the ongoing dialectic, one year later: lessons learned from the implementation of a new,...
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THE ONGOING DIALECTIC, ONE YEAR LATER: LESSONS LEARNED FROM THE IMPLEMENTATION OF A NEW, UNDERGRADUATE GENERAL EDUCATION PROGRAM
Shawn Weatherford, Assistant Professor of Physics
Patricia Campion, Associate Professor of Sociology and Global Studies
Phil Hatlem, Instructor of Sport Business
AGLS 2014 – Atlanta, GAThe Yin-Yang of Higher Education
Overview
General Education at Saint Leo University (Shawn)
Student Feedback (Patricia) Training Faculty Advisors (Phil) Program Maintenance Mechanisms
(Shawn) Discussion
2
A Catholic, liberal-arts, teaching university of
international consequence
Location Enrollment Fall 2014
Total Enrollment 16, 356
University College 2,290
Centers CA,FL, GA,MS,SC,TX,VA
6,556
Evening and Weekends 320
Center for Online Learning 3,215
Graduate Programs 3,757
Online Consortium of Independent Colleges and Universities
176
1980-1998: Basic Studies: Distribution model 1999-2013: LINK (Learning INterdisciplinary
Knowledge):Tiered, interdisciplinary model 2007: General Education Board of Directors
created 2010: Work began on design of a new model. 2012-2013: New Model Developed: University
Explorations Fall I 2013.
History of General Education at Saint Leo: 1980-Present
History of General Educationat Saint Leo: 1980-Present
1980-1998: Basic Studies: Distribution model
1999-2013: LINK (Learning INterdisciplinary Knowledge):Tiered, interdisciplinary model
2007: General Education Board of Directors created
2010-2013: Work on design of a new model.
Fall I 2013: New Model implemented: University Explorations
Gen Ed Courses: A Brief History
ENG 225: World Lit I ENG 226: World Lit II FAS 123: Intro to Film MUS 123: Intro to Music THE 121: Intro to Theatre THY 124: Intro to New
Testament THY 125: Into to Old
Testament
HTY 121: US History to 1865
PSY 121: Intro to Psychology
SOC 121: Intro to Sociology
COM 125: Intro to Computers
PHE 101: Concepts of PE
1983-2012 1983-2012
Gen Ed Courses: 1983-2012
ENG 225: World Lit I ENG 226: World Lit II FAS 123: Intro to Film MUS 123: Intro to
Music THE 121: Intro to
Theatre THY 124: Intro to New
Testament THY 125: Into to Old
Testament
HTY 121: US History to 1865
PSY 121: Intro to Psychology
SOC 121: Intro to Sociology
COM 125: Intro to Computers
PHE 101: Concepts of PE
Design Principles for New Courses
Create a topical focus. Make the disciplines relevant to students by
linking them to issues of the 21st century. Create a focused experience rather than a broad,
sweeping experience of the discipline (i.e., not surveys or intro courses).
Ask, how would a sociologist/artist/psychologist /theologian/historian/scientist approach…..
Instead of….How About?
A survey of the principal movements, events, ideas, and personalities in U.S. history from…to.
What is the "American Dream"? Is the "American Dream" simply getting as rich as one possibly can? Is it raising a family in the suburbs? Is it a dream of living in a society based on democracy and equality? Or is it simply the right to live as one chooses? This course uses historical documents, literature, music and film to explore Americans’ often conflicting beliefs about their nation’s core values. Central questions include whether or not Americans have always envisioned their country as a land of equality, opportunity, democracy, and freedom, and whether their conception of what these values meant changed or remained the same over time. (U of Maryland)
HTY 121, 122: Survey of American History I and II
History of the American Dream
University Explorations(42 credits)
Foundations (12 credits): ENG 121: Academic
Writing 1 ENG 122: Academic
Writing 2 MAT 131: College
Mathematics COM 140: Basic
Computer Skills
University Explorations Categories
The Human Adventure (6 credits) Studying the past, living in the present, and shaping the
future
The Human Mosaic (3 credits) Learning to live in a global society
Science in a Changing World (6 credits) Expanding the possible
The Creative Life (6 credits) Expressing the human experience through the arts
The Reflective and Spiritual Life (9 credits, 3 from philosophy) Examining human and divine life
University Explorations Categories
The Human Adventure (6 credits)• Studying the past, living in the present, and shaping the
futureThe Human Mosaic (3 credits)• Learning to live in a global society
Science in a Changing World (6 credits)• Expanding the possible
The Creative Life (6 credits)• Expressing the human experience through the arts
The Reflective and Spiritual Life (3 PHI credits, 6 REL credits)• Examining human and divine life
Orientation, Training, and Course Development
Presentations to various constituencies including Board of Trustees, Admissions, enrollment counselors.
Presentation with Registrar to three schools with focus on advising, course equivalencies.
Faculty-led webinar series on each of the new categories.
Faculty-led UE Road Shows to university educational centers.
Development of Advising FAQs and advising info sheets.
Development of DVD for orientation and training.
Development of courses for all modes of delivery, including online courses.
Development of teaching resources, including libguides.
Access for teaching faculty to online courses as teaching resource.
Follow-up webinars for faculty
Course Developers
As Curriculum Experts Faculty shape curriculum, not the other way
around In Faculty Development/Education
Leaving university campus
Educational Centers (VA & GA) Full-time and adjunct faculty
How do we get everyone on board?
Course Developer outreach Webinars Onsite visits
Faculty visit to introduce courses
Responding to the First Year
Two additional courses added: Human Ecology The Changing Face of America
STUDENT FEEDBACKAnalysis of comments made in the open-ended section of the student evaluations
Three modes of deliveryFall 2013
16-
week
term
s
8-week terms
on ground
8-week term
s online
All locations
Positive vs. negative comments per courseScale
!
Scale!
“It is a very good course that covers a wide range of humanities. I enjoyed it considerably and feel it has broadened my appreciation for many things (such as art) I never really paid as much attention to in the past.”
Positive vs. negative comments, all locations
0 50 100 150 200 250 300 350 400 450 5000
50
100
150
200
250
300
350
400
450
500
Negative comments
Posit
ive c
om
ments
HUM110CL
PSY110HA
REL210RS
“I learned the techniques to be stress free and what it takes to be a carefree person and I learned different things about love, friendship, and marriage. A Great class and a Great Professor!!!!”
Positive vs. negative comments, university campus
0 50 100 150 200 2500
50
100
150
200
250
Negative comments
Posti
vie
com
ments
HUM110CL
SCI115SC
POL110HA
Positive vs. negative comments, centers
0 20 40 60 80 100 120 140 160 180 2000
20
40
60
80
100
120
140
160
180
200
Negative comments
Posti
ive c
om
ments
SCI115SC
PHI110RS
MUS110CL
POL110HA
HUM110CL
Positive vs. negative comments, online
0 20 40 60 80 100 120 140 160 1800
20
40
60
80
100
120
140
160
180
Negative comments
Posit
ive c
om
ments
PSY110HA
REL210RS
HTY110HM
Coding categories
Negative comments by category
Adjustments made: SOC 110HM
“There's a large amount of work for this course level. I question the level of "busy" work (ex. weekly questions, PPT. group activity, individual reading presentation, paper) for a 100 level course.”
QEP rubric
The Saint Leo QEP
Critical thinkin
g
Core values
Decision-
making
Mandated QEP assignments
The Reflective
Life
The Human Mosaic
Committee Scoring Versus Instructor Scoring
Purpos
eQuestio
nAssumption
s
Implications &
Consequences
Information Consepts
Conclusions &
Interpretations
Points of View
Core Values
Decision
Making
Instructor 2.41 2.40 2.35 2.43 2.41 2.36 2.29 2.19 1.77 2.24
Committee 1.20 1.03 1.24 1.33 1.42 1.41 1.46 1.21 1.01 0.75
Δ -1.21 -1.37 -1.11 -1.10 -0.99 -0.95 -0.83 -0.98 -0.76 -1.49
New Rubric Versus Committee Scores Using Original Rubric
Old rubric category
Purpose Question AssumptionsPoints
of View
Concepts InformationImplications & Consequences
Conclusions & Interpretation
s
Core Values
Decision Making
Committee 1.20 1.03 1.24 1.21 1.41 1.42 1.33 1.46 1.01 0.75
New rubric category
Purpose Perspective Evidence AnalysisCore Value
s
Decision
Making
Average Original 1.12 1.23 1.41 1.39
New Score 1.43 1.38 1.43 1.33 0.71 0.95
Δ 0.31 0.15 0.02 -0.06 -0.30 0.20
STUDENT ADVISING
Faculty Challenges in Understanding Purpose of New UE Program
Informational meetings throughout process
Focus groups Prior to implementation, Dean of Arts
and Sciences and Registrar presented the program and advising issued at School meetings
Resources Provided
Challenges in Transitioning Students Between Programs
Again, informational meetings throughout
DVD and printed FAQs provided to all advisors
Registrar created “basic grid” bridging old and new
Resources Provided
PROGRAM MAINTENANCE MECHANISMS
Program Maintenance Mechanisms
Hiring/Recruiting New Instructors New faculty, existing faculty
Iterative Feedback from Instructors Culture of Data-Driven Curriculum
Tweaks Resurfacing “potholes”
Ongoing Training for New Instructors
Resources for UE Instructors Messaging about role of General
Education Recruiting UE Instructors from current
faculty
Iterative Feedback from Instructors
Differences in life experiences between Online and Campus students “Bringing discipline into the students’ lives”
Difficulty level of course resources.
Revolution Now! Democracy in Troubled Times
“No Crick or Tocqueville! Don't expect entry level 101 class to be experts!”
“The text book for this course was bad. When reading it some of it would stick but most of it I and several of my class mates would be lost. If it wasn't for the instructors knowledge on the subject I don't think I would have done a book report on the text.”
“Find a different textbook that is more easy for students to understand. The textbooks assigned pushed the course off track.”
Evaluating the Predictions of Global Warming
“There is no need for using two textbooks on this course. The first science book, Integrated Science second edition, is too much to take in all at once. Stick to one book that contains more on global warming.”
“The secondary book is hard to read - print too small and too wide to average reading scan comfort; text does not define several key terms; and clear definition not found in other sources. Caused more confusion than gave information.”
“Better books; the books were not understandable for a beginner.”
Iterative Feedback from instructors
Summer WebinarsFaculty Responses from The Human Adventure Category:
“…this class shows them that they have a role to play in the way the world works around them.” (Democracy in Troubled Times)
“Much of the course assignments have the students apply what they have learned to their own experiences.” (How to Be Sane in an Insane World)
“They seem to enjoy digging into the issues that have been around for ages and now seem to make more sense to them...as they review the current events.” (Democracy in Troubled Times)
“The positive psychology and stress and coping are particularly practical for the students” (How to Be Sane in an Insane World)
“Agreed, no matter the major, when they figure out that there is something in this class (econ) for them, then they put more into it.” (Economics for Life)
Culture of Data-Driven Course-level Curriculum Tweaks
Assessment of progress on UE Student Learning Outcomes Eight existing Student Learning Outcomes Faculty defined criteria for evidence to
evaluate student progress. Course developers selected the criteria
appearing in UE courses and created rubrics
Culture of Data-Driven Course-level Curriculum Tweaks
Culture of Data-Driven Course-level Curriculum Tweaks
Evaluation Cycle: Phase I – Collect Data; Phase II – Discuss,
Revision Sampling of courses from each UE student
learning outcome.Understanding how living things operate and the relationship among them.
Course Academic Year
1 2 3 4 5
SCI110SC I II
SCI115SC I II
SCI120SC I II
SCI210SC I II
SCI215SC I II
Demonstrate quantitative reasoning skills.
Course Academic Year
1 2 3 4 5
SCI110SC I II
SCI115SC
SCI120SC
SCI210SC I II
SCI215SC I II
Resurfacing Potholes
Call for new course proposals Replace low enrollment courses (students have
choice!) Targeted towards weak/missing criteria for
expected Evaluate Assessment Process
Provide valid evaluation of student learning Drive targeted curriculum revision Identify weaknesses in course offerings Compare student learning across modalities and
populations.
Shawn [email protected]
Mary Spoto [email protected]
Patricia Campion [email protected]
Phil Hatlem [email protected]