Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation
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Transcript of Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation
Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation
Indiana University EastRichmond, Indiana
Revising General Education
• Mary BlakefieldAssociate Vice Chancellor for Academic Support Programs/Dean of Students
• Markus Pomper Chair, Department of Mathematics
• Katherine FrankDean of Humanities and Social Sciences
Indiana University East
• Regional Campus of Indiana University• Located in Richmond, Indiana• Enrollment 4,500 students• Non-residential• About 60% credit hours online
Indiana Commission for Higher Education
• Pushed for increased ease of transfer since the creation of the Community College System (Ivy Tech) in 2006
• Encouraged colleges to standardize general education
Senate Bill 182
• January 4, 2012: Proposal introduced to require statewide transfer general education core.
• January 31, 2012: Passed Senate• February 20, 2012: Passed House• March 16, 2012: Signed into law
January 2012 March 2012
SB 182 signed
Summary of 182
• A student who is transcripted as completing the gen ed requirements of one state institution cannot be required to complete additional gen eds.
• A student who holds an associate degree and transfers to a state 4-year institution is considered to have met 30 cr. hrs. of gen ed.
State MandateIndiana Senate Enrolled Act 182
• Institutes a 30 cr. hr. statewide, transferable Gen Ed curriculum
• Competency-based• Easy to transfer• Deadline for implementation: May 2013!
May 2013
January 2012 March 2012
SB 182 signed
Learning Outcomes
• Commission: 6 competency areas
• Statewide conferences of faculty panels • Goal was to set specific outcomes. • Final outcomes leaned heavily on LEAP.
January 2012
May 2013
Commission Faculty Panels
May 2012 Nov 2012
Written Communication Speaking/ListeningQuantitative Reasoning
Humanistic/Artistic Social/Behavioral Science
March
State Mandate
• Instructions for implementation details and learning outcomes were made available to institutions in November 2012.
• IU East began to re-create General Education.
January 2012
May 2013
Commission Faculty Panels
May 2012 Nov 2012
Adaptation
We did it in 6 months!• Design Curriculum• Draft Learning Outcomes• Create Assessment Process• Discuss with Faculty Constituents• Involve Curriculum Committee• Endorse by Faculty Senate• Identify Gen Ed courses
January 2012
May 2013
Commission Faculty Panels
May 2012 Nov 2012
A Bit of HistoryCampus Learning Objectives (1998)
Loosely defined General Education
Assess every outcome in every
course
Late 1990s 2013
Gen Ed Curriculum 2006
Limit Gen Ed Assessment to Gen Ed Courses
2006
Campus Learning Objectives (1998)
New Gen Ed Curriculum
Focused Gen Ed Assessment in specific Gen Ed
Courses
New Campus Learning
Outcomes
Statewide Core
A Bit of History
IU East Campus Learning Outcomes From 1998
• Outdated • Outmoded • Cumbersome• Grandfatherly
A visual of the CLO’s
CLO #6. Educated persons should develop the skills to understand, accept and relate to people of different backgrounds and beliefs. In a pluralistic world one should not be provincial or ignorant of other cultures; one's life is experienced within the context of other races, religions, languages, nationalities and value systems.
New Campus Learning Outcomes
• IU East proposed a new set of Campus Learning Outcomes
• Designed with assessment in mind• Short and concise
Indiana University EastCampus Learning Outcomes
1. Communicate clearly and effectively in written and oral forms
2. Access, use, and critically evaluate a variety of relevant information sources
3. Apply principles of inquiry to define and analyze complex problems through reasoning and discovery
4. Demonstrate the ability to relate within a multicultural and digitally connected world
5. Demonstrate a deep understanding of a field of study
Additional explanation is available if needed. The additional information focuses on assessable outcomes, rather than professing purpose.
Effective communication includes the ability to read, write, listen, speak, and use appropriate resources in delivering and responding to a message. A competent communicator is able to compose a clear message, relate purposeful and relevant ideas suitable to the intended audience, and select appropriate written, verbal and nonverbal strategies to effectively communicate or respond to an intended message.
On the Evolution of General Education Prior to 2006
• A disconnected set of curricular policies• Two Composition classes• One Speech class• One Math class• One Computer Literacy class • Arts/Humanities; Social/Behavioral Sci; Natural
Science: Campus consensus of 12 credit hours in each group
• No connection to Campus Learning Outcomes
On the Evolution of General Education
General Education Framework of 2006
• One policy to specify all Gen Ed requirements• 39 credit hour curriculum• Connects Campus Learning Outcomes to curricular
requirements• Two Composition classes• One Speech class• One Math class• One Computer Literacy
class
• 9 credits in Humanities and Fine Arts
• 9 credits in Behavioral and Social Sciences
• 9 credits in Sciences/Math
A look at the policyMultiple campus learning objectives are addressed in each requirement. Campus Learning Objectives are lengthy and
difficult to assess.
Minimal restrictions for courses that can meet the General Education
requirement.
No mention of assessment.
Course outcomes are vague and do not address all campus learning
objectives.
On the Evolution of General Education
General Education Framework of 2013
30 credit hour curriculumConforms to state mandate
• Two Composition classes• One Speech class• One Math class
• 6 credits in Arts/Humanities • 6 credits in Behavioral/Social Sciences• 6 credits in Sciences
The New Gen Ed
References new Campus Learning OutcomesLimits the number of courses that are available;
The selection process specifically vets the courses for assessment.
Uses detailed statewide course-learning outcomes; written with assessment in mind.
Selecting Courses for Gen Ed
• Devised a process for adding and removing courses from list of Gen Ed courses
• Involved Faculty Governance in creation of policy and in maintaining of list
Selecting Courses for Gen Ed
System of checks and balances for approval of courses
References State General Education Competencies and Outcomes
Assessment is key part of approval process
Selecting Courses for Gen Ed
Summary
• We used the State Mandate to improve long-standing problems:– General Education– Campus Learning Outcomes– Assessment
• Keys to success– Frequent communication with all faculty– Strong faculty leadership
Revising General Education
• Mary BlakefieldAssociate Vice Chancellor for Academic Support Programs/Dean of [email protected]
• Markus Pomper Chair, Department of Mathematics [email protected]
• Katherine FrankDean of Humanities and Social [email protected]