General Education Launch 2012
Faculty lead efforts in course
design, selection, and improvement.
A set of faculty teams
- developed Learning Outcomes for the 10 Gen Ed Categories
- Created rubrics for assessment of Learning outcomes
- Review courses and provide curriculum development guidance for courses included in Gen ed
Individual faculty
- submit course proposals that address how courses will allow students to meet learning outcomes
- Participate in faculty learning communities to discuss continual improvement of their courses
- Engage in the General Education Assessment Process
Gen Ed Assessment approach is adaptable to faculty goals. Office of Undergraduate Studies with Office of Institutional Research and Assessment, and Division of IT provide support, resources, reminders, and recognition.
General Education Assessment Approach
Basic Design:
Faculty review student work using criteria from General Education Rubrics and reflect on how well the course curriculum meets the General Education learning outcomes. Faculty report findings to the General Education Program via Reflection Survey responses.
- Select the type of student work to be reviewed
- Review student work according to the criteria in the appropriate General Education Rubric Canvas Speedgrader tool will help with this – see Instructions for Program Level Learning Outcomes Assessment Using Rubrics in ELMS.
- Report Findings in the General Education Assessment Reflection Survey (Qualtircs Survey Link)
Distributive Studies�Assessment Embedded in courses,
Faculty review their own student work
Use Learning Mastery to review student data
General Education Assessment Spring 2017: Social Science Course XXX |
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1. Fundamental concepts and ideas | | | | | | | | | |
2. Methods that produce knowledge | | | | | | | | | |
3. Critical thinking in evaluating arguments | | | | | | | | | |
Percentage of students and the total number of students who performed at each level of accomplishment for the rubric criteria. |
What did you learn about your course, course assignments, or your students as a result of completing the assessment?
- My XXX section had 350 students in the spring 2017 semester. I gave multiple choice exams. In addition to the exam, I had two written/problem solving assignments. I chose two assignments to review, one quantitative written assignment and a series of multiple choice exams questions that were analytical. Students in XXX have very little problem with math. On the written quantitative assignment, I gave students the formula for the equilibrium condition and a system of behavioral equations. Students understand the solution process and can easily substitute and solve for equilibrium. In macroeconomics, equilibrium is generally the equilibrium level of income and interest rate. However, from my assessment of the qualitative/analytical questions, students have trouble answering questions regarding what happens when things change, that is, when the economy is pushed away from equilibrium.
What changes, if any, will you make to your course based on your assessment?
- Focus more attention in lecture and assignments on what happens when things change and possibly less time on the math. I plan to incorporate more examples in the class lectures. My impression during the semester was that I was spending too much time on scenario analysis and felt the lecture was becoming redundant. I will spend more time or assign more problems for students to work. Also, students do not have a good grasp of the limitations of fiscal and monetary policy. They understand in theory how policy is intended to work, but seem to miss the real world limitations to policy.
What topics would you like to discuss with other faculty who are teaching courses in your course category?
- In general, for large lecture introductory classes, how do instructors with 300+ students structure their classes and present the course material. Do instructors generally follow the book? I do, as this seems appropriate for an introductory course. �Do instructors in large lecture classes rely solely on power point slides for class presentation? I use a mixture of PPT and chalk-talk.�In economics, how much time instructors devoted to: (1) open economy macro compared to closed economy; (2) multiplier effects; (3) monetary and fiscal policy analysis and limitations; (4) quantitative versus qualitative analysis; and (5) schools of thought in macroeconomics.
Any additional comments or feedback for the General Education Assessment team?
- I appreciate the opportunity to share these thoughts with the General Education Assessment team. Any suggestions would be greatly appreciated.
Fundamental Studies
Courses part of overarching program.�Directors bring faculty together for norming sessions, discussions of data and course improvements.
Example 1: �Oral Communication
- Norming -Review speeches discuss rubric scoring
- Assessment Embedded in course
- Faculty review their own student work
- Program collects data across courses for communal review
Example 2: �Academic Writing
- Norming-Review essays, discuss rubric scoring
- Student work uploaded to “organization” space where faculty review student work from those not in their courses
- Program collects data across courses for communal review
Faculty Centered Assessment of General Education
How might we help faculty see General Education Assessment as a meaningful process?
Information from faculty interviews, focus groups and surveys suggests the process should be faculty driven, fit into the regular processes of teaching, be flexible, supported, as well as provide value and recognition to faculty
Brief Description: Through 5 years of development and testing with faculty we have found that a criterion based assessment approach using rubrics resonates well with faculty and students. Determining the best method for collecting the data and encouraging faculty to engage in assessment has presented the greatest challenge. We have found that providing options in how to collect assessment data, along with encouragement, support and recognition of faculty who engage in assessment are important in gaining faculty participation in meaningful assessment practices.
Ann C. Smith, Office of Undergraduate Studies, University of Maryland, College Park MD 20742
Outreach to faculty
- Faculty receive 2 emails/semester�
- Start of the Semester: �Reminders about teaching in General Education, links to learning outcomes, rubrics and teaching resources
- End of Semester:�Encouragement to engage in assessment and continuous improvement, links to instructions and rubrics.
- Faculty invited to learning community meetings for unique categories: I-Series and Scholarship in Practice
- Faculty who contribute to assessment are recognized in letters to Chairs/Deans
- Faculty are encouraged to include assessment efforts in teaching statements/faculty portfolios now required for promotion/tenure
- Faculty are encouraged to use Gen Ed assessment approach and rubrics for department LOA process
Participation in Assessment: in 2017:�311 instructors, reviewed the work of over 6,000 students in 80 courses from all colleges and schools and all General Education Categories
NEXT STEPS:
- Link demographic information to data
- Develop streamlined reports that do not require faculty to download data
- Encourage use of findings for discipline based research
In Reflection Surveys faculty report that the assessment process allowed them to better understand student learning in their course, revealed unexpected information and information that helped them refine their course.
Some faculty choose not to collect data in Speedgrader, they report their findings in the Reflection Survey. With this group we do not have a way to capture the number of students assessed or other data.
What did you learn about your course, course assignments, or your students as a result of completing the assessment?
- I continue to see that my students are able to grasp course concepts but continue to need help refining their critical thinking skills and the use of analytical tools to find solutions.
What changes, if any, will you make to your course based on your assessment?
- I will continue to explore ways to help students to thinking critically. I will also attempt to take more time in lecture and discussion to give students practice in applying analytical tools to problem solving.
What topics would you like to discuss with other faculty who are teaching courses in your course category?
- How to provide unique learning experiences in large classes when you have students of varying degrees of interest and ability
Any additional comments or feedback for the General Education Assessment team?
- The team continues to provide exceptional guidance and support in this process.