CSUF GE Forum Day 2009

1. CSUF GE Forum Day 2009 The Role of General Education in Preparing Students for the 21st Century Gail G. Evans, Dean, Undergraduate Studies San Francisco State University 1

2. Plan for Today’s Session • Executive Order 1033 and the AAC&U LEAP initiative • Examples of GE revisions at SJSU and SF State • Program and course-embedded assessment • Implementation strategies 2

3. Introduction • As stated in the 2007 LEAP Report, “American students already know they want a degree. The challenge is to help students become highly intentional about the forms of learning and accomplishment that the degree should represent.” • How can we as educators rethink General Education to achieve this goal? • How do we effect the change in culture on our campuses? 3

4. General Education in the California State University System (EO 1033) • Minimum of 39 units in lower division GE • Area A - English Language Communication and Critical Thinking (9 units) • A1 - Oral Communication (3 units) • A2 - Written Communication (3 units) • A3 - Critical Thinking (3 units) • Area B – Scientific Inquiry and Quantitative Reasoning (12 units) • B1 – Physical Science (3 units) • B2 – Life Science (3 units) • B3 – Laboratory Activity associated with a course taken • B4 – Mathematics/Quantitative Reasoning (3 units) 4

5. Executive Order 1033 • Area C - Arts and Humanities (12 units) • C1 – Arts: Arts, Cinema, Dance, Music, Theater (3 units) • C2 – Humanities: Literature, Philosophy, Languages Other than English (3 units) • Area D – Social Sciences (12 units) • A minimum of 12 units dealing with human social, political, and economic institutions and behavior and their historical background • Area E – Lifelong Learning and Self-Development (3 units) • A minimum of 3 units in study designed to equip learners for lifelong understanding and development of themselves as integrated physiological, social, and psychological beings. 5

6. Executive Orders 1033/405 • Minimum of 9 units in upper division • Total minimum of 48 units for entire GE program • EO 405 – Graduation requirements in United States History, Constitution and American Ideals * • Significant historical events covering a minimum of 100 years • US Constitution • California Government * Usually completed as part of Area D in General Education 6

7. EO 1033 and the AAC&U LEAP Essential Learning Outcomes • Executive Order approved in June 2008: 3.2 CSU Student Learning Outcomes Each CSU campus shall define its GE student learning outcomes, to fit within the framework of the four “Essential Learning Outcomes” drawn from the Liberal Education and America’s Promise (LEAP) campaign, an initiative of the Association of American Colleges and Universities. 7

8. LEAP Essential Learning Outcomes Framework • Knowledge of Human Cultures and the Physical and Natural World • Intellectual and Practical Skills • Personal and Social Responsibility • Integrative Learning 8

9. Examples of Student Learning Objectives (SLOs) from LEAP • Upon completion of the General Education curriculum, students will be able to: • think clearly and logically; • demonstrate information competency; • carry out effective oral communication; • write effectively; • apply quantitative reasoning concepts and skills to solve problems; • make informed, ethical decisions; • understand and apply the scientific method; • apply learning from study abroad experiences to GE areas; • utilize technology in pursuit of intellectual growth and efficacious human interaction; 9

10. The San José Story of GE Reform and Assessment • Fall 1998: Implemented new GE Guidelines that were predicated on course-embedded assessment, as well as a diversity requirement across the curriculum. Student Learning Objectives were developed for each GE Area. • 1998-2001: Approximately 280 courses were submitted for re-certification. Course proposals required a plan to assess student learning based on evaluation of Student Learning Objectives. http://www.sjsu.edu/ugs/ge/ 10

11. Certification & Continuing Certification Processes • 2001-2008: Course coordinators submitted assessment summaries and course syllabi indicating how students were assessed, the results of those assessments, and appropriate course modifications based on the assessments. • 2004: Eliminated a “check the box” format in relaying GE requirements to students and faculty. (see handout) 11

12. Governance of General Education: Board of General Studies and GE Advisory Panels • Solicits courses and curricular proposals designed to satisfy GE requirements from all colleges and departments of the University. • Reviews, approves, and authorizes courses and curricular proposals for GE. • Evaluates courses and curricula (including assessment) it has approved. • There are now more than 80 faculty members participating in the assessment and review process each semester. 12

13. Core General Education Basic Skills of an Educated Person These courses help build key skills for learning – communication and critical thinking. An educated person can communicate ideas effectively both verbally and in writing. Being able to organize and express ideas is a key part of learning. An educated person must also have strong reasoning powers in order to analyze critically all types of information. The skills courses within General Education provide an opportunity for students to gain and enhance critical communication and analytical skills. Oral Communication (A1) (3 units) Written Communication 1A (A2) (3 units) Critical Thinking (A3) (3 units) Mathematical Concepts (B4) (3 units) Basic Knowledge of an Educated Person These courses help students gain the fundamental knowledge of an educated person. Students will have an opportunity to demonstrate an appreciation of the fundamentals of science, arts and letters, and the forces that shape the individual and modern society throughout the lifespan. This fundamental knowledge is crucial to understanding more advanced topics, including a major field of study. Physical Science (B1) (3 units) Life Science (B2) (3 units) (one lab course in science required) Arts (C1) (3 units) Letters (C2) (3 units) Written Communication IB (C3) (3 units) Human Behavior (D1) (3 units) Comparative Systems, Cultures & Environments (D2) (3 units) Social Issues (D3) (3 units) Human Understanding & Development (E) (3 units) 13

14. SJSU Studies • Integrated Knowledge of an Educated Person • These courses will help students become integrated thinkers who can see connections between and among a variety of concepts and ideas. An educated person will be able to apply concepts and foundations learned in one area to other areas as part of a lifelong learning process. These courses will help students to live and work intelligently, responsibly, and cooperatively in a multicultural society and to develop abilities to address complex issues and problems using disciplined analytical skills and creative techniques. • Earth and Environment (R) (3 units) Self, Society & Equality in the U.S. (S) (3 units) Culture, Civilization & Global Understanding (V) (3 units) Written Communication II (Z) (3 units) _____________________________________________________________________________________ • Graduation Requirements:American Institutions (may be satisfied in Core) (0-6 units) • Physical Education (0-2units) • (may be satisfied by two different activity courses) • _____________________________________________________________________________________ • TOTAL UNITS: 39 Units CORE 9-12 Units SJSU Studies 14

15. Assessment Challenges in a Large GE Program • Menu of more than 200 courses in 18 different GE areas • More than 300 instructors teaching GE, a large portion of whom are part-time • More than 500 sections of GE courses in any given semester • Standardized tests aren’t always the best means for assessing our goals 15

16. How Course Embedded Assessment Meets the Challenges • Articulates well defined GE Student Learning Objectives (SLOs) • Provides a great deal of flexibility for faculty in developing their assessment plans • Allows faculty to use existing assignments and exams for assessing student outcomes • Eliminates students from having to take additional tests outside of class • Provides more immediate and focused feedback leading to faster implementation of course modifications 16

17. Example for One Area of SJSU Studies:Culture, Civilization, & Global Understanding Goals • Students should gain an appreciation for human expression in cultures outside the U.S. and an understanding of how that expression has developed over time. • Students should also increase their understanding of how traditions of cultures outside the U.S. have influenced American culture and society, as well as how cultures in general both develop distinctive features and interact with other cultures. 17

18. Student Learning Objectives • Students shall be able to: • compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, and/or attitudes of people from more than one culture outside the U.S.; • identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture; and • explain how a culture outside the U.S. has changed in response to internal and external pressures. 18

19. Content Objectives • Diversity. Issues of diversity shall be incorporated in an appropriate manner. • Writing.Written assignments should include both in-class and out-of-class writing, giving students practice and feedback throughout the semester. Evaluative comments must be substantive, addressing the quality and form of writing. A single final term paper would not satisfy the requirement. A minimum of 3000 words of writing is required in a language and style appropriate for the discipline. 19

20. Content (continued) • Civic Learning. Courses shall address the civic relevance of the topic in an appropriate manner. • Values Clarification. Students should demonstrate their ability to articulate and discuss their values and engage in civil discourse. • Courses will address significant achievements of the human intellect and imagination in a comparative context to understand and appreciate different ideas, cultures, values, religions, institutions, languages, and peoples of the world. 20

21. Support Prerequisites • Passage of the Writing Skills Test (WST) • 100W is prerequisite or co-requisite to all Culture, Civilization and Global Understanding courses • Upper division standing (60 units) • Completion of CORE General Education Class Size. Class sections shall normally be limited to 40 students. Pedagogical Approach • Courses shall focus on issues or present perspectives from different academic disciplines. • Courses shall require students to apply basic skills (reading, writing, speaking, critical thinking, research, and mathematics) and to utilize knowledge gained in Core General Education courses. 21

22. Support (continued) Active Learning • Each course shall provide for active student participation. The course may not be exclusively lecture format. • Assignments must utilize library research and oral and written communication skills. • Courses should promote reflective processes and critical analysis. Primary sources • Course materials (readings, research) must include primary sources. 22

23. Support (continued) • Assessment • Writing shall be assessed for grammar, clarity, conciseness and coherence. • In accordance with the approved assessment plan, the course coordinator/department chair will summarize the assessment results according to the procedure for submitting courses for continuing certification in General Education. 23

24. GE Assessment – Example of a Typical Plan • Example for an Oral Communication Course • Diagnostic survey first week (self report on abilities and attitudes) • Peer and instructor feedback on persuasive speech • Peer and instructor feedback on first debate • Midterm and final with questions related to SLO and content objectives • Summative survey (repeat of diagnostic) 24

25. Content of Assessment Data Reports • Standardized Format with Several Parts: • Response to concerns from certification letter • Mastery of Student Learning Objectives (quantitative and qualitative) • Modifications to improve student learning • Effectiveness in meeting Content Objectives • Effectiveness of coordination activities • Evaluation of assessment activities • Copy of instructor summary form or report format • Course syllabi 25

26. Sample Assessment Question Learning Objective 1: Students should be able to distinguish between reasoning (e.g., explanation, argument) and other types of discourse (e.g., description, assertion). Out of approximately ______ students assessed, what percentage would you estimate: Mastered L01 at a high level ____ (averaged “B+” or better on assessment activities) Mastered L01 at an average level ____ (averaged between a “C” and a “B+” on assessment activities) Either failed to master L01, or did so at a marginal level____ (“C-” or below on assessment activities) Briefly summarize 2 or 3 examples of activities/assignments that have been successful in helping students meet GE Student Learning Objective 1. 26

27. Fall 2001 received assessment summaries for 70 courses • After reviewing the first set of summaries we had a better understanding of the process • Unanticipated and new challenges (incomplete assessment, drifting of courses off GE objectives, inadequate response to previous concerns) • Developed new philosophy 27

28. Course Continuing Certification Philosophy • Assessment aspathway to success vs. gateway • Mentoring of faculty • No decisions until the decision is “YES” • Education of faculty regarding GE objectives and assessment • Sharing of best practices 28

29. 2005 Revision of GE Guidelines • When the 1998 Guidelines were approved by the Academic Senate, there was a stipulation for campus review in 2005. • To ensure campus buy-in for the continued culture change from solely “teaching-centered,” to both “learning and teaching-centered”, many strategies were utilized. 29

30. 2005 Revised GE Guidelines • Included overall GE program learning outcomes that are tied to the SJSU mission statement, the AAC&U Greater Expectations Report, and the LEAP Essential Learning Outcomes • Changed name of upper division GE from Advanced GE to SJSU Studies. All courses in SJSU Studies must be from a different department, so one course could be double-counted in the major • Student learning objectives added across SJSU Studies courses for: • Information literacy • Values clarification • Civic Learning 30

31. GE Program Objectives Students who complete the General Education curriculum should be able to demonstrate: • A broad understanding of the sciences, social sciences, humanities, and the arts; (LEAP 1) • An ability to communicate ideas effectively both in speaking and in writing; (LEAP 2) • The capacity for critical and creative thinking; (LEAP 2) 31

32. GE Program Objectives (continued) • An understanding of ethical choices inherent in human development; (LEAP 3) • An ability to assess information (information literacy); (LEAP 2) • An ability to address complex issues and problems using disciplined analytic skills and creative techniques; (LEAP 2) 32

33. GE Program Objectives (continued) • Multicultural and global perspectives gained through intellectual and social exchange with people of diverse backgrounds and experiences; (LEAP 3) • The characteristics of “intentional learners” who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lifetimes; and (LEAP 4) • The capacity to participate as a socially responsible member of civic, professional, cultural, and other communities. (LEAP 3) 33

34. Mapping Course-Embedded Assessment to Overall Program Objectives • Take data for course-embedded student learning objectives and “map” to overall program objectives (see handout) • Yields first set of data for assessing the overall Core GE and SJSU Studies programs • Developing a process to move from course-embedded to assessment of program objectives for all courses • Will add additional measures such as e-Portfolios, Wabash Study, capstone course 34

35. Successes to Date • Completion of Assessment of GE Assessment (surveys and focus groups; overview prepared for WASC re-accreditation) • Identification of model assessment summaries – posting on web • Identification of models of the diversity requirement • Identification of common problems in GE courses • 3 roundtable discussions in spring 2002 (active learning, course coordination, under-prepared students) • Surveys from GE Course Coordinators, Deans, Chairs prior to drafting 2005 GE revisions • 4 focus groups in 2005 on proposed revisions • Sharing of best practices for SJSU Studies 35

36. Remaining Challenges for SJSU • Continue assessment of overall GE Program Objectives • Continue to improve assessment procedures, including going “paperless” with all documents being submitted electronically and simplifying process for faculty, without losing the integrity 36

37. General Education Revision at SF State • Graduation Requirements Task Force working on baccalaureate degree requirements, including GE • Spring 2008 adopted baccalaureate goals (www.sfsu.edu ) • Developed student learning objectives for each area and draft structures for lower and upper division requirements • January 2009 distributed draft revisions for campus input 37

38. Option 1 Topical Perspectives (9 units) • Choose one Topical Perspective 2/6/09 38

39. Steps to Campus Change • Get campus involvement from all constituencies • Link your proposed changes to other campus initiatives • Ensure the support of your administration • Develop a “road map” or timeline for implementation 39

40. Steps to Campus Change (con’t) • Determine the impact on Existing Policies and Procedures • Develop an assessment plan 40

41. Thank You! Questions/Comments 41