THE STATE OF THE IDC PROGRAM, 2010 – 11
A REPORT TO THE UNDERGRADUATE EDUCATIONAL AFFAIRS COMMITTEE
GRAHAM W. L. ELLIS
August 31, 2011
1. MISSION STATEMENT
The IDC program has three overarching sets of objectives: skill development, discipline integration,
and incorporation of the Catholic tradition of social justice. These three sets of objectives are
hierarchical in nature, with skill development forming the foundation, discipline integration
providing the structure, and the Catholic perspective on contemporary social issues informing the
capstone experience. Through this capstone experience -The Senior Seminar- students demonstrate
the ways in which they have developed the various critical thinking, reading, and writing skills in
previous coursework by engaging in thoughtful discussion of contemporary social issues through a
lens of Catholic social justice
2. THE PROGRAM
IDC. 101 – Freshman Seminar
IDC. 200 – Sophomore US Experience
IDC. 301 – Junior Transcultural Experience
IDC. 401 – Senior Seminar
3. STATISTICS (data does not include Honors sections)
a. proposals/courses
Spring 2010
90/52
Fall 2010
82/54
Spring 2011
73/54
Fall 2011
66/53
Spring 2012
70/50 (prelim)
b. % capacity by level(total # of students)
Spring 2010
92/95/91/95(812)
Fall 2010
100/87/85/103(964)
Spring 2011
93/100/87/108(879)
Fall 2011
98/95/96/102(947)
c. % part-time/% staff/% full-time (by # of sections)
Spring 2010
63/12/25(52)
Fall 2010
74/7/19(54)
Spring 2011
70/11/19(54)
Fall 2011
83/6/11(53)
d. Total # of sections taught by full-time faculty by school (spring 2010 through fall 2011 )
Bellarmine College 32 (82%), Lansing 6 (15%), and Thornton 1 (3%)
e. Summer courses: # of sections(total enrollment)
Summer 2010
Summer 2011
IDC. 200
5(51)
4(52)
IDC. 301
4(51)
6(55)
IDC. 401
4(41)
4(30)
4. ASSESSMENT
a. Outside readers evaluation of research papers (6-criterion rubric scored 1  5)
Done by semester (5 randomly selected papers/section), 2010 – 2011 average data shown
2010-2011 (average): IDC. 101 -401 RESEARCH PAPER - OUTSIDE READERS EVALUATIONS
Thesis
3.30
3.40
3.39
3.60
Logic
Analysis
Control
and
of
of
Seniors: Weighted
Org. Research Sources Documentation Language
CTS
Average Level
3.27
3.17
2.84
3.35
3.29
3.23
101
3.44
3.37
3.06
3.49
3.34
3.37
200
3.59
3.48
3.16
3.60
3.78
3.46
301
3.59
3.48
3.22
3.62
3.65
3.27
3.47
401
2010-11 average
5
4.5
4
3.5
3
2.5
2
1.5
1
101
200
301
401
5
4.5
2010-11 weighted averages
4
3.5
101
3
200
2.5
301
401
2
1.5
1
101
200
301
401
b. IDC instructor evaluation of research papers (6-criterion rubric scored 1  5)
Done by semester (all papers/section), 2010 – 2011 average data shown
2010-11: IDC. 101 -401 RESEARCH PAPER - INSTRUCTOR EVALUATIONS
Thesis
3.64
4.00
4.01
3.93
Logic
and
Org.
3.63
4.06
4.03
4.03
Research
3.53
3.94
3.80
3.88
Analysis
of
Sources
3.36
3.90
3.40
3.68
Document.
3.59
4.10
3.94
3.82
Control
of
Language
3.67
4.05
4.00
3.90
Seniors:
CTS
3.12
Weighted
Average
3.59
4.02
3.82
3.81
2010-11 averages
5
4.5
4
3.5
3
2.5
2
1.5
1
101
200
301
401
5
2010-11 weighted averages
4.5
4
3.5
101
3
200
301
2.5
401
2
1.5
1
101
200
301
401
Level
101
200
301
401
c. Outside readers versus IDC instructors evaluation of research papers (2010 – 2011 average)
101Inst
Weighted
Average
3.6
5
101Out
200Inst
3.23
4.02
200Out
301Inst
3.37
3.82
301Out
3.46
401Inst
3.81
401Out
3.47
2010 - 2011 Weighted Average
4.5
4
3.5
3
2.5
2
1.5
1
101-Inst
101-Out
200-Inst
200-Out
301-Inst
301-Out
401-Inst
401-Out
d. IDC instructor participation/discussion scores (5/7-criteria rubric scored 1  4)
Done by semester for all IDC. 101 & IDC. 401 sections (2010 – 2011 averages)
Seminar:
Listening
3.46
3.25
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Seminar:
Critical
Response
3.17
3.25
Presentation: Presentation: Presentation: Seniors: Seniors:
Organization
Voice
Eye Contact Discussion
CST
Level
3.4
3.45
3.34
101
3.49
3.4
3.29
3.38
3.03
401
101
401
e. Outside reader five-semester research paper assessment data (spring 2009 through spring 2011)
5
5
IDC. 101
4
4
R² = 0.8917
3
IDC. 200
R² = 0.7392
3
2
2
1
1
200 sp
09
101 sp 101 fa 101 sp 101 fa 101 sp
09
09
10
10
11
5
200 sp
10
200 fa
10
IDC. 401
IDC. 301
4
200 fa
09
R² = 0.9306
3
2
1
301 sp 301 fa 301 sp 301 fa 301 sp
09
09
10
10
11
5
5-semester averages
4.5
R² = 0.9891
4
3.5
3
2.5
2
1.5
1
IDC 101
IDC 200
IDC 301
IDC 401
200 sp
11
f.
Senior seminar student survey data (1  5 scale)
5
4.5
SENIOR SEMINAR STUDENT SURVEY: SKILL DEVELOPMENT
Reading
Critical Thinking
4
Small-group
Work
Seminar
3.5
3
Oral
Communication
Written
Communication
Reflect & Selfevaluate
Technology
2.5
2
1.5
1
Sp 02 Sp 03 Sp 04 Sp 05 Sp 06 Fa 06 Sp 07 Fa 07 Sp 08 Fa 08 Sp 09 Fa 09 Sp 10 Fa 10 Sp 11
5
SENIOR SEMINAR STUDENT SURVEY: CATHOLIC PERSPECTIVE
4.5
4
3.5
3
2.5
2
1.5
Developed the ability to examine contemporary social
issues
Developed an understanding of the Catholic perspective
on contemporary social issues
Engaged in activities of responsible citizenship
1
Sp 02 Sp 03 Sp 04 Sp 05 Sp 06 Fa 06 Sp 07 Fa 07 Sp 08 Fa 08 Sp 09 Su 09 Fa 09 Sp 10 Fa 10 Sp 11
5
4.5
4
explore 2 or more subject areas in depth
3.5
3
examine and demonstrate the interaction and
integration among the subject areas
2.5
2
developed the ability to comprehensively
integrate curricular and extra-curricular
content, skills, and experiences
1.5
1
Sp 02 Sp 03 Sp 04 Sp 05 Sp 06 Fa 06 Sp 07 Fa 07 Sp 08 Fa 08 Sp 09 Su 09 Fa 09 Sp 10 Fa 10 Sp 11
SENIOR SEMINAR STUDENT SURVEY: DISCIPLINE INTEGRATION
g. Other assessment tools: student evaluations (scores and comments) including follow-up
meetings if necessary, peer observations including a follow-up meeting, outside readers’
comments, and the CLA (not IDC specific).
5. QEP
Initiative 1: Enhance transcultural learning in the Interdisciplinary (IDC) program by modifying
delivery of IDC courses through faculty development in global competencies.
Initiative 2: Facilitate infusion of geography throughout the General Education curriculum
through faculty training, curriculum development, and instructional resource enhancement.
Initiative 4: Enhance study abroad opportunities by providing resources and incentives for
faculty to develop courses and participate in teaching abroad.
QEP STUDENT LEARNING OUTCOMES
Bellarmine students will be able to:
1. Compare and contrast similarities and differences among peoples, religions, customs, arts,
and cultures of the world;
2. Demonstrate basic communication skills in a foreign language;
3. Demonstrate an improved understanding of geography; and
4. Apply a global perspective to analyses of social, economic, political, and environmental
issues.
a. Geography: IDC. 301 instructors (started fall 2010) and IDC. 200 instructors (starting fall 2011)
are required to show that their courses meet at least one of the six geography standards
adopted by Bellarmine as part of the QEP. Two IDC. 301 instructors received QEP geography
stipend for spring 2011. Assessment is on-going. This addresses QEP student learning outcome
#3.
Geographic Skill Set for Graduating Bellarmine Students
1. Knowledge of how to use maps and other geographic representations, tools, and
technologies to acquire, report and analyze information from a spatial perspective.
2. Awareness of how culture and experience influence people's perceptions of places and
regions.
3. Knowledge of the physical processes that shape the patterns of Earth's surface.
4. Familiarity with the characteristics, distribution, and migration of human populations
on Earth's surface.
5. Familiarity with the characteristics and spatial distribution of ecosystems on Earth's
surface, and how these systems have mutually influential relationships with humans.
6. Knowledge of how economic, political and social relations among people influence the
division and control of Earth's surface.
b. “Compare and Contrast” embedded question (IDC. 301 only) has been replaced with a “making
the strange familiar” assignment (started spring 2011). Frank Hutchins has been instrumental in
helping the IDC program incorporate geography. This is still a work in progress. This addresses
QEP student learning outcome #1. All IDC. 401 courses address QEP student learning outcome
#4.
c. Study Abroad
 KIIS and CCSA courses taught by Bellarmine faculty can count as IDC. 301 courses
 Bellarmine IDC. 301 courses taught abroad
 Bellarmine IDC. 301 courses with required study abroad component
 Bellarmine IDC. 301 courses with optional study abroad component
 IDC. 301 Cultural Immersion Abroad course (Blackboard)
6. INSTRUCTOR TRAINING
a. Annual IDC May workshop
b. Fall and spring orientations for new instructors
c. Follow up of student evaluations
d. One-on-one with IDC level coordinators (syllabus, assignments, etc.)
101: Dr. Kerri Horine
200: Dr. Mary Pike
301: Dr. Frank Hutchins
401: Dr. Mil Thompson
7. CHALLENGES/THE FUTURE
a. Number of adjuncts especially at the 100 level
b. Assessment in a vacuum - e.g., critical thinking and writing skills are not the sole domain of
the IDC program (other general education courses and the major)
c. Are we trying to do too much in terms of skill development?
d. Should we connect IDC courses (horizontally and/or vertically) thematically?
e. Should we link ENGL 101 and IDC. 101 (in response to b)?
f. Work of the First Year Experience committee
g. J. Graham Brown Foundation $1,000,000 matching grant