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General Education Program Review Presented by Prof. Don Ransford and Dr. Eileen DeLuca for the Provost/VPAA Meeting January 5, 2016
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Committee members Jane Charles, Faculty Librarian Dr. Wendy Chase, Humanities Professor Dr. Eileen DeLuca, Associate Vice President for Academic Affairs Dr. Rebecca Harris, English Professor Dr. Brian Page, History/Political Science Professor Don Ransford, Mathematics Professor and Committee Chair Dr. Amy Trogan, English Professor and LAC Representative Dr. Lisa McGarity, Chemistry Professor General Education Program Review Ad Hoc Committee
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The mission of Florida SouthWestern State College’s General Education Program is to provide students with transdisciplinary learning experiences that empower them to be inquisitive, active, informed and ethical citizens. Our innovative curriculum promotes collaboration and communication in diverse settings, encourages greater understanding of the relationship between individuals and their natural surroundings and cultivates intellectual curiosity that leads to independent research, creative problem-solving and meaningful engagement with the global community. We provide the framework for students to acquire both discipline-specific professional skills necessary for occupational success and a broad spectrum of skills in critical, creative and scientific problem-solving that will allow them to contribute in multiple real world settings. The Florida SouthWestern State College General Education Program
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Students who successfully complete our General Education Program will… C ommunicate clearly in a variety of modes and media. R esearch and examine academic and non-academic information resources and evidence. E valuate and utilize mathematical principles, technology, scientific and quantitative data. A nalyze and create individual and collaborative works of art, literature, and performance. T hink critically about past, present, and future questions to yield meaning and value. I nvestigate and engage in the transdisciplinary applications of research, learning and knowledge. V isualize and engage the world from different historical, social, and cultural approaches. E ngage meanings of active citizenship in one’s community, nation, and the world.
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C ommunicate clearly in a variety of modes and media. Acquire communication and rhetorical literacy in order to speak and write effectively, express one’s knowledge, read critically, analyze rhetorically, and synthesize information, skills necessary to furthering one’s own educational and occupational goals. Understand, evaluate, and discuss rhetoric, argument, and persuasion in a variety of contexts. Critically examine evidence, interpret and integrate information, identify solutions and potential outcomes, and apply rhetorical and communication literacies to the real world. General Education Competencies
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R esearch and examine academic and non-academic information, resources, and evidence. Understand how scholars across all academic disciplines investigate and speak to the human condition. Conduct in-depth, reflective, and ethical research about the dynamics of the human condition and the physical world in order to acquire information literacy, refine critical thinking and analytical skills, and sharpen intellectual focus. Effectively locate, interpret, manage and use information and evidence from academic and non-academic sources in order to create original projects that engender meaningful learning in the classroom and beyond. General Education Competencies
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Evaluate and utilize mathematical principles, technology, scientific and quantitative data. Understand and apply the scientific method, as well as quantitative and qualitative research methods, to a variety of questions and concepts, not limited only to those dealing with scientific understanding. Modify, test, and reevaluate previously held mathematical or scientific theories and beliefs based on new information, as well as engage in the continuous search for truth. Examine how mathematical, scientific, and technological reasoning are integral to communication and provide foundations for further inquiry. Acquire literacy in scientific and quantitative reasoning in order to evaluate new and old ideas and better understand the natural world, our role in it, and our potential for transformation. General Education Competencies
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A nalyze and create individual and collaborative works of art, literature, and performance. Acquire cultural literacy and foster creative thinking by examining the visual, artistic, literary, and inventive endeavors of humankind. Understand histories of creative thought, nurture personal creativity, and strengthen human relationships. Engage with the material culture, creative productions, and humanistic traditions of diverse cultures to examine human values and life across the world. Understand how human innovations in the arts, sciences, and humanities have changed the world and produced the societies in which we all live, as well as how diverse communities and societies interact in order to produce new forms of knowledge and culture. General Education Competencies
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Think critically about past, present, and future questions to yield meaning and value. Apply intellectual standards and critical thinking to confront issues central to the human experience. Evaluate, read widely in, and analyze the thinking of others through a variety of fiction and nonfiction genres across disciplines. Evaluate and consider new technologies and their effects on human life and the world. Improvise and seek out new ideas and solutions to complex problems in order to improve one’s own thinking and foster maturity of judgment. Employ ethical decision-making and develop sound arguments using critical thinking. General Education Competencies
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Investigate and engage in the transdisciplinary applications of research, learning, and knowledge. Discover and apply new ideas when required to break with traditional systems of thought. Foster systemic problem-solving habits that require thinking in terms of patterns, relationships, and context. Empathize and engage with others from diverse backgrounds in order to develop, understand, evaluate and assess information and generate solutions to important local, national, and global problems. Collaboratively work with others to creatively transfer knowledge and learning to a variety of new contexts. Learn different approaches to intellectual inquiry, test theories for issues that confront our communities, and imagine solutions to complex problems in the academy, the workplace, and the world. General Education Competencies
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V isualize and engage the world from different historical, social, and cultural approaches. Understand how history, culture, and society shape and inform the human condition in the successful pursuit of academic and occupational goals. Understand how diverse cultures have interacted with, and continue to connect with, each other on a global scale. Engage in the comparative study of the values and traditions of diverse cultures. Understand and navigate the conventions, knowledge formations, practices, and discursive norms of society, culture, and the academy in order to improve and analyze one’s own thinking, value diversity, and cultivate an open-minded approach to new ideas and social issues. General Education Competencies
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Engage meanings of active citizenship in one’s community, nation, and the world. Develop an understanding of the individual’s relationship to their communities and the world, including the need for personal physical and mental well-being, in order to foster a sense of social responsibility. Read and consider historical and political texts and analyze different political points of view in order to develop effective political and civic decision-making and consider policy solutions to complex civic and political problems. Encourage active participation in the processes of local, national, and global citizenship and government. Acquire political and civic literacy through a deeper understanding of national and global politics, as well as the obligations of the individual to society, their communities, and the world. General Education Competencies
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Roles of Stakeholders Faculty Identify competencies associated with outcomes as primary and secondary for each course in their discipline. Provide a wide array of opportunities for students to experience/master all of the general education competencies. Review and/or update course outcomes and objectives on a regular basis. Students and Advisors Devise a plan to meet academic goals while providing for a rich and broad general education experience. Review the student’s progress in achieving their academic plan on a regular basis.
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Learning Assessment Committee (LAC) Create a map of the General Education competencies currently being offered and make recommendations for improving the overall General Education program based on their findings Assess how well students are meeting the desired outcomes to the program Assess the General Education knowledge and skills students have gained or lost during their academic career at the College Communicate the status of the implementation of the General Education process to the faculty through departmental meetings Curriculum Committee Establish a robust, dynamic and diverse General Education program based on measurable outcomes Review the General Education program on a regular basis Collaborate with faculty in the syllabus creation and revision process Roles of Stakeholders
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Professional Development Committee Provide opportunities for new and experienced faculty to deepen their understanding of the General Education program Provide opportunities for new and experienced faculty to be exposed to innovative methods of teaching and assessing the General Education competencies Provide opportunities for new and experienced faculty to practice developing well-defined and measurable course outcomes and objectives Administration Document and assess the integrity of the General Education program in collaboration with faculty Provide the necessary resources for faculty and staff to implement and maintain the General Education program Roles of Stakeholders
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IV. Course Competencies, Learning Outcomes and Objectives A. General Education Competencies and Course Outcomes 1. Listed here are the course outcomes/objectives assessed in this course which play an integral part in contributing to the student’s general education along with the general education competency it supports. [Included in this section would be any of the eight General Education Competencies departmental faculty consider to be a primary focus in the course. Each competency would then be followed by a description or listing of course outcomes/objectives clearly supporting the inclusion of the competency by the department.] 2. Listed here are the course outcomes/objectives assessed in this course which play a supplemental role in contributing to the student’s general education along with the general education competency it supports. [Included in this section would be any of the eight General Education Competencies departmental faculty consider to be a secondary focus in the course. Each competency would then be followed by a description or listing of course outcomes/objectives clearly supporting the inclusion of the competency by the department.] Revision to Section IV. of the Common Course Outline
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IV. Course Competencies, Learning Outcomes and Objectives A. General Education Competencies and Course Outcomes **When considering the inclusion of an integral or supplemental competency in this section, faculty should bear in mind the underlying assumption that if a competency is listed as integral (primary), then it is expected the professors will dedicate time and emphasis towards supporting student achievement of the outcome. If the competency is receiving curricular emphasis, it follows that in EVERY section of the course, EVERY faculty member teaching the course is assessing the competency EVERY time the course is taught. Through faculty collaboration and discussion within disciplines and programs, as well as ongoing training related to the competencies and the adopted assessment tools, faculty will utilize an assignment that aligns with the General Education competency identified as integral in the course and therefore could be measured using one of the rubrics established for that competency by the Learning Assessment Committee. However, it is not a requirement that all faculty use the same assessment instrument unless agreed upon by the department or program. Revision to Section IV. of the Common Course Outline
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B. In accordance with Florida Statute 1007.25 concerning the state’s General Education core course requirements, this course meets the general education competencies for mathematics. [This section would only be included in the course outlines of those courses that are included in the FSW Catalog as General Education core courses. If this is not a core course, then outline letter C would become letter B. ] C. Other Course Objectives/Standards [This section is reserved for optional inclusion of course objectives and/or standards beyond the General Education competencies that may be course or program specific. If there are no additional course objectives or standards, then a statement should be included stating thus (i.e., There are no additional course objectives or standards assessed in this course.)] Suggested Revision to Section IV. of the Common Course Outline
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Spring 2016 Provide instructions and training to faculty in the process of revising syllabi January 5 th Duty Day Workshop Professional Development Sessions – Meeting of the Minds A minimum of one session for each of the eight competencies spread out over the Spring term Participants will focus on sharing, revising, and building assignments related to a given competency By May 1 st faculty will have drafted their selections for integral and supplemental competencies for all course syllabi Suggested Timeline for Implementation
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Summer 2016 A representative group from the Learning Assessment Committee creates a map from all courses to the eight competencies and collaborates with faculty to develop rubrics for assessing the competencies Fall 2016 Share the rubrics with faculty during opening duty days Faculty finalize the process of revising syllabi and submitting them to the Curriculum Committee for review Continue to offer professional development activities to faculty on a variety of topics related to the changes in the General Education program including innovative teaching methods and developing signature assignments to provide quality assessments of the competencies selected Suggested Timeline for Implementation
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Spring 2017 New syllabi go live Collect artifacts for a pilot assessment of two to three of the primary competencies Fall 2017 Assess two to three of the remaining competencies Spring 2018 Assess the final two or three competencies Create a two-year schedule for assessing two competencies each semester beginning Fall 2018 Suggested Timeline for Implementation
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