Academic Rigor: What is it? How do we attain it? How do we know when we have it?

1. Academic Rigor:What is it?How do we attain it?How do we know when we have it? Reporting Group: Tace Crouse Sheri Dressler Ruby Evans Bobby Jeanpierre Bernadette Jungblut Alison Morrison-Shetlar Consuelo Stebbins Kristina Tollefson Dawn Trouard Diane Wink Vicky Zygouris-Coe

2. 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 multi-faceted concept that encompasses curricular, contextual, institutional, student and faculty behaviors which reflect a core belief system.

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. Potential Solutions (2) Achieve agreement and consistency among faculty on standards and requirements • Based on sensitivity to college-, program-, and department-specific goals and methods • Utilizing multiple methods of faculty input and feedback • Relying on multiple methods of faculty evaluation

11. 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

12. 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

13. 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