CAFE 1 - GER & AA Assessment: Curriculum Mapping & Shared SLOs Dan Kline, Director of General Education dtkline@alaska.edu | 907-786-4364 LIB 307 | 22 September 2017 | 10:00-11:30a

UAA GERs: 3 Tiers, 7 Categories, 9 Outcomes (and 37 credits & 256 courses) Tier 1: Basic Skills (12) Written Comm (6) Oral Comm (3) Quantitative Skills (3) Tier 2: Disciplinary Knowledge (22) Natural Sciences (7) Social Sciences (6) Humanities (6) Fine Arts (3) Tier 3: Integrative Capstone (3) Meets GER in the major Integration of Tier 1 in major After completing the GERs, UAA students shall be able to: Communicate effectively in a variety of contexts and formats. Reason mathematically and analyze quantitative and qualitative data competently to reach sound conclusions. Relate knowledge to the historical context in which it developed and the human problems it addresses. Interpret different systems of aesthetic representation and understand their historical and cultural contexts. Investigate the complexity of human institutions and behavior to better understand interpersonal, group and cultural dynamics. Identify ways in which science has advanced the understanding of important natural processes. Locate and use relevant information to make appropriate personal and professional decisions. Adopt critical perspectives for understanding the forces of globalization and diversity. Integrate knowledge and employ skills gained to synthesize creative thinking, critical judgment and personal experience in a meaningful and coherent manner.

GER Assessment Timeline 1 Before AY12-13: AA assessment a proxy for GER assessment Five different AA assessment plans Four different sets of AA outcomes AY13-14: GERA Task Force (Bill Myers) & GELO Task Force (statewide) GERA Task Force Report GELO adoption of LEAP Outcomes UAA adoption of LEAP Outcomes as “General Education Values” AY14-15: GERA Committee recommended (and Fac Senate approved): Director of General Education A GER assessment plan (3 outcomes over each of three years)

Janice Denton’s Analysis, Fall 2015

Janice Denton’s Challenge, Fall 2015

GER Assessment Principles Compliance | Reporting | Values Simple: We are building upon departmental and program assessment processes already in place to minimize duplicating our efforts. Shared: We are adapting the GER process to complement other assessment efforts ongoing across the campus (and campuses) to increase collaboration across the GER and majors, programs, and disciplines. Seeded: We are spreading GER assessment from defined GER courses across the programs, disciplines, majors, as well as two-year and four-year degrees so that general education becomes a focus of all curriculum and faculty rather than being the concern of only a few specified courses. Systematic: We are moving through three outcomes per year and will reconsider each recursively as we move forward. Sustainable: We are creating a shared GER assessment plan that works collaboratively with our current institutional assessment processes as part of developing UAA’s culture of learning and student success.

GER Assessment Timeline 2 AY15-16: Faculty-developed indicators for Rubric 1 Janice Denton’s Academic Assessment Seminar Address (Mapping GER) Began with the AA assessment rubric/indicators CAFE/GERA Curriculum Mapping & GER Assessment Workshops, May Soiree Written, Oral, & Information Literacy (mapped to LEAP/VALUE rubrics) AY16-17: Faculty-developed indicators for Rubric 2 Began with faculty materials from UAA Catalog, Curriculum Handbook, and GERC Category Templates Social Sciences, Humanities, and Fine Arts AY17-18: Faculty-developed indicators for Rubric 3 Natural Sciences, Quant Skills, Knowledge Integration  NWCCU Site Visit

Gen Ed Requirements  Programmatic Focus From To “Why do I have to take this stoopid course?” Compliance / Reporting Menu & Checklist Course-based Category specific Individual responsibility Curricular maze Inconsistent pathways Prerequisite issues “There are good (pedagogically sound and curricularly coherent) reasons for you to take these courses!” Values / Teaching & Learning Shared Outcomes Cumulative experience Shared understanding Mutual investment (GER faculty ↔ Majors/Progr/Profs) Course-initiated and program-extended / seeded “Umbrella” indicators “General” education Shared expectations & responsibility Better communication (faculty, students/parents, others) Closing the Loop: pedagogy & assessment

AA Assessment: From Five Separate to One Shared One UAA AA Degree but Five Sets of Outcomes and Five Different Assessment Plans AY16-17: AA Program Review Single Assessment Plan fro all UAA campuses Shared Set of Simplified Outcomes (opposite) Now Coordinated with GER Shared materials and artifacts Shared rubrics (offset by one year) Common team New Shared AA Outcomes Communicate Effectively Think Critically Evaluate Analytically Reason Empirically

Rubric 1 Development, AY15-16: Written Comm, Oral Comm, Info Literacy Rubric 1 (Written, Oral, and Information Literacy) brought in line with the AAC&U VALUE rubrics Su16 pilot group adjusted the AA assessment rubric & adopted the AAC&U language: 4 = Mastery 3 = Proficient 2 = Developing 1 = Beginning 0 = Absent

Rubric 2 Development, AY16-17: Social Sciences, Humanities, Fine Arts Rubric 2 built from faculty- developed curriculum documents (Catalog copy, Curriculum Handbook, GERC Templates) Su17 group added a Null marker: 4 = Mastery 3 = Proficient 2 = Developing 1 = Beginning 0 = Absent X = Null (Not Applicable)

Rubric 3 Development, AY17-18: Natural Sciences, Quant Skills, Knowledge Int Rubric 3 built from faculty-developed curriculum documents (Catalog copy, Curriculum Handbook, GERC Templates) Shared Process – All Welcome: Fall / Winter Teaching Intensive Three workshops each semester Curriculum Mapping Rubric Development Assignment Design May AA/GER Assessment Soiree

9 GER Outcomes  10 Formally Assessed PSLOs GER Student Learning Outcomes (UAA Catalog) After completing the GERs, UAA students shall be able to: Communicate effectively in a variety of contexts and formats. Reason mathematically and analyze quantitative and qualitative data competently to reach sound conclusions. Relate knowledge to the historical context in which it developed and the human problems it addresses. Interpret different systems of aesthetic representation and understand their historical and cultural contexts. Investigate the complexity of human institutions and behavior to better understand interpersonal, group and cultural dynamics. Identify ways in which science has advanced the understanding of important natural processes. Locate and use relevant information to make appropriate personal and professional decisions. Adopt critical perspectives for understanding the forces of globalization and diversity. Integrate knowledge and employ skills gained to synthesize creative thinking, critical judgment and personal experience in a meaningful and coherent manner

Scaling Up the Process Summer ‘16: 6 Summer ‘17: 18 Number of assessors Summer ‘16: 6 Summer ‘17: 18 Number of sections submitting student artifacts Summer ‘16: 11 Summer ‘17: 22 Number of student artifacts available Summer ‘16: 173 Summer ‘17: 398

“Closing the Loop” - Using the Data to Create Positive Change Faculty suggestions for improvement: Better identify courses and assignments where assessment is most useful Gather and assess student materials in both fall and spring Develop a better process for collecting oral communication achievement Facilitate systematic procedures for “closing the loop” “Report Out,” collaborate, communicate Incentivize gen ed teaching, assessment, and improvement

The Team AA Bridge (Double Duty) GER Bill Myers, Lead (ANC, History) Scott Downing (KPC, English) Jill Flanders-Crosby (ANC, Theater & Dance) Rachael Hannah (ANC, Biology) Mari Ippolito (ANC, Psychology) Trish Jenkins (ANC, English) Deb Mole (ANC, Library) Cheryl Smith (ANC, Counseling) Jennie Brock (ANC, Engineering) Sheri Dennison (MatSu, English) Rachel Graham (MatSu, Math) Shawnalee Whitney (ANC, Communications & CAFE) Dan Kline, Lead (ANC, English/OAA) Paola Banchero (ANC, JPC) Stephanie Bauer (ANC, Philosophy) Brian Cook (ANC, Theater & Dance) Kristin Ogilvie (ANC, Anthropology) Kathryn Schild (ANC, Academic Innovations) Special Thanks to Rachel Graham (Data & Spreadsheets) and Jennie Brock (Figures)

GER Activities – AY17-18 AA/GER Assessment CAFE 1 – Mapping & Outcomes CAFE 2 – Outcomes & Assignments CAFE 3 – Rubrics & Student Work Repeated in Spr18 May 7-8: AA/GER Soiree! GER & Alaska Native Themed Discussion GER & High Impact Practices GER & Looking Ahead