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General Education Curriculum

General Education Curriculum. 2007-8 Assessment Why, What, How. Today’s Session. Part 1: Reporting 2007-8 General Education assessment results Part 2: Listening to the faculty Part 3: Soliciting faculty-administrator input to General Education curriculum and support with assessment.

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General Education Curriculum

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  1. General Education Curriculum 2007-8 Assessment Why, What, How

  2. Today’s Session • Part 1: Reporting 2007-8 General Education assessment results • Part 2: Listening to the faculty • Part 3: Soliciting faculty-administrator input to General Education curriculum and support with assessment

  3. 1. General Education Assessment TNU Educational Goals • Character capable of leadership and service shaped by the habits and practices of the Christian tradition • Appreciation for diversity of insight and perspective • Competence in an academic discipline

  4. General Education Assessment TNU Educational Goals General Education Goals • exposed to broad contours of human knowledge • practice disciplined reflection • familiar with literary, artistic, mathematical, scientific contributions that shaped civilization • develop a truly Christian understanding in vital conversation with the liberal arts

  5. General Education Assessment TNU Educational Goals General Education Goals General Education Objectives • Skills • Content • Constructive/ Integrative

  6. General Education Assessment TNU Educational Goals General Education Goals General Education Objectives Academic Discipline • commensurate with professional and degree standards

  7. General Education Assessment TNU Educational Goals General Education Goals General Education Objectives Academic Discipline Educational Results • Graduates capable of leadership and service

  8. Summative Assessment TNU Educational Goals General Education Goals General Education Objectives Academic Discipline Educational Results

  9. General Education Assessment TNU Educational Goals General Education Goals General Education Objectives Academic Discipline Educational Results

  10. Assessment Process • Select General Education outcomes to measure

  11. Assessment Cycle

  12. Assessment Process • Select General Education outcomes to measure • Assess enrollees in each major capstone course • Administer Measure of Academic Proficiency and Progress (MAPP) standardized test • Add TNU self-generated questions • Compare to General Education outcome criteria • Cycle results to faculty, schools, divisions, departments for confirmation and improvement

  13. 2007-8 Assessment Results • Sam Stueckle, assessment consultant

  14. 2. Structure of Knowledge Freshman view of university curriculum

  15. Structure of Knowledge Add General Education

  16. Structure of Knowledge

  17. Teaching-Learning Models • Teacher-centered model • Student-centered model • Subject-centered model

  18. Teacher-Centered • Weaknesses • Teacher serves as gatekeeper and filter • Delivers conclusions (gives) to students (who take) • Learning takes place in classroom where the teacher is saved from saying the same thing more than once

  19. Student-Centered • Weaknesses • Students seen as reservoirs of knowledge to be tapped • Standards of accountability arise from the group itself • Teacher’s role may be seen as a necessary evil • Can degenerate into something less than the community of truth

  20. Subject-Centered • Characteristics • Subject “sits in the middle and knows” • Teacher articulates the presuppositions of the discipline • Teacher and students critically reflect on presuppositions • Teacher models for students the modes of inquiry to extract meaning • Subject holds teacher and student alike accountable for what they say and do

  21. Other disciplines Inform my view Education Literature Business Science Philosophy Psychology Sociology Mathematics Religion Fine Arts Communication Social Science Subject-Centered + GenEd

  22. Discussion • What characterizes an educated person in 2013? • What are TNU’s unique contributions that help her students become educated persons? • How will the general education curriculum contribute to developing educated persons? • [How well are we doing?]

  23. 3. Blatant Solicitation • Include incentives for taking MAPP assessment in your capstone syllabus • Discuss GenEd issues and ideas with your colleagues and representative • Work with your representative to communicate ideas to improve curriculum, improve faculty and student attitudes, and help students understand how GenEd contributes to their education

  24. Mike Vail, Chair Carol Maxson Becky Niece Kathy Mowry Jea Agee Ruth Cox Michael Karounos Paul Christianson Alan Smith Brett Armstrong Sam Stueckle Teaching & Learning Associate Provost Academic Records Religion Business Education Comm., Language, Lit. Music Science, Math Soc., Behavioral Sci. Science, Math General Education Committee

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