Thinking General Education from the Ground Up: Aligning Program Outcomes, Curriculum

and Assessment

Kurt Ewen, Director of AssessmentKaren Borglum, AVP, Curriculum and

Articulation

East Campus

Winter Park Campus

Criminal Justice Institute

Sand Lake Center

Osceola Campus

West Campus

Valencia Community College now has four major campuses, two academic and administrative centers, and two more major campuses in the planning stages.

Valencia Profile• Sites: 4 (+1) campuses, 3 centers• Total Student Enrollment: 58,912• FTE 2008: 24,480• FT Faculty: 448• PT Faculty: 850 per major term• Academic Divisions: 18• Graduates by Degree: AA (42%), AS/AAS (12%),

Technical Certificate (41%), Vocational Certificate (3%)

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Shared Governance @ Valencia

B

The Road Less Traveled: Where are we now and

where we are going.

The Road Less Traveled: Where are we now and

where we are going.

Why do we need to do this?

• Valencia is a learning centered institution guided by two questions– How will this impact Student Learning?– How will we know?

• Goal Two of our Strategic Plan – Learning Assured– Objective 2.1 - Develop, align, and review program

learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning.

• The 28 Community Colleges have articulated General Education Learning Outcome Categories for which we are expected to provide assessment results

Office of Institutional Assessment, 2008E

Statewide General Education Outcome Categories

• Communication– Effective reading writing, speaking, listening

• Critical Thinking – Reflection, analysis, synthesis, application

• Scientific and Quantitative Reasoning– Understand and apply mathematical and scientific

principles and methods• Information Literacy

– Find, evaluation, organize and use information• Global Socio-cultural Responsibility

– Participate actively as informed and responsible citizens in social, cultural, global and environmental issues

Office of Institutional Assessment, 2008E

General Education Learning Outcomes Time Line

• January / February 2007 – Gen Ed plan presented to the CLC and the Faculty Council for consent / approval

• March 2007 – Survey faculty about the skills our General Education Program ought to focus on as learning outcomes– 130 Faculty Participated

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General Education Learning Outcomes Time Line

• Late March / Early April 2007 – Faculty Forums on the nature of our General Education Program– A total of Eight Faculty Forums– Forums focused on Faculty survey responses and the

relationship between Gen Ed Outcomes and TVCA• Summer 2007 – An Interdisciplinary team of 14

faculty selected by the Faculty Council drafted general education learning outcome statements

• Late August / Early September 2007 – Draft Gen Ed Outcomes distributed college-wide for feedback– 130 have participated in the survey

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General Education Learning Outcomes

Time Line• Late September– Revise Gen Ed outcomes based

on College wide survey feedback• October / Early November

– Forums sponsored in collaboration with Faculty Senate Presidents

• Early November– The revision team revise the outcomes a second time

based upon input from Faculty Forums• November

– Revised Gen Ed Outcomes are distributed College wide for review and vote by faculty

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General Education Learning Outcomes

Time Line• January 2008

– Gen Ed Outcomes and Faculty voting results are presented to the Curriculum Committee for consideration and recommendation to the Learning Council

– February 2008– Learning Council Approves Gen Ed Outcomes

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Valencia’s General Education Student Learning Outcomes

• Cultural and Historical Understanding: Demonstrate understanding of the diverse traditions of the world, and the individual's place in it.

• Quantitative and Scientific Reasoning: Use processes, procedures, data, or evidence to solve problems and make effective decisions.

• Communication Skills: Engage in effective interpersonal, oral and written communication.

• Ethical Responsibility: Demonstrate awareness of personal responsibility in one's civic, social, and academic life.

• Information Literacy: Locate, evaluate, and effectively use information from diverse sources.

• Critical Thinking: Effectively analyze, evaluate, synthesize and apply information and ideas from diverse sources and disciplines

Office of Institutional Assessment, 2008E

Curriculum Committee and General Education Principles

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General Education Principles and Procedures

Principles: Courses within the General Education Program will: 1. be able to meet the A.A., A.S., and A.A.S degree

requirements;2. significantly contribute to Valencia’s general

education outcomes;3. not narrowly focus on those skills, techniques, and

procedures specific to a particular occupation or profession;

4. be transferrable for all programs5. contribute significantly to breadth of knowledge

B

General Education Principles and Procedures

• The Issue of Breadth: In order to ensure consistency with decisions regarding the addition of courses to the General Education program, the following questions will be addressed:1. Does the course contribute significantly to satisfying the

General Education Outcomes? 2. Does this course, when added to the General Education

program, satisfy the mission of Valencia Community College?

3. Is this course specific to a particular faculty member? 4. Does this course focus on a specific occupation? 5. Will this course, if added, be transferable to upper division

programs? 6. Does this course have prerequisites that are not General

Education courses? B

A Bird Course in a Time of Transition

Why do you like horses better than birds?

Wait till I see one of those horses!

B

General Education – Structure & Assessment

Interrelated Discussions

Business / Societal / Communal Needs – 21st Century Skills

Core Educational Competencies - TVCACompetencies of a Valencia Graduate

General Education Learning Outcomes Development of Outcome Statements

With Measurable IndicatorsAA ( 36 Credit Hours)AS / AAS (15-18 Credit Hours)

Communications Science

A.A. General Electives & Pre-major Requirements

A.S / A.A.S. Career Requirements

Given the Allocation of Credit Hours within the General Education Core –

Articulation of Discipline Specific Contributions to Learning Outcomes and the Assessment of Indicators

Common Course OutlinesArticulation of Course Specific Contributions to General Education

Outcomes / Indicators for Required and Elective Courses Within the General Education Offerings

Humanities Social Sciences Math

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Gordon Rule RequirementsAdministrative Rule 6A-10.030

a. Six (6) semester hours of English coursework and six (6) semester hours of additional coursework in which the student is required to demonstrate college-level writing skills through multiple assignments. Each institution shall designate the courses that fulfill the writing requirements of this section. These course designations shall be submitted to the Statewide Course Numbering System. An institution to which a student transfers shall accept courses so designated by the sending institution as meeting the writing requirements outlined in this section.

b. Six (6) semester hours of mathematics coursework at the level of college algebra or higher. For the purposes of this rule, applied logic, statistics and other such computation coursework which may not be placed within a mathematics department may be used to fulfill three (3) hours of the six (6) hours required by this section.

B

Gen Ed Design Requirements

• Gordon Rule Parameters (6 hours of ENC sequence, 6 hours of additional Gordon Rule Writing, 6 hours of Algebra or higher for Gordon Rule Math = 18 hours)

• SACS Core Requirement 2.7.3 – Credit hours are to be drawn from and include at least one

course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics.

• Note: Although SACS is not prescriptive about number of credit hours, there would be a likely minimum of 6 hours based on one 3 credit humanities/fine arts course and one 3 credit social/behavioral sciences course, or 9 hours if including a 3 credit natural science course selection as a matter of balance.

• At least 24 hours of the 36 hour General Education Core requirements must be designated to earmark these parameters for any design option.

Office of Institutional Assessment, 2008B

Balancing Assessment Expectations in Gen Ed

SACS – CS 3.3.1The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assess whether it achieves these outcomes; and provides evidence of improvement based upon analysis of those results.

SACS – CS 3.5.1 The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies.

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Statewide General Education Outcome Categories

• Communication– Effective reading writing, speaking, listening

• Critical Thinking – Reflection, analysis, synthesis, application

• Scientific and Quantitative Reasoning– Understand and apply mathematical and scientific principles and

methods• Information Literacy

– Find, evaluation, organize and use information• Global Socio-cultural Responsibility

– Participate actively as informed and responsible citizens in social, cultural, global and environmental issues

Gen Ed Design 3 Basic OptionsDiscipline Based Gen Ed Requirements

1. Maintain the current distribution of Gen Ed hours, identify measurable contributions to the Gen Ed learning outcomes in curricular and co-curricular areas , establish a multi-year college-wide assessment plan

• Keep compliant with state requirements for Gordon Rule2. Adjust the distribution of required Gen Ed Hours based on assessable discipline

contributions to Gen Ed Outcomes, identify measurable contributions to the Gen Ed learning outcomes in curricular and co-curricular areas , establish a multi-year college-wide assessment plan

• New Discipline areas may need to be added to address all of the Outcomes (Information Technology, for example )

• Keep compliant with state requirements for Gordon Rule

Outcomes Based Gen Ed Requirements3. Redesign of General Education Program requirements based on measurable,

course specific contributions to the General Education Learning Outcomes.• This determination would be based upon faculty agreement on the common

course outlines • Keep compliant with state requirements for Gordon Rule

Office of Institutional Assessment, 2008B

Sequential Outcomes to be completed in the General Education Discussion

1. Articulate General Education Learning Outcomes (Completed February 2008)

2. Collaborative consideration and determination of General Education curricular design options (3 option proposed) – Fall 2008 ( Decision making process will include a Faculty Summit recommendation, Curriculum Committee vote, Approval by Learning Council)

3. Based on the General Education curricular design decision, determination of measurable, discipline specific contributions to the General Education Learning Outcomes and the determination / articulation of the new expectations for General Education hours distribution (Decision making process will include a Faculty Summit recommendation, Curriculum Committee vote, Approval by Learning Council) – Spring 2009

4. Align AA and AS General Education requirements – Spring / Fall 20095. Development of a multi-year assessment plan for General Education

Learning Outcomes – Spring / Fall 2009

Office of Institutional Assessment, 2008B

Office of Institutional Assessment, 2008

General Education Program

Curricular Experiences

Co-Curricular Experiences

•Curriculum•The Library and Learning Support Services•Service Learning•Internships•Student Success•International Studies•Honors•Etc.

•Counseling / Advising•LifeMap•SGA and Student Leadership development Opportunities•Clubs / Organizations•Community Service•Etc.

B

General Education – What we Have NowGen Ed Hours Distribution

AA – 36AS / AAS – 15-18

Communications ScienceHumanities Social Sciences Math

9 Hours – AA

3 Hours – AS

9 Hours - AA

3 Hours - AS

6 Hours - AA

3 Hours - AS

6 Hours - AA 6 Hours - AA

Course Outcomes – Course Outcomes

Office of Institutional Assessment, 2008

3 hours in Math or Science – AS

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General Education Program – Option 1

AA – 36 Credit HoursAS / AAS – 15-18 Credit Hours

Communications ScienceHumanities Social Sciences Math9 Hours - AA3 Hours – AS

9 Hours – AA3 Hours - AS

6 Hours – AA3 Hours – AS

6 Hours - AA 6 Hours - AA

Measurable Contributions to General Education Program Learning Outcomes

Course Outcomes – Student Service Outcomes

General Education Course and Program Offerings

Academic Affairs

Targeted areas of Student

Engagement within Student Affairs

Student Affairs

Library and Learning Support Services

Office of Institutional Assessment, 2008

3 hours in Math or Science – AS

E

The Student Perspective – Option One

☺

Student Selects Classes for Fall 2010 Based on Gen Ed Discipline Requirements

Communications( 9 Hours)

Humanities(9 Hours)

Mathematics(6 Hours)

Science(6 Hours)

Social Science(6 Hours)

ENC1101

MAC1105

CHM1025

Courses Contribute to Gen Ed Outcomes

Communication Skills

Information Literacy

Quantitative and Scientific Reasoning

Critical Thinking

Quantitative and Scientific Reasoning

Ethical Responsibility

Office of Institutional Assessment, 2008

E

General Education Program – Option 2

AA – 36 Credit HoursAS / AAS – 15-18 Credit Hours

Communications ScienceHumanities Social Sciences Math

Measurable Contributions to General Education Program Learning Outcomes

Course Outcomes – Student Service Outcomes

General Education Course and Program Offerings

Academic Affairs

Targeted areas of Student

Engagement within Student Affairs

Student Affairs

Library and Learning Support Services

Office of Institutional Assessment, 2008

Distribution of Gen Ed Hours To be Determined

Targeted Discipline and Program Areas Providing Measurable Contributions to the Gen Ed Outcomes

B

The Student Perspective – Option Two

☺

Student Selects Classes for Fall 2010 Based on Gen Ed Discipline Requirements

Communications

Humanities

Mathematics

Science

Social Science

HUM2250

CHM1025

CGS2100Computer

Fundamentals

Courses Contribute to Gen Ed Outcomes

Cultural and Historical Understanding

Communication Skills

Quantitative and Scientific Reasoning

Ethical Responsibility

Information Literacy

Critical Thinking

Office of Institutional Assessment, 2008

NEWTargeted Discipline Area for Gen Ed

B

General Education Program – Option 3General Education Student Learning Outcomes

Cultural and Historical

Understanding

Communication Skills

Ethical Responsibility

Scientific and Quantitative

Reasoning

Information Literacy

Critical Thinking

Discipline and Program areas Selected for Gen Ed based on Measurable Contributions to the

General Education Student Learning Outcomes

Course Outcomes – Student Service OutcomesOffice of Institutional Assessment, 2008

B

☺

Student Selects Classes for Fall 2010 Based on Contributions to Gen Ed Outcomes

The Student Perspective – Option Three

POS2041

Office of Institutional Assessment, 2008

Cultural and Historical Understanding

Quantitative and Scientific Reasoning

Communication Skills

Ethical Responsibility

Information Literacy

Critical Thinking

ENC1101

CHM1025

B

Next Steps• October

– Discipline based conversations about the three options

– Discipline based conversations about measureable contributions to the Gen Ed Outcomes

• November– November 14 – Gen Ed Summit to vote on the three

options• Spring 2009

– Based on the decision on Nov 14, discussions about the distribution of Gen Ed hours and measureable contributions to Gen Ed Outcomes

Office of Institutional Assessment, 2008E

A Culture of Evidence

Performance Criteria Established by College-wide agreement (rubric)

Evidence of Student performance (Assignments, Tests, Papers, etc.)

Evaluation of Student Performance by Instructor

Stu

den

t Learn

ing

Outco

mes

Student Learning Student Learning Student Learning

Feedback to Students

Feedback to Instructor

Feedback to Department and College

Evaluation by college-wide Faculty Teams

Feedback to Instructor

Office of Institutional Assessment, 2008

HUM2223Late Roman – Medieval Humanities

E

Course / Discipline:HUM 2223H Think Value Communicate Act

General Education Learning OutcomeCultural and Historical Understanding: Understand oneself and the diverse traditions of the world through aesthetic, historical, social, and cultural perspectives. a. Evaluate the lasting historical significance of the medieval erab. Demonstrate college-level writingc. Recognize and weigh perspectives in primary and secondary sources

Introduced, Practiced, Mastered, Assessed

Introduced, Practiced, Mastered, Assessed

Introduced, Practiced, Mastered, Assessed

Introduced, Practiced, Mastered, Assessed

Current Think Indicators (Check all that apply)analyze data, ideas, patterns, principles, perspectivesemploy the facts, formulas, procedures of the disciplineintegrate ideas and values from different disciplinesdraw well-supported conclusionsrevise conclusions consistent with new observations, interpretations, or reasons

Current Value Indicators (Check all that apply)recognize values as expressed in attitudes, choices, and commitmentsdistinguish among personal, ethical, aesthetic, cultural, and scientific valuesemploy values and standards of judgment from different disciplinesevaluate your own and others’ values from individual, cultural, and global perspectives articulate a considered and self-determined set of values

Current Communicate Indicators (Check all that apply)identify your own strengths and need for improvement as communicatoremploy methods of communication appropriate to your audience and purposeevaluate the effectiveness of your own and others’ communication

Current Act Indicators (Check all that apply)apply disciplinary knowledge, skills, and values to educational and career goalsimplement effective problem-solving, decision-making, and goal-setting strategiesact effectively and appropriately in various personal and professional settingsassess the effectiveness of personal behavior and choicesrespond appropriately to changing circumstances

Additional Indicators for Think

Additional Indicators for Value

Additional Indicators for Communicate

Additional Indicators for Act

Assessment – Observable Student behavior / performanceOne research paper that will address the content of “evaluating the lasting historical significance of the medieval era.” This paper will be also assessed for college-level writing and for recognizing/weighing perspectives in primary and secondary sources.”

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Learning Assessment CommitteeCharge

The college-wide Learning Assessment Committee is charged with promoting the development and maintenance of a college-wide assessment plan (all programs of study) that includes the following:◦ Identifying indicators and creating tools for measuring

learning (Learning Evidence Team)◦ Establishing standards for assessment practice and

documentation (Standards of Evidence Team)◦ Developing process / mechanism for documenting

assessment results and their application over time. (Documentation and Use of Evidence Team)

E