Pathways for Assessing Scientific Literacy, Fluency in Technology, and Information Literacy Kathleen Warner, PhD Janet Zimmer, PhD Elizabeth Mulherrin, MLIS

Agenda Overview of University of Maryland University College, UMUC Scientific Literacy Kathleen Warner Fluency in Technology Janet Zimmer Information Literacy Elizabeth Mulherrin Questions Hands-On Activity

University of Maryland University College One of 11 degree-granting institutions within USM Open university of the state of Maryland and the United States Profile of Students Adult Part-time Average age is 32 yrs Serves Maryland, military personnel and undergraduate students worldwide Online courses

General Education Requirements Core Learning Areas Scientific Literacy Information Literacy Fluency in Technology Learning Outcomes Assessment of Core Learning Areas Maryland Higher Education Commission, MHEC Middle States UMUCs Office of Outcomes Assessment University of Maryland University College

Scientific Literacy UMU C Core Learning Area Definition: Demonstrate the ability to understand key concepts and principles of the natural sciences and apply these principles appropriately within their lives

Scientific Literacy BIOL 101, fulfills General Education Science Requirement Common Final Exam Exam Chair Faculty collaboration Tool for university wide assessment of scientific literacy

Scientific Literacy Alignment Course Objectives Code of Maryland Regulations (COMAR) Objectives National Objectives Missing National Science Teachers Association American Association for the Advancement of Science Project 2061

Scientific Literacy National Scientific Literacy Standards Areas of Conceptual Understanding COMAR, Objectives for General Education Courses in Biological and Physical Sciences BIOL 101 Course Objectives

Scientific Literacy Construction of the Tool, BIOL 101 Final Exam 40 multiple choice questions 6 essay questions 15 Course Objectives Mapped each Multiple Choice Question to Course Objective

Scientific Literacy Pilot of 6 online sections and 6 face-to- face sections in fall All sections in spring Item analysis Objective Analysis

Fluency in Information Technology Janet Zimmer

Fluency in Technology (FIT) UMU C Core Learning Area Definition: Demonstrate an understanding of information technology broadly enough to apply technology productively to academic studies, work, and everyday life

Fluency in Technology (FIT) University System of Maryland Board of Regents Resolution – January 21, 2001 Defined minimum technology fluency standards for all graduates of University System of Maryland students Standards identified in three areas: Skills competencies Foundation concepts Intellectual capabilities

Fluency in Technology (FIT) Skills Competencies Using a word processor Using a graphics and/or artwork package Using the Internet effectively Using a computer to communicate with others Using a spreadsheet Using a database system Using instructional materials

Fluency in Technology (FIT) Foundation Concepts What a computer is and how a computer works Information systems Networks Digital representation of information Limitations of information technology Societal impact of information and information technology

Fluency in Technology (FIT) Intellectual Capability Competencies Managing complexity Organizing and navigating information structures Evaluating information Collaborating Anticipating changing technologies

Fluency in Technology (FIT) Challenge graduation-level requirements but no capstone course to evaluate Provost determined that successful course completion not sufficient evidence that graduates have satisfied requirements

Fluency in Technology (FIT) IFSM 201 – Computer-based Systems chosen as a class that addressed 15 of the 18 competencies IFSM 201 a required GER course for all UMUC students Course modified to ensure that all competencies were addressed in course objectives, online modules, and class activities

Fluency in Technology (FIT) Common final exam for the course created Official common final exam 75 multiple choice questions 5 essay questions (not reported as part of the assessment) Administered for the first time in Fall 2003 Item analysis of results from 4 pilot exams used to create exams for institutional-level reporting to the Office of Outcomes Assessment in 2006

Fluency in Technology (FIT)

Implications and Recommendations Changes to the exam Curricular changes Instructional practices

Information Literacy Elizabeth Mulherrin

Information Literacy UMU C Core Learning Area Definition: Demonstrate the ability to use libraries and other information resources to effectively locate, select, and evaluate needed information

Information Literacy LIBS 150 a required 1-credit information literacy course within 18 credit hours Foundation course with objectives mapped to national standards Institutional level assessment in Information Literacy Core Learning Area with course embedded common final exam Exam items mapped to course goals and national information literacy standards (ACRL)

Information Literacy Item analysis of final exams since 2001 Qualitative analysis of student course evaluations Course revisions in 2003 and 2005 New common exam piloted in Exam revisions planned for 2007

Information Literacy

Pathways for Assessing Information Literacy You are searching for articles on the potential health risks of genetically modified foods for children with food allergies. Which of the following search strategies would most likely retrieve relevant articles on the topic? a. allerg* AND child* AND genetically modified foods b. genetically modified foods AND health c. (nutrition OR allergies) AND child* ObjectiveCourse Goal 1. Determine the nature and extent of the information needed Identify types of information sources useful for academic research 2. Access needed information effectively and efficiently Choose keywords and effectively develop search strategies

Pathways for Assessing Fluency in Technology What is a written guideline that helps determine whether a specific computer action is ethical or unethical? a. Digital Copyright Act b. IT Code of Conduct c. Authorized Use Policy d. License Agreement ObjectiveCourse Goal 1. Describe the limitations of information technology - explain the techniques for recognizing IT system abuses Analyze issues faced by information system professionals, including security, ethical, and privacy problems 2. Explain the social impacts of information and information technology Discuss the evolution of computers, including societal events leading to increased demands and technological developments

Pathways for Assessing Scientific Literacy ObjectiveCourse Goal 1. The cell is the smallest unit of life Describe the features common to living organisms 2. The parts or components of the cell are responsible for multiple functions within the cell Describe the structure and function of cells, as well as the role they played in the overall structure and function of living organisms The control center of the cell that contains the cells chromosomes is called the _______________. a. endoplasmic reticulum b. mitochondrion c. nucleus d. ribosome

Pathways for Assessing Scientific Literacy, Fluency in Technology, and Information Literacy Questions