02/21/031 Susan Albertine The College of New Jersey Gloria John Baltimore Ron Henry Georgia State University Quality in Undergraduate Education QUE

02/21/032 Roles Communication specialist – Gloria John Project adviser – Susan Albertine Standards process experts – Education Trust –Ruth Mitchell Funders –Pew Charitable Trusts – Michelle Seidl –ExxonMobil Foundation – Ed Ahnert Project evaluators - PSA

02/21/033 Roles Critical friends – disciplinary consultants –Spencer Benson – biology – U.Maryland –Jay Labov – biology – NRC –Gordon Uno – biology – U. Oklahoma - AIBS –Lendol Calder – history – Augustana College –Mills Kelly – history – George Mason –Jim Roth – history - Alverno –Paul Bodmer – English – NCTE –Susan Ganter – mathematics - Clemson –Bernie Madison – mathematics – MAA –Jerry Sarquis – chemistry – Miami Univ. Ohio - ACS

02/21/034 QUE Milestones Stage 1: Learning outcomes: What should students know, understand, and be able to do? –Learning outcomes for level 14 –Learning outcomes for level 16 –Disciplinary contributions to General Education learning outcomes

02/21/035 QUE Milestones Stage 2: Assessment: What is acceptable evidence that students have attained desirable understandings and proficiencies? –Aligning assignment with learning outcome –Developing scoring guides or rubrics –Constructing performance standards for a learning outcome –Scoring student work

02/21/036 QUE Milestones Stage 3: Practical ideas for learning experiences and instruction –Coping with large numbers of students –Value of rubrics –Using electronic portfolios

02/21/037 QUE Milestones Stage 4: Moving to program level –Learning outcomes for sequences of courses –Gap analysis or Super-matrix –Impact of QUE work on department’s curriculum

02/21/038 QUE Milestones Stage 5: Dissemination of best practices –Present at disciplinary association meetings Disciplinary associations adopt learning outcomes –Present at national meetings such as AAHE and AAC&U –Publish monograph of case studies –Provide clearinghouse for rubrics, database for examples of exemplar work at various levels

02/21/039 Framework for Cognitive Outcomes Knowledge Declarative Procedural Schematic Strategic Acquired in a Discipline Reasoning; Comprehending; Problem Solving; Decision Making In and across broad Disciplines Verbal Reasoning; Quantitative Reasoning; Spatial Reasoning Broad Abilities Concrete, Content- Oriented Direct Experience Abstract, Process- Oriented Inheritance x Accumulated Experience

02/21/0310 Why we are here - Objectives Assessment – the heart of the matter – Standards in practice – Scoring guide development To develop teaching strategies for assisting students in achieving standards Better overlap of the delivered curriculum and the experienced curriculum

02/21/0311 Agenda Cluster Groups: Friday after dinner Plenary Panel: Saturday 8:30-10:15 am Disciplinary Group meetings: Saturday 10:30-noon  What did you like best about the panel?  What was relevant to your discipline? Disciplinary Group meetings: Saturday1:00-3:00 pm; Sunday 9:00-10:30 am Cross-disciplinary meeting: Saturday 3:15-4:30 pm Focus Groups and Cluster Coordinators: Saturday 4:30-5:30 pm Wrap up: Sunday 10:30-11:30 am

02/21/0312 Agenda Panel Plenary: Saturday 8:30-10:15 am  Learning Across the Disciplines  Susan Albertine (moderator)  Lendol Calder  Susan Ganter  James Roth  Gordon Uno

02/22/0313 What does my discipline need from your discipline? What strategies does your discipline use for cross- disciplinary competencies? Empathy; Conceptual understanding; Sensitivity to multiple perspectives; Problem solving; Sourcing; Data analysis; Recognizing limits of knowledge Framing Questions

02/21/0314 QUE Objectives Development and use of standards for lower division to facilitate the transition to upper division within 4-year institutions and for transfer from 2-year to 4-year institutions Development and use of standards for graduation from college Levels 14 and 16 represent performance-bound learning [not the time it takes to get there] Learner-centered learning, not time-specific or place-specific learning

02/21/0315 QUE Deliverables Department and campus draft learning outcomes, performance descriptions, collections of student work, and assessments of student learning

02/21/0316 Aligned course  ---   ---- 

02/21/0317 Aligned Curriculum A B D F G I J LO1LO2LO3LO4LO5 E C H Program Courses

02/21/0318 Value of involvement in QUE Conversations of faculty across institutions => more trust engendered between partners => learning from experiences of other institutions Value of Learning Community => for both faculty and students More emphasis on student reflection => e-portfolio is a vehicle

02/21/0319 Best Practices Make expectations for students explicit Give students opportunity to practice skills by engaging content being presented Faculty collaboration leading to reinforcement of student development through learning outcomes across courses rather than just in bookend courses

02/21/0320 Best Practices Make expectations for faculty explicit Give faculty opportunity to practice skills by engaging content being presented Faculty collaboration leading to reinforcement of faculty development of learning outcomes across courses rather than just in bookend courses

02/21/0321 Some final points about developing assessment Keeping looping back to actual student work It’s less about establishing “Measures” than about building “Communities of Judgement” It doesn’t stand still Two most important adjectives are –draft and voluntary

02/21/0322 Next meetings  Meeting in September 19-21, 2003 in New Orleans  Focus on design and student work Potential speaker – Grant Wiggins  National meeting in spring 2004

02/21/0323 Susan Albertine The College of New Jersey Gloria John Baltimore Ron Henry Georgia State University Quality in Undergraduate Education QUE