Academic Rigor: What is it? How do we attain it? How do we know when we have it? Reporting Group: Tace CrouseSheri Dressler Ruby EvansBobby Jeanpierre Bernadette JungblutAlison Morrison-Shetlar Consuelo StebbinsKristina Tollefson Dawn TrouardDiane Wink Vicky Zygouris-Coe

Refined Problem Statement What is academic rigor? How do we establish and uphold academic rigor on our campus? –Based on a belief that academic rigor is a multi- faceted concept that encompasses curricular, contextual, institutional, student and faculty behaviors which reflect a core belief system.

Definitions (Under Construction) Academic rigor is teaching, learning, and assessment which promotes student growth in knowledge of the discipline and the ability to analyze, synthesize, and critically evaluate the content under study. Academic rigor results in assessment outcomes which clearly reflect the full range of academic achievements among students

Groundwork Objectives Determine existing standards of academic rigor across the university, college, departmental, and faculty levels Complete gap analyses (Where are we – and where do we want to be?) Define consistent standards of academic rigor at the university, college, departmental, and faculty levels Requires: Cross-university involvement and buy-in

Multiple Data Sources Needed to Achieve Groundwork Objectives: Where are we – and where do we want to be? UCF Level –RITE –OEAS (NSSE and FSSE) College level input Departmental/program level input Faculty focus groups Student focus groups

Project Objectives Create shared expectations of academic rigor among students and faculty (assess disconnects between student and faculty) Develop plans to assess and uphold standards of academic rigor Identify behaviors and structures that promote versus impede achievement of academic rigor

Action Plan Increase behaviors and develop and support structures which promote achievement of academic rigor Change behaviors and structures which impede achievement of academic rigor

Potential Solutions (1) Create expectations of academic rigor *before* students arrive at UCF Information dissemination to applicants re: UCF’s high expectations of its students and rigorous standards Collaboration with high schools and community colleges clearly to articulate expectations of incoming students Prognosis/placement evaluations of incoming students

Potential Solutions (2) Achieve agreement and consistency among faculty on standards and requirements Based on sensitivity to college-, program-, and department- specific goals and methods Utilizing multiple methods of faculty input and feedback Relying on multiple methods of faculty evaluation

Potential Solutions (3) Assessment of student performance to maintain academic rigor “Reality check” for students (What do you *expect* to do in this program/course – and what will you *really* need to do to succeed?) Baseline and follow-up evaluations of student achievement Multiple, context-sensitive assessments of student performance -- One possibility: student portfolios

Key Offices and Personnel Undergraduate Studies & Graduate Studies Student Services Undergraduate Coordinators / Career Services Library / Writing Center / Math Labs Operational Excellence and Assessment Support Faculty Center for Teaching and Learning Research Initiative for Teaching Effectiveness (RITE) Provost and Deans Department Chairs and Directors Faculty Students High Schools and Community Colleges Parents and families Community partners Other support services

Resources and Analyses Data collection, compilation, and analyses at the institutional, college, departmental, faculty, and student levels Analyses of existing student evaluations of faculty Analyses of existing program and course objectives Analyses of existing student support services Institutional Effectiveness