General Education Reform Through the Lens of Student Success Tony Ciccone Bill Keith Jeff Merrick Dev Venugopalan.

General Education Reform Through the Lens of Student Success

Tony CicconeBill Keith

Jeff MerrickDev Venugopalan

Overview

1. What is student success? 2. How is Integrative Learning Different

from General Education? 3. How can Integrative Learning improve

student success?

1. Student Success

Tablework 1 • What are the dimensions of SS? • What are the signs/signals of SS?• What do successful students get out of

their educations?

Snapshot of the Current General Education Program

ArtsCultural Diversity

English Composition Humanities

Mathematical Skills

Natural Sciences

Social Sciences

College of Engineering and Applied Science           498  

College of Nursing             972

Global Studies             415

College of Health Sciences       287   946 1,026

College of Letters and Science 730 136 3,916 21,341 4,742 22,772 26,771

Peck School of the Arts 9,102            School of Architecture and Urban Planning 790           176

School of Information Studies       241      

School of Education   45   14     314Helen Bader School of Social Welfare             1,774

Headcount Enrollment in GER CoursesBy Type and School/College

2009-2010

ArtsCultural Diversity

English Composition Humanities

Mathematical Skills

Natural Sciences

Social Sciences

College of Engineering and Applied Science           1,494  

College of Nursing             3,232

Global Studies             1,245

College of Health Sciences       861   2,838 3,078

College of Letters and Science 2,190 408 11,748 60,722 14,226 78,032 80,313

Peck School of the Arts 26,414            School of Architecture and Urban Planning 2,370           528

School of Information Studies       723      

School of Education   135   42     942Helen Bader School of Social Welfare             5,322

Number of Credits Earned in GER CoursesBy Type and School/College

2009-2010

ArtsCultural Diversity

English Composition Humanities

Mathematical Skills

Natural Sciences

Social Sciences

College of Engineering and Applied Science           3  

College of Nursing             2

Global Studies             3

College of Health Sciences       1   4 16

College of Letters and Science 2 6 1 175 3 63 90

Peck School of the Arts 53            School of Architecture and Urban Planning 2           2

School of Information Studies       2      

School of Education   3   1     3Helen Bader School of Social Welfare             5

Number of GER Courses OfferedBy Type and School/College

2009-2010

100 Level 200 Level 300 Level 400 Level 500 Level 600 LevelCollege of Engineering and Applied Science 3          

College of Nursing 1 1        

Global Studies 1 2        

College of Health Sciences 2 17 2      

College of Letters and Science 138 142 47 10 2 1

Peck School of the Arts 27 5 12 1    School of Architecture and Urban Planning 4          

School of Information Studies 1 1        

School of Education 1 1 2   1 2Helen Bader School of Social Welfare 2     2   1

Number of GER Courses offeredBy Level and School/College

2009-2010

College CourseL&S College Writing and ResearchL&S Intermediate AlgebraL&S Introduction to PsychologyL&S Principles of MicroeconomicsL&S Principles of MacroeconomicsL&S Survey-Calc/Analytic GeometryL&S Introduction to SociologyL&S Chemical ScienceL&S Public Speaking

• Of the 440 GER courses offered in 2009-10, the above nine courses (2%), accounted for 21% of the student enrollment in GER courses

• In the same year, 80% of the student enrollment in GER courses came from 31% of the GER courses offered.

Most Popular GER Courses (Enrollment) 2009-2010

College CourseL&S College Writing and ResearchL&S Intermediate AlgebraL&S Introduction to PsychologyL&S Principles of MicroeconomicsL&S Principles of MacroeconomicsL&S Survey-Calc/Analytic GeometryL&S Introduction to SociologyL&S Chemical Science

• Of the 440 GER courses offered in 2009-10, the above eight courses (1.8%), accounted for 20% of the total credits earned in GER courses

• In the same year, 80% of the credits earned in GER courses came from 27% of the GER courses offered.

Most Popular GER Courses (Credits) 2009-2010

Student Success (con’t)

Tablework 2• In what ways does the current Gen Ed

system help student success? • In what ways does the current Gen Ed

system hinder student success?

2. Integrative Learning

• History of the IL revision process• Components:

Essential Learning OutcomesCompetenciesBreadth

AAC&U Essential Learning Outcomes

Knowledge of Human Cultures and the Physical and Natural World Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the artsFocused by engagement with big questions, both contemporary and enduringIntellectual and Practical Skills, Including Inquiry and analysisCritical and creative thinkingWritten and oral communicationQuantitative literacyInformation literacyTeamwork and problem solvingPracticed extensively, across the curriculum, in the context of progressively more challenging problems, projects,

and standards for performancePersonal and Social Responsibility, Including Civic knowledge and engagement—local and globalIntercultural knowledge and competenceEthical reasoning and actionFoundations and skills for lifelong learningAnchored through active involvement with diverse communities and real-world challengesIntegrative and Applied Learning, Including Synthesis and advanced accomplishment across general and specialized studiesDemonstrated through the application of knowledge, skills, and responsibilities to new settings and complex

problems

UWM faculty survey

AAC&U employer survey

% of employers who say colleges should place more emphasis than they do today on selected learning outcomes:

• The ability to effectively communicate orally and in writing 89• Critical thinking and analytical reasoning skills 81• The ability to apply knowledge and skills to real-world settings through internships or other• hands-on experiences 79• The ability to analyze and solve complex problems 75• The ability to connect choices and actions to ethical decisions 75• Teamwork skills and the ability to collaborate with others in diverse group settings 71• The ability to innovate and be creative 70• Concepts and new developments in science and technology 70• The ability to locate, organize, and evaluate information from multiple sources 68• The ability to understand the global context of situations and decisions 67• Global issues and developments and their implications for the future 65• The ability to work with numbers and understand statistics 63• The role of the United States in the world 57• Cultural diversity in America and other countries 57• Civic knowledge, civic participation, and community engagement 52• Proficiency in a foreign language 45• Democratic institutions and values 40

General Education and Integrative Learning: Breadth

Breadth UWM L&S Core Knowledge and skills

Arts 3 cr same Creative Arts 3 cr

Humanities 6 cr 12 cr Ethics, Values, and Human Behavior 3cr

Natural Sciences 6 cr 12 cr Global and International studies 3 cr

Social Sciences 6 cr 12 cr History, Society and Politics 3 cr

Cultural Diversity 3 cr same Physical and Life Sciences 6-7 cr

International 9 cr Race, Ethnicity and Diversity in US 3 cr

Textual Analysis and Interpretation 3 cr

Maximum 24 cr 39 cr 24-25 cr3 cr Exploratory; 3 cr advanced6 cr maximum per curricular area

General Education and Integrative Learning: Competencies

Competency UWM L&S IL Additional credits

English Composition

English 102

same Oral and Written Communication A (same) 3 cr & B, 3 cr

0 (A through placement & B through CKS course) to 6

Mathematical Skills

Math 105, 106, 175

Same + logic or statistics

Quantitative Literacy A (same) & B, 3 cr

0 (A through placement & B through CKS course) to 6

Foreign Language

2 semesters

BA, 4 sem

same 0 (through placement) to 6

Information Literacy

Information Literacy A, B, C

0 (through other courses) to 3 (L&I SCI 210

Core Knowledge Areas

• Creative Arts (3 cr)• Ethics, Values and Human Behavior (3 cr)• Global and International Studies (3 cr)• History, Society, and Politics (3 cr)• Physical and Life Sciences (6-7 cr)• Race, Ethnicity, and Diversity in the U.S. (3 cr)• Textual Analysis and Interpretation (3 cr

Proposals for IL courses will

• provide a rationale for the course’s inclusion in the CKS area, explaining its foundational nature (how it differs from disciplinary courses and addresses questions about large intellectual, social, cultural, and/or scientific topics/issues;

• include at least THREE Essential Learning Outcomes from the list of ten below;

• specify the assignment or activity through which the student achieves each ELO;

• describe the assessment process to be used for reporting achievement of outcomes.

Integrative Learning E(essential) L(earning) O(outcomes)

• Critical thinking• Inquiry and analysis• Problem solving and teamwork• Creative thought and expression• Oral and written communication• Information literacy• Intercultural knowledge and competence• Civic knowledge and engagement• Ethical reasoning• Integrative applied learning

3. Integrative Learning and Student Success

• When/where could IL promote student success? When you advise/recruit studentsIn IL courses themselvesUnderstanding purposes of college

educationCreating motivation/meaningConnections to co-curricular and extra-

curricular activities and resources