Academic Rigor:
What is it?
How do we attain it?
How do we know when we have it?
Reporting Group:
Tace Crouse
Ruby Evans
Bernadette Jungblut
Consuelo Stebbins
Dawn Trouard
Vicky Zygouris-Coe
Sheri Dressler
Bobby Jeanpierre
Alison Morrison-Shetlar
Kristina Tollefson
Diane Wink
Refined Problem Statement
• What is academic rigor?
• How do we establish and uphold academic
rigor on our campus?
– Based on a belief that academic rigor is a multifaceted concept that encompasses curricular,
contextual, institutional, student and faculty
behaviors which reflect a core belief system.
Curricular
Behaviors
and Learning
Outcomes
Student
Behaviors
and Learning
Outcomes
Applied
Learning
Contextual behaviors
and Learning
Outcomes
Academic
Rigor
Institutional
Behaviors and
Learning Outcomes
Faculty
Behaviors
and Learning
Outcomes
Administration
qualifications;
support
Expectations
(theirs and
ours)
Reward
system
Support
Services for
students and
faculty
Standards
Hiring
and
keeping
qualified
faculty
Definitions
(Under Construction)
• Academic rigor is teaching, learning, and
assessment which promotes student growth
in knowledge of the discipline and the
ability to analyze, synthesize, and critically
evaluate the content under study.
• Academic rigor results in assessment
outcomes which clearly reflect the full
range of academic achievements among
students
Groundwork Objectives
• Determine existing standards of academic rigor
across the university, college, departmental, and
faculty levels
• Complete gap analyses (Where are we – and
where do we want to be?)
• Define consistent standards of academic rigor at
the university, college, departmental, and faculty
levels
Requires: Cross-university involvement and buy-in
Multiple Data Sources Needed to Achieve
Groundwork Objectives:
Where are we – and where do we want to be?
• UCF Level
– RITE
– OEAS (NSSE and FSSE)
•
•
•
•
College level input
Departmental/program level input
Faculty focus groups
Student focus groups
Project Objectives
• Create shared expectations of academic
rigor among students and faculty (assess
disconnects between student and faculty)
• Develop plans to assess and uphold
standards of academic rigor
• Identify behaviors and structures that
promote versus impede achievement of
academic rigor
Action Plan
• Increase behaviors and develop and support
structures which promote achievement of
academic rigor
• Change behaviors and structures which
impede achievement of academic rigor
Potential Solutions (1)
Create expectations of academic rigor *before*
students arrive at UCF
• Information dissemination to applicants re: UCF’s high
expectations of its students and rigorous standards
• Collaboration with high schools and community colleges
clearly to articulate expectations of incoming students
• Prognosis/placement evaluations of incoming students
Potential Solutions (2)
Achieve agreement and consistency among
faculty on standards and requirements
• Based on sensitivity to college-, program-, and departmentspecific goals and methods
• Utilizing multiple methods of faculty input and feedback
• Relying on multiple methods of faculty evaluation
Potential Solutions (3)
Assessment of student performance to maintain
academic rigor
• “Reality check” for students (What do you *expect* to do
in this program/course – and what will you *really* need
to do to succeed?)
• Baseline and follow-up evaluations of student achievement
• Multiple, context-sensitive assessments of student
performance
-- One possibility: student portfolios
Key Offices and Personnel
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Undergraduate Studies & Graduate Studies
Student Services
Undergraduate Coordinators / Career Services
Library / Writing Center / Math Labs
Operational Excellence and Assessment Support
Faculty Center for Teaching and Learning
Research Initiative for Teaching Effectiveness (RITE)
Provost and Deans
Department Chairs and Directors
Faculty
Students
High Schools and Community Colleges
Parents and families
Community partners
Other support services
Resources and Analyses
• Data collection, compilation, and analyses at the
institutional, college, departmental, faculty, and
student levels
• Analyses of existing student evaluations of faculty
• Analyses of existing program and course
objectives
• Analyses of existing student support services
• Institutional Effectiveness