Materials linked to the 5/20/2010 Curriculum Council agenda.
-----Original Message----From: curric-bounces@lists.oregonstate.edu [mailto:curric-bounces@lists.oregonstate.edu]
On Behalf Of Leslie, Susie
Sent: Friday, May 14, 2010 12:55 PM
To: curric@lists.oregonstate.edu
Subject: RE: Invitation to a meeting about future Bacc Core faculty development
Hello Kate,
I have forwarded the outcomes established previously. I want to add that I believe
the outcomes you wrote on your own are very good. By stating the desired
outcomes faculty can identify the strategies and activities they offer in support of
them where true assessment of their achievement can be judged. You have a
strong grasp on the goals of full-cycle assessment. You are able to communicate in
a manner that is both clear and inviting.
Thank you for taking the time to get involved and follow through by putting your
thoughts on paper.
Susie
Susie Leslie
Director, Academic Planning and Assessment
phone: (541) 737-8083 fax: (541) 737-8082
susie.leslie@oregonstate.edu
--Original Message----From: Field, Kate
Sent: Friday, May 14, 2010 10:42 AM
To: Nunnemaker, Vickie L
Subject: FW: Invitation to a meeting about future Bacc Core faculty development
This was my response to the Bac Core proposal, mentioned in yesterday's
Curriculum Council meeting. Could you please forward it to the rest of the
committee as Carol requested?
Note that I wrote this after searching (in vain) for the Learning Outcomes for the
Bac Core--that Susie says exist somewhere. I came up with my own as placeholders.
Thanks,
KAte
Kate Field
Director, BioResource Research (http://agsci.oregonstate.edu/brr/)
Department of Microbiology
220 Nash Hall
Oregon State University
Corvallis, OR 97331
(541) 737-1837; (541) 737-0496 FAX
kate.field@oregonstate.edu
________________________________________
From: Field, Kate
Sent: Friday, April 16, 2010 1:32 PM
To: Brubaker-Cole, Susie; Bailey, John; Bogley, Bill; Warner, Rebecca; Brown, Carol - COB;
Lach, Denise
Subject: RE: Invitation to a meeting about future Bacc Core faculty development
Hi,
After yesterday's meeting and some conversations that followed, I came up with
some suggested additions to the proposal that John and Bill are putting forward.
Here's what I have:
Edits and Suggestions for Baccalaureate Core Proposal: Text to Insert after the
section on Learning Goals for Graduates (LGGs) of Oregon State University
Learning Outcomes of the Baccalaureate Core
LGGs are expected to be implicit in both undergraduate coursework taken within a
major or area of concentration, and in courses that students take outside their
majors to obtain breadth of knowledge and critical thinking skills. The
Baccalaureate Core (Bacc Core) Curriculum was originally developed to specify how
these goals could be achieved. However, because specific Bacc Core learning
outcomes, and means to assess whether undergraduate programs and classes allow
students to achieve these outcomes, were never articulated, the Bacc Core has
become a smorgasbord of unrelated, required classes.
The first step necessary to improve the implementation of the Bacc Core, therefore,
is to articulate specific learning outcomes for the Bacc Core. These goals should be
reviewed and refined by appropriate faculty groups, such as the Curriculum Council
and the Faculty Senate. Once the learning outcomes have been established, specific
courses and programs can be reviewed in order to assess whether they allow
students to achieve the desired outcomes.
Proposed Learning Outcomes of the Bacc Core are as follows:
OSU graduates will be able to:
1)
Communicate logically and effectively both in writing and orally, and
demonstrate mastery of the conventions of written and spoken language, including
grammar and spelling.
2)
Solve problems and analyze data using mathematical tools.
3)
Understand the principles of physical fitness and positive health behaviors.
4)
Illustrate, demonstrate, and analyze natural phenomena and systems, as
explained by fundamental concepts in physical and biological sciences. Understand
the use of observation, evidence, and controls in scientific research.
5)
Explain, from a historical perspective, the origins and evolution of important
features of Western culture, and their significance to contemporary U.S. culture and
institutions.
6)
Understand the origins, evolution, and/or contemporary state of civilizations
and cultures that are either non-Western in origin or have evolved within Western
culture in opposition to or in forms clearly distinct from the tradition.
7)
Explore, explain, critically analyze, and appreciate literature and the arts, and
recognize methods by which pattern and meaning are found through literature and
the arts.
8)
Analyze methods, concepts, and theories for understanding the structure and
change of major social institutions, and for understanding individual behavior as
part of a social dynamic.
9)
Provide illustrations of ways in which structural, institutional, and ideological
discrimination arise from socially defined meanings attributed to difference. Provide
historical and contemporary examples of difference, power, and discrimination
across cultural, economic, social, and political institutions in the United States.
10)
Use multidisciplinary points of view or approaches to demonstrate a critical
understanding of the origin and nature of issues and problems of global
significance.
11)
Provide a perspective on the scientific or technological approach to
understanding and manipulating the world by relating that perspective to its social
context, using significant examples of the interactions of science and/or technology
and society.
12)
Demonstrate mastery of forms of writing appropriate to each student's major
or area of concentration.
Once appropriate Learning Outcomes for the Bacc Core have been established and
agreed upon, individual students and programs will be able to propose paths by
which the outcomes may be achieved. The role of the newly-proposed Bacc Core
administrator and the Bacc Core Committee will be, in part, to review and approve
these proposals. Implicit in the review process will be the following principles: 1)
There are a diversity of mechanisms and paths by which the Learning Outcomes
can be achieved; 2) Some of the Learning Outcomes of the Bacc Core can be
fulfilled within a student's major; others, such as breadth requirements, explicitly
cannot; 3) Single classes may appropriately address more than one outcome; 4)
Students or departments can design unique programs (for example, that include
upper-division classes) that address the learning outcomes.
Kate Field
Director, BioResource Research (http://agsci.oregonstate.edu/brr/)
Department of Microbiology
220 Nash Hall
Oregon State University
Corvallis, OR 97331
(541) 737-1837; (541) 737-0496 FAX
kate.field@oregonstate.edu