An Interactive Teaching Circle: Measuring Learning Outcomes in a Core Curriculum Linda Anstendig Barbara Pennipede Adelia Williams Association of American Colleges & Universities General Education and Assessment Phoenix, Arizona March 10, 2006

Main Points How faculty can become change agents How faculty can communicate their concerns about assessment How faculty can share “Best Practices” How faculty can become advocates for assessment among their colleagues

Main Points How the Core Curriculum Seeks to Support Student Success How faculty can communicate the learning outcomes of the Core Curriculum to students How high level administrative support can help to change the institutional culture How assessment grant results can be used to improve institutional effectiveness

Pace University Overview Large urban/suburban university Size: 14,177 students 10,921 FTE Major Metro Area: NYC 11.7 million Carnegie Class: Doctoral/Research Universities US News Ranking: 3 rd Tier National Four campuses and eight sites in NY metropolitan region 63% undergraduate 37% graduate/professional Six Schools/College: Arts and Sciences Business Computer Science/ Information Systems Education Law Nursing

Pace University Core Curriculum (60 credits) I. Foundation Requirements (15-28 Credits) WRITING PUBLIC SPEAKING SECOND LANGUAGE COMPUTING MATH SCIENCE II. Areas of Knowledge (Minimum 24 Credits) AREA 1: Civic Engagement and Public Values (One course from any School at Pace) AREA 2: Western Heritage (1-2 courses in 2 different disciplines) AREA 3: World Traditions and Cultures (1-2 courses in 2 different disciplines) AREA 4: Humanistic and Creative Expressions (1-2 courses in 2 different disciplines AREA 5: Analysis of Human, Social, and Natural Phenomena (1-2 courses in 2 different disciplines III. Inquiry and Exploration (8-21 Credits): Arts and Science Electives outside of student ’ s major

Signature Features of Pace Core Curriculum Community-based Learning Experience in a Civic Engagement and Public Values course e.g. Web-Design for Non-Profit Organizations Writing Enhanced Courses e.g. Beyond the Veil: Middle Eastern Women in Literature and History Learning Community Experience e.g. The Sacred and the Secular in East Asia

Learning Outcomes of the Pace Core Curriculum Communication Quantitative and Scientific Reasoning Intellectual Depth and Breadth Aesthetic Response Effective Citizenship Social Interaction Analysis Problem solving Global, National and International Perspectives Information Literacy and Research Technological Fluency Valuing

Faculty Fellows Assessment Grant “Measuring Learning Outcomes and Effectiveness of the Pace Core Curriculum” 15 Dyson Arts and Sciences Faculty Attend Workshops Gather Data Explore Assessment Strategies

Measuring Learning Outcomes Focus on: Communications Analysis Civic Engagement First Task: Articulate learning objectives and learning outcomes

10 Faculty Engage Each Other Consult with department members Arrive at consensus on student learning outcomes Identify courses associated with communications, analysis and civic engagement learning outcomes Identify assessment strategies

Assessment Techniques Identified Rubrics E-portfolios Classroom assessment techniques (various) Rising junior exam Reflective journals Student and faculty surveys Student and faculty focus groups

Assessment Matrix What general outcome are you seeking? How would you know it (the outcome) if you saw it? What will the student know or be able to do? How will you help the students learn it? (in class or out of class) How could you measure each of the desired behaviors listed in #2? What are the assess- ment findings? Based on assessment findings, what improve- ments might be made?

Student Reflections on the Core Fall 2005 Conference “Integrating the Student Experience Inside and Outside the Classroom” Student Focus Groups

Student Reflections on the Core Students are not familiar with core learning outcomes Learning outcomes are rarely stated on syllabus or directly connected to assignments When presented with core learning outcomes, seniors and juniors can identify courses where specific outcomes were taught and practiced

What Students Tell Us Core Learning Outcomes should be introduced at First-year Orientation Program Professors need to make learning outcomes explicit for students Learning Outcomes should be “enforced and reinforced” in every core course and extended into their majors

Measuring Learning Outcomes: A Work in Progress Assessment is an evolving process Many faculty still resist change “Best Practices” and work of colleagues can ease the resistance Compilation of resource manual Plan to address each of the Core Learning Outcomes

Assessment Grant Impact on Faculty The Teaching Circle engages faculty in cooperative activities Facilitates faculty interaction Promotes interdisciplinary collaboration Successful faculty participation reduces “threat” of assessment Builds trust among faculty regarding assessment activities Promotes internally driven improvement

For More Information: Linda Anstendig Barbara Pennipede Adelia Williams

An Interactive Teaching Circle: Measuring Learning Outcomes in a Core Curriculum Linda Anstendig Barbara Pennipede Adelia Williams Association of American Colleges & Universities General Education and Assessment Phoenix, Arizona March 10, 2006