Ability-Based Education at Alverno College. Proposed Outcomes for Session 1. To introduce you to Alvernos approach to designing integrative general education.

Ability-BasedEducation at

Alverno College

Proposed Outcomes for Session1. To introduce you to Alverno’s approach to

designing integrative general education and assessment

2. To refine your ability to frame general education in terms of developing abilities across courses

3. To help you consider future steps to improve general education on your home campus

One of the questions the president initially asked each department to address:

What are you teaching that is so important that students cannot afford to pass up courses in your department?

How do you want your students to be able to think as a result of studying your discipline?

What do you want your students to be able to do as a result of studying your discipline?

Which Led to Other Questions, Like...

In 1973, a new curriculum was initiated based on eight curriculum-wide abilities or outcomes.

Graduation requirements now based on demonstration of outcomes rather than distribution requirements.

The Eight Abilities We Employ:

Communication Analysis Problem Solving Valuing in Decision

Making

Social Interaction Developing a Global

Perspective Aesthetic

Engagement Effective Citizenship

Abilities that: Involve the whole person Are teachable Can be assessed Transfer across settings Are continually re-evaluated and re- defined

A New Framework for Excellence

Principle OneAim High—and Make

Excellence Inclusive

Principle TwoGive Students a Compass

Principle ThreeTeach the Arts of Inquiry and Innovation

Principle FourEngage the Big Questions

Principle FiveConnect Knowledge with Choices and Action

Principle SixFoster Civic, Intercultural, and Ethical Learning

Principle SevenAssess Students’ Ability to Apply Learning to Complex Problems

An Activity for You to Start Off With:

Pair up with someone from another discipline. Select any one of these abilities to discuss.

Develop a general statement of the ability that you both can agree to and could teach for in your respective fields.

As a further complexity, consider what this ability would look like in a beginning, developing, and advanced level student.

Watch for… How do the students change as

speakers over time?

What abilities other than speaking do the students demonstrate?

Samples of Student Development:

An Example: Analysis Level 1 – Show observational skills Level 2 – Draw reasonable inferences Level 3 – Perceive and make relationships Level 4 – Analyze structure and

organization Level 5 – Employ frameworks from major

and support disciplines in order to analyze Level 6 – Independently employ frameworks

Beginning Level Examples

Use of evidence in arts, humanities, natural sciences, behavioral sciences

Social interaction learning and assessment

Intermediate Level Example: GEC

Collaboration between faculty in interdisciplinary departments of Effective Citizenship and Developing a Global Perspective

General education requirements include one 300-level Global Effective Citizenship (GEC) course and assessment

GEC Courses Students spend a

semester learningabout a global issueand how they ascitizens caninfluence globalpolicy.

Courses include:The Power of Water;The End of Nature; Crime and Punishment; Gender Diversity; The Food Connection; Terrorism

Common Course Outcomes

Students explore the complexity of various global issues, including:

cultural and social differences in how issues are perceived and/or confronted

political systems and traditions that affect the present condition of issues

economic forces that influence or shape issues

national and international groups organized to deal with issues

GEC Assessment Process Students work in teams as part of

simulated NGO Teams present public awareness

campaigns Faculty and “external assessors”

evaluate student individual and team performances

BUT…

How do abilities play out in the major?

Two Examples of Ability-based Outcomes for Majors:The Business and Management student:1. uses discipline models and theories to analyze

interdependence among systems, organizations, individuals, and events (Systems Thinking and Analysis)

2. applies business and management principles to develop and deliver quality products or services (Enterprising and Problem Solving)

3. uses team and organizational skills to work effectively with diverse individuals, teams, and organizational units to meet stakeholder and organizational goals (Interacting and Leading)

Next…

The Chemistry student:1. Communicates effectively, using

language, concepts, and models of chemistry

2. Uses methodology of chemistry to define and solve problems individually and collaboratively

Development of Problem Solving

in Chemistry Level 1

Articulate own problem solving process, making explicit steps taken to approach the problemExample:Students in first year science course use energy concepts to solve an open ended problem to create a marble slide. Write a reflection using a four step generic problem solving model as their framework.

Development of Problem Solving

in Chemistry Level 2

Analyze the structure of discipline or profession-based problem solving frameworks.Example:

In first year science course, students conduct an experiment and then analyze the structure of a scientific method of problem solving. Written work shows understanding of hypothesis, the ability to record data in a table, and draw conclusions. Experimental design shows ability to modify one variable while holding others constant.

Development of Problem Solving

in Chemistry Level 3

Use discipline or profession-based problem solving frameworks and strategies.

Example: Students in second semester chemistry course

design experiment around chemistry technique of titration. They create their own questions to be answered by the experiment. They design hypothesis, design experiment, conduct and record data and conduct data analysis.

Development of Problem Solving

in Chemistry Level 4

Independently examine, select, use and evaluate various approaches to develop solutions.

Example: Junior level chemistry students conduct a five-

week purification of a wheat germ enzyme. They keep records of procedures used following standard lab notebook conventions. They evaluate each step using standard purification criteria.

Development of Problem Solving

in Chemistry Advanced Level

Uses the methodology of chemistry to define and solve problems individually and collaboratively; uses a wide variety of lab techniques with accuracy, precision, and safety.

Example Senior level physical chemistry students select a

research article of kinetic study, ask a follow question to the study, design and perform the experiment and analyze the data. They write a lab report in the format of a publishable research article.

Core Alverno Principles

Essential to good learning and assessment are:

Public, Expected Outcomes/Criteria

Performance Feedback Self Assessment

Final Reflection…. What are you doing on your

campus?

What else could you do?