Assessment & Articulation by Assessment & Articulation by Design:Design:

Pathways and the creation of a Pathways and the creation of a value-oriented GE programvalue-oriented GE program

Bill Lokerand Lori Beth Way

representing Sara Trechter and the Chico State GE Design TeamDesign Co-Chairs: Bill Loker & Sara Trechter

Implementation: Bill Loker & Lori Beth Way

geimplementationteam@csuchico.edu

Members of Teams:

Academic Advising /EOP/Faculty/Assoc Dean

OriginsOrigins

ResourcesResources

CSU GE—ARTICULATION

CSU GE—ARTICULATION

AAC&U LEAP–

ASSESSMENT

AAC&U LEAP–

ASSESSMENT

-Content focused

-Breadth

-Skills

-A, B, C, D, E

Outcomes- Oriented-

High Impact- Practices

Making Excellence Inclusive-

EO 1033

Our OLD Our OLD General Education ProgramGeneral Education Program

General Education Program:General Education Program:Coherent and DistinctiveCoherent and Distinctive

Today, a coherent general education program can be defined as one where students are able to make connections and integrate their knowledge..., rather than one that merely provides them with isolated pieces of information... These connections should occur within disciplines, among disciplines, to real life and the world, and to majors and careers…

Boning (2007) “Coherence in General Education: A Historical Look”

Today, a coherent general education program can be defined as one where students are able to make connections and integrate their knowledge..., rather than one that merely provides them with isolated pieces of information... These connections should occur within disciplines, among disciplines, to real life and the world, and to majors and careers…

Boning (2007) “Coherence in General Education: A Historical Look”

Consultations

Redesign Process

Design Team CONSULTATIONS/

COMMUNICATIONS Design Team Website

EO

1033

Campus GE

Reports

Provost’s Charge and Creation of

Design Team 11/08

EPPC Senate Committee

11/09- 12/09 4 meetings

Full Academic

Senate 12/09-2/10 4 meetings

Pres. Zingg Signs

EM 2/11/10

Provost Flake Charges

Implementation Team 2/12/10

Student Survey

AS Student Leaders Academic

Senate

Council of Academic

Deans

Student

Affairs Directors

Resident Advisors

GEACUniversity Advisory

Board

Campus-wide Fora:

4

Library Faculty

Dept Meetings:

18

Proposal Sent to all Campus

Alumni Survey

College Meetings of Chairs:

12

MissionThe GE program at Chico State prepares

students for continual learning and application of knowledge to career as well as personal life. It provides the education necessary for success as a lifelong learner and civically engaged individual in the twenty-first century.

MissionThe GE program at Chico State prepares

students for continual learning and application of knowledge to career as well as personal life. It provides the education necessary for success as a lifelong learner and civically engaged individual in the twenty-first century.

General General Education Education ProgramProgram

StrategyChico State students acquire a strong foundation in critical thinking, written

and oral communication and the arts and sciences through inquiry about and engagement with the social and natural worlds we inhabit. This is achieved through study, reflection, synthesis and action related to knowledge from varied historical, cultural, scientific and political perspectives. In combination with the major field of study, GE completes the breadth of university education.

StrategyChico State students acquire a strong foundation in critical thinking, written

and oral communication and the arts and sciences through inquiry about and engagement with the social and natural worlds we inhabit. This is achieved through study, reflection, synthesis and action related to knowledge from varied historical, cultural, scientific and political perspectives. In combination with the major field of study, GE completes the breadth of university education.

GE ProgramStudent Learning Outcomes

The Student Learning Outcomes for our General Education program flow from the recognition that certain essential intellectual and practical skills rest at the foundation of a high-quality General Education program. These include effective written and oral communication, critical thinking, and mathematical reasoning skills. Additional Student Learning Outcomes arise from the values that the program seeks to foster.

The Student Learning Outcomes for our General Education program flow from the recognition that certain essential intellectual and practical skills rest at the foundation of a high-quality General Education program. These include effective written and oral communication, critical thinking, and mathematical reasoning skills. Additional Student Learning Outcomes arise from the values that the program seeks to foster.

GE Program SLOs

1. Active Inquiry: Demonstrates knowledge of and applies research techniques and information technology appropriate to the intellectual and disciplinary context.

2. Personal and Social Responsibility: Articulates an understanding of democratic values, responsibilities, and processes and a disposition to engage in deliberation, dialogue and action within our varied communities.

3. Sustainability: Describes and explains the environmental dynamics associated with human activities, and assesses the value of balancing social and economic demands with the Earth’s ability to sustain biological and cultural diversity.

4. Diversity: Demonstrates an understanding of and facility with different intellectual viewpoints as well as the unique perspectives of others based on varied experiences, identities and social attributes.

5. Creativity: Takes intellectual risks and applies novel approaches to varied domains.

6. Global Engagement: Demonstrates knowledge and skills necessary to

engage global cultures and peoples.

Program Student Learning Outcomes

7. Oral Communication: Demonstrates effective listening and speaking skills necessary to organize information and deliver it effectively to the intended audience.

8. Written Communication: Demonstrates the ability to question, investigate and draw well-reasoned conclusions and to formulate ideas through effective written communication appropriate to the intended audience.

9. Critical Thinking: Identifies issues and problems raised in written texts, visual media and other forms of discourse, and assesses the relevance, adequacy and credibility of arguments and evidence used in reaching conclusions.

10. Mathematical Reasoning: Demonstrates knowledge of and applies mathematical or statistical methods to describe, analyze and solve problems in context.

Coherent StructureCoherent StructureGE Pathway ModelGE Pathway Model

A Pathway structurally connects courses that are:

• intellectually cohesive

• explore an issue/area from a multidisciplinary perspective

•schema for students to understand the general education experience

Our 48 unit Model – with Pathways•24 Foundation & American Institutions

•24 units per Pathway (including 9 upper division units)

•5- 10 Pathways, to be determined by faculty

•18 units (including 9 upper division) taken in a single Pathway

Interdisciplinary Minor

Each Pathway

•15 units Lower Division:

Arts, Humanities, 2 Social Sciences, Lifelong Learning No more than 3 courses per disciplinary area in that Pathway No more than 3 per department per Pathway

•9 units Upper Division GE: Arts/Humanities, Social Sciences, Natural Sciences 3 courses per disciplinary area from different departments upper division GE Capstone course (Writing Intensive) –

required for those who do not have a Major Capstone

Structure :• Flexible •Cohesive•Articulates

Disciplinary Area Foundation Notes/How to read the Grid

Oral Comm CMST , CMST (Pathway 3), others? P# denotes associated Pathway. Students may select a Foundation course associated with a Pathway; one of which may be used toward the 18 unit GE minor. Up to seven courses permitted in each Foundation Area.

Written Comm (W)

ENGL (P1, P2), others?

Critical Thinking CMST , PHIL (P2), others?Mathematics MATH (P1), MATH , others?

Physical Sciences GEOG, GEOS, NSCI, CHEM, others?Life Sciences NSCI, ANSC, ANTH (P2), PSSC, others?

American Institutions Amer. History American History 3 units from HIST

Amer. Inst. American Government: National State and Local 3 units from POLS

Disciplinary Areas Path 1 Path 2 Path 3 Path…10 ?

Five to ten pathways

ArtsART ART THEA

THEA ART MUSC

ART MUSC THEA (D)

Generally there are three courses per Disciplinary Area in a Pathway.

Humanities ENGL (D)PHIL (W)PHIL

HISTRELS (W)PHIL

ENGL (G)RELS (W)PHIL

D - Satisfies diversity

G - Satisfies global cultures W – Writing intensive course; students must complete four writing intensive coursesC – Capstone, by definition are W courses

FL FL FLIndividual & Society ANTH (G)

GEOG SOCI/SOCI

SOCI ANTH GEOG (W)

HCSV (D)LAST PSYC

Societal Institutions SOCI (G)GEOG (D)POLS

ANTH (W)GEOG PSYC

HIST (W)SOCI (W)ABUS (D)

Learning for Life ENVL (W)PHIL (W)RELS

CHLD (W)KINE RECR

NFSC HCSV SWK (W)

UD – Humanities & Arts

ENGL (W)PHIL (W) RELS (C)

ENG (C) (W)ART RELS

MUSC PHIL (W)RELS (G)

All three Upper Division GE courses must be taken within a Pathway.

UD – Social Sciences GEOG HIST (D)RECR

SOCI (W)(D)ANTHPSYC

GEOG (D)ECONHCSV

UD - Sciences BIOL/BIOLGEOS GEOS

PSSC (W) BIOL (G)MATH

BIOL(C)(WGEOS PHYS

Coherence and HIPs Capstones Required Writing Intensive Upper Division GE Capstone Course Major disciplines with a required capstone course may substitute their

capstone for the GE capstone requirement.

Writing Intensive courses (at least 4) Native students required to take at least 4 WI courses Transfers, 1 WI course (Capstone or other WI in upper division GE)

Public Sphere Pedagogies Town Hall Meeting Great Debate

DESIGNFall 2008-2/11/10

DESIGNFall 2008-2/11/10

IMPLEMENTATION2/12/10-Fall 2012

IMPLEMENTATION2/12/10-Fall 2012

Assessing by Design: FLC on GE Assessment (in progress)

• Programmatic – Based on Program-level SLOs … not individual course-based assessment

• Pathway-based – All SLOs must be demonstrated/

achieved in each Pathway … not in each course!Pathways must demonstrate intellectual coherence.

• Direct – Based on authentic products of student work

produced in context;

• Capstones as (potential) sites for assessment

Thanks to Chico State faculty and staff, Ken O’Donnell, the

Compass project and our students for their support, the

many hours of consultation and constant feedback.

Contact us: geimplementationteam@csuchico.edu