Stony Brook Model for General Education Assessment Pilot Report November 13, 2003

1. Stony Brook Model for General Education AssessmentPilot ReportNovember 13, 2003 • GEAR as a Catalyst for Change • Beginning to Build a Campus-Wide Culture of Assessment

2. BIO 150: Gateway to the Sciences • Ideal for Gen Ed Assessment. • Critical Foundational Course for sciences. Prerequisite to all biology major courses. Strategically positioned to capture most science majors at the beginning of their academic careers. • 1,000 students per year or approximately 40% of the freshman class. • Success: Achieving the learning outcomes of the course, particularly growing fundamental skills, is critical for student success.

3. General Education Goal for Natural Sciences Demonstrate understanding of methods scientists use to explore natural phenomena

4. General Education Areas Assessed in BIO 150 • Critical Thinking • Natural Sciences • Writing • Basic Communication • Information Management • Mathematics

7. BIO 150 Aquatic Ecology ExperimentObservations, hypothesis formulation, experimental design, recording, data analysis, reporting, revisions

8. Measurement and Data Collection Observation Experimentation

9. Preparing Students for • Research Projects • Inductive reasoning activity: Draw conclusions from observations • Reading methodology: Practice on a published scientific paper • Further activities elicit and elevate critical thinking • Laboratory tool methodology: Develops ability to work with new laboratory tools safely and effectively • Data tabling and graphingskills:

10. Group Work • Group project planning • Shared data records • Scheduling • Recording consistency • Interpersonal communication skills

11. Data interpretationculminating in a written report

12. Learning Outcomes Assessedin Pilot Project • Natural Sciences (8 Criteria) • Critical Thinking ( 2 Criteria) • Writing and Communication (6 Criteria) • Information Management (3 Criteria)

13. Goals and Rubrics: Natural Sciences

14. Goals and Rubrics: Critical Thinking

16. BIO 150 Laboratory Report Assessment • Pilot Project • Freshmen: Entry-level assessment • Sample size – Small (6%) • Most categories “Approaching” • Critical Thinking - Area for Greatest Improvement

17. Summary of Preliminary Data BIO 150 Laboratory Report Pilot Study

18. 1=Not Meeting 3 = Approaching 5 = Meeting 7 = Exceeding

19. NAME Rating 1 = Not meeting 3 = Approaching 5 = Meeting 7 = Exceeding

20. 1=Not Meeting 3 = Approaching 5 = Meeting 7 = Exceeding

21. General Education Assessment at Stony Brook University • Focused on learning outcomes and improving student performance • Improve teaching effectiveness • Increase interdisciplinary communication • Assessment for State General Education requirements

22. Improving Learning Outcomes • Coordinate learning goals across undergraduate academic programs • Build skills important to future success within academic field • Develop learning skills

23. Assessment Program • Define and test rubrics • Cycle for improvement, assessment and curriculum changes • Improve alignment of course goals and measures

24. Why a Culture of Assessment? • Opportunities • Faculty dialogue • Community-building / Teaching network • Enhanced learning outcomes • Student engagement • Process • Early adopters (personal touch) • Growing cadre (peer encouragement) • Integrated Network (“Tipping Point”, Malcolm Gladwell) • Sustained culture of assessment (campus framework)

25. Contact InformationStony Brook University • Manuel London, Associate Provostmanuel.london@stonybrook.edu • Janice Grackin, Center for Excellence in Learning and Teaching, janice.grackin@stonybrook.edu • William Collins, Director Undergraduate Biology, william.collins@stonybrook.edu • Joan Miyazaki, Undergraduate Biology, joan.miyazaki@stonybrook.edu