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Student and Faculty Perceptions of Goal Achievement in General Education Courses

Student and Faculty Perceptions of Goal Achievement in General Education Courses. C. “Griff” Griffin Director, General Education Grand Valley State University, Michigan. OVERVIEW. Assessment of General Education Programs Assessing GVSU’s General Education Program Objectives Audit (survey)

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Student and Faculty Perceptions of Goal Achievement in General Education Courses

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  1. Student and Faculty Perceptions of Goal Achievement in General Education Courses C. “Griff” GriffinDirector, General Education Grand Valley State University, Michigan

  2. OVERVIEW Assessment of General Education Programs Assessing GVSU’s General Education Program Objectives Audit (survey) Results Reporting the Results

  3. 1. ASSESSING GE What do you assess? 1. Student Learning Outcomes • All the goals, all the time, in all classes • All the goals, over a couple years, in each class • Some of the goals in selected classes 2. Satisfaction 3. Program assessment

  4. Whom do you assess? • Census • Sample Random Volunteer Stratified

  5. What do you assess? • All the goals, all the time, embedded • All the goals, over a couple years, in each class • Some of the goals in selected classes

  6. When do you assess GE? • Just before graduation • In the course • Some other time

  7. What kind of measures do you use? • Direct –they LEARNED it • Indirect – they SAY they learned it

  8. 2. GVSU GENERAL EDUCATION PROGRAM Grand Valley State University • 24,000 students in Grand Rapids, MI • 3 main campuses • Liberal education mission • Upcoming accreditation in Fall 2008

  9. General Education Program (280 courses) 1.Foundations– take 8 courses (100/200 level) 2. Cultures – take 2 courses (200-400 level) 3. Themes – take 3 courses (300-400 level) Some courses count in more than one category.

  10. Assessment Choices • Direct Measures– CLA test, in class measures • Indirect Measures– NSSE, CIRP, CSS, locally developed surveys

  11. 3. OBJECTIVES AUDIT (PERCEPTION SURVEY) Skills Goals • creative and critical thinking • articulate expression through effective speaking and writing • information literacy • integrate different areas of knowledge and view ideas from multiple perspectives. All classes must do 1-3, Themes must do 1-4. Foundations and Cultures need to do speaking … OR …writing

  12. Content Goals Each Foundation, Culture, and Theme subcategory have unique content goals

  13. Content Goals (3-10 goals) + Skills Goals (4-5 goals) = 7 to 15 goals

  14. Why do an objectives audit? • Advantages • Quick • Perception matters • Disadvantages • Indirect • Bias – which way???

  15. How do you administer it? • Paper Census = high return rate • Electronic Doesn’t use class time Conscious effort to find it

  16. Just students, just faculty, both, either? • Is it required? • If volunteers, is that ok? • Is it random? Who should complete the audit?

  17. The survey How well did this course achieve the following goals: The response choices are: strongly agree agree not sure disagree strongly disagree

  18. 4. RESULTS

  19. Timing - End of Fall 2006 • before finals • before on-line course evaluations • On-line for 10 days • Participation • 99 courses (45%) • 193 sections (23%)

  20. Average=35

  21. 5. REPORTING THE RESULTS • What’s the purpose of the objectives audit?It affects the reports! • Accreditation • Improvement • Both

  22. Who do we give the results to? • faculty who participated • all faculty • administration • students • other

  23. What do we report? • aggregate to the University community • disaggregate to college? • disaggregate to department (just them or everyone sees it)? • disaggregate to individual faculty (just them or can the department see it)?

  24. What is success? • 70%, 80%, 90%, 100%? • Is it different depending on the course level? • Is it different for skills than for content goals?

  25. Why aren’t we achieving all the goals (or as well as we want)? • We’re not teaching it well • We are teaching it but students don’t know it • We’re not teaching it so students aren’t learning it (why??)

  26. How do we fix the problem? • Start teaching it • Teach it better • Tell the students they’re learning it • Remove the goal

  27. CONCLUSIONS • Getting student perceptions can be easy and response rates can be high (45%) • Surveys can give you valuable information

  28. 3. Student (75%) and faculty (90%) perception is that we are achieving our goals 4. There are areas for improvement 5. Reporting will be challenging.

  29. For more information: griffinc@gvsu.edu www.gvsu.edu/gened

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