set aside petty self-interests in order to address common interests, and to do so in a way that demonstrates leadership and stewardship in each one of them. They were able to find and maintain the threads of continuity within this chaos and preserve learning. In effect, they modeled the very competencies set down for our own General Education Core.

Written & Critical Thinking Logic Social Issues Oral CommunicationLeadership Cultural Expression Citizenry TechnologyComputation

They have inspired the following proposed framework in which to integrate General Education Student Learning Outcomes.

IntroductionThis document offers a rationale for a suggested competency-based, Holistic General Education (GenEd) program based upon present situations, internal research and work done to date on the College’s GenEd Program Assessment and Student Learning Outcomes, industry standards, internal and external benchmarking, and commitments we have made to federal, state, and private funders as well as to our students, our community, and our faculty/staff. It is intended to encourage deliberation from faculty, staff, and students involved in GenEd at Delgado and attempts to draw upon the strengths of existing College initiatives in order to form a cohesive, integrated approach to GenEd. It would follow the Nichols’ model of program assessment as it has been established by our Institutional Effectiveness Department using TracDat; but it departs somewhat from the standard 5-column model at the course level to offer a comprehensive method of integrating GenEd course learning outcomes within various stages of student competency development as defined by the GenEd Assessment Committee and proposed for the 3-year GenEd assessment plan.

This work in progress is organized first by a broad definition of GenEd, drawing upon LCTCS and SACS requirements, and then provides references, examples, influences, and methods for comparison with what we have now, what we are committed to achieving for SACS, and what possible rationale we ultimately decide to use in making the most of our strengths. It also provides an indication of the rationale behind the suggested framework that follows; which, of itself is only a launching point for faculty/staff deliberation toward decision and subsequent action. These working papers culminate in basic guidelines, forms, and



examples for creating learning outcomes/assessment methods as well as a proposal for a Competency-based, Holistic GenEd Program. The reference material here is based upon that recommended or in fact written by Iva Bergeron, Tim Stamm, Wes Payne, Pat Roux, Gayle Nolan, Cindy Seigrist, Debbie Lea and Randy Brien, Janet MacArthur, and other Delgado faculty and staff.General Education: a definition to work with (Adapted from LCTCS, Fall 2004)

Two Types of GenEd GenEd Designed for Transfer -

includes courses listed in the catalog under GenEd Courses and may or may not be included in the College’s GenEd Core

Applied GenEd Designed For Skills-Based, Non-Transfer Credit – includes skills, knowledge, and attitudes required to fulfill GenEd competencies, which may be included in the College’s GenEd Course offerings orin the learning outcomes stated for courses within major programs of study.

General Education Core Program“General Education is a program and not just a collection of unrelated courses in different disciplines. It must be defined so that students think of it as a connective pathway to intellectual growth, not episodic potholes within a degree program.” General Education provides higher-level critical thinking skills, discovery, and problem-solving. More specifically, it provides literacy and fluency in various methods of communication in various languages. It promotes understanding of the existing scientific and mathematical views of the world and their impact on our global culture. It emphasizes the ethical demands of our common lives, demonstrates the importance of skills and knowledge of social and behavioral sciences to understand our contemporary world and to succeed with others.

GenEd Core courses should have catalog definitions that explain how they:1. have a recognized place in history: survey scientific paradigms, social

patterns, development of reason and moral action;2. reflect commonality of all humans in a multicultural world: universal concerns,

human rights and liberties, value diversity within global interests;3. prepare individuals for engaged citizenship, to deliberate and self-direct,

calculate and reason logically.

Criteria Of An Effective GenEd Program(Adapted from SACS) Institutions are required to:

1. Publish GenEd program requirements and provide a rationale with which to determine, “Why must I take this core general education course at this college?” This rationale should state how the GenEd program is linked to:

College and program missions Student learning goals Student professional identity and occupational value Self-directed lifelong learning;

2. Offer a GenEd program that is a substantial component of each undergraduate degree;



3. Ensure breadth of knowledge (i.e. courses do not narrowly focus upon those skills, techniques and procedures specific to a particular occupation or profession) and provide an explanation of how this is designed; and,

4. Clearly identify competencies within GenEd core and provide evidence that graduates have attained those college-level competencies.

Characteristics Of Strong GenEd Programs Give an explicit answer to the question, “What is the point of general

education?;” Are based upon well-articulated competency paths and/or learning goals

and outcomes; Strive for educational coherence; Relate to the major field of study; Reach beyond the classroom; Include assessment to monitor learning; Embody institutional mission and reflect its culture; Spring from, require and foster sense of community; Have strong faculty renewal and administrative leadership; Ensure continuing support for faculty; and Are designed carefully to permit continued evolution.

Standard GenEd Disciplines and Outcomes (Adapted from LCTCS Guidelines for General Education Programs, Fall 2004)I) English Comp/Communication

a) Analyze and evaluate oral and/or written expression by listening and reading critically for elements that reflect an awareness of situation, audience, purpose, and diverse points of view.

b) Distill a primary purpose into a single, compelling statement and order and develop major points in a reasonable and convincing manner based upon that purpose.

c) Demonstrate that the writing and/or speaking processes include procedures such as planning, organizing, composing, revising, and editing.

d) Make written and/or oral presentations employing correct diction, syntax, usage, grammar and mechanics.

e) Develop appropriate rhetorical patterns (i.e. narration, exemplification, process, comparison/contrast, classification, cause/effect, definition, and argumentation) and other special functions (i.e. analysis or research), while demonstrating writing and/or speaking skills from process to product.

f) Manage and coordinate basic information gathered from multiple sources for the purposes of problem solving and decision making.

g) Recognize the use of evidence, analysis and persuasive strategies including basic distinctions among opinions, facts, and inferences.

II) Mathematics



a) Build upon (not replicate) the competencies gained through the study of high school algebra, geometry, and higher levels of mathematics.

b) Utilize mathematics to solve problems and determine if the solutions are reasonable.c) Utilize mathematics to model real world behaviors and apply mathematical concepts

to the solution of real-life problems.d) Make meaningful connections between mathematics and other disciplines.e) Utilize technology for mathematical reasoning and problem solving.f) Apply mathematics and/or basic statistical reasoning to analyze data and graphs.

III) Natural Sciencesa) Conduct an experiment, collect and analyze data, and interpret results in a

laboratory setting.b) Analyze, evaluate and test scientific hypotheses.c) Utilize basic scientific language and processes and be able to distinguish between

scientific and non-scientific explanations.d) Identify unifying principles and patterns in nature, and apply them to problems or

issues of a scientific nature, recognizing the values of nature’s diversity.e) Analyze and discuss the impact of scientific discovery on human thought and

behavior.f) Exhibit ethical behavior.

IV) Humanities and/or Fine Artsa) Analyze significant primary texts and works of art (ancient, pre-modern, modern ,

and post-modern) as forms of cultural and creative expression.b) Explain the ways in which humanistic and/or artistic expression throughout the ages

expresses the culture and values of its time and place.c) Explore global cultural diversity.d) Frame a comparative context through which they can critically assess the ideas,

forces and values that have created the modern world.e) Recognize the ways in which both change and continuity have affected human

history.f) Practice the critical and analytical methodologies of the Humanities and/or Fine Arts.g) Explore the ethical implications of cultural identity/cultural development/cultural

integrity.h) Analyze historical fact and interpretations.i) Analyze and compare political, geographic, economic, social, cultural, religious and

intellectual institutions, structures, and processes across a range of historical periods and cultures.

j) Recognize and articulate the diversity of human experience across a range of historical periods and the complexities of global culture and society.

V) Social/Behavioral Sciencesa) Recognize, describe, and explain social institutions, structures, and processes and

the complexities in a global culture and diverse society.



b) Think critically about how individuals are influenced by political, geographic, economic, cultural and familial institutions in their own and other diverse cultures and explain how one’s own belief system may differ from others.

c) Explore the relationship between the individual and society as it affects the personal behavior, social development and quality of life of the individuals, the family and the community.

d) Examine the impact of behavioral and social scientific research on major contemporary issues and their disciplines’ effects on individuals and societies.

e) Using the most appropriate principles, methods, and technologies, perceptively and objectively gather, analyze, and present social and behavioral science research data, draw logical conclusions, and apply those conclusions to one’s life and society.

f) Take ethical stands based upon appropriate research in the social band behavioral sciences.

g) Analyze and communicate the values and processes that are used to formulate theories regarding the social context of individual human behavior in the social and behavioral sciences.

h) Analyze historical facts and interpretations.i) Analyze and compare political, geographic, economic, social, cultural, religious, and

intellectual institutions, structures, and processes across a range of historical periods and cultures.

j) Recognize and articulate the diversity of human experience across a range of historical periods and the complexities of a global culture and society.

k) Draw on historical perspective to evaluate contemporary problems/issues.l) Analyze the contributions of past cultures/societies to the contemporary world.

Standard Competencies and GenEd Outcomes (Adapted from Institutional Effectiveness Associates’ Presentation, 2005)

I) Basic Skills Competenciesa) Readingb) Writingc) Speakingd) Listeninge) Performing mathematical

calculationsf) Demonstrating basic computer

skillsII) Knowledge/Understanding

Competenciesa) Historical perspectiveb) Literary stylesc) Culture

d) Meaning of numerical datae) Global perspectivef) Impact of technology



III) High Order Thinking Skillsa) Critical thinkingb) Logical reasoningc) Scientific/Abstract inquiryd) Concept integration

IV)Values Developmenta) Commitment to democratic

foundationsb) Respect for cultural

diversity/cultural integrityc) Appreciation for aestheticsd) Awareness of self within local and

global concerns


Best Practice Framework for Stages of Competency(Adapted from Institutional Effectiveness Associates presentation material, 2005 and Anderson, 2005))I) Novice – Level 1

a) Bloom’s Knowledge Cognitive Domain i) Observing and recalling information, knowing dates, events, places, major ideas

and mastery of subject matterii) Verbs for behavioral outcomes: list, define, tell, describe, identify, show, label,

collect, examine, tabulate, quote, name who-when-what-whereb) Krathwohl, Bloom, and Masia’s Receiving Affective Domain

i) Passive but attentiveII) Beginner – Level 2

a) Bloom’s Comprehension Cognitive Domaini) Understanding information, grasping meaning, translating knowledge into new

context, interpreting facts, comparing, contrasting, ordering, grouping, inferring causes, predicting consequences

ii) Verbs for behavioral outcomes: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

b) Krathwohl, Bloom, and Masia’s Responding Affective Domaini) Complying and aware

III) Competent – Level 3a) Bloom’s Application Cognitive Domain

i) Using information, using methods, concepts, theories in new situations, solving problems using required skills or knowledge

ii) Verbs for behavioral outcomes: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

b) Krathwohl, Bloom, and Masia’ Valuing Affective Domaini) Behavior consistent with attitude

IV) Proficient – Level 4a) Bloom’s Analysis Cognitive Domain

i) Seeing patterns, organizing parts, recognizing hidden meanings, identifying components

ii) Verbs for behavioral outcomes: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

b) Krathwohl, Bloom, and Masia’s Organization Affective Domaini) Bringing together different values and building internally consistent value system

V) Expert – Level 5a) Bloom’s Synthesis Cognitive Domain

i) Using old ideas to create new ones, generalizing from given facts, relating knowledge from several areas, predicting and drawing conclusions

ii) Verbs for behavioral outcomes: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite

b) Krathwohl, Bloom, and Masia’s Characterization Affective Domaini) Behaving according to moral “life style” and maintaining a consistent philosophy

regardless of coercive surroundingsc) Bloom’s Evaluation (integrated within competency stages) Cognitive Domain

i) Comparing and discriminating between ideas, assessing value of theories, presentations, making choices based on reasoned argument, verifying value of evidence, recognizing subjectivity

ii) Verbs for behavioral outcomes: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Guidelines, Examples, Influences for ConsiderationThese guidelines, examples and internal/external influences are presented for comparison with the standards and expectations of other institutions and stakeholders to frame a valued public General Education program. While these sources may represent a different demographic and location from that of DCC, the message is consistent: that higher education, particularly the general education component, plays a broad and vital role in the success of students, professionals, and communities. We can learn from this feedback and make decisions to clarify the rationale for our own program, an action which will allow us to determine accurate learning outcomes for GenEd courses and more efficient assessment measures.I) LCTCS Guideline for GenEd Statement of Purpose:

The purpose of a core GenEd is to “ensure that college students have the broad knowledge and skills to become lifelong learners in a constantly changing global community . . . general education core provides for students (and citizens as a whole) the means to a . . . more fulfilled and rewarding life. . . they are foundations of history and culture, serving to bridge the diverse heritages of a multicultural world, thus focusing upon the commonality of all humans and preparing individuals for their roles as socially responsible and engaged citizens.” (excerpted from LCTCS, 2004)

II) Examples of GenEd Statements of Purpose South Louisiana Community College: . . .”general education” requirements

represent a conviction on the part of the faculty that all students need to reason logically, solve problems, communicate effectively, and relate to the world around them. General education courses not only enhance awareness of the world and the people in it but also foster an appreciation of the arts and humanities, encourage insight into the social and behavioral sciences, and provide a basic understanding of mathematical and scientific principles. The realistic expectations of a general education program are to empower the student with a reliable set of skills and understanding that move a lifelong learner forward in academia or the workforce.”

Parish Community College: . . . considers “general education” to be a common body of skills, knowledge, and values to which all graduates (Associate and Academic Certificates) must be exposed, and for which the College shall determine certain levels of competency. These skills, knowledge, and values are representative of a common body of educational experiences that the College views as vital for enabling its graduates to be successful in today’s complex society.”

What do all of these examples have in common? Do they seem to give an answer to “Why General Education here?”

How does our own GenEd mission compare?

III) Internal and External Influences on GenEd Statement of PurposeThese few examples from the business community, public at large, and undergraduate students as well as our present circumstances in the wake of natural disasters offer some valuable input into the kinds of competence expected and needed from our graduates. Most of this competence can be gained through successful guidance and achievement of GenEd learning outcomes, but only if they clearly correspond to a focused program rationale.

a) Business Community ExpectationsIn a study done in Omaha, Nebraska, Metropolitan Community College leaders found that “employability skills” and “a strong work ethic” are traits most desired by business representatives, and the traits seen as most lacking among new hires. (Van Wagoner, 2004) In addition, they found that young people coming through the educational pipeline are woefully unaware of the nature of work, workplace expectations, and the demands of success. Most notably, employer’s regarded the following top ten skills necessary for, but lacking in, the workforce: Attendance and punctuality Customer-service skills Desire to learn Ability to work as part of a team Oral communication skills

Follow-through Professionalism Respect for diversity Time-management skills Problem solving skill

b) Public’s ExpectationsRanking of “absolutely essential” goals of general education from NCPPHE poll: Sense of maturity and [ability to] manage on [one’s] own (71%) Ability to get along with people different from self (68%) Problem solving and thinking ability (63%) High-technology skills (61%) Specific expertise and knowledge in chosen career (60%) Top-notch writing and speaking ability (57%)

[but note that this is also a success factor for “getting along with people”] Responsibilities of citizenship (44%)

[but note that this is also a success factor for “sense of maturity”]

c) Students’ ExpectationsRanking of Importance of GenEd Goals by U Mass. Amherst: % agreeing “somewhat or very important” (April, 1998). Learn on my own (98%) Write clearly and effectively (92%) Understand the relationship between ideas (92%) Think analytically and logically (91%) Awareness of other societies and cultures (90%)

Awareness of American society (88%)

d) KatrinaHurricane Disaster to impact internal/external needs in higher education in New Orleans Unknown student demographic and population Unknown specific needs from business community Unknown specific student needs for learning and professional growth Potential need for transparent critical information, leadership, coordination and

follow-through on community development plans Potential need for partnerships with public school system, other institutions, local

businesses, city planning commissions, all levels of government and neighborhood special interest groups

Potential need for competencies in collaborative decision-making and action, high-level communication skills, self-direction, technology, customer success, critical thinking, creativity, and leadership

Potential need for urban planning, civil and marine engineering, economic development, teaching, quality public information

What broad-based, general competencies apply here?How does our program demonstrate commitment to these

expectations?”How have we designed our program to respond to these needs?

DCC’s Present GenEd Purpose and Assessment Plan

Mission StatementGeneral Education at Delgado Community College prepares students to think critically, demonstrate leadership and be productive citizens through course offerings, core requirements and college-wide activities associated with the GenEd characteristics and learning outcomes.

GenEd

Requirements and Rationale as per Catalog[Within “Types of Degrees,” Delgado has a flexible, student-centered Associate of General Studies, which usually follows an articulation path with a 4-year college and has to be worked out with an advisor.][Within “Categories of Requirements,” Delgado’s GenEd courses are in English, mathematics, fine arts, humanities, natural science, and social science – required for most degree programs and include a few electives beyond the specific categories which the student can choose within the course list.

RequirementsAssociate Degrees in Arts, Science, and Applied Science, Associate, and Certificate of Applied Science requirements for GenEd: GenEd course hours must be “successfully” completed; A proficiency exam in writing must be passed to earn credit in English 101; Students should be particularly careful about adhering to the catalog and curriculum in

effect at time of admission (or change of major).

Substantial Component of Degree Offerings[This should be confirmed. General Education Committee documents state that within DCC’s Degree Programs, 3 Degree/Certificates require 27 hours; one requires 15 and one requires 9. Course guide also stipulates that “students may not use a course in their major to fulfill their degree requirements,”. . .which is taken to mean that the general education requirement can only be fulfilled by successful completion of general education courses and can not be fulfilled by successful completion of a specialized course within the major program. The chart below is from the 2006 catalog and reflects the different degree programs in which many Divisional GenEd requirements vary. If the Degrees had set levels of competency rather than course requirements across Divisions, there could be more flexibility on how students developed that core across courses.]

What would help communicate the College’s approach to General Education in relation to individual lifelong learning and community value?

What roles do you see the graduates of the program taking?

Degree GenEdHours

English Math Fine Arts

Humanities

Natural Science

Social Science

Associate of General

Studies

30 9 6 3 3 6 6

Associate of Arts

27 “or” 21 “or” 24

6 3 3 6 “or” 3 6 3 “or” 6

Associate of Science

27 “or” 26 “or” 24 “or”

18

6 6 “or’ 7

3 “or” zero

3 6 “or” 4 3

Associate of Applied Science

19 “or” 18 “or” 15 “or”

12 “or” 9 “or” 6

3 “or” 6

3 3 “or” zero

3 “or” zero 3 “or” zero

“or” 4 in PHYS

3 “or” zero

“or” 3 in PSYC

Certificate of

Technical Studies

3 “or” zero 3 “Or” 3 “or” 3

in TECH

Certificate of Applied Science

9 3 3 3 “or” 3

Curriculum Option for LPN – RN

18 6 6 3 3

Rationale for General Education [General Education at Delgado is not a program. It is rationalized by course requirements for majors and defined by general education characteristics. These characteristics explain specific outcomes the student “will have” as a result of completing the course requirements.]

What rationale could be given for these requirements to justify their value and purpose in a student’s learning journey?What is needed to demonstrate how GenEd as a whole contributes to the College’s core values, the student’s lifelong development, and continual improvement to those ends?

Design To Ensure Breadth Of Knowledge Without Narrow Focus[The College’s GenEd design is partly demonstrated by DCC GenEd Characteristics listed below, but some feedback has suggested that a more defined notion of “breadth” related to the College mission would help to clarify how Certification programs benefit from GenEd as well as how GenEd prepares students to succeed in the Technical Competency Development with their Divisions.]

Goals and Outcomes

GenEd Characteristics defined by the GenEd Assessment Committee A DELGADO GRADUATE WILL HAVE:1. A general understanding of the English language.

a. The ability to describe, report, order and analyze facts and opinions.b. The ability to distinguish between facts and opinions, to synthesize facts and

opinions, and to think critically.c. The ability to compose and express a series of related thoughts, unified in content

and coherent in language.2. A general understanding of computational methods.

a. The ability to manipulate mathematical language above the basic computational level.

b. The ability to organize information and to recognize patterns among different phenomena.

c. An understanding of the importance of logic and self-discipline in solving problems.

3. A general understanding of the physical world.a. An understanding of at least one branch of the natural sciences.b. The ability to follow the sequential steps necessary to analyze and solve a

problem.c. The ability to recognize when the absence of data impedes the formation of a

sound conclusion.4. A general understanding of the social and individual behavior of human beings.

a. The ability to analyze a social issue.b. The ability to formulate analytical questions about behavior.c. The ability to locate sources for data.d. An understanding of at least one of the basic disciplines in the social sciences and

how its principles and theories are applied to an understanding of human behavior.

How could the design of GenEd demonstrate the College’s learning-centered mission and attention to a variety of educational needs?

5. A general understanding of how selected essential works of the human imagination and intellect improve the ability to comprehend human experience.

a. Insight into human experience in other places and at other times.b. The ability to reflect on experience, beliefs, and values.c. An understanding and appreciation of at least one of the areas associated with

the fine arts – drama, poetry, music, historical and imaginative literature, philosophy, and rhetoric.

G enEd

Competencies and Evidence of Achievement[This is from The Office of Institutional Effectiveness, prepared by the GenEd Assessment Committee. The committee work done in this area speaks to a breadth of knowledge otherwise missing from our overall definition of the program. The listed competencies could be developed across different courses, through different learning outcomes, and even across programs. Plugging-in the GenEd Program characteristics and learning outcomes into a rubric for stages of competency development will reveal how other program and course outcomes could satisfy the College’s GenEd competency requirement. Students could achieve this by applying learning from different courses as they progress through stages of competency development. Here are the GenEd Characteristics combined with Learning Outcomes to form the present definition of the College’s competencies.]

I. Writing and Critical Thinking Students will be able to write and read satisfactorily in an organized and critical manner. The following characteristics will be assessed: clarity, can provide support, recognizes assumptions, reflects alternative approaches, sees implications, invents new problems, prioritizes/sees relationships, can be applied, and demonstrates integrity. The student will (course objectives or assessment method?):a. Write a well-organized paper using appropriate documentation.b. Read a document and demonstrate a comprehensive response.c. Identify the theme and setting of a written document.

II. Computation Students will be able to understand numerical data by extracting analyzing and interpreting data, apply mathematics in a career setting and use appropriate technology in solving mathematics problems. The student will (course objectives or assessment method?):a. Identify the appropriate information to solve a problem.b. Organize numerical information to draw conclusions.c. Apply mathematics to a real world setting and use the appropriate

technology.

What explains the value of these characteristics to DCC students?In what kind of holistic learning framework could these characteristics be placed as integral pieces of a student’s personal and professional identity?What is needed to answer the question, “Why should I take this GenEd course at this college?”

III. LogicStudents will be able to demonstrate the use of applicable scientific techniques collect observations and evaluate the validity of the conclusion. The student will (course objectives or assessment method?):a. Follow sequential steps to analyze and solve a scientific problem.b. Use basic scientific language and processes in drawing a conclusion

concerning scientific phenomena.IV. Social Issue

Students will be able to identify significant philosophies and lifestyles which societies and individuals have adopted. In addition, students will reflect on experiences, beliefs and values. The student will (course objectives or assessment method?):a. Identify a social issue.b. Clearly analyze a question by producing answers that illustrate a synthesis

and integration of data.V. Oral Communication

Students will be able to conduct public speaking activities, small group communication skills, and interpersonal communication. The student will (course objectives or assessment method?):a. Perform a clear oral presentation employing correct grammar and follow a

rubric on oral presentations.VI. Leadership

Students will be able to lead and participate in activities and will develop the capability for self-direction. The student will (course objectives or assessment method?):a. Demonstrate and lead or participate in a creative activity.

VII. Citizenry Students will recognize individuals’ values, understand and respect for the values of others and implementation of values in society. The student will (course objectives or assessment method?):a. Identify conflicting viewpoints and alternative solutions to solve any problems.

VIII. Cultural ExpressionStudents will identify different cultural responses to environment demands, and recognize cultural diversity. The student will (course objectives or assessment method?):a. Identify a diverse issues in society and be able to construct an appropriate

response related to a societal issue.IX. Technology

Students will be able to apply basic computer technology when using systematic and critical processes. The student will (course objectives or assessment method?):

a. Use the Internet to identify newsworthy events.

Program Assessment and Continual Quality Improvement (Confirm with I.E. and coordinators, faculty) [To use the Nichols’ model for program assessment, the College mission and “expanded statement of purpose” would precede the corresponding goals set out for the GenEd program. Here is an example of how our GenEd program goals could predicate four of the strategic college goals in terms of contribution to institutional effectiveness.]

DCC’s GenEd Program Contributes to Achievement of The Strategic Plan’s Goal: . . .of “re-examining standards for all programs in view of DCC’s mission and

core values, the needs of the community, and the College’s student retention issues” will be supported by the general education program’s…..(insert I.E.’s TracDat info on the variable means of program assessment that will impact this strategic goal) redesign and rationale for value within the college and community as well as to the benefit of student learning and success.

. . .to “empower the College community to provide a professional, user-friendly environment to respond to all stakeholders” will be supported by the General Education program’s…..(insert I.E.’s TracDat info on the variable means of program assessment that will impact this strategic goal) proposal to integrate broad-based competency development across divisions of study in order to better prepare students for high-level technical competency development, valuable work competencies businesses want and need, faculty development in instructional design and learning outcomes, and a clear method of institutional assessment of learning based on a sound rationale.

. . .to “improve communication within the College and also with the communities we serve external to the College” will be supported by the General Education program’s….(insert I.E.’s TracDat info on the variable means of program assessment that will impact this strategic goal) website for learning outcomes and assessment methods will provide a tool for students, faculty, and the community to learn and provide feedback on ways to continue to learn, to provide and develop competencies that are relevant and adaptive to internal and external factors.

. . .to “build and strengthen business, industry, and governmental partnerships in the New Orleans Metropolitan area” will be supported by the General Education program’s…..(insert I.E.’s TracDat info on the variable means of program

What would give meaningful consistency to the names of these competencies?How might different levels of proficiency in each competency help to determine learning goals for progressive courses? How would they fit within Bloom’s Framework?Basic Skills – Reading, Writing, Speaking, Listening, Performing mathematical calculations, Demonstrating basic computer skillsKnowledge/Understanding – Historical perspective, Literary styles, Meaning of numerical data, Global perspective, Impact of technology, , Culture Diversity and UniversalityHigh Order Thinking Skills – Critical thinking, Logical reasoning, Scientific/Abstract inquiry, Concept integrationValues Development – Commitment to democratic foundations, Respect for cultural diversity/cultural integrity, Appreciation for aesthetics, Awareness of self within local and global concerns

assessment that will impact this strategic goal) establishment of competency development would hope to bring DCC to a level of quality higher education because of its valuable role in extending relationships and rationale with public secondary school as well as aligning those competencies with business needs and personal, professional identity for the student.

Program Assessment In DevelopmentThe GenEd Assessment Committee will develop instruments to assess whether students are ascertaining knowledge, skills and attitudes that are outlined below. The process will use a 3-year cycle.Instruments need to be created for the following assessment areas:

Year 1 – Critical Thinking Competencies in Writing and Critical Thinking, Computation, and Logic

Year 2 – Demonstrating Leadership Competencies in Social Issues, Oral Communication, Leadership

Year 3 – Productive and Responsible Citizenry Competencies in Citizenry, Cultural Expressions, Technology

Towards a Rationale: Core Values and Campus-wide Learning InitiativesA cohesive rationale could be formed by considering the guidelines, internal and external factors, current documentation and work done by I.E. listed above along with the College values and initiatives listed below. Consider the following as additional input for an integrated, publishable rationale for DCC’s GenEd Program.

Community Values Stated in DCC Catalog(These values could be used as final cross-check for quality in developing a sound and relevant GenEd mission, GenEd Program Purpose, GenEd Competencies, GenEd Characteristics, GenEd Outcomes):

The worth of each individual; Lifelong learning and the pursuit of knowledge; Excellence in teaching in an accessible student-centered environment; Meeting the needs of a changing workforce; The cultural diversity of our students, faculty, staff, and administration; Public trust; Personal and professional integrity and accountability; and An understanding of and responsibility to community, state, nation, and world.

Quality Enhancement Plan(This may or may not apply now, but it’s included as an initial reference for creating a GenEd Rationale.)DCC’s QEP states, “Delgado Community College recognizes that addressing the needs of developmental students must be a component of general education instruction . . .the [Title III Grant] will create a seamless, pedagogically sound system of student services integrated with CCSS courses and an advising map for each incoming student. . .will revise general education student learning outcomes to reflect the general education characteristics. . . and will reform the College’s general education core curriculum. . .and replace traditional general education course delivery strategies with active-learning classroom teaching strategies. . .DCC has a long history of being attentive to the educational needs of the community it serves. The college’s mission statement declares its commitment to provide a diverse student body with a learning-centered environment.”DCC’s QEP Town hall Meeting Results provides further rationale for how we define GenEd within the College’s understood needs, goals, and activities:

The linkage between developmental and GenEd as academic areas for focus The need for learning-centered teaching, including active learning, alternative

classroom assessment, and professional development to that end The need for enhanced measurement of student learning outcomes

Learning CommunitiesAnother core of our “finest” has brought the theory of Learning Communities into practice with positive results. These motivated faculty partners have implemented formative assessment, integrated learning across curriculum and learning style assessment to achieve a breadth of competency in the students who have participated. There is much to learn from

their model in relation to developing broad, general skills that enable them to transition successfully into program courses as well as to other institutions.

Other Related InitiativesTitle III

Student Services is already being reformed to offer learning-centered services directly inline with supporting especially the new and transfer student with individual learning plans (Eportfolio), a student readiness assessment, an orientation process with learning outcomes and assessment, and comprehensive advisor training all ripe to support a clear rationale for GenEd and its corresponding learning outcomes.

The Learning Outcome Assessment piece of Title III involves identifying learning outcomes and classroom assessment methods for all GenEd courses by 2008. While it is possible to go through the project as planned, with necessary modifications, the outcome of the effort will have little bearing on overall institutional effectiveness if there is no clear, structured rationale from which to guide and locate the purpose of general education course outcomes.

The Faculty Development piece of Title III calls for specific workshops and ongoing faculty support in the areas of instructional design, particularly with active and collaborative learning. In addition, training in writing learning outcomes and assessment methods is planned for this project. Again, it is possible to deliver training in these areas of theory and practice as generic, off-the-shelf, workshop experiences. However, we would serve our College’s mission to a greater extent if these training efforts were targeted toward a cohesive GenEd rationale. The “Syllabus Revision Project,” “Teaching in the Community College,” and other faculty development opportunities already created would have an even greater impact if they could be related to a cohesive GenEd rationale for courses. Learning outcomes, curriculum, processes, assessment and instruction as they are presented in the catalog and on master syllabi would have greater meaning for all of these initiatives as well as for faculty and students.

The following additional programs and areas of support all share common characteristics that are designed to further the success of our students. They also share means of developing core General Education competencies and should be considered as partner-efforts toward the same learning-centered mission.

Developmental Learning Program Distance Learning Experiential Education College-wide Resources Student Services and Orientation Career and Enrollment Services Health and Media Services Public Relations Libraries and Learning Laboratories Active Student life programs Innovative and learning-centered faculty and staff development Institutional Effectiveness measures – Learning Outcomes Assessment

college-wide

GenEd Statement of PurposeGeneral Education at Delgado Community College prepares students to think critically, demonstrate leadership and be productive citizens through course offerings, core requirements and college-wide activities associated with the general education characteristics and learning outcomes.

A Launching Point for Dialogue:Suggested Framework for a Competency-Based, Holistic GenEd ProgramThrough an understanding of the College’s responsibility to the community and to our students, we can build something along the lines of the following proposed rationale. This model suggests a General Education Program that integrates the missions, institutional goals, community and student needs to create a logical framework from which to align relevant student learning outcomes and effective assessment methods. It is assumed that all or each part of this model is an invitation for open deliberation.

Proposal Components:I. Catalog communication of General Education Program and Rationale

a. Introduction of General Education as a Program (pg. 24)b. Explanation of Value and Process (pg. 24)c. Organization of Core Competencies (pg. 26)d. Introduction of Learning Outcomes, Assessment, and Student Ownership (pg.

27)II. Terms and Definitions

a. Competency Model Terms (pg. 28)b. Competency Definitions and Behavior Indicators for each stage (pg. 32)

III. Sample Core Competency Matricesa. Competency Stages and Corresponding GenEd Learning Outcomes (pg. 36)b. Competency Stages, Corresponding GenEd Learning Outcomes and Course

Objectives (40)c. Competency Development from Non-GenEd Course Learning Outcomes (pg.

42)IV. Competency Framework Illustrations

a. Proposed Framework Using Current GenEd Information:Mission – GenEd Goal – GenEd Characteristic – GenEd Learning Outcome – Course Objective (pg. 43)

b. Proposed Framework Using Proposed GenEd Program Rationale:Mission – Student Incentive – Program Goal – SLO – Course Objective (pg. 44)

V. General Education Student Learning Outcomesa. Faculty Guidelines for Creating Student Learning Outcomes for GenEd Courses

(pg. 45)b. Faculty Template for Writing SLO and Course Objectives – Sample (pg. 48)c. Faculty Template for Writing SLO and Course Objectives (pg. 48)d. Faculty Checklist for Written SLO (pg. 50)e. Bloom’s Taxonomy Verbs (pg. 52)

VI. Assessment RubricsVII. Instructional Guidelines

VIII. Institutional Support Guidelines

General Education Purpose and Program Rationale[The following text is written as it might appear in the catalog, with the student in mind.]

“Through a strong foundation in General Education, the graduate and/or transfer student from Delgado Community College will. . .”

have developed a professional and community identity built upon his or her uniquely diverse background and learning style,

be prepared to enter a demanding workforce with valuable skills and competencies to succeed;

have a sense of ownership for his or her learning and educational achievements which carries over into career and personal goals;

be able to reason critically, make productive decisions with others, and contribute positively to the community at large;

continue professional and personal development through lifelong learning, aware of the constantly changing world in which we live and the necessity for self-directed adaptation to new opportunities and demands.

The General Education Program is in alignment with DCC’s “one-college,” “learning-centered” mission to strengthen teaching and learning for our students’ success within their communities and throughout their lives. We do this by providing a learning-centered, faculty driven, community and institutionally supported learning environment for you to develop general education core competencies vital to personal and societal fulfillment.

Rather than a laundry list of disconnected courses required for graduation, Delgado offers an integrated general education program designed to develop a broad range of knowledge areas. Learning in these areas provides a foundation for success in your major academic program, transfer to a four-year institute, as well as professional goals after graduation. Therefore, general education is a substantial component of every degree program. The GenEd program is designed to develop 7 integral core competencies through specific course learning outcomes. You demonstrate progress through 3 levels of competency by achieving learning outcomes along the way. Required levels of competency development depend upon your major and whether or not you will be transferring to a 4-year college. You might be wondering, “What’s a competency?” Well, a Competency refers to the knowledge, skills, and attitudes you need to demonstrate learning. It is also what makes you a capable individual and a valuable asset to the community or the workforce. You exhibit Competence when you function at the best of your ability in day-to-day private or public endeavors. In fact, you already have developed certain competencies in your lifetime of experiences, and you bring those to the table when you enter into a learning program at Delgado. They are your foundation for future success. Your ability to communicate with other people, to use logic and think rationally in new situations, to manage personal finances and make choices based on your own values all contribute to a personal and professional identity that will grow as you progress through stages of competency in general education. We refer to Core competencies as those that make up the GenEd Program Core. You develop them progressively, through learning outcomes from courses and programs.

Occupational or Program Specific competencies refer to those skills necessary for particular professions or occupations. Sometimes, these mastered skills will be used as program learning outcomes.

General Education Core Competencies

Here are the General Education Core Competencies, grouped by learning domains, upon which all general education learning outcomes at Delgado are based:

Basic Skills Communication - Reading, Writing, Speaking, Listening Computation - Mathematical calculations Applied Technology - Basic computer applications skillKnowledge/Understanding Cultural Value and Awareness – Historical perspective, Global perspective,

Cultural expression/influence/integrityHigher Order Thinking Logical Reasoning/Critical Thinking - Meaning of numerical data, Impact of

technology, Critical thinking, Logical reasoning, Abstract reasoning, Scientific perspective and inquiry, Concept integration

Values Development Citizenry and Social Values Development - Commitment to Democratic

foundations, Awareness of self within larger concerns, Value for diversity, Productive Decision-making

Leadership/Professional Identity - Self-direction, Work and study ethics, Personal influence, Self-reflection, Decisions-into-actions

Competency development is something you (and others) can see in yourself as a result of learning. Actual behaviors or “things you do” as a result of learning will indicate Beginning, Proficient, or Mastery level of competence required for success in your chosen academic or professional program. Behavior Indicators demonstrate learning. They are the outcomes of learning. Therefore, all of your courses will be designed toward learning outcomes. The specific competency goals of the general education program are

to communicate effectively in oral and written English to read with comprehension to understand numerical data and statistics to be familiar with key technological and informational applications to understand the scientific method to reason abstractly and think critically, both alone and in productive group

deliberations to self-direct learning, skills development, and knowledge by using

assessment feedback to shape a professional and personal identity to recognize and value diversity to understand the nature and value of cultural expression to develop a personal value system while retaining a tolerance for others

to understand the Democratic political system to understand the Western economic system; and to understand the global impact of these systems on individuals and groups.

To see what different competency levels look like and the learning outcomes required to achieve them, go to page 36. [This is the “Sample Core Competency Matrix Using LCTCS Discipline Outcomes and Bloom’s Domains.] Assessment of learning outcomes plays an important role on the journey to develop General Education competencies. You will need feedback to know if you are on track with learning and what actions you need to take to stay on track. Assessment feedback determines what actions you, other students, instructors, departments, and the College will take to continually improve learning. Assessment feedback comes in many forms. Instructors monitor learning with a variety of assessment methods for specific

learning outcomes in their classes. Academic programs may use feedback from departmental assessments to determine

the learning outcomes achieved across the whole program. But self-assessment is also very important. Students may use feedback from the online

self-assessment system to determine how they are progressing along the stages of competency development.

The online assessment system is a library of learning outcome assessment tools used by specific instructors in their classrooms, by groups of instructors of certain courses, by whole departments for certain courses, or even tools used by other institutions for similar learning outcomes. This service allows you to practice with assessment methods commonly used for our learning outcomes. In addition, the assessment feedback is an important way to monitor your learning and take appropriate actions to stay on track.

This self-directed learning is supported on all sides. You are fortunate to have a faculty of instructional experts and Student Services dedicated to learning. Whether you are a distance or classroom student, you will participate in “active” and “collaborative” learning environments designed by innovative instructors. Student services, continual faculty development in “teaching to learn,” campus-wide community activities and quality programs funded by grants to enhance the quality of your education here are all based on the College’s learning-centered mission. We support learning for which you have ultimate ownership.[This marks the end of the program rationale communicated as it might be to students in a catalog.]

Student Learning PlanThis is a competency learning outcome map that students can tentatively complete upon admission into the college and in consultation with a Student Services Advisor. It helps students to manage time, effort, and financial expectations with personal learning and professional goals. It is, of course, a plan that can and probably will change; but it provides a good overall picture of expectations for both the student and the college.Pre-Assessment InformationDefine in your own words the results of any pre-assessments you have taken through Student Services, Orientation, or other. Readiness assessment? Skills and/or learning style inventory? Competencies for study skills or time management?

Define in your own words what life or work or school experiences you have learned from in your life that will help achieve the learning plan you have chosen?

What personal traits, characteristics, or hobbies/interests do you have that support your ability to learn?

What do you know will be your biggest challenge? What strategies will you use to succeed in those challenges?

Preliminary Major and Program TrackDepartment: Dean: Contact Info:

Value of this program to you (personal or professional goals):

Program requirements, prerequisites, learning outcomes and assessment:

General Education Competency Requirements for Graduation ( Need to confirm outcomes. Here are a few samples. They would be listed in the catalog by the Competency to which they relate rather than by discipline.)

Mastery Level of Communication – Must be able to communicate effectively in oral and written English; read with comprehension. Demonstration of beginning level of communication required before advancing to courses in the program or major of study.

Proficient Level of Computation – Must be able to understand numerical data and statistics and be able to solve problems with mathematical computations. Demonstration of beginning level of computation required before advancing to courses in the program or major of study.Beginning Level of Applied Technology – Must be familiar with key technological and informational applications. Demonstration of beginning level of Applied Technology required before advancing to courses in the program or major of study.Mastery Level of Logical Reasoning/Critical Thinking – Must be able to reason abstractly, think critically, and understand the scientific method.Proficient Level of Cultural Value and Awareness – Must be able to recognize and value cultural diversity, the nature and value of cultural expression.Proficient Level of Citizenry and Social Values Development – Must have a personal value system developed, while retaining a tolerance for others’ and an understanding of the impact of Western political and economic systems on a global system.Mastery Level of Leadership and Professional Identity – Must be able to learn independently, demonstrate an honorable work ethic, and Timeline and Preliminary Schedule

Degree and Division Year One Core and Technical Competency Expectations

Year Two Core and Technical Competency Expectations

Year Three Core and Technical Competency Expectations

GenEd course learning outcomes

Milestone/Competency Assessment





Evidence of LearningHow will you show yourself and others what you have learned? What assessment methods are you aware of that can help you to monitor your learning and competency development?

You may need to revise or renegotiate this Learning Plan as you go along. If this happens, just make an appointment with me to talk about it.

I am accountable for this learning plan and my work in this course.

(Student)

I am accountable for my coaching, teaching methods, and management of this course. I am committed to fulfilling my role in this student’s strategy for learning in this course.

(Instructor)

General Education Competency Model Terms and DefinitionsCompetence: ability to function to the best of one’s ability in the workforce in private endeavors, and in public civic duty to self and others.Competency: the knowledge, skills, and attitudes necessary to demonstrate an intended learning outcome. Core competencies refer to the GenEd Program Core and may span across different sections of the same class, courses, or programs. Occupational or Program Specific competencies refer to those skills necessary to master in order to achieve learning outcomes. Sometimes, these mastered skills will be used as program learning outcomes. Our GenEd Characteristics would currently fall into this category.Behavior indicators: actions that indicate what “competent” looks like in a person. Sometimes behavior indicators will be used to define assessment tasks or student learning outcomes. They will look similar, but when we speak of “behavior indicators,” we are specifically talking competency assessment.Domains: Competency domains categorize different competencies into cognitive groupings. For instance, present DCC GenEd Competencies would fit into the following cognitive domains:

1. Communication (Reading, Writing, Speaking, Listening) – Basic Skill Competency Domain2. Computation (Mathematical calculations) – Basic Skill Competency Domain3. Applied Technology (Basic computer skills) – Basic Skill Competency Domain4. Cultural Awareness (Historical perspective, Culture, Global perspective, Respect for

cultural diversity/cultural integrity, Appreciation for aesthetics) – Knowledge/Understanding and Values Development Competency Domains

5. Citizenry and Social Values Development (Commitment to Democratic foundations, Awareness of self within global concerns) – Values Development Competency Domain

6. Logic/Critical Thinking (Meaning of numerical data, Impact of technology, Critical thinking, Logical reasoning, Scientific inquiry/abstract reasoning, Concept integration) – Knowledge/Understanding and High Order Thinking Competency Domain

7. Leadership/Professional Identity (Self-direction, Work and study ethics, Personal influence, Self-reflection) – Values Development Competency Domain

DCC GenEd Core Competency Dictionary (adapted from business model and incomplete)Citizenry – Does the student act on behalf of others in the community or demonstrate consistent values in his/her coursework?An individual with this competency demonstrates a concern for the well-being of fellow citizens and/or fellow students. It involves a genuine interest in participating in public deliberations on decisions that impact citizens today and in the future. It could be seen in the classroom or on campus as well, in a demonstration of acting on behalf of others.Behavioral Indicators

Beginner – Inquires about observed injustices, shares transparent information with others

Proficient – Takes personal responsibility for correcting issues Mastery – Addresses underlying social needs

Communication – Does this student use language in a way that facilitates clear communication of information as well as use listening in a way that develops bonds for interpersonal relationships? An individual with this competency demonstrates an ability to use both oral and written language for purposes of communicating the meaning of his/her thoughts and ideas to others, understanding the meaning of other individuals’ thoughts and ideas, and arriving at mutual decisions.Behavioral Indicators

Beginner – Uses standard grammatical and syntactical rules of the English language to write and speak. Summarizes orally and in written context the main ideas of a reading or something that has been presented orally.

Proficient Mastery

Computation – Does this student …..An individual with this competency demonstrates…….Behavioral Indicators

Beginner Proficient Mastery

Critical Thinking – Does this student demonstrate an understanding of cause and effect?An individual with this competency demonstrates an ability to understand a situation or a problem by breaking it into smaller pieces. It means asking to get to the root cause of a situation. The student should be able to make systematic comparisons of different parts of a problem, set priorities on a rational basis, and identify causal relationships, or if-then relationships.Behavioral Indicators

Beginner – Breaks down problems Proficient – Sees basic relationships

Mastery – Sees multiple relationships

Cultural Expression and Cultural Integrity – Does this student value individual and cultural differences? An individual with this competency demonstrates sensitivity and acceptance of individual differences in ideas, lifestyles, and work style. It includes building upon the strengths of these differences to achieve individual, group, and organization goals. It means agreeing to disagree while concentrating on more important commonalities and discovering how to protect those interests upon which we all survive.Behavioral Indicators

Beginner – Values cultural diversity and other individual differences in the classroom, discussion boards, or elsewhere on campus

Proficient – Being conscious of the dynamics inherent when cultures interact or differences arise

Mastery – Ensures that the group, class, or college builds on differences and that individuals are treated in a fair and equitable manner

Leadership – Does this student take specific actions that will help the him/herself and members of a group function well?An individual with this competency demonstrates the ability to enable him/herself within a team or the team itself to work toward a shared purpose in the best interests of the group or organization or organization’s customer’s goal. It involves demonstrating a concern for the morale of a group by leading with a positive example. A group here is defined as any group in which the student may take on a leadership role, either formally or informally. It also involves personal accountability, self-direction, and self-management to complete tasks effectively in a timely manner.Behavioral Indicators

Beginner – Manages expectations and Informs others Proficient – Builds team effectiveness Mastery – Promotes personal and team success

Logic – Does this student…..?An individual with this competency demonstrates…….Behavioral Indicators


Social Issues – Does this student…..?An individual with this competency demonstrates…….Behavioral Indicators


Technology – Does this student…..?An individual with this competency demonstrates…….Behavioral Indicators

Beginner Proficient

Sample Core Competency Matrix Using LCTCS Discipline Outcomes and Blooms DomainsThis sample matrix model uses adapted outcomes from the LA Dept. of Ed. K-12 Technology Standards (February, 2003), LCTCS guidelines, DCC GenEd Assessment Committee’s Competencies, and Bloom’s domains as a framework for defining levels of competency and the corresponding learning outcomes which would be achieved through GenEd courses and possibly courses in specific majors.

Student Learning Outcomes That Fall Within Each Level of The Competency CategoriesGenEd Core Competency Levels

Communication Computation/Technology Cultural Sensitivity Citizenry/Social Value Logic/Critical Thinking

Beginner:Student may be passive and compliant, but should be attentive and aware. Much observing and recalling information at this stage. Basic recall includes dates, events, places, major ideas and mastery of subject matter.This stage begins the student’s ability to understand information, grasp meaning, translate knowledge into new context, interpret facts, compare, contrast, order, infer causes, and predict consequences.

Use correct syntax, usage, grammar and mechanics to write clear sentences and paragraphs.Distill a primary purpose into a single, compelling statement.Order and develop major points in a reasonable and convincing manner based upon a primary purpose.Summarize what someone has said.Summarize what someone has written.Differentiate between fact and opinion.

Replicate the competencies gained through the study of high school algebra and geometry.Use mathematics to solve problems and determine if the solutions are reasonable.Use mathematics to model real world behaviors and apply mathematical concepts to solutions for real-world problems.Use telecommunications to collaborate, publish, and interact with peers, experts and other audiences. Use a variety of media and formats to communicate and present information and ideas to mult.

Explain the complexities in a global culture.Explain, through personal self-reflection, what it means to live in a diverse society.Analyze significant primary texts and works of art as forms of cultural expression.Explore global cultural diversity and cultural similarities.Explore the ethical implications of cultural identity and cultural integrity.Analyze the contributions of the past to the contemporary world.Recognize and articulate the

Analyze historical fact and interpretations.Analyze and communicate the values and processes that are used to formulate theories regarding the social context of individual human behavior.Examine the impact of behavioral and social scientific research on major contemporary issues.Examine the impact of behavioral and social scientific research on individuals.Identify and describe social institutions,

Exhibit ethical behavior.Utilize basic scientific language and processes and be able to distinguish between scientific and non-scientific explanations.Analyze, evaluate and test scientific hypotheses.Conduct an experiment, collect and analyze data, and interpret results in a laboratory setting.



Audiences.Demonstrate an awareness of the ethical, cultural, and societal issues related to technology.Practice responsible use of technology systems, information, and software.

diversity of human experience across a range of historical periods and the complexities of a global culture and society.

structures, and processes.

Proficient:The student is now using information, methods, concepts, theories in new situations, solving problems using learned skills or knowledge.Student is bringing together different values and building internally a consistent value system that can be see in his/her behavior. He/she sees patterns, organizes parts, recognizes hidden meanings, identifies components.

Develop appropriate rhetorical patterns (i.e. narration, exemplification, process, comparison/contrast, classification, cause/effect, definition, and argumentation) and other special functions (i.e. analysis or research) in writing or speaking processes.Analyze and evaluate oral and/or written expression by listening and reading critically for elements that reflect an awareness of

Build upon the competencies gained through the study of high school algebra and geometry.Utilize technology for reasoning and problem solving.Apply reasoning to analyze data and graphs.Make meaningful connections between mathematics and other disciplines.Use mathematics to model real world behaviors and apply mathematical concepts to solutions for real-world problems.Evaluate the technology selected, the process, and the

Explain ways in which human expression expresses the culture and values of its time and place.Analyze and describe the impact of scientific discovery on human thought and behavior.Recognize the ways in which both change and continuity have affected human historyAnalyze and compare geographic, cultural, and religious institutions across a range of historical periods.

Recognize and articulate the diversity of human experience across a range of historical periods and the complexities of a global culture.Take ethical stands based upon appropriate research.Explore the relationship between the individual and society as it affects personal behavior.Explain how the relationship between individual and society has affected the family and the community.

Exhibit ethical behavior.Analyze, evaluate and test scientific hypotheses.Identify unifying principles and patterns in nature, and apply them to problems or issues of a scientific nature, recognizing the values of nature’s diversity. Analyze historical facts and interpretations.Practice critical and analytical methodologies.Deliberate critically about how individuals are influenced by social and economic



situation, audience, purpose, and diverse points of view.Demonstrate the procedures of planning, organizing, composing, revising, and editing included in the writing and/or speaking process.

final results of a product.Use technology tools to enhance learning, increase productivity, and promote creativity.Use technology to locate, evaluate, and collect information from a variety of sources.

institutions and how that belief system may differ from others.

Mastery: Student uses old ideas to create new ones, generalizes from given facts, relates knowledge from several areas, predicts and draws conclusions. He/she compares and discriminates between ideas, assesses value of theories, makes choices based on reasoned argument, verifies the value of evidence, recognizes subjectivity.Student begins to behave according to a moral “life style” and maintains a

Manage and coordinate information gathered from multiple sources for the purposes of problem solving and decision making.Demonstrate the use of evidence, analysis and persuasive strategies.

Use mathematics to model real world behaviors and apply mathematical concepts to solutions for real-world problems.Use productivity tools to work collaboratively in developing technology-rich, authentic, student-centered products.Demonstrate positive attitude toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.Demonstrate a sound

Assess the ideas, forces and values that have created the modern world.Use appropriate principles, methods, and technologies to draw conclusions from research, and apply those conclusions to one’s life and society.Analyze and compare political, economic, and intellectual institutions across a range of historical periods.Draw on historical perspective to

Exhibit ethical behavior.Analyze, evaluate and test scientific hypotheses.



consistent philosophy regardless of coercive surroundings.

understanding of the nature and operation of technology systems.

evaluate contemporary problems and issues.

DCC GenEd Core Competency/Student Learning Outcome Matrix

GenEd Core Competency Stage 1 – Beginner Course SLO

Stage 2 – Proficient Course SLO

Stage 3 – Mastery Course SLO

CitizenryCommunication ENGL – 102

As a part of a team, you will analyze several articles from different perspectives on an issue relevant to the class’ lifeworld. Deliberate on the article your group feels to be most compelling. You will be able to give a rationale for your choice.Determine in a single statement, the primary purpose of the article and in succinct bullet points, order the sub-topics and deliberate together to close with a statement of your own that demonstrates your group’s critique of the article.

Computation Critical Thinking Cultural Expression and Cultural IntegrityLeadership

GenEd Core Competency Stage 1 – Beginner Course SLO

Stage 2 – Proficient Course SLO

Stage 3 – Mastery Course SLO

LogicSocial IssuesApplied Technology

GenEd Core Competency Contribution by Non-GenEd Courses or ProgramsThis table contains examples of how Arizona Western’s Business & Technology Division Contributed to their GenEd competencies. This is a set of examples only and not intended to be exhaustive list. GenEd Core Competency and Stage Business & Technology ContributionCommunication - Proficient The division teaches three courses with a GenEd designation.

In BIX 100, ECN 240 and ECN 250, the writing is intensive with several assignments with written requirements in excess of the minimal ‘writing across the curriculum’ requirement. Most courses taught in the division have a writing component. As a result of the emphasis on GenEd outcomes, even the vocational technology area has incorporated a writing component comprised of the welding students developing a small business plan.

Critical Thinking – Beginner Students use various levels of analysis in several of the business courses. Economics, accounting, quantitative analysis, legal environment of business all have a strong emphasis on problem solving that includes incorporation of both inductive and deductive reasoning skills. Other courses develop student critical thinking skills in different ways. As an example, in computer programming, abstract and nonlinear reasoning are necessary to envision what the computer will do with the instructions written by the student

Quantitative Analysis – Proficient Quantitative analysis is a core component of accounting, economics, quantitative analysis, as well as the vocational technology courses.

Applied Technology – Beginner to Mastery Students learn their technology skills in this division. Instruction starts at the very bottom and works through programming, networking, and web design.

Working Papers: Competency-Based Holistic General Education with SLO November 1, 2005

DCC GenEd Core Competency Alignment Illustration by Discipline (adapted from Institutional Effectiveness Associates)

Associate’s Degree in Arts – English 102

College Mission GenEd MissionProficient Core Competencies

Characteristics/Program Outcomes

Student Learning

Outcomes. . .provides a learning-centered environment in which to prepare students from diverse backgrounds to attain their educational, career, and personal goals, to think critically, to demonstrate leadership, and to be productive citizens.

. . .prepares students to think critically, demonstrate leadership and be productive citizens through course offerings, core requirements and college-wide activities associated with the GenEd characteristics and learning outcomes.

Communication: -Use accurate mechanics, diction, grammar, spelling, punctuation-Name the topic focus-Demonstrate audience awareness and stated purpose’-Determine use of diverse rhetorical modes-Employ organization techniques in paragraph and essay writing

. . .speak, listen, write, and read competently. . . listen in an organized and critical manner. . .develop capability to of self-direction based on knowledge of self

Develop a grammar lesson of your choice and an assessment of learning for a section of ENGL101.


DCC GenEd Core Competency Alignment Illustration by Discipline Modified Slightly from Present Input(adapted from Institutional Effectiveness Associates)

Associate’s Degree in Arts – English 102

College Mission GenEd MissionProficient Core Competencies

GenEd Program Outcomes

Student Learning Course

Outcomes. . . have a sense of ownership over learning and educational achievements that can carry over into career and personal goals;. . .be able to reason critically, deliberate productively with others, and contribute positively to the community at large;

. . .provides a foundation for strengthening teaching and learning throughout lives. . .learning centered, faculty driven, community and institutionally supported. . . to develop core competencies vital to personal and societal fulfillment.

Communication-Use accurate mechanics, diction, grammar, spelling, punctuation-Name the topic focus-Demonstrate audience awareness and stated purpose’-Determine use of diverse rhetorical modes-Employ organization techniques in paragraph and essay writing

-Distill a primary purpose into a single, compelling statement followed by ordered and developed major points in a reasonable and convincing manner based upon that purpose.-Demonstrate that the writing and/or speaking processes include procedures such as planning, organizing, composing, revising, and editing.-Make written and/or oral presentations employing correct diction, syntax, usage, grammar and mechanics.

As a part of a team, you will analyze several articles from different perspectives on an issue relevant to the class’ lifeworld. Deliberate on the article your group feels to be most compelling. You will be able to give a rationale for your choice.Determine in a single statement, the primary purpose of the article and in succinct bullet points, order the sub-topics and deliberate together to close with a statement of your own that demonstrates your group’s critique of the article.


Guidelines For Stating Learning Outcomes – A Collaborative Engagement for Faculty

Student learning outcomes should integrate clearly with established institutional intentions: college mission for student success, program missions, GenEd core competencies, Program outcomes. This clarifies the purpose of the course within the broader framework of the student’s education and helps to relate developing competencies to an academic program requirement and the student’s individual learning plan. This framework is applicable to all GenEd Core Courses, but it is also applicable to Program Courses in the Major that help to satisfy GenEd Core Competency development.Course Example: Senior Communications Seminar, Elizabethtown College

Delgado Community College Mission for

Student Success:“The graduate and/or transfer student from Delgado Community College will. . .”

have developed a professional and community identity built upon his or her uniquely diverse background and learning style, prepared to enter a demanding workforce with valuable skills and competencies to succeed;

have a sense of ownership over his or her learning and educational achievements that can carry over into career and personal goals;

be able to reason critically, deliberate productively with others, and contribute positively to the community at large;

be eager to continue professional and personal development through lifelong discovery, aware of the constantly changing world in which we live and the necessity for self-directed adaptation to new opportunities and demands.

Department/Program Mission:(should be found in TracDat)

College Mission – …foster the capacity for independent thought and commitment to personal integrity…affirms values of peace, justice and human dignity. . .with a blend of liberal arts and professional

Program Mission – …encourage free inquiry, curiosity, and academic achievement…develop skills for critical analysis and effective communication, foster maturity and citizenship…support

GenEd Core Competency Level –

…developed analytical thought…clear means of self-expression …understanding of self and environment …intercultural studies and languages…professional identity…

Program Outcomes – …consider societal..ethical concerns of communication practices, policies, issues..acquire skill developing messages from many perspectives…aesthetic awareness…critical

Student Learning Course Outcomes Develop and produce a major project for use by a chosen client. Analyze and research the client’s problem, submitting a written research paper articulating the goal of the project,

its social implications or issues. Prepare a professional resume through introspective analysis of learning and skills, targeting a specific professional

identity you are comfortable with that provides grounding for further development of a life-long career.


GenEd Core Competencies to which your course learning outcomes contribute value:Competency Level Behavior Indicators

Program Outcomes(should be found in TracDat)

Student learning outcomes describe what you intend for your students to know (cognitive, content), think (affective, values and self-reflection), or do (behavioral, applied skills) outside the classroom with what they have learned. What do you visualize your students being able to DO as a result of this course?

Clear student learning course outcome statements: Use action verbs that specify definite behaviors (See Bloom’s Taxonomy) Use simple language that describes an observable behavior Have a measurable standard of performance or quality Do not emphasize “how” or “why” in a learning outcome Do not bundle several outcomes in one statement Do not lead to the use of grades as a means of assessment

Words to avoid altogether because they are not behaviors you can see Know Understand Believe Feel Be Subjective qualitative intensifiers such as: demonstrates “excellent” taste in music;

writes paragraphs “well”


Examples from Natural Science Course:No: Students will understand scientific methodologyYes: Students apply scientific methodology to test hypothesesNo: Students will make a “B” or better on the midterm test for theories and scientific claimsYes: Students can evaluate the validity and limitations of theories and scientific claims in

experimental resultsNo: Students will be prolific in basic scientific principles and pass the departmental exit

exam.Yes: Students will demonstrate an understanding of basic scientific principles by restating

the principle in their own words and giving a real-world example of the principle in action.

Example from Social Science Course:No: Students feel comfortable with their cultural identity in our societyYes: Students can identify the role that cultural diversity plays in defining what it means to

be a social beingNo: Students will complete the chapter questions that identify the origins, workings, and

ramifications of social and cultural change in their own identityYes: Students can identify the origins, workings, and ramifications of social and cultural

change in their own identityNo: Students attend two other social science classes during the semester.Yes: Students compare the distinctive methods and perspectives of two or ore social

science disciplines.

2 final questions to consider when developing SLOs: What evidence or behavior would a skeptic need to see in order to admit that your

students are achieving the major goals you’ve set out for them? In your experience, what evidence tells you when students have met these goals –

how do you know when they’re “getting” it?


Faculty Template: Student Learning Outcome/Assessment Guide (Sample)Course Title: Integrated Office Systems Themes(s): Professionalism; Design and layout; Integration

GenEd Core Competencies

Program Outcomes Assessment Tasks GenEd Student Learning Course

Outcomes

What must the student understand to demonstrate the intended outcome?

What skills must the student master to

demonstrate the intended outcome?

What will students do in here to demonstrate

evidence of the outcome?

What do students need to be able to do “out there” for which this course

will prepare them?

Faculty

Template: Student Learning Outcome/Assessment GuideCourse Title: Themes(s):

GenEd Core Competencies

Program Outcomes Assessment Tasks GenEd Student Learning Outcomes

PREREQUISITES

3. Develop e-mail journal of weekly progress.

Beginner: Critical thinking Problem solving Formatting Word Processing Spreadsheet Database Presentations Integration

techniques E-mail File management Browsers Peripheral

equipment

Proficient: Communication Teamwork Proofreading

Develop team: structure, roles, schedule

Analyze data to determine type of files needed for project.

Use file management to store and locate files.

Use critical thinking skills to determine software applications to be used.

Use MS-Office to produce projects.

Determine Ole techniques for producing projects.

Use good design and layout for business documents.

Operate additional equipment as needed for projects.

Use e-mail to communicate with team.

Use e-mail to communicate with instructor weekly.

2. Develop portfolio of “camera-ready” business documents using MS-

As a part of a team, analyze data; then determine and apply the software applications, integration techniques, and additional electronic resources needed to develop business documents and/or slide-show presentations in a specific business setting.

1. Create & present a slide-show capstone project to a panel from business


What must the student understand to

demonstrate the intended outcome?

What skills must the student master to demonstrate the

intended outcome?

What will students do in here to demonstrate

evidence of the outcome?

What do students need to be able to do “out there” for which this course will prepare

them?

PREREQUISITES


Faculty Scoring Guide for Student Learning Outcome PreparationFaculty Self-Assessment tool to use for Student Learning Outcomes at the course level

1 – Absent 2 – Developing 3 – Adequate 4 – Well developedFactor: Outcome Statements 1 2 3 4 Suggestions:

INDICATORs

Begins with action verb..........................

Stated in words student might use........ 1 to 3 outcomes per course................... Tells what student will be able to do after

the course............................................. Can be measured for performance and/or

quality standards.................................. Drives instructional design and content.

Factor: Description of Assessment Methods

INDICATORS

1-4 assessment checkpoints per course Is an objective indicator(s) of the outcome

(has clear rubric)................................... Is possible to implement in class situation

Is evidence of concept and skill development (has clear rubric).............

Is an authentic, real-life task or issue.... Is challenging enough to engage students

(confirm criteria)................................... Provides some element of student control

(confirm criteria)................................... Demonstrates knowledge, values, and skill

(confirm criteria)...................................Factor: Themes, Concepts and/or Issues

INDIC

Consists of key words or phrases that describe the knowledge base essential to the SLO.................................................

Focuses on meaning, values, or broader implications...........................................

Indicates what needs to be understood to succeed on assessments......................

Factor: SkillsIND

Begins with action verb.......................... Requires practice................................... Essential to assessment and SLO........... Can be broken into sub-skills.................

Factor: ContinuityIN

Clear relationship between content, assessment methods, and SLOs...........

Clear relationship between course SLOs, program mission, college goals and mission, student learning plan


Course Title: Date:Assessed by:


Specifying Learning Outcomes Using Verbs Illustrating Bloom’s TaxonomyKnowledge Comprehension Application Analysis Systhesis Evaluation

Cite Associate Apply Analyze Arrange AppraiseCount Classify Calculate Appraise Assemble AssessDefine Compare Demonstrate Categorize Collect ChooseDraw Compute Determine Compare Compose Criticize

Identify Contrast Dramatize Debate Construct CritiqueList Differentiate Employ Diagram Create Determine

Name Discuss Examine Differentiate Design EstimatePoint Distinguish Illustrate Distinguish Formulate EvaluateQuote Estimate Interpret Examine Integrate GradeRead Explain Locate Experiment Manage JudgeRecite Express Operate Identify Organize MeasureRecord Extrapolate Order Inspect Plan RankRepeat Interpolate Practice Inventory Prepare RateSelect Locate Restructure Question Prescribe RecommendState Predict Schedule Structure Produce Revise

Tabulate Report Sketch Separate Propose ScoreTell Restate Translate Summarize Specify Select

Trace Review Use Tabulate Synthesize StandardizeUnderline Tell Write Test Write Validate

Adapted by Eliiot Elfner, Institutional Effectiveness Associates, from a presentation by Susan Hatfield at the Annual Conference of the Higher Learning Commission, April, 2004


II. Student Learning Outcomes and Learning Assessment a. Course syllabi should include the standard information regarding expectations,

performance standards and learning outcomes, course goals, etc. approved for the master syllabi. i. If a course does not have established learning outcomes, refer to the guidelines

for stating learning outcomes in the Appendix. Post them for future use and/or feedback.

ii. Create objectives for your specific section based on your personal instructional design, methods, and style. Guidelines for stating class objectives will be available on the Learning Outcomes Blackboard site. Share effective methods with colleagues on the Blackboard site for future use and/or feedback.

b. (insert, if applicable, any required or recommended student diagnostic assessment, pre-test, or pre-requisite)

c. Formative assessment strategies should be employed throughout the course to monitor acceptable progress and inform necessary intervention methods. Effective assessment strategies and methods for specific types of learning outcomes will be available on the Learning Outcomes Blackboard site. Post new methods that have been effective.

d. Summative Assessment of Student Learning Outcomes for Distance Learning Courses and corresponding classroom sections should be identical, or with departmental approval by course faculty, should demonstrate assessment of the same learning outcomes and apply the same performance standards for successful achievement expected from students in corresponding classroom sections.

III. Course Assessment and Continual Quality Improvementa. Refer to Peer Review form for Distance Learning Course: Content, Instructional

Design and Support (TBD with corresponding rubric)b. Refer to Peer Review form for Distance Learning Course: Technical Design and

Support (TBD with corresponding rubric)c. Refer to Student Review form for Distance Learning Course: Student Feedback (TBD

with corresponding rubric)d. At the end of each semester, online and classroom course faculty review learning

outcome assessment feedback, discuss implications, and utilize data for decisions that will continue to improve learning outcomes. Dialogue should inform both online and classroom sections of the course in the collaborative effort to ensure the same learning outcomes. (possible report form?)i. Share recommendations, ideas, relevant discussion topics on Learning Outcomes

Blackboard site ii. Share notable learning moments and innovative practices on Learning Outcomes

Blackboard siteiii. (insert, if appropriate, any formal administrative process required by the

program’s department or IE)e. Instructor report and follow-up synthesizes the feedback from peer review,

student review, and faculty review of learning outcome assessment data, distributed with recommendations and feedback to (IT? Personal file?)

i. Refer to Instructor Report and Follow-up (TBD)


GenEd Competency Assessment Rubric - CommunicationDoes this student use language in a way that facilitates clear communication of information

as well as use listening in a way that develops bonds for interpersonal relationships?

GenEd Outcome Assessment Rubric - CommunicationAssesses achievement of student learning within GenEd.


DCC’s Competency Based Holistic GenEdInstructional Design Guidelines

Criteria Checklist (Discussion Document for Faculty)

Course includes a “course orientation” (discuss criteria for an effective online course orientation)Course includes an introduction to the instructor, contact informationCourse includes policies for prompt student feedback (confirm standard turn-around time for instructors to give feedback)Course includes policies for assignment deadlines (confirm standard policies)Course includes policies for discussion participation (discuss relevance and effective criteria)Course includes policies for evaluating student performance (assessment techniques and rubrics) and easy access to student grades (confirm technical recommendations for # of clicks-whatever-to ensure easy access)Course includes syllabus modeled from corresponding master syllabus, including learning outcomes and assessment methodsCourse includes particular class objectives based on learning outcomes (discuss guidelines for writing objectives)Self-directed learning activities and discussions are structured and sequenced to assist learners in achieving learning outcomes(confirm validation techniques for this)Course includes performance expectations (confirm reasonable measurement for “high” expectations)Course includes guidelines for success, support information (discuss effective success strategies, confirm support recommendations and #s)Course includes a structured, flexible course schedule (confirm effective scheduling techniques)Instructional design reflects a deliberate pedagogical technique (discuss relevance and criteria)Instructional design addresses multiple learning styles (confirm effective methods)Active learning techniques are used (discuss effective techniques to use as effective examples)Course provides features for student-to-student interaction (discuss criteria for quality discussion forums or other collaborative features)Course content is well organized so that….(confirm criteria for well-organized course content)Course content and course material are grammatically correct and use language appropriate for the learner (discuss relevance and criteria)Course includes self-assessment methods for students to monitor progress (confirm methods, tools)



DCC’s Competency Based Holistic GenEdInstitutional Support Service Guidelines

Criteria Checklist (Discussion Document for Support Services and Program Experts)

Technical support system for online courses is in place and easily accessible to the learner and teaching faculty (establish and confirm criteria for “easy access”)Equipment, labs and other necessary resources are in place and accessible to the learner and teaching faculty (establish criteria for quality and “accessibility”)

Prospective and/or Enrolled Distance Learning Student has online access to: current, accurate course and program information prior to enrollment (confirm standards)registrar and financial aid functions provided the traditional classroom student (confirm)academic tutorial and lab services (confirm)student counseling services (confirm)pay fees and access financial aid services online (confirm)library services (confim)college events, clubs, organizations, and benefits otherwise offered traditional campus students (confirm)general orientation and in-depth tutorial for distance learning (confirm and discuss criteria)established admission requirements or pre-enrollment assessment for student success potential in distance learning (discuss and recommend policy and assessment method/tool)full-time faculty within his/her major (discus and confirm reasonable policy)


Comparative Illustration of Rationale for Proposed GenEd Program

Reputable Baselines for Quality GenEd Programs

DCC’s As-Is Program Components

Rationale for Suggested Modifications or Additions

Proposed Modifications or Additions

Strong GenEd Programs permit continued evolution.

GenEd Assessment Committee is working on the assessment process and methods of assessment.

This proposal may be met with resistance for a variety of reasons, but the rationale behind it is crucial for implementing the learning-centered and one-college mission we have established. If we could approach this as a potential starting point, then through open dialogue and deliberation, decisions can be made on a framework with the understanding that change is a part of the process.

Adopt a framework that provides a rationale from which to draw direction in defining GenEd course learning outcomes and classroom assessment methods. It must be flexible enough to withstand the dramatic population and financial changes that have and will occur in the next few years. Pilot this process for one year, collecting feedback in monthly focus group sessions, making changes along the way if necessary and thoroughly examining the results and process at the end of one year for the purpose of molding it into something that continues to improve.

General Education is a program not just a collection of unrelated courses in different disciplines.

Our GenEd entity is specifically not a program as the rest of the academic programs but will eventually be assessed like other programs. It is a collection of unrelated courses in different disciplines and has no clear integration with program courses. The extraordinary work done in CCSS skill-buliding, “Learning Communities” and the QEP could contribute much to designing a means for integration between GenEd courses and program paths.

Use the learning-centered model now implemented in many DCC classrooms, college-wide initiatives, and faculty development workshops to transform the silo-disciplinary state of our GenEd into a meaningful program that integrates GenEd learning outcomes and program outcomes to develop vital workforce and lifelong competencies.

GenEd Assessment Committee proceeds with 3-year assessment proposal, but with the additional use of “competency assessment” to demonstrate improvement in overall GenEd effectiveness.Provide all faculty with a list of general learning outcomes and allow them to choose which ones they already know are addressed in their classrooms. Categorize this information to see where we are already developing GenEd competencies, fill in gaps where needed, and then counsel students on how to develop required GenEd competencies along their personal DCC learning plan (eportfolio).






Publish general education program requirements and provide a rationale for “Why do I have to take this general education course?” and that links to the college and program missions, learning goals, professional identity, self-directed lifelong learning.

GenEd characteristics and mission are published in the catalog as well as descriptions of what will be covered in each GenEd course.“General Education at DCC prepares students to think critically, demonstrate leadership and be productive citizens through course offerings, core requirements and college-side activities associated with general education characteristics and learning outcomes.”

Students do better in life and in school when they understand the value of what they are required to learn. No rationale for “Why GenEd? And Why this course?” Transpose GenEd characteristics to answer these questions. Current language speaks more to learning outcomes than an explanation for why GenEd.The proposed individual learning plan (eportfolio) provides the structure to see exactly how and where GenEd fits into the overall educational journey and why developing GenEd competencies is so important for success in higher-level courses as well as after graduation.The DCC “core values” can provide a good foundation to relate how GenEd plays a major role in realizing those values.

Revise GenEd Characteristics to combine those that replicate or closely resemble others. Use them to explain in the catalog what DCC expects graduates and transfer students to “look like” and how this is achieved through a progression of learning that develops valuable GenEd core competencies.Explain how each of the GenEd courses and other college-wide, learning-centered initiatives, programs, services, and college missions are all focused on the “core values” that help develop successful, fulfilled individuals.

Provide an explanation of how GenEd program is designed to ensure a breadth of knowledge that can be applied in real-world experiences why it is therefore a substantial component of each program.

Catalog states rules, requirements, and warnings for GenEd: “courses must be successfully completed, that a ‘C’ or better be earned in ALL courses in major. . .passing a proficiency exam in writing. . .12 of last 15 hours earned in residence. . .be particularly careful about adhering to the catalog and curriculum in effect at time of admission. . .students may

Students respond to language, both printed and oral, with behaviors that typify the language style. If catalog language expresses an authoritative, process-driven, learning experience, students will respond in kind, plowing through the process with the end in mind. If we are to communicate a commitment to learning-centeredness in our published material, we need to modify the style so that it appeals to our audience and emphasizes

More student-centered language to communicate required information such that the quantitative steps for graduation are not privileged above the qualitative purpose for developing competence.Replace “the student,” “required for graduation,” and “C or better” with “you” and “your development” and “your personal achievement.”Define intended outcomes for the catalog information, a method of assessment, and commitment to






not use a course in their major to fulfill their degree requirements.”

what we claim to be our focus: that is, learning and competency development rather than mere completion of hours and courses.

adapting the catalog based on assessment feedback.Have students “beta-test” the catalog before publication to get feedback on the desired outcome for the catalog.

Define Types of GenEd offered (transfer or applied)

We state hours and disciplines required for majors, grade needed for credit.We do not allow “program courses” to fulfill GenEd Requirements.

Address the concern that students in certain courses of study would benefit more from GenEd competency development through approved GenEd learning outcomes within their respective programs rather than having to take an entire GenEd course for that. (Mechanics, for instance may include a business plan or other appropriate learning outcome to develop GenEd Competence)

Students progress through stages of GenEd competencies required for graduation. GenEd core provides learning outcomes that develop these competencies (Designed for Transfer), but in some cases such as votec or applied science, some of these competencies may be achieved through GenEd-approved learning outcomes within specific program courses (Applied).

Clearly identify student learning outcomes for GenEd courses and corresponding methods of assessment.Clearly identify competencies within GenEd core and provide evidence that graduates have attained those college-level competencies and in doing so, contributed to the College’s strategic plan.Categorize competencies into standard cognitive domains:Basic skillsKnowledge/UnderstandingHigh Order Thinking SkillsValues Development

GenEd Assessment Committee has defined Characteristics, upon which are based learning outcomes categorized under competencies with items to assess within each competency. (are they in the catalog?)

We risk perpetuating our current condition of unrelated courses and disconnection between GenEd and program courses if we have no rational framework with which to determine learning outcomes in GenEd courses. We can identify them now, without a framework, and that may provide the “learning-centered” goal for specific courses; but it does not achieve a cohesive learning-centered goal for our General Education without a meaningful reason to achieve those learning outcomes.

Add explanation of GenEd competencies to catalog, defining each level across them all and providing a matrix of those student learning outcomes from GenEd courses that help to develop those competencies. Re-organize present GenEd competencies to reflect standard category distinctions, reducing the number from 9 to 5.Explain how instructional techniques and student services, etc. support the student’s ownership of his/her learning and competency development.Standardize master syllabi so that each GenEd course syllabus clearly explains the above information in a simple, structured way: class objectives pointing to course learning






outcomes that are situated along 1-3 levels of competency and through which the student develops those levels of competence necessary for academic and professional success.Identify how the GenEd goals and outcomes will contribute to specific strategic goals for the college. i.e. how this program contributes to the College’s goal of “building and strengthening businesses, industry, and governmental partnerships in NOLA.” (an especially significant partnering goal in light of our present rebuilding of the city and our College)

Strong GenEd Programs reach beyond the classroom, impact the external community and foster a sense of internal community.

QEP, SGA, Title III Student Services initiatives, Learning Communities, campus organizations, and relationships with community businesses and leaders all intend to reach beyond the classroom while also building a strong internal community of support.

The more our efforts connect students’ experience here with a larger purpose, the more relevant our work and their experience here as well as the more effective our institution.

Regularly publish external and internal results of business, public, and student surveys on the skills, knowledge, and attitudes necessary to develop in our changing community.Student involvement (more townhall meetings) to listen to their feedback and provide transparent information about the College, the community at large, and their success both in and out of the DCC community.Build upon Learning Communities to include programs and learning outcomes that might be achieved through involvement in internal/external community projects that contribute to a student’s portfolio and develop GenEd competencies.

Strong GenEd Programs have strong administrative

We have a world-class faculty development effort.

Use faculty feedback from surveys to build a competency matrix that






leadership, faculty renewal and professional development.

includes learning outcomes from many sources that would contribute to developing required levels of GenEd competence.Build upon Blackboard site to support faculty engagement with one another on innovative instructional design and classroom assessment methods.Define a competency model appropriate for GenEd faculty and align professional development along those lines.


References

Establishing a Quality-Driven General Education Core for the LCTCS Colleges, Louisiana

Community and Technical College System, by The LCTCS AAC&U General Education

Steering Committee and Chief Academic Officers, Fall 2004.

“Strengthening General Education-Back to the Basics,” by Randall J. Van Wagoner, Ph.D.

Megropolitan Community College. Instructional Leadership Abstracts. Published by

the National Council of Instructional Administrators (NCIA). November, 2004, Vol. 2,

Issue 7. [more than 450 local employers surveyed for their perceptions of the skills

most necessary for success in entry-level positions.”

“Student Learning Outcomes Assessment: A Component of Program Assessment.” Heidi M.

Anderson, PhD, Keborah L. Moore, MS, Guadalupe Anaya, PdD, and Eleanora Bird, MS,

American Journal of Pharmaceutical Education. 2005; 69 (2) Article 39. Pgs. 256 –

268.

Look for NCPPHE national poll by Immerwahl, check higher education goals. Possibly

http://www.ncahlc.org/download/AssessMatrix03.pdf or

http://www.ncahigherlearningcommission.org/index.php?

option=com_content&task=view&id=588&Itemid=85 or

http://www.aahe.org/assessment/principl.htm

“General Education: Students’ Perspectives” University of Massachusetts Amherst.

Assessment Bulletin April 1998. Vol. 3, No. 1, Office of Academic Planning and

Assessment.

http://www.aahe.org/assessment/principl.htm

http://www.ncahigherlearningcommission.org/index.php?option=com_content&task=view&id=588&Itemid=85

http://www.ncahigherlearningcommission.org/index.php?option=com_content&task=view&id=588&Itemid=85

http://www.ncahlc.org/download/AssessMatrix03.pdf

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