Thinking General Education from the Ground
Up: Aligning Program Outcomes, Curriculum
and Assessment
Kurt Ewen, Director of Assessment
Karen Borglum, AVP, Curriculum and
Articulation
Valencia Community College now has four major campuses,
two academic and administrative centers, and two more major
campuses in the planning stages.
Criminal Justice Institute
Osceola Campus
East Campus
Winter Park Campus
Sand Lake Center
West Campus
Valencia Profile
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B
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%)
Shared Governance @ Valencia
Valencia
Community
College
Faculty Council
Operations
Council
Learning
Council
Learning
Assessment
Committee
B
Learning
Evidence Team
Planning
Council
Curriculum
Committee
Standards of
Evidence Team
Documentation
and Use of
Evidence Team
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 cocurricular 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
E
Office of Institutional Assessment, 2008
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
E
Office of Institutional Assessment, 2008
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
E
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
E
– 130 have participated in the survey
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
E
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
E information and ideas from diverse sources and disciplines
Office of Institutional Assessment, 2008
Curriculum Committee and
General Education Principles
B
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 programs
5. 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.
2.
3.
4.
5.
6.
B
Does the course contribute significantly to satisfying the
General Education Outcomes?
Does this course, when added to the General Education
program, satisfy the mission of Valencia Community College?
Is this course specific to a particular faculty member?
Does this course focus on a specific occupation?
Will this course, if added, be transferable to upper division
programs?
Does this course have prerequisites that are not General
Education courses?
Why do you like horses
better than birds?
A Bird Course in a
Time of Transition
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 - TVCA
Competencies of a Valencia Graduate
General Education Learning Outcomes
Development of Outcome Statements
With Measurable Indicators
A.A. General Electives
& Pre-major
Requirements
A.S / A.A.S. Career
Requirements
AA ( 36 Credit Hours)
AS / AAS (15-18 Credit Hours)
Given the Allocation of Credit Hours within the General Education Core –
Articulation of Discipline Specific Contributions to Learning Outcomes and the Assessment of Indicators
Communications
Humanities
Social Sciences
Math
Science
Common Course Outlines
E
Articulation of Course Specific Contributions to General Education
Outcomes / Indicators for Required and Elective Courses Within the General Education Offerings
Gordon Rule Requirements
Administrative Rule 6A-10.030
a.
b.
B
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.
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.
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.
B
Office of Institutional Assessment, 2008
Balancing Assessment Expectations in
Gen Ed
SACS – CS 3.3.1
The 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
E
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.
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 Options
Discipline 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 Rule
2. 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 Requirements
3.
B
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, 2008
Sequential Outcomes to be completed
in the General Education Discussion
1.
2.
3.
4.
5.
B
Articulate General Education Learning Outcomes (Completed February
2008)
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)
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
Align AA and AS General Education requirements – Spring / Fall 2009
Development of a multi-year assessment plan for General Education
Learning Outcomes – Spring / Fall 2009
Office of Institutional Assessment, 2008
Curricular
Experiences
General
Education
Program
Co-Curricular
Experiences
B
Office of Institutional Assessment, 2008
•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.
General Education – What we Have Now
Gen Ed Hours Distribution
AA – 36
AS / AAS – 15-18
Communications
Humanities
Social Sciences
Math
9 Hours – AA
9 Hours - AA
6 Hours - AA
6 Hours - AA
3 Hours – AS
3 Hours - AS
3 Hours - AS
Science
6 Hours - AA
3 hours in Math or Science – AS
Course Outcomes – Course Outcomes
E
Office of Institutional Assessment, 2008
General Education Program – Option 1
Academic Affairs
AA – 36 Credit Hours
AS / AAS – 15-18 Credit Hours
Student Affairs
Library and Learning
Support Services
Targeted areas of
Student
Engagement within
Science
Student Affairs
6 Hours - AA
Communications Humanities Social Sciences
Math
9 Hours – AA 6 Hours – AA 6 Hours - AA
9 Hours - AA
3 Hours - AS 3 Hours – AS 3 hours in Math or Science – AS
3 Hours – AS
General Education Course and Program Offerings
Measurable Contributions to General
Education Program Learning Outcomes
E
Course Outcomes – Student Service Outcomes
Office of Institutional Assessment, 2008
Courses Contribute to
Gen Ed Outcomes
Student Selects Classes for Fall 2010 Based
on Gen Ed Discipline Requirements
☺
Communication Skills
Communications
( 9 Hours)
ENC1101
Humanities
(9 Hours)
Information Literacy
Quantitative and
Scientific Reasoning
Mathematics
(6 Hours)
MAC1105
Critical Thinking
Science
(6 Hours)
CHM1025
Quantitative and
Scientific Reasoning
Social Science
(6 Hours)
Ethical Responsibility
E
The Student Perspective – Option One
Office of Institutional Assessment, 2008
General Education Program – Option 2
Academic Affairs
AA – 36 Credit Hours
AS / AAS – 15-18 Credit Hours
Targeted Discipline and
Program Areas Providing
Measurable Contributions
to the Gen Ed Outcomes
Library and Learning
Support Services
Communications
Humanities Social Sciences
Math
Science
Student Affairs
Targeted areas of
Student
Engagement within
Student Affairs
Distribution of Gen Ed Hours To be Determined
General Education Course and Program Offerings
Measurable Contributions to General
Education Program Learning Outcomes
B
Course Outcomes – Student Service Outcomes
Office of Institutional Assessment, 2008
Student Selects Classes for Fall 2010 Based
on Gen Ed Discipline Requirements
☺
Courses Contribute to
Gen Ed Outcomes
Communications
Humanities
HUM2250
Cultural and Historical
Understanding
Communication Skills
Mathematics
Science
CHM1025
Quantitative and
Scientific Reasoning
Ethical Responsibility
Social Science
NEW
Targeted Discipline
Area for Gen Ed
B
Information Literacy
CGS2100
Computer
Fundamentals
Critical Thinking
The Student Perspective – Option Two
Office of Institutional Assessment, 2008
General Education Program – Option 3
General Education Student Learning Outcomes
Cultural and
Historical
Understanding
Scientific and
Quantitative
Reasoning
Communication
Skills
Information
Literacy
Critical
Thinking
Ethical
Responsibility
Discipline and Program areas Selected for Gen Ed based on
Measurable Contributions to the
General Education Student Learning Outcomes
B
Course Outcomes – Student Service Outcomes
Office of Institutional Assessment, 2008
Student Selects Classes for Fall 2010 Based
on Contributions to Gen Ed Outcomes
☺
Cultural and Historical
Understanding
Quantitative and
Scientific Reasoning
POS2041
ENC1101
Communication Skills
Ethical Responsibility
CHM1025
Information Literacy
B
Critical Thinking
The Student Perspective – Option Three
Office of Institutional Assessment, 2008
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
E
Office of Institutional Assessment, 2008
A Culture of Evidence
Evidence of
Student
performance
(Assignments,
Tests, Papers, etc.)
Student Learning
Performance
Criteria
Established by
College-wide
agreement
(rubric)
Student Learning
Evaluation of
Student
Performance
by Instructor
Feedback to
Students
Feedback to
Instructor
Evaluation by
college-wide Faculty
Teams
Office of Institutional Assessment, 2008
Feedback to
Department and
College
Student Learning Outcomes
Student Learning
HUM2223
Late Roman – Medieval Humanities
E
Course /
Discipline:
HUM 2223H
General
Education
Learning
Outcome
Cultural 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 era
b. Demonstrate
college-level writing
c. Recognize and
weigh perspectives in
primary and secondary
sources
E
Think
Value
Communicate
Act
Introduced,
Practiced,
Mastered,
Assessed
Introduced,
Practiced,
Mastered,
Assessed
Introduced,
Practiced,
Mastered,
Assessed
Introduced,
Practiced,
Mastered,
Assessed
Current Think
Indicators (Check all
that apply)
Current Value
Indicators (Check all
that apply)
Current Communicate
Indicators (Check all
that apply)
Current Act
Indicators (Check all
that apply)
Additional Indicators
for Think
Additional Indicators
for Value
Additional Indicators
for Communicate
Additional Indicators
for Act
analyze data, ideas, patterns,
principles, perspectives
employ the facts, formulas,
procedures of the discipline
integrate ideas and values
from different disciplines
draw well-supported
conclusions
revise conclusions consistent
with new observations,
interpretations, or reasons
recognize values as
expressed in attitudes,
choices, and commitments
distinguish among personal,
ethical, aesthetic, cultural, and
scientific values
employ values and standards
of judgment from different
disciplines
evaluate your own and
others’ values from individual,
cultural, and global
perspectives articulate a
considered and selfdetermined set of values
identify your own strengths
and need for improvement as
communicator
employ methods of
communication appropriate to
your audience and purpose
evaluate the effectiveness of
your own and others’
communication
apply disciplinary knowledge,
skills, and values to
educational and career goals
implement effective problemsolving, decision-making, and
goal-setting strategies
act effectively and
appropriately in various
personal and professional
settings
assess the effectiveness of
personal behavior and choices
respond appropriately to
changing circumstances
Assessment – Observable Student behavior / performance
One 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.”
Learning Assessment Committee
Charge
 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