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NKU General Education “Scholars in Training”

NKU General Education “Scholars in Training”. The A Team (Charles Acosta, Barbara Arrighi , Kevin Corcoran, Thom McGovern, Jacqueline McNally, Scott Nutter, Jeanne Pettit, James Ramage ). Mission Statement.

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NKU General Education “Scholars in Training”

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  1. NKU General Education“Scholars in Training” The A Team (Charles Acosta, Barbara Arrighi, Kevin Corcoran, Thom McGovern, Jacqueline McNally, Scott Nutter, Jeanne Pettit, James Ramage)

  2. Mission Statement The General Education Program at Northern Kentucky University guides students to become independent learners, innovative thinkers, and responsible citizens. The program gives students a foundation of values, knowledge, and skills that will empower them to discover their personal potential, communicate effectively, work in diverse communities, and solve problems in a global society. Courses in the program will invite students to expand the life-long practice of asking questions, seeking new points of view, applying principles of reason, adjusting ideas in relation to new situations, and taking reflective action.

  3. Program Level Outcomes/Goals A. "Thinking":  Students will demonstrate the ability to gather, process, and interpret information; evaluate its relevance; develop a plan to apply that information; and assess the appropriateness and relevance of its application. B . "Perspectives":  Students will demonstrate the ability to analyze and understand multiple historical and contemporary perspectives and cultural identities. C. "Communication":  Students will demonstrate the ability to acquire meaning through reading, reflection, and integration; and to demonstrate rhetorical ability in written and spoken form appropriate to a variety of target audiences.  This communication will demonstrate precision and clarity, and will include meaningful visual presentation of data and other forms of information. D . "Science and Technology":  Students will demonstrate an understanding of the scientific method in observing, evaluating, analyzing, and predicting phenomena in the natural and physical world.  In addition, they will demonstrate an understanding of the evolution of some science to technology, application of science and technology to real world situations, and an awareness of the impact of science and technology on their daily lives and on society as a whole. E. "Self and Community":  Students will demonstrate an understanding of the consequences and ethical aspects of their choices and decisions, including the roles and responsibilities of citizenship.

  4. Structural ParametersFoundations of Knowledge: • Communication - Oral (3 hrs), Written (6 hrs) • Scientific and Quantitative Inquiry - Natural sciences (3+4 hrs); Mathematics and Statistics (3 hrs) • Arts and Humanities - (6 hrs) - Maps to KTM Humanities • Society and Culture - A. cultural pluralism (3 hrs); B. individual and society (6 hrs); - Maps to KTM Behavioral and Social Sciences • Global Perspectives - (3 hrs) • Integrative Experiences - Faculty-supervised capstone experiential activities within or outside the major (may or may not be for credit); e.g., internships, research projects, senior seminar, student teaching, community/civic activities, study abroad, honors thesis, performance/presentation/exhibition. Total Credit Hours: 37 + Integrative Experiences

  5. Student Learning Outcomes Curriculum Map

  6. Student Learning Outcomes Curriculum Map

  7. Student Learning Outcomes Curriculum Map

  8. Student Learning Outcomes Curriculum Map

  9. Student Learning Outcomes Curriculum Map

  10. Program AssessmentThis is “the crux of the biscuit” (Scott Nutter paraphrasing Frank Zappa) • Assessment Points & Cycle - Continuous collection of evidence - Deep Assessment of 1 Program Goal per year (5 yr cycle) • Assessment Standards & Instruments - Direct and Indirect Methods • Articulation of Assessment Expectations - Course level: Syllabi - Program level: Course Catalog, recruitment materials, etc.

  11. Program Assessment • ExampleRubric of Goal A. Thinking

  12. Guiding Lights“Rome was not built in a day.”This program proposal is based on the following assumptions. • This builds on the strengths of the present General Education program and emphasizes the enduring value of a Liberal Arts education. • This relies on respect for and acknowledgment of workload concerns of faculty; however, faculty must be involved in Assessment . • There will be dedicated and recurring resources in support of this program. • A dedicated office with primary responsibility for General Education is essential to a new program and its assessment. • Use Assessment results for continuous program improvement.

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