10/10/2016 1 Foundations for General Education Assessment Dr. Travis E. Wright Assistant Vice President for Academic Affairs Lincoln Memorial University December 6, 2015 About LMU and the Presenter Comprehensive Standard 3.5.1 “The institution identifies college-level general education competencies and the extent to which students have attained them.” Dr. Travis E. Wright 2016 SACSCOC Annual Meeting [email protected]
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10/10/2016
1
Foundations for General Education
AssessmentDr. Travis E. Wright
Assistant Vice President for Academic AffairsLincoln Memorial University
December 6, 2015
About LMU and the Presenter
Comprehensive Standard 3.5.1
“The institution identifies college-level general education competencies and the extent to which students have attained them.”
“In each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent, for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas; humanities/fine arts; social/behavioral sciences; and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. . . .”
Comprehensive Standard 3.5.3
“The institution publishes requirements for its undergraduate programs, including its general education components. These requirements conform to commonly accepted standards and practices for degree programs.”
General Education Assessment Plan: Important Considerations
• General Education courses developed by/with faculty who will teach the classes
• Courses approved by the schools/colleges responsible for the disciplines represented
• Courses and entire General Education Core approved through standard institutional program approval processes
Types of Assessment for General Education Competencies
Indirect or Direct Evidence
Direct: examination of student demonstrations of the extent of their learning
Indirect: based on surveys, etc.
A Method for Documenting Assessment of General Education Outcomes
The Cover Page (not for decoration):
Provides an overview showing responsible party,
mission statement integration, and locations
served.CS3.4.10/FR4.2
Form 1:A simple digest of
outcomes and linkages to strategic and institutional
goals. CS3.5.1/CR2.5
This is a great form to generate when the visit
team asks for a digest of “all student learning
outcomes”
Form 2:A detailed digest of
assessment activities for each outcome stated on Form 1. Benchmarks,
Assessment Methods & Results, and
Improvements are all addressed in detail.
CS3.5.1/ FR4.1
Form 3:A simple digest of
Assessment Results/Improvements
made over the last 3 cycles. CR2.5
Form 4:List of direct and indirect
evidence
Documentation
• Use of a common documentation process for both 3.3.1.1 and 3.5.1 is beneficial as it standardizes the language of assessment between academic programs and general education.