Gen Ed Competencies Distribution and Assessment Proposal Spring 2012

Basis for Recommendations Review of general education course reapplications (2008) Review of Gen Ed survey information (FA 2011) Review of Middle States expectations Review of our current Gen Ed structure Review of national General Education expectations and models

Montgomery College Model 5 General Education competencies: – Written and Oral Communication, – Critical Analysis and Reasoning, – Information Literacy, – Technological Competency, – Scientific and Quantitative Reasoning 2 Areas of Proficiency – Arts and Aesthetic Awareness – Personal, Social, and Civic Responsibility

Montgomery College Model 4 Foundation areas (4 Classes) – English (1 Class) – Math (1 Class) – Speech (1 Class) – Health (1 Class) 4 Distribution areas (7 Classes) – ARTS (1-2 Classes) – HUMD (1-2 Classes) – BSSD (2 Classes) – NSLD or ND(2 Classes)

How many times should a student be exposed to a given competency? How many competencies should each distribution be responsible for? How can we ensure that students are exposed to and give the opportunity to learn the competencies?

Gen Ed Reapplication and Survey Results EN (1) SP (1)MA (1) HE (1) HUMD (1 -2) ARTS (1-2) BSSD (2) NSLD (1) NSND (1) EC CT IL SQ TC AAA PSCR

Distribution Area Competency EN Foun SP Foun HE Foun MA Foun ARTSHUMDBSSD NSLD/ ND 1 class, 3cr 1 class, 1-3cr 1 class, 3cr1-2 classes, 3-6 cr 1-2 classes, 3-6 cr 2 classes, 6 cr 2 classes, 7cr Critical Analysis and Reasoning Written and Oral Communication Information Literacy Scientific and Quantitative Reasoning Technological Competency Embedded in all rubrics reflecting: use of general software application, discipline specific software application or discipline specific technology tool. Arts and Aesthetic Awareness Personal, Social and Civic Responsibilities Note: Number of credits and classes is reflected for an A.A. requirements differ for other Degree programs. General Education Coverage and Assessment Matrix

General Education Assessment Plan Proposal Every General Education Course has an assessment plan. – ongoing, periodically data is reported. – shows how the competencies are integrated into the course. – Provides a common assessment tool used to assess assigned competencies agreed upon by the discipline. – Provides any adaptations to the MC Gen Ed Rubrics. Data is reported every three years action plans are updated annually Assessment plan is reviewed and revised after 5 years. Assessment Plan, summary of data and action plan become part of Gen Ed Course Review The cycle replaces the participation in course based assessment.

Data Reporting Cycle Cycle A- AY Year 1- Data Collection Year 2- Create Action Plan Year 3- Action Plan update Year 4- Data Collection Year 5- Action Plan update Year 6- Review and Revise Course Assessment Plan

Rubrics Written and Oral Communication- Complete Critical Analysis and Reasoning- Complete Technological Competency- Complete Information Literacy- In progress Scientific and Quantitative Reasoning- In progress Areas of Proficiency- Not begun

Technology Technological Competency: the ability to use computer technology and appropriate software applications to produce documentation, quantitative data presentations, and functional graphical presentations appropriate to various academic and professional settings. General Education Technological Competency Skillful Technology Use (3) Satisfactory Technology Use (2) Unsatisfactory Technology Use(1) Not Applicable (0) Use of  general purpose software application or  discipline specific software application or  technological device to complete a task  Uses technology, fluently, to complete advanced tasks, independently.  Seeks new technological resources to complete tasks  Communicates or illustrates ideas clearly and correctly using technology.  Uses technology for routine tasks with minimal assistance.  uses familiar resources.  Communicates or illustrates ideas, with minimal errors, using technology.  Uses technology for basic tasks with assistance.  Uses a minimum of resources with difficulty  Communicates or illustrates ideas using technology with great difficulty.  Assessment task does not reflect these characteristics for student performance.

Sample of Revised Rubric- Information Literacy General Information Literate students Skillful Information Literacy (3) Satisfactory Information Literacy (2) No Demonstrated Information Literacy (1) Not Applicable Know  determine the nature and the extent of the information needed, independently  Determines the nature and extent of the information needed, with limited guidance  Are unable to determine the nature or the extent of the information needed  Assessment task does not reflect these characteristics for student performance.

Information Literacy Detailed The information literate student determines the nature and extent of the information needed, and so the student will be able to  develop and revise a plan of action to complete a research assignment or activity, including a realistic time frame.  articulate a research question appropriate for the assignment or activity.  determine the availability of, and gather, the appropriate source materials.  identify and use strategies, such as a log or journal, to organize and maintain information and source materials throughout the project.  identify and develop new skills, such as technology and research skills, when needed to complete a research assignment or activity.

Levels of Mastery Skillful performance – More complex – Demonstrates flexibility and creativity – Goes beyond the minimum expectations – Demonstrates independence Satisfactory Performance – Adheres closely to the assignment expectations – Needs some guidance – Relies on known resources – Produces an adequate result Unsatisfactory Performance – Does not complete assignment correctly – Needs extensive guidance or help – Uses limited resources – Produces an inadequate result

Questions? Contact:  Prof. Samantha Veneruso x  Prof. Ben Nicholson x  Prof. Nawal Benmouna x Website: