1. Reconsidering GenEd The most direct path to Institutional value
note that “value” does not oppose “quality”
It’s our one chance to create the “Citizen-Scientist”
future voters, homeowners, neighbors, business leaders, politicians
majors/minors recruitment
FRONT BOOK END

2. Possible models traditional, hybrid, on-line
Penn State: Geology of the National Parks
see examples on SERC website Earth Hazards (n > 150)
CSU Fullerton Freshman Programs
Developed for majors recruitment, but more significant for increasing our institutional value
Depth vs. breadth
Shake and Bake; Dinosaur World
Enrollment limited to freshmen
target undeclared freshmen
3-day field trip funded by Associated Students, Inc.
integrated lab
FRONT BOOK END

3. Size counts! Technology Teaching techniques Successful implementation
classroom facilitation/management programs
clicker surveys; on-line quizzes
Teaching techniques
think-pair-share (discussion)
What-Do-You-See? (writing requirement)
Successful implementation
use your best instructors
revisit Personnel Document?
assign wtu proportional to enrollment
need to track enrollment rates
FRONT BOOK END

4. Details to consider Rewards Constraints
faculty release time for development
flexible scheduling
accommodates meetings, field work
be creative and teach something you love
Constraints
available room sizes/times
University technology support
testing center, Blackboard enrollment/support
Advertisement
Advising center, Community Colleges, Freshman Programs
FRONT BOOK END

5. Keys to success FRONT BOOK END
PLANNING
ACTION
ASSESSMENT
FRONT BOOK END
On animation compare planning, action, assessment to research process
Research Plan
Experiment
Analysis ( what worked)

6. Looking Ahead to Learning Assessment
Not mysterious
We do this everyday in our research lives
No more than assuring ourselves that we are accomplishing the goals we set
Formative and summative
FRONT BOOK END

7. Instructional Program Assessment
Common elements of an IPA
Assessment of student learning
in individual courses
at specific points in degree
benchmark exams
in capstone experiences
Analysis of learning objectives in entire degree program
Perception surveys regarding student learning
Traveling Workshop:

8. Student learning: Individual courses
Learning objectives first defined for each course
“Successful completion of course satisfactorily demonstrates student mastery of learning objectives”, assessed by
class GPA
portfolios
e.g. UVermont lab portfolios
Traveling Workshop:

9. Student learning: Individual courses
Pre-/Post- Testing
mastery of SLO assessed by changes in scores
[need link to examples]
Tracking of annual student achievement data for high-enrollment, “standardized” classes
e.g., Indiana U. of Penn, Concise Assessment Plan 2008 (re. Introductory classes, in table)
Traveling Workshop:

10. Student Learning: Benchmark Exams
Annual exams
e.g., Winona State
Issue: how to keep students serious about taking a demanding, ungraded exam?
Exit exams
e.g., ASBOG
Issue: does the content reflect your degree’s SLO? commercial flashcards
ASBOG =
Traveling Workshop:

11. Student Learning: Capstone Experiences
Research experiences/theses, assessed by
satisfactory completion
standardized rubrics can used by advisors
professional presentations (abstracts, papers)
assessment provided by peer-review process
In-house presentations
Department seminar
College publication of student research
Traveling Workshop:

12. Student Learning: Capstone Experiences
In-house presentations (continued)
Research Day html
assessed using rubrics, or
consider awarding prizes in categories
undergraduate vs. graduate
proposals vs. completed projects
judged by industry representatives, Advisory Board, and/or colleagues from neighboring institutions (ex: community college outreach)
Traveling Workshop:

13. Student Learning: Capstone Experiences
Field camp, assessed by
satisfactory completion
CSU Chico rubric
Miami University rubric
final field-based exam
Traveling Workshop:

14. Instructional Program Assessment
Common elements of an IPA
Assessment of student learning
in individual courses
at specific points in degree
benchmark exams
in capstone experiences
Analysis of learning objectives in entire degree program
mapping the curriculum
Perception surveys regarding learning
Traveling Workshop:

15. Assessment of Degree Program: CSUF
Mapping exercise may serve as a useful springboard for redesigning the curriculum, faculty hires, resource allocation…

16. Instructional Program Assessment
Common elements of an IPA
Assessment of student learning
in individual courses
at specific points in degree
benchmark exams
in capstone experiences
Analysis of learning objectives in entire degree program
Perception surveys regarding student learning
Traveling Workshop:

17. Student Learning: Perception Surveys
User Surveys
Student surveys
exit surveys/interviews
alumni surveys
Employer surveys
Examples are posted on the SERC site:
Program Metrics and Instruments
Traveling Workshop:

18. Student Learning: Perception Surveys
User Surveys
Student surveys
exit surveys/interviews
alumni surveys
Employer surveys
Examples are posted on the SERC site:
Program Metrics and Instruments
Traveling Workshop:

19. Student Learning: Perception Surveys
Exit surveys and interviews
surveys given in classes populated by seniors
or by web, mail
interviews conducted by Chair or by advisor
Traveling Workshop:

20. Student Learning: Perception Surveys
Alumni surveys
Collect similar data over extended time period
consider separating data by graduation date
e.g., 3 yr, 10 yr, 20 yr alumni only
Lists of Exit/Alumni Survey Questions
Traveling Workshop:

21. Student Learning: Perception Surveys
Alumni surveys
Add one-time questions to inform current issues regarding curriculum development, scheduling, outreach, etc.
Solicit input regarding other graduate programs for use in advising current seniors
Lists of Exit/Alumni Survey Questions
Traveling Workshop:

22. Student Learning: Perception Surveys
Employer Survey
Brainstorm re possible survey questions
How many graduates employed?
Strengths/weaknesses?
Compare to graduates of other programs?
Consider incentives to participate?
Possibility of improving the “product”?
Opportunity to give expert advice
Advisory Boards [SERC link?]
Traveling Workshop:

23. Student Learning: Surveys
Web-based survey instruments
SurveyMethods, Zoomerang, SurveyMonkey
How to “code” qualitative responses
Note: “Guidelines for maximizing response rates”