General Education Assessment 2013: I ntroduction

1. General Education Assessment 2013:Introduction Bernard Mair, Associate Provost, Undergraduate Affairs Timothy S. Brophy, Director, Institutional Assessment Eva Czarnecka, Professor, Microbiology and Cell Science

2. Today’s Goals • Provide the context and framework for UF’s General Education Assessment • Describe process and procedures for the spring 2013 assessment • Explain the assignment selection guidelines and submission process • Share an example from the fall 2012 pilot assessment • Answer questions

3. Background - 2006-present

4. Milestones: Assessment in General Education at UF since 2008 • 2008-09 • the Gen Ed Program was reviewed as a part of an overall assessment of our UG programs • Recommendation: program should be redesigned to reflect a more comprehensive experience than the current fragmented model, and that the UG curriculum should include signature experiences for all UF students.

5. Milestones: Assessment in General Education at UF since 2008 • 2009– 10 • An additional grading component was added to the courses that meet the Writing Requirement. • In class assignments were graded according to a rubric and the students’ performance on these assignments was graded S/U. • Students need to obtain an S to satisfy the Writing Requirement. • 2011-12 – Good Life Course developed and approved; SLOs revised and assessment framework developed • 2012-13 Good Life Course mandatory for all incoming freshmen; embedded assessment begins

6. SACSCOC Assessment Expectations for General Education

7. SACS Assessment Expectations • CR 2.7.3 General Education • In each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. • For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. • These 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. • The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency. • The institution also provides a justification if it allows for fewer than the required number of semester credit hours or its equivalent unit of general education courses.

8. SACS Assessment Expectations • CS 3.5.1. The institution identifies college-level general education competencies and the extent to which students have attained them. (General education competencies) • Required Documentation • Identification of competencies • Justification that all competencies are at the college level and the degree to which students have attained them are acceptable • Evidence of the extent to which students of undergraduate degree programs have attained the college-level competencies

9. UF Approach: Course Embedded Assessments

10. Course Embedded Assessment

11. Course Embedded Assessment Process

12. Instructions for Selection and Submission

13. What you will do By May 3, 2013 By May 3, 2013 By April 24, 2013 By March 15, 2013

14. Instructions – Using the Guide

15. University of Florida Institutional Definitions, SLOs, and Key Words for Gen Ed Assessment

16. Assignments already completed

17. Review of Sample from 2012 Pilot and Submission Form

18. Assignment Example: ANT3451 Students were asked to read, summarize and critically evaluate an assigned peer-reviewed article on a specific topic • Accurately summarize the key points • Relate the material back to topics reviewed in the course • Critique the article for contradictions or flaws in the argumentation • Analyze from multiple perspectives- personal experience, learned lecture material, other assigned readings Students were graded on their ability to: Important: • Logic of the reasoning process • Appropriateness of the formulated conclusions

19. Assignment Example: DAA1000 Students were asked to write a Compare and Contrast paper on TWO live performances • Content: students will demonstrate knowledge of terminology & principles of dance and movement through their writing • Communication: students will communicate their thoughts and views from observing live dance pieces using descriptions and opinion-written test • Critical Thinking: students will compare and contrast the dance performances, providing examples and justifications for their selections This assessment will satisfy the areas of Content, Communication and Critical Thinking

20. Assignment Alignment with SLOs Example: TPP 2100

21. Assessment Submission Form • Course • Section • General Education Category • Instructor & Contact Information • Assignment Title • Brief Description of Assignment • Which General Education Student Learning Outcomes (SLOs) does this address? Underline all that apply Content Critical Thinking Communication • Brief Rationale of How this Assignment Assesses the Indicated SLOs • Score Range Table

22. Score Range Table

23. Questions