General Education Assessment at OSU: Past, Present, and Future Andrew Martin Larry Krissek Catherine Montalto Randy Smith Department of Sociology School of Earth Sciences Department of Human Sciences Office of Academic Affairs martin.1026@osu.edu krissek.1@osu.edu montalto.2@osu.edu smith.70@osu.edu

Overview History and present process of GE assessment and oversight Revised GE -- brief summary of proposed model Revised GE – ideas for assessment

Present Situation – GE Oversight and Assessment Oversight (“30,000 foot level”) provided by ULAC (University-Level Advisory Committee for the GE). Receives detailed information from ASC Curriculum Committee; reports to CAA. Assessment (detailed work) conducted by the Assessment Panel of the Arts & Sciences Curriculum Committee.

Present Situation – GE Assessment Performed by Assessment Panel of ASC Curriculum Committee Organized by GE Category (learning outcomes available) Generally focused on large-enrollment courses (presently ~1500 approved GE courses, but ~50% of GE credits earned from ~60 courses, and ~80% of GE credits earned from ~200 courses) Some departmental reports

Present Challenges – GE Assessment No program-wide goals or learning outcomes Large number of GE courses (~1500), many without assessment plans Assessment often “tacked on” – not integral Ongoing effort to standardize/simplify assessment process (make assessment integrated and sustainable)

Revised GE - Guiding Principles What is best for our students? Cohesive, integrated program with clear learning outcomes Intentional multi-year program integral to student experience Thematic components; disciplinary breadth Understanding various modes of inquiry

Goals and Learning Outcomes of the Educated Global Citizen Successful students will: demonstrate certain qualities, abilities and characteristics that prepare them to be engaged citizens and leaders for life engage with and apply a range of important modes of human thought and inquiry be educated global citizens who can examine significant aspects of the human condition in local, state, national and global settings today, and in the foreseeable future

Overview of Proposed Structure Foundations Themes Bookends

Overview of Proposed Structure Foundations (one course each; 25-27 credits) Writing and Information Literacy Mathematical and Quantitative Reasoning OR Data Analysis The Arts Humanities Historical Studies Natural Science Social and Behavioral Science Race, Ethnicity and Gender Themes (five(?) courses; 15 credits) Bookends (two courses; 4 credits) General Education Seminar General Education Capstone (Reflection)

Themes Required: (complete multiple courses) Citizenship for a Diverse and Just World Choice: (select 1 theme and complete multiple courses) Sustainability Health and Wellness Places and Spaces Transformative Ideas

Disciplinary Breadth The multiple theme courses must cover disciplinary breadth. At least one theme course from each of the following: Natural Science Arts & Humanities Social and Behavioral Science

Second Level Writing Students will be required to complete one theme course with embedded writing as part of the General Education program. An oversight committee will monitor the second level writing courses to ensure that instruction in writing is provided and expected learning outcomes are met.

General Education Seminar 3-credit hour seminar Academic content + introduction to GE goals/requirements; trajectory toward GE capstone Faculty taught Coordination with University Survey

General Education Capstone 1-credit hour Reflection, integration Evidence that student demonstrates the attributes of the educated global citizen (meets the goals/learning outcomes of the GE program) ePortfolio

Opportunities for Assessment within the Proposed Structure Assessable goals/learning outcomes For the entire GE program For GE Seminars For each category in Foundations For each Theme (and courses in that Theme) For 2nd writing courses For GE Capstone

Opportunities for Assessment within the Proposed Structure Course-level GE status request includes assessment plan GE approval for fixed duration (5 years?). Renewal request includes assessment data => course-level assessment GE status request identifies assignment(s) suitable for inclusion in ePortfolio => build toward category/theme-level and program-level assessment

Opportunities for Assessment within the Proposed Structure Category/theme-level Enrollment patterns Intentional prompts during ePortfolio construction, directed toward category/theme learning outcomes Frequency of assignment inclusion in ePortfolios by theme/category Faculty advisory committee for each category/theme; collaborations with ASC Curriculum Committee and ULAC

Opportunities for Assessment within the Proposed Structure Program-level Intentional prompts during ePortfolio construction, directed toward overall GE program goals and learning outcomes Integration of assignments in ePortfolios across themes/categories Continued assessment activities by ASC Curriculum Committee and ULAC. Additional support, visibility, and coordination provided by new University-level GE office?

Do These Assessment Opportunities Address the Present GE Assessment Challenges? No program-wide goals or learning outcomes Yes Large number of GE courses (~1500), many without assessment plans Yes Assessment often “tacked on” – not integral Yes Make assessment integrated and sustainable Yes

Department of Sociology martin.1026@osu.edu Larry Krissek Andrew Martin Department of Sociology martin.1026@osu.edu Larry Krissek School of Earth Sciences krissek.1@osu.edu Catherine Montalto Department of Human Sciences montalto.2@osu.edu Randy Smith, Vice Provost Office of Academic Affairs smith.70@osu.edu