NKU General Education “Scholars in Training” The A Team (Charles Acosta, Barbara Arrighi, Kevin Corcoran, Thom McGovern, Jacqueline McNally, Scott Nutter, Jeanne Pettit, James Ramage)
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NKU General Education “Scholars in Training” The A Team (Charles Acosta, Barbara Arrighi, Kevin Corcoran, Thom McGovern, Jacqueline McNally, Scott Nutter,
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Slide 2
NKU General Education Scholars in Training The A Team (Charles
Acosta, Barbara Arrighi, Kevin Corcoran, Thom McGovern, Jacqueline
McNally, Scott Nutter, Jeanne Pettit, James Ramage)
Slide 3
Mission Statement The General Education Program at Northern
Kentucky University guides students to become independent learners,
innovative thinkers, and responsible citizens. The program gives
students a foundation of values, knowledge, and skills that will
empower them to discover their personal potential, communicate
effectively, work in diverse communities, and solve problems in a
global society. Courses in the program will invite students to
expand the life-long practice of asking questions, seeking new
points of view, applying principles of reason, adjusting ideas in
relation to new situations, and taking reflective action. 2
Slide 4
Program Level Outcomes/Goals A. "Thinking": Students will
demonstrate the ability to gather, process, and interpret
information; evaluate its relevance; develop a plan to apply that
information; and assess the appropriateness and relevance of its
application. B. "Perspectives": Students will demonstrate the
ability to analyze and understand multiple historical and
contemporary perspectives and cultural identities. C.
"Communication": Students will demonstrate the ability to acquire
meaning through reading, reflection, and integration; and to
demonstrate rhetorical ability in written and spoken form
appropriate to a variety of target audiences. This communication
will demonstrate precision and clarity, and will include meaningful
visual presentation of data and other forms of information. D.
"Science and Technology": Students will demonstrate an
understanding of the scientific method in observing, evaluating,
analyzing, and predicting phenomena in the natural and physical
world. In addition, they will demonstrate an understanding of the
evolution of some science to technology, application of science and
technology to real world situations, and an awareness of the impact
of science and technology on their daily lives and on society as a
whole. E. "Self and Community": Students will demonstrate an
understanding of the consequences and ethical aspects of their
choices and decisions, including the roles and responsibilities of
citizenship. 3
Slide 5
Structural Parameters Foundations of Knowledge: Communication -
Oral (3 hrs), Written (6 hrs) Scientific and Quantitative Inquiry -
Natural sciences (3+4 hrs); Mathematics and Statistics (3 hrs) Arts
and Humanities - (6 hrs) - Maps to KTM Humanities Society and
Culture - A. cultural pluralism (3 hrs); B. individual and society
(6 hrs); - Maps to KTM Behavioral and Social Sciences Global
Perspectives - (3 hrs) Integrative Experiences - Faculty-supervised
capstone experiential activities within or outside the major (may
or may not be for credit); e.g., internships, research projects,
senior seminar, student teaching, community/civic activities, study
abroad, honors thesis, performance/presentation/exhibition. Total
Credit Hours: 37 + Integrative Experiences 4
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A. Thinking Communication - Oral Communication - Written Arts
& Humanities Scientific Inquiry - lab Scientific Inquiry -
lecture Quantitative Inquiry Society & Culture - A Society
& Culture - B Global Perspective Integrative experience A.1.
Demonstrate ability to effectively gather material relating to
questions of interest, using a variety of sources and search
strategies. XXXXXXXXXX A.2. Demonstrate ability to use appropriate
modes of inquiry and logic, and recognize the distinction between
facts, assumptions, opinions, and theories. XXXXXXXXXX A.3.
Demonstrate ability to provide a thorough defense of one's analysis
and conclusions through a variety of means. XXXXXXXXXX A.4. Utilize
one's initial conclusions to generate new questions, answers and/or
solutions (i.e. learning from experience). XXXXXXXXXX Student
Learning Outcomes Curriculum Map 5
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B. Perspectives Communication - Oral Communication - Written
Arts & Humanities Scientific Inquiry - lab Scientific Inquiry -
lecture Quantitative Inquiry Society & Culture - A Society
& Culture - B Global Perspective Integrative experience B.1.
Demonstrate the ability to explain economic, political, and social
legacies of imperialism and colonialism for societies, groups, and
individuals (including, but not limited to, race, gender, and
social class). XX B.2. Demonstrate the ability to explain causes
and effects of historical social stratification and/or castes among
societies. XX B.3. Demonstrate the ability to explain cultural
perspectives and differences among global ideologies (e.g.
individualism vs. collectivism; capitalism vs. socialism). XX B.4.
Demonstrate understanding of how the arts reveal cultural
perspectives identities. XX 6
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Student Learning Outcomes Curriculum Map C. Communication
Communication - Oral Communication - Written Arts & Humanities
Scientific Inquiry - lab Scientific Inquiry - lecture Quantitative
Inquiry Society & Culture - A Society & Culture - B Global
Perspective Integrative experience C.1. Demonstrate the ability to
express ideas in a meaningful way using the spoken word. XXX C.2.
Demonstrate the ability to express ideas in a meaningful way in
writing. XXXXXXX C.3. Demonstrate effective use of the principles
of rhetorical communication: critical thinking, organization and
planning. XXXXXXX 7
Slide 9
Student Learning Outcomes Curriculum Map D. Science &
Technology Communication - Oral Communication - Written Arts &
Humanities Scientific Inquiry - lab Scientific Inquiry - lecture
Quantitative Inquiry Society & Culture - A Society &
Culture - B Global Perspective Integrative experience D.1.
Effectively communicate scientific results by conducting a project
using scientific methods (incl. design, data collection,
quantitative analysis, graphical summaries, and conclusions). X
D.2. Demonstrate understanding of the process of advancement of
scientific knowledge through debate and experimental testing of
theories; distinguish between scientific and non-science
explanations by employing scientific methods. XXX D.3. Identify
major concepts of science behind technological innovations or
applications in our daily lives; discuss impacts of scientific
progress and technology on society. XXX D.4. Identify revolutions
in scientific thought; provide historical examples of how
scientists and/or scientific ideas can conflict with certain
societal beliefs. XX 8
Slide 10
Student Learning Outcomes Curriculum Map E. Self &
Community Communication - Oral Communication - Written Arts &
Humanities Scientific Inquiry - lab Scientific Inquiry - lecture
Quantitative Inquiry Society & Culture - A Society &
Culture - B Global Perspective Integrative experience E.1.
Demonstrate an understanding of the ethical responsibilities of all
individuals to the local community, the nation, and global
communities. XXXX E.2. Demonstrate an understanding of the
influence of cultural and socioeconomic background in shaping
attitudes and opinions (in themselves and others). XXX E.3.
Demonstrate the ability to manage the problems of modern living
(e.g., environmental and financial responsibility, technological
acumen, and wellness). XXX 9
Slide 11
Program Assessment This is the crux of the biscuit ( Scott
Nutter paraphrasing Frank Zappa) Assessment Points & Cycle -
Continuous collection of evidence - Deep Assessment of 1 Program
Goal per year (5 yr cycle) Assessment Standards & Instruments -
Direct and Indirect Methods Articulation of Assessment Expectations
- Course level: Syllabi - Program level: Course Catalog,
recruitment materials, etc. 10
Slide 12
Program Assessment Example Rubric of Goal A. Thinking
Measurable Objectives (SLOs) Marginal ProficiencySome
ProficiencyProficient A.1. Demonstrate ability to effectively
gathers material using a variety of sources & search
strategies. Gathers some appropriate material but includes other
materials from insufficient and/or inappropriate sources. Gathers
some material from mostly appropriate sources. Gathers material
from a wide variety of appropriate sources using effective search
strategies. A.2. Demonstrate ability to use appropriate modes of
inquiry and logic, and recognize between facts, assumptions,
opinions, & theories. Identifies the forms of fact,
assumptions, opinions, and theories. Differentiates between facts,
assumptions, opinions, and theories. Thoroughly considers all
relevant points of view applying appropriate modes of inquiry and
logic; selects relevant data and evidence to evaluate credibility.
A.3. Demonstrate ability to provide a thorough defense of one's
analysis and conclusions through a variety of means. Limited
defense based on weak or unsupported conclusions using
inappropriate or insufficient presentation methods. Provides
defense of analysis and conclusions using some presentation
methods. Thoughtfully analyzes and evaluates analyses and
conclusions using multiple presentations methods appropriate for
the content and target audiences. A.4. Utilize one's initial
conclusions to generate new questions, answers and/or solutions
(i.e. learning from experience). Does not identify meaningful new
directions. Identifies some new questions and/or directions but
does not address them. Synthesizes new information, ideas, and/or
innovations, and identifies appropriate future directions of
inquiry. 11
Slide 13
Guiding Lights Rome was not built in a day. This program
proposal is based on the following assumptions. This builds on the
strengths of the present General Education program and emphasizes
the enduring value of a Liberal Arts education. This relies on
respect for and acknowledgment of workload concerns of faculty;
however, faculty must be involved in Assessment. There will be
dedicated and recurring resources in support of this program. A
dedicated office with primary responsibility for General Education
is essential to a new program and its assessment. Use Assessment
results for continuous program improvement. 12