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Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation

Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation. Indiana University East Richmond, Indiana. Revising General Education. Mary Blakefield Associate Vice Chancellor for Academic Support Programs/Dean of Students

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Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation

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  1. Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation Indiana University East Richmond, Indiana

  2. Revising General Education • Mary BlakefieldAssociate Vice Chancellor for Academic Support Programs/Dean of Students • Markus Pomper Chair, Department of Mathematics • Katherine FrankDean of Humanities and Social Sciences

  3. Indiana University East • Regional Campus of Indiana University • Located in Richmond, Indiana • Enrollment 4,500 students • Non-residential • About 60% credit hours online

  4. Indiana Commission for Higher Education • Pushed for increased ease of transfer since the creation of the Community College System (Ivy Tech) in 2006 • Encouraged colleges to standardize general education

  5. Senate Bill 182 • January 4, 2012: Proposal introduced to require statewide transfer general education core. • January 31, 2012: Passed Senate • February 20, 2012: Passed House • March 16, 2012: Signed into law SB 182 signed January 2012 March 2012

  6. Summary of 182 • A student who is transcripted as completing the gen ed requirements of one state institution cannot be required to complete additional gen eds. • A student who holds an associate degree and transfers to a state 4-year institution is considered to have met 30 cr. hrs. of gen ed.

  7. State Mandate Indiana Senate Enrolled Act 182 • Institutes a 30 cr. hr. statewide, transferable Gen Ed curriculum • Competency-based • Easy to transfer • Deadline for implementation: May 2013! SB 182 signed January 2012 May 2013 March 2012

  8. Learning Outcomes • Commission: 6 competency areas • Statewide conferences of faculty panels • Goal was to set specific outcomes. • Final outcomes leaned heavily on LEAP. Written Communication Speaking/Listening Quantitative Reasoning Humanistic/Artistic Social/Behavioral Science Faculty Panels Commission January 2012 May 2013 May 2012 Nov 2012 March

  9. State Mandate • Instructions for implementation details and learning outcomes were made available to institutions in November 2012. • IU East began to re-create General Education. Adaptation Faculty Panels Commission January 2012 May 2013 May 2012 Nov 2012

  10. We did it in 6 months! • Design Curriculum • Draft Learning Outcomes • Create Assessment Process • Discuss with Faculty Constituents • Involve Curriculum Committee • Endorse by Faculty Senate • Identify Gen Ed courses Faculty Panels Commission January 2012 May 2013 May 2012 Nov 2012

  11. A Bit of History Campus Learning Objectives (1998) Campus Learning Objectives (1998) New Campus Learning Outcomes Gen Ed Curriculum 2006 New Gen Ed Curriculum Loosely defined General Education Focused Gen Ed Assessment in specific Gen Ed Courses Limit Gen Ed Assessment to Gen Ed Courses Assess every outcome in every course Statewide Core Late 1990s 2006 2013

  12. A Bit of History IU East Campus Learning Outcomes From 1998 • Outdated • Outmoded • Cumbersome • Grandfatherly

  13. A visual of the CLO’s CLO #6. Educated persons should develop the skills to understand, accept and relate to people of different backgrounds and beliefs. In a pluralistic world one should not be provincial or ignorant of other cultures; one's life is experienced within the context of other races, religions, languages, nationalities and value systems.

  14. New Campus Learning Outcomes • IU East proposed a new set of Campus Learning Outcomes • Designed with assessment in mind • Short and concise

  15. Indiana University EastCampus Learning Outcomes 1. Communicate clearly and effectively in written and oral forms 2. Access, use, and critically evaluate a variety of relevant information sources Effective communication includes the ability to read, write, listen, speak, and use appropriate resources in delivering and responding to a message. A competent communicator is able to compose a clear message, relate purposeful and relevant ideas suitable to the intended audience, and select appropriate written, verbal and nonverbal strategies to effectively communicate or respond to an intended message. 3. Apply principles of inquiry to define and analyze complex problems through reasoning and discovery 4. Demonstrate the ability to relate within a multicultural and digitally connected world 5. Demonstrate a deep understanding of a field of study Additional explanation is available if needed. The additional information focuses on assessable outcomes, rather than professing purpose.

  16. On the Evolution of General Education Prior to 2006 • A disconnected set of curricular policies • Two Composition classes • One Speech class • One Math class • One Computer Literacy class • Arts/Humanities; Social/Behavioral Sci; Natural Science: Campus consensus of 12 credit hours in each group • No connection to Campus Learning Outcomes

  17. On the Evolution of General Education General Education Framework of 2006 • One policy to specify all Gen Ed requirements • 39 credit hour curriculum • Connects Campus Learning Outcomes to curricular requirements • Two Composition classes • One Speech class • One Math class • One Computer Literacy class • 9 credits in Humanities and Fine Arts • 9 credits in Behavioral and Social Sciences • 9 credits in Sciences/Math

  18. A look at the policy Multiple campus learning objectives are addressed in each requirement. Campus Learning Objectives are lengthy and difficult to assess. Minimal restrictions for courses that can meet the General Education requirement. No mention of assessment. Course outcomes are vague and do not address all campus learning objectives.

  19. On the Evolution of General Education General Education Framework of 2013 30 credit hour curriculum Conforms to state mandate • Two Composition classes • One Speech class • One Math class • 6 credits in Arts/Humanities • 6 credits in Behavioral/Social Sciences • 6 credits in Sciences

  20. The New Gen Ed Uses detailed statewide course-learning outcomes; written with assessment in mind. References new Campus Learning Outcomes Limits the number of courses that are available; The selection process specifically vets the courses for assessment.

  21. Selecting Courses for Gen Ed • Devised a process for adding and removing courses from list of Gen Ed courses • Involved Faculty Governance in creation of policy and in maintaining of list

  22. Selecting Courses for Gen Ed System of checks and balances for approval of courses

  23. Selecting Courses for Gen Ed References State General Education Competencies and Outcomes Assessment is key part of approval process

  24. Summary • We used the State Mandate to improve long-standing problems: • General Education • Campus Learning Outcomes • Assessment • Keys to success • Frequent communication with all faculty • Strong faculty leadership

  25. Revising General Education • Mary BlakefieldAssociate Vice Chancellor for Academic Support Programs/Dean of Studentsmblakefi@iue.edu • Markus Pomper Chair, Department of Mathematics mpomper@iue.edu • Katherine FrankDean of Humanities and Social Scienceskpfrank@iue.edu

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