2015 Annual Report on IUB General Education Dennis Groth and Jonathan Michaelsen

Background Data – Beginners and Transfers INDIANA UNIVERSITY 1 The share of new Beginners arriving at IU with 14 or more credit hours has increased from Fall 2011 at 17% to 32% for Fall 2015 The share of new Beginners arriving at IU with sophomore status was 5% for Fall 2011 compared to 8% in Fall2015

Background Data – Sources of Credit Upon Entry to IU-Bloomington All New StudentsBeginners INDIANA UNIVERSITY 2

Top 15 Courses – Prior to Fall INDIANA UNIVERSITY 3 CourseACPAP/OtherSpecialTransferTotal ENG-W 131 5,517 6,159 6,570 18,246 MATH-M , ,059 14,239 HIST-H ,636 3,542 HIST-H 105 1,074 6,354 2,311 9,739 ENG-X 101 9, ,150 PSY-P ,063 2,211 8,742 HIST-UN 100 7, ,642 POLS-Y 103 1,044 3,309 2,207 6,560 ENL-L 198 4,773 MATH-UN 100 4, ,496 HISP-S , ,503 4,290 ECON-UN 100 3, ,946 ECON-E , ,611 ECON-E 202 3, ,537 STAT-S 300 3, ,611

Top 10 Courses – Enrolled for Fall based on Fall 2015 credit hours generated by all IUB students 7 out of 10 are GenEd courses INDIANA UNIVERSITY 4

GenEd Completion All Students INDIANA UNIVERSITY 5

Foundations Completion INDIANA UNIVERSITY 6

Composition Completion INDIANA UNIVERSITY 7

Math Modeling Completion INDIANA UNIVERSITY 8

Breadth of Inquiry Completion INDIANA UNIVERSITY 9

World Languages and Culture Completion INDIANA UNIVERSITY 10

Statewide Transferrable General Education Core (STGEC) 30 Credit, Competency-Based Transfer Core For IUB students interested in satisfying the STGEC IUB GenEd Common Ground One Speaking and Listening course from approved list Cumulative GPA of 2.0 or higher in GenEd Core To date, ~40 students have matriculated at IUB with the milestone IUB GenEd Common Ground is satisfied School, College, or major requirement may still need to be satisfied INDIANA UNIVERSITY 11

General Education Committee (GEC) 65 voting faculty, proportional to the distribution by campus unit Review and approve new course proposals 70 Courses proposed last year, 55 approved 964 courses are approved for 2015/16 Monitoring of assessment of GenEd learning outcomes INDIANA UNIVERSITY 12

GenEd Assessment Shared Responsibility for GenEd Assessment In accordance with the GenEd assessment plan, which was mandated by the Bloomington Faculty Council and created by the faculty members of the General Education Committee, the responsibility for ongoing assessment of the General Education Program is a campus-wide endeavor, shared by departments, schools, instructors, and the General Education Monitoring Subcommittee (GEMS). GEMS set up a five year, rolling implementation: 2011/12Foundations 2012/13World Languages and Cultures 2013/14Natural and Mathematical Sciences 2014/15Arts and Humanities 2015/16Social and Historical Studies INDIANA UNIVERSITY 13

GenEd Assessment Course Syllabus with learning outcomes Choose at least one relevant GenEd learning outcome Identify one assignment used to asses the GenEd learning outcome(s) Create a grading rubric, indicating how the chosen GenEd learning outcomes will be assessed Provide aggregate assessment data on that single assignment Spring 2015 Reporting: 87.1% Composition 85.7% Math Modeling 19.2% World Languages and Cultures 37.6% Natural and Mathematical Sciences 37.5% Arts and Humanities 3.6% Social and Historical Studies (not required until 2015/16) INDIANA UNIVERSITY 14

Higher Learning Commission (HLC) Accreditation Criteria Criterion Three – Teaching and Learning: Quality, Resources, and Support 3.A.2 The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs. 3.B.2 The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. Criterion Four – Teaching and Learning: Evaluation and Improvement 4.B.1 The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 4.B.2 The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 4.B.3 The institution uses the information gained from assessment to improve student learning. 4.B.4 The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members. INDIANA UNIVERSITY 15

Acknowledgements Michael Lundell, OVPUE Judy Ouimet, OVPUE Clinton McKay, OVPUE Chairs of the GenEd Common Ground Subcommittees: Kathy Smith, Kevin Pilgrim, Jonathan Michaelson, Peter Todd, Margot Gray, and Nathan Ensmenger Members of the IUB GenEd Committee All of the faculty who have provided assessment information, served on review panels for the CTL, as well as their support for undergraduate education at IUB Last year’s GenEd co-chair, Bob Botne INDIANA UNIVERSITY 16

Any Questions? INDIANA UNIVERSITY 17