DOCUMENT RESUME

ED 409 072 JC 970 391

AUTHOR Piuma, Francesca, And OthersTITLE Measuring Moving Targets: Assessing General Education and

Program Outcomes across the Curriculum.PUB DATE Apr 97NOTE 27p.; Paper presented at the Annual Conference of the North

Central Association Commission on Schools (Tempe, AZ, April6-9, 1997).

PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Change Strategies; *College Outcomes Assessment; *College

Planning; Committees; Community Colleges; *CurriculumDevelopment; *General Education; *Minimum Competencies;Organizational Change; Standards; Technical Education; TwoYear Colleges

IDENTIFIERS Madison Area Technical College WI

ABSTRACTSince 1989, the North Central Association has required

accredited institutions to develop programs that assess student academicachievement and reemphasized the role of general education (GE) as a centralrequirement for degree programs. At Wisconsin's Madison Area TechnicalCollege (MATC), these requirements presented four related challenges: dealingwith a mission statement that emphasizes employment and technical training;uncertainty over how to add GE components to existing, course-heavyoccupational programs; a lack of consensus on the content and delivery of GEin technical programs; and the perception that the assessment initiativeintruded on academic freedom. To respond to these challenges, MATC formed twofaculty committees to identify a set of core GE abilities and relatedindicators and apply the abilities to the college's transfer program,respectively. These two committees were then joined to pilot the newabilities and indicators in six programs. In undertaking this initiative,MATC sought to build upon established assessment practices, rather than startfrom zero; identify supporters of the initiative early on at theadministrative, faculty, and staff levels; legitimize the value of facultydialogue; develop a college-wide assessment communication plan; and establishan adequate budget. An organizational chart of the initiative, lists ofcommittee responsibilities and planning guidelines, sample course analysisforms, the eight core abilities developed, a chart of six levels ofassessment activities, and an implementation timeline are attached. (BCY)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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OO

Measuring Moving Targets:Assessing General Education and Program Outcomes Across

the Curriculum

Francesca PiumaCatherine Wilson

Madison Area Technical College

Paper presented at the Annual Meeting of the North Central Association Commission onSchools (Tempe, AZ, April 6-9, 1997)

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

O This document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made to improve@production quality.

Points of view or opinions stated in this docu-ment do not necessarily represent officialOERI position or policy.

2

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

M. F. Piuma

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

COTEr AVAEA3LE

Measuring Moving Targets:

Assessing General Education Across the Curriculum ofa Two-Year Technical College

Francesca PiumaCatherine Wilson

The CollegeMadison Area Technical College (MATC) is a two-year institution that confers associatedegrees, diplomas, and certificates in technical areas and associate degrees in Arts andSciences. Located in South Central Wisconsin, MATC has campuses in Madison, FortAtkinson, Portage, Reedsburg, and Watertown. The college has provided technicaltraining and adult education to community members since 1912. In 1966, the stateauthorized MATC to offer a college transfer program for students interested in acquiringtransferable credits to four-year institutions. Currently, technical, general education,alternative learning, and avocational courses at MATC serve a student population of 47,783across the five campuses.

The Challenge: General Education andStudent Assessment as Moving TargetsIn October 1989, North Central Association (NCA) began requiring all its affiliatedinstitutions to develop programs that assess student academic achievement. More recently,NCA affirmed its commitment to student assessment by embedding this requirement into itsCriteria for Accreditation. During this same period, the Commission also reemphasized therole of general education as a central requirement (GIR #16) for all undergraduate degreeprograms.

Both the assessment initiative and the Commission's growing concerns with the centralityof general education as an indicator of higher education pose challenges for a number oftwo-year technical colleges. For MATC, the challenge was initiated by NCA's request fora student assessment plan that assesses and demonstrates the centrality of general educationin all two-year degree and diploma programs. Although our diploma and degree programsrequire general education courses and conduct a range of student assessments, NCA'srequest presented four related moving targets for our institution:

1. MATC's mission statement places a primary focus on employment andtechnical training;

2. The administration and faculty were unclear how to translate the centrality ofgeneral education into the current delivery of educational services,particularly if the directive required the addition of general education coursesto our already course-intensive occupational programs;

3. The college lacked internal consensus on the required content and deliveryof general education to students in technical programs;

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4. A number of faculty perceived the assessment initiative as a potentialintrusion to their academic freedom.

Response to the Challenge (Opportunity)To begin, a number of our administrators met with NCA staff to obtain clarification andsuggestions regarding their request. In addition, we sought advice from other technicalcolleges who were demonstrating success in their general education and assessment efforts.This information was brought back to MATC and discussed at all levels of the college. Theresult was a conscious decision to translate an institutional challenge into an opportunity tomake positive curricular and assessment changes responding to the needs of our studentsand their future employers.

The administration and faculty approached this new opportunity by establishing andsupporting three faculty committees for identifying, describing, and assessing a coregeneral education curriculum. The goal of the effort was to develop a college-wideinitiative that ensures:

The administration and assessment of a general education core curriculumthat is central and common to all 57 two-year associate degree and diplomaprograms;

The development of a general education core curriculum and an assessmentplan that are faculty developed and owned.

The first committee was charged to clarify a set of general education core abilities andidentify indicators to be used as standards for their assessment. Faculty in the secondcommittee focused on applying the core abilities and indicators to the college transferprogram in Liberal Arts.

Once the core abilities and indicators were refined, verified, and field-tested, the twocommittees were consolidated into an Assessment Implementation Team (AIT). This groupis charged with piloting the core abilities/indicators and gathering assessment data in sixprograms during the 1996-1997 academic year. At the end of the pilot year, AIT willimplement a five-year plan to phase-in the core abilities, indicators, and assessmentstrategies across the remaining 51 two-year associate degree and diploma programs.

To date (Spring, 1997), the outcomes and products resulting from the three faculty groupsinclude:

The decision to infuse the core abilities into general education and programcontent rather than requiring a set of additional general education courses;The development of eight general education core abilities and measurableindicators;

Approval of the eight general education core abilities and measurableindicators by the college's Instructional Services Division as universalstandards for all two-year associate degree and diploma programs;A student-focused core ability philosophy statement that supports life-longlearning by providing students with the opportunity to move as far as theirtalents and preparation can take them;

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A course-level matrix (Course Analysis Form) that documents where coreability indicators are taught, the level of curricular emphasis given to eachindicator, and how the indicator is assessed;A program level-format that maps course-level information onto a ProgramCore Ability Matrix;A plan to provide technological support for the collection, input, andanalysis of core ability and assessment data at course, program, andinstitutional levels;

Administrators, faculty, and staff working in a coordinated effort to developand implement a general education core curriculum and student assessmentinitiative within a large and diverse two-year technical college.

Critical Processes Used to Guide MATC'sAssessment InitiativeThe rapid evolution and success of our efforts can be attributed to the coordination ofadministrators, faculty, and staff and their support of a series of effective processes thatserve as guidelines for our work. Due to the positive impact of these processes, theirdescription and application may be of particular value to similar technical colleges.

Avoid Ground Zero ThinkingBuild the foundation of your plan on established assessment practices and generaleducation curriculum within the institution. Undoubtedly there are numerouscurricular innovations and related activities being conducted within your college.Identifying faculty, administrators, and staff involved in related activitiesacknowledges their work, assists in locating a foundation for your future efforts,and locates internal experts who can support and contribute to the college'sdevelopment of a core general education curriculum and assessment plan.

There are very few new ideas! As much as each college is unique, the likelysolution to your general education and student assessment needs will be foundin old and borrowed practices. Due to declining funds for higher education andthe time limitations of faculty and administrators, limited resources can bemaximized by identifying similar institutions who have model general educationand assessment programs. Borrow their model and utilize personnel from theirinstitution as consultants to explain their approach. Innovation and motivationwill evolve when faculty and administrators begin to adapt the model to theunique qualities and challenges faced by your college.

Identify ChampionsGeneral education core curriculum development and assessment must havesome initial support at administrative, operational, and faculty levels of thecollege if there is to be any advancement of the initiative. Widespread supportfor assessment or the centrality of general education in existing curriculum takestime. Therefore, until a "bandwagon" is legitimized, it is critical to havechampions at each level of the institution who will work toward advancing theeffort.

Champions must be given the opportunity to meet regularly, discuss criticalissues, agree upon common goals, share a common language, and identify

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specific activities to advance the initiative. To avoid "burn-out" champions willalso need to build supportive constituencies. These constituencies willeventually be responsible for implementing and fine tuning the new generaleducation practices and assessment strategies.

Legitimize the Value of Faculty DialogueFaculty are essential to the development of a general education core curriculumand student assessment plan. Concomitantly, their contractual role is to providequality instruction that maximizes student learning for a specified number ofcourses (MATC's teaching load is four or five classes/semester). Therefore,the role of developer and teacher can quickly be at odds if a variety ofmechanisms are not provided to support faculty to engage in structured andserious dialogue over an extended period of time. Specific meeting strategiesare also valuable to efficiently use faculty time and legitimize the importance oftheir dialogue, particularly between general education and technical programinstructors. Supports and strategies used by MATC include the following:

Committee members are selected with diverse opinions and acommitment to completing the general education and assessmentobjectives according to agreed upon timelines;Faculty from the major instructional divisions of the college arerepresented on each committee;A faculty member is selected to facilitate or chair each committee;An administrator is designated to attend committee meetings, providesupport, and serve as a conduit between the committee and relatedadministrative functions of the college;Committees agree upon a set of objectives and a timeline for their work;A variety of mechanisms are engaged to provide faculty time and incentiveto participate in committee activities (release time, stipends, etc.);Agendas are developed and sent to all committee members prior to eachmeeting;

A regular meeting schedule is identified for each semester that facilitatesfaculty attendance and participation;A secretary is selected from clerical support services to arrange formeetings, take and disseminate minutes, disseminate reports, developdata formats, type memos, and respond to the information needs ofcommittee members.

Develop a College-wide Assessment Communication Plan(Marketing Assessment)The activities and outcomes evolving from general education core curriculum andassessment development need to be marketed to administrators, faculty, and staff ofthe college. Avoid being viewed as the "flavor of the month" by periodicallyupdating your college community on the developments and progress of yourcommittee's activities.

Communication can take the form of flyers, quick up-date presentations atdepartment or division meetings, collegial discussions, brown-bag lunches andmore formal presentations at college-wide events, inservice days, and board

4is

meetings. The goal of a communication plan should be to "leave no rockunturned."

Your communication (marketing) plan must be ongoing. Do not assume that oneflyer or a series of presentations will inform everyone. Awareness of the initiativewill be promoted through repeated efforts over time.

Budget for General Education Core Developmentand Assessment

Curriculum development and student assessment in general education core areasrequire resources and, initially, these resources may need to be extensive. During atime when most colleges are experiencing dramatic cut-backs, curriculumdevelopment and assessment initiatives may be viewed as nice but not critical to thefunctioning of the institution's day-to-day operations. Therefore, core ability andassessment activities must be communicated as methods to demonstrateaccountability to the college's internal and external (taxpayer) public.Communicating how tax dollars are an investment in the community rather than acost to the taxpayer can be a very powerful argument in support of most core abilityand assessment initiatives.

Obtaining the necessary resource dollars to support the development of a generaleducation core and assessment plan will require college committees to be sensitiveto internal budgeting and reporting requirements. Although budgeting and planningcycles always appear to come at the worse time, being aware of the appropriatebudgeting forms, providing clear rationales for your requests, and submitting all thenecessary forms on the appropriate due dates will be critical to obtaining funding.

As you begin your general education core development and assessment activities,do not be alarmed if funds have to be patched together until the next budgetingcycle. Initially, finding funds may have to be the responsibility of both theadministrators and faculty members of your committees. Funds to support facultyrelease and stipends can sometimes be found in instruction, curriculumdevelopment, or staff development budgets. To facilitate a more stable fundingbase in the future, document your activities and accomplishments. Be bold incommunicating your successes and products to your college's decision makers.

SummaryThe fast moving targets of general education and assessment can appear daunting,particularly for institutions focused on employment and technical training outcomes fortheir students. Fortunately, our institution chose to look at the substance of these issuesand their impact on our students' ability to be lifelong learners into the 21st century.Through the cooperation of our administration, faculty, and staff, these targets becameopportunities to transform MATC. Provided with the necessary support and trust on thefront-end, teams of faculty, administrators, and staff were given the time and resources toengage in positive dialogue. The result is an infrastructure that stabilizes institutionalchange so that meaningful innovation in teaching and learning can be developed,implemented, assessed, and fed back so improvements can be made.

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Madison Area Technical College(MAT C)

Madison, Wisconsin

1997 NCA Annual Meeting

Assessing General Education

and Program OutcomesAcross the Curriculum

Madison AreaTechnical College

Presenters:Dr. Cesca Piuma, Coordinator of Institutional Effectiveness

Ms. Catherine Wilson, Instructor/Occupational Therapy AssistantMr. James Miller, Instructor/AutomotiveMs. Laurie Fitzgerald, Instructor/English

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Assessment Implementation Team (AIT)

1996-1997 Objectivesfor the Core Abilities and Program Outcomes Pilot

1. To map the core abilities (in terms of their indicators) and program outcomes for at leastsix occupational programs.

2. To map the core abilities/indicators in selected liberal studies program courses.

3. To map the core abilities/indicators in selected general education courses.

4. To identify existing and needed strategies for assessing core abilities/indicators.Activities may include:

Identification of program assessment used at the end of the program/course sequence (summative assessment).

Documentation about the types of assessment used at course level(formative and/or summative assessment).

Identification of needs for staff development in the area of course andprogram level assessment.

5. To evaluate core ability and program outcome matrices and modify.

6. To provide information about and evaluate processes used to map and assess coreabilities and program outcomes.

7. To develop a five-year plan (1997-2002) for the phase-in of matrices and assessmentstrategies across the institution.

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iladisoo AreaTechnical College Madison, Wisconsin Assessing General Education Across the Curriculum: 1997 NCA Presentation Page 2

Beginning the Core Ability Assessment Process(Front-end Principles)

1. Clearly identify the committee's objectives and timeline.

2. Identify roles and responsibilities of committee members.

3. Select committee members who:represent stakeholder groupssupport assessment effortsrepresent differing opinionshave the respect of their colleagues

4. Utilize a participating faculty member to chair or facilitate the group. (This person musthave good facilitation skills and be respected by the committee's membership.)

5. Provide release time or other available options to allow faculty the necessary time tothink, discuss, and problem solve on a regular basis.

6. Provide the committee with support staff to take and disseminate meeting minutes,schedule meetings, and respond to the clerical and resource needs of committeemembers.

7. Identify an administrative position to work with committee, ensure activities are movingaccording to the identified timeline, and to serve as conduit between the committee andthe administrative structure of the institution.

8. Capitalize on existing models that address the stated objectives.

9. Develop and implement a communication plan that regularly informs the collegecommunity of the committee's activities.

10. Allow faculty to serve as the vehicle to disseminate information about the group'sactivities back to their respective divisions/programs.

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Mien AreaTechnical College Madison, Wisconsin Assessing General Education Across the Curriculum: 1997 NCA Presentation Page 3

Directions for Filling out the Course Analysis Form

07/01/97It Madison Area

Hello! Thank you for helping us determine and document the Core Abilities related to general Technical Collegeeducation that are CURRENTLY being learned by students in your course. We ask each instructor,or team of instructors who teach the same course, to fill out this form. Whether you work on the form individually or as a team, theultimate goal is to have one Course Analysis Form for each course, which will feed into full program matrices.

This form will help us identify where the eight institutional core abilities are being developed at MATC. It will help us communicatewith each other and to coordinate curriculum to meet the needs of our students.

If you have any questions as you begin to fill the matrix out, please do not hesitate to contact one of the Assessment ImplementationTeam members (see back side for names/phone numbers.) After you complete the Course Analysis Form, please make a photocopy

of the form and keep the photocopy of the form with the course outline for the course.

The steps listed below will help you fill out the attached COURSE ANALYSIS FORM(Please use a #2 pencil when filling out this form.)

1. With your CURRENT course outline in hand, carefully read each core ability (1-8) and indicators underneath (1.1, 1.2 ...)located on the far left and decide on the extent that you currently emphasize these in the course.

2. DOCUMENTED IN COURSE OUTLINE Fill in if the core ability/indicator is documented by competencies/objectives in thecourse outline.

3. HOW DO YOU ASSESS Fill in all the appropriate methods which best describes what you currently use to assess the coreability indicators in your class. Please note there is a space to write in other assessment techniques not indicated on the form.Remember only the number of assessments count, not type.

4. EMPHASIS Fill in the degree of emphasis (major, secondary, no) you place on each of the listed core ability indicators. Theseabilities fall under broader categories, which are underlined (communicate, critical thinking, ethics, etc.) The emphasis youchoose should correspond with your choices in 2 and 3 (above).

There is a Major Emphasis if BOTH of the following are true about the core ability indicator:It is documented by competencies/objectives in your CURRENT course outline, andIt is assessed with multiple and/or varied assessments

There is a Minor Emphasis if the core ability indicator is assessed in at least one way and ONE ofthe following is true:

It is documented as a secondary objective, orIt exists, but is not explicitly documented in objectives

There is No Emphasis if an indicator is covered incidentally or not at all

5. FOLLOW-UP NEEDED? This column is for your personal use only. Fill in if you would like to remind yourself to go backand re-look at this indicator.

Things to think about:

1) Please be sure you are able to substantiate your decision with documentation in your course outline and specific assessments.

2) Remember these are core abilities for the institution and any given core ability may be developed to a greater extent in anothercourse and need not be a major emphasis in your course.

3) If you have filled out 80% of the Core Ability indicators as major emphasis alert You may want to recheck your markings.This implies that you are specifically teaching and assessing all the skills marked.

-over-

Madison, Wisconsin Assessing General Education Across the Curriculum: 1997 NCA Presentation Page 4

For courses where only oneinstructor teaches a specificcourse:

Individual instructorreflection and completionof Course Analysis Form

Flow of Information

For courses where more than one instructor teachesa specific course (participants may skip the first blockand go directly to the second block if they so desire):

Individualinstructorreflection andcompletion ofCourse AnalysisForm (optional)

-->

Team of instructorswho teach samecourse reachconsensus andcomplete finalCourse Analysis Form

Course Analysis Formis merged intoProgram Analysis Form(Institutional EffectivenessOffice)

->

Program Analysis Form isreviewed to

determine gapsdecide how gaps will beaddressedcoordinate dialogue on howcurriculum is adjusted

(Program and Arts & Sciencesfaculty)

Assessment Implementation Team (AIT) Members

Karen Anderson (Arts & Sciences/Science) 6496Laurie Fitzgerald (Arts & Sciences/English) 6617Ed Hellegers (Arts & Sciences/Social Science) 6522Steve Hill (AATI/Machine Tool) 6825Cauline Howell (Alternative Learning) 2433Al Lehnen (Arts & Sciences/Math) 6567Jim Miller (AATI/Automotive) 6815Juan Morales (Student Services) 6563Charlene Ohnstad (BAAD/Office Tech) 6595Cesca Piuma (Institutional Effectiveness) 2940Paula Suominen (BAAD/Office Tech) 6697Linda Thompson (HHPS/Respiratory Therapy) 6525Gerri Wicklund (BAAD/Bus Open Lab) 6336Catherine Wilson (HHPS/OTA) 2313

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00

00

00

00

00

00

00

00

00

3.2

Dem

onst

rate

res

pect

for

the

right

s, v

iew

s, a

nd w

ork

of o

ther

s0

00

00

00

00

00

00

00

00

0

3.3

Exh

ibit

pers

onal

, pro

fess

iona

l, an

d ac

adem

ic h

ones

ty0

00

00

00

00

00

00

00

00

0

3.4

Rec

ogni

ze th

eir

resp

onsi

bilit

y to

per

sona

l, so

cial

, pro

fess

iona

l, ed

ucat

iona

l, an

d na

tura

l env

ironm

ents

and

mak

e in

form

ed d

ecis

ions

bas

ed o

n th

at r

espo

nsib

ility

00

00

00

00

00

00

00

00

0,_

.0

3.5

Dis

play

beh

avio

r co

nsis

tent

with

the

ethi

cal s

tand

ards

with

in a

dis

cipl

ine

or p

rofe

ssio

n0

00

00

00

00

00

00

00

00

0

4. S

tude

nts

are

deve

lopi

ng g

loba

l aw

aren

ess

whe

n th

ey:

4.1

Exp

ress

an

unde

rsta

ndin

g of

the

inte

rcon

nect

ions

and

inte

ract

ions

am

ong

peop

le a

nd s

yste

ms

(pol

itica

l, ec

onom

ic, s

ocia

l,an

d na

tura

l) an

d th

e ne

cess

ity o

f bal

anci

ng h

uman

nee

ds w

ith th

e lim

itatio

ns o

f wor

ld r

esou

rces

00

00

00

00

00

00

00

00

00

4.2

Acc

umul

ate

know

ledg

e of

and

exp

erie

nce

with

peo

ple

in th

eir

own

and

othe

r cu

lture

s, p

ast a

ndpr

esen

t, an

d ho

w th

ey li

ve, t

hink

, com

mun

icat

e, a

nd v

iew

the

wor

ld0

00

00

00

00

0o

oo

oo

oo

0

4.3

Des

crib

e th

e im

pact

of t

he g

loba

l eco

nom

y on

life

, wor

k, a

nd o

ppor

tuni

ties

00

00

00

00

00

00

00

00

00

4.4

Rec

ogni

ze th

e co

mm

onal

ity o

f hum

an e

xper

ienc

es a

cros

s cu

lture

s0

00

00

00

00

00

00

00

00

0

4.5

Rec

ogni

ze th

e in

fluen

ce o

f div

erse

cul

tura

l per

spec

tives

on

hum

an th

ough

t and

beh

avio

r0

00

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00

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5.S

tude

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lear

ning

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athe

mat

ics

effe

ctiv

ely

whe

n th

ey:

5.1

Per

form

com

puta

tions

usi

ng a

ppro

pria

te m

etho

ds0

00

00

00

00

00

00

00

00

0

5.2

Dem

onst

rate

kno

wle

dge

and

appl

icat

ion

of m

easu

rem

ent

00

00

00

00

00

0o

00

00

00

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Rea

d, in

terp

ret,

and

gene

rate

gra

phic

al in

form

atio

n0

00

00

00

00

00

o0

00

00

0

5.4

Dem

onst

rate

kno

wle

dge

and

appl

icat

ion

of fo

rmul

as0

00

00

00

00

00

00

00

00

0

5.5

Use

crit

ical

thin

king

ski

lls in

a m

athe

mat

ical

con

text

00

00

00

00

00

00

00

00

00

6. S

tude

nts

are

lear

ning

to u

se s

cien

ce a

nd te

chno

logy

whe

n th

ey:

6.1

Use

sci

entif

ic p

rinci

ples

app

ropr

iate

ly in

pro

blem

-sol

ving

and

dec

isio

n-m

akin

g0

00

00

00

00

00

00

00

00

0

6.2

App

ly th

e sc

ient

ific

met

hod

by o

rgan

izin

g, a

naly

zing

, and

inte

rpre

ting

data

app

ropr

iate

ly0

00

00

00

00

00

00

00

00

0

6.3

Use

app

ropr

iate

sci

entif

ic e

quip

men

t, m

etho

ds, a

nd s

afet

y pr

ecau

tions

00

00

00

00

00

00

00

00

00

6.4

Des

crib

e th

e ch

angi

ng n

atur

e of

and

the

inte

ract

ion

amon

g sc

ienc

e, te

chno

logy

, and

soc

iety

00

00

00

00

00

00

00

00

00

6.5

Use

crit

ical

thin

king

ski

lls to

app

roac

h an

d us

e ne

w te

chno

logy

00

00

00

00

00

00

00

00

00

6.6

Use

app

ropr

iate

tech

nolo

gy to

man

age

info

rmat

ion,

sol

ve p

robl

ems,

com

mun

icat

e, d

evel

op p

rodu

cts,

and

prov

ide

serv

ices

00

00

00

00

00

00

00

00

00

7. S

tude

nts

are

deve

lopi

ng s

elf-

awar

enes

s w

hen

they

:

7.1

Rec

ogni

ze th

eir

own

self-

wor

th, s

tren

gths

and

wea

knes

ses,

and

pot

entia

l for

gro

wth

00

00

00

00

00

00

00

00

00

7.2

Rec

ogni

ze th

eir

own

bias

es a

nd v

alue

s0

00

00

00

00

00

00

00

00

0

7.3

Dem

onst

rate

the

abili

ty to

giv

e an

d re

ceiv

e co

nstr

uctiv

e fe

edba

ck0

00

00

00

00

00

00

00

00

07.

4D

evel

op ti

me

and

stre

ss m

anag

emen

t ski

lls0

00

00

00

00

00

00

00

00

0

7.5

Set

goa

ls a

nd d

evis

e st

rate

gies

for

educ

atio

nal,

pers

onal

, and

pro

fess

iona

l dev

elop

men

t in

a ch

angi

ngw

orld

, con

sist

ent w

ith th

eir

abili

ties

and

circ

umst

ance

s0

00

00

00

00

00

00

00

00

0

8. S

tude

nts

are

lear

ning

effe

ctiv

e so

cial

inte

ract

ion

whe

n th

ey:

8.1

Beh

ave

appr

opria

tely

in a

var

iety

of s

ituat

ions

, circ

umst

ance

s, a

nd r

oles

00

00

00

0o

oo

oo

oo

oo

oo

8.2

Wor

k ef

fect

ivel

y in

pai

rs a

nd s

mal

l and

larg

e gr

oups

00

00

00

00

00

oo

oo

oo

oo

8.3

Dem

onst

rate

aw

aren

ess

of a

nd r

espe

ct fo

r di

ffere

nces

00

00

00

00

00

00

00

00

00

8.4

Rec

ogni

ze c

onfli

ct a

nd u

se c

onfli

ct r

esol

utio

n sk

ills

whe

n ap

prop

riate

00

00

00

00

00

00

00

00

00

Rev

ised

: 07/

01/9

717

BE

STC

OP

Y A

VA

ILA

BLE

3

CORE ABILITIES1. COMMUNICATIONSStudents are learning to communicate effectivelywhen they:1.1 Read, retain, restate, and apply ideas for a variety of

purposes including information, enjoyment, andappreciation

1.2 Write clearly, concisely, and accurately in a variety ofcontexts and formats

1.3 Speak clearly, concisely, and accurately in a variety ofcontexts and formats

1.4 Demonstrate active listening skills

2. CRITICAL THINKINGStudents are developing critical thinking whenthey use multiple perspectives to:2.1 Demonstrate observation skills2.2 Identify a problem to be solved, task to be performed, or

decision to be made2.3 Gather appropriate information from multiple sources2.4 Evaluate information2.5 Make inferences and connections2.6 Identify criteria to evaluate the solution, process, or

decision2.7 Formulate alternative solutions, processes, or decisions

and identify potential consequences2.8 Select an appropriate solution, process, or decision

3. ETHICSStudents are developing a sense of personal,social, professional, and work ethics when they:3.1 Accept responsibility for their own actions3.2 Demonstrate respect for the rights, views, and work of

others3.3 Exhibit personal, professional, and academic honesty3.4 Recognize their responsibility to personal, social,

professional, educational, and natural environments andmake informed decisions based on that responsibility

3.5 Display behavior consistent with the ethical standardswithin a discipline or profession

4. GLOBAL AWARENESSStudents are developing global awareness whenthey:4.1 Express an understanding of the interconnections and

interactions among people and systems (political,economic, social, and natural) and the necessity ofbalancing human needs with the limitations of worldresources

4.2 Accumulate knowledge of and experience with people intheir own and other cultures, past and present, and howthey live, think, communicate, and view the world

4.3 Describe the impact of the global economy on life, work,and opportunities

4.4 Recognize the commonality of human experiences acrosscultures

4.5 Recognize the influence of diverse cultural perspectives onhuman thought and behavior

19

5. MATHEMATICSStudents are learning to use mathematicseffectively when they:5.1 Perform computations using appropriate methods5.2 Demonstrate knowledge and application of measurement5.3 Read, interpret, and generate graphical information5.4 Demonstrate knowledge and application of formulas5.5 Use critical thinking skills in a mathematical context

6. SCIENCE AND TECHNOLOGYStudents are learning to use science andtechnology when they:6.1 Use scientific principles appropriately in problem-solving

and decision-making6.2 Apply the scientific method by organizing, analyzing, and

interpreting data appropriately6.3 Use appropriate scientific equipment, methods, and safety

precautions6.4 Describe the changing nature of and the interaction among

science, technology, and society6.5 Use critical thinking skills to approach and use new

technology6.6 Use appropriate technology to manage information, solve

problems, communicate, develop products, and provideservices

7. SELF-AWARENESSStudents are developing self-awareness when they:7.1 Recognize their own self-worth, strengths and weaknesses,

and potential for growth7.2 Recognize their own biases and values7.3 Demonstrate the ability to give and receive constructive

feedback7.4 Develop time and stress management skills7.5 Set goals and devise strategies for educational, personal,

and professional development in a changing world,consistent with their abilities and circumstances

8. SOCIAL INTERACTIONStudents are learning effective social interactionwhen they:8.1 Behave appropriately in a variety of situations,

circumstances, and roles8.2 Work effectively in pairs and small and large groups8.3 Demonstrate awareness of and respect for differences8.4 Recognize conflict and use conflict resolution skills when

appropriate

For further information, please contact Cesca Piuma,Coordinator of Institutional Effectiveness, 259-2940.

Revised - 02/05/97

Madison Area Technical College, Madison, Wisconsin Assessing General Education Across the Curriculum: 1997 NCA Presentation Page 5

Inst

itutio

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ore

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litie

s O

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Cor

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ies

are

the

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eral

sta

ndar

ds th

at s

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the

foun

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1. S

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ate

effe

ctiv

ely

whe

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1.1

Rea

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pply

idea

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r a

vari

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njoy

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22

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1I

12

12

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1.2

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te c

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ly, c

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sely

, and

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ely

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var

iety

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s2 2

2 22 2

0 02 1

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1 02 1

2 1

2 I

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2 1

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1.3

Spea

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in a

var

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and

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emon

stra

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22

21

12

21

11

21

21

11

22

22

2

2. S

tude

nts

are

deve

lopi

ng c

ritic

al th

inki

ng w

hen

they

use

mul

tiple

per

spec

tives

to:

2.1

Dem

onst

rate

obs

erva

tion

skill

s2

20

12

22

I0

12

22

1I

I2

20

I2

2.2

Iden

tify

a pr

oble

m to

he

solv

ed, t

ask

to b

e pe

rfor

med

, or

deci

sion

to b

e m

ade

22

22

22

22

02

22

22

22

22

2I

2

2.3

Gat

her

appr

opri

ate

info

rmat

ion

from

mul

tiple

sou

rces

22

1I

22

21

I2

22

22

II

22

I2

2

2.4

Eva

luat

e in

form

atio

n2

22

02

22

00

12

22

11

22

22

22

2.5

Mak

e in

fere

nces

and

con

nect

ions

22

12

22

22

02

22

22

12

22

11

2

2.6

Iden

tify

crite

ria

to e

valu

ate

the

solu

tion,

pro

cess

, or

deci

sion

22

2I

22

21

00

12

21

22

22

22

2

2.7

Form

ulat

e al

tern

ativ

e so

lutio

ns, p

roce

sses

, or

deci

sion

s an

d id

entif

y po

tent

ial c

onse

quen

ces

2 2

2 2

2 1

I 2

2 2

2 2

2 21 2

0 01 2

2 1

2 22 2

0 2

2 2

2 2

2 2

2 2

2 1

2 22 2

2.8

Sele

ct a

n ap

prop

riat

e so

lutio

n, p

roce

ss, o

r de

cisi

on3.

Stu

dent

s ar

e de

velo

ping

a s

ense

of

pers

onal

, soc

ial,

prof

essi

onal

, and

wor

k ta

lky

whe

n th

ey:

3.1

Acc

ept r

espo

nsib

ility

for

thei

r ow

n ac

tions

1 1 I

2 2 2

0 I 2

I I I

I I 1

2 I 2

2 2 2

I I

1 I I

1 1 1

1 I 1

2 1 I

2 I I

I 1 I

2 2 2

1 I I

I I 2

2 2 2

0 1 2

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2 2 23.

2D

emon

stra

te r

espe

ct f

or th

e ri

ghts

, vie

ws,

and

wor

k of

oth

ers

3.3

Exh

ibit

pers

onal

, pro

fess

iona

l, an

d ac

adem

ic h

ones

ty3.

4 R

ecog

nize

thei

r re

spon

sibi

lity

to p

erso

nal,

soci

al, p

rofe

ssio

nal,

educ

atio

nal,

and

natu

ral e

nvir

onm

ents

and

mak

ein

form

ed d

ecis

ions

bas

ed o

n th

at r

espo

nsib

ility

12

00

01

20

01

11

10

02

11

0I

1

3.5

Dis

play

beh

avio

r co

nsis

tent

with

the

ethi

cal s

tand

ards

with

in a

dis

cipl

ine

or p

rofe

ssio

n1

20

00

22

00

01

10

00

22

00

2

4. S

tude

nts

are

deve

lopi

ng g

loba

l aw

aren

ess

whe

n th

ey:

4.1

Exp

ress

an

unde

rsta

ndin

g of

the

inte

rcon

nect

ions

and

inte

ract

ions

am

ong

peop

le a

nd s

yste

ms

(pol

itica

l, ec

onom

ic,

soci

al, a

nd n

atur

al)

and

the

nece

ssity

of

bala

ncin

g hu

man

nee

ds w

ith th

e lim

itatio

ns o

f w

orld

res

ourc

es1 1

2 2

0 0

0 0

0 1

I 1

2 2

0 0

0 0

0 1

2 1

0 0

0 0

0 1

0 1

0 2

0 0

0 0

0 0

0 I

1 I4.

2 A

ccum

ulat

e kn

owle

dge

of a

nd e

xper

ienc

e w

ith p

eopl

e in

thei

r ow

n an

d ot

her

cultu

res,

pas

t and

pre

sent

, and

how

they

live,

thin

k, c

omm

unic

ate,

and

vie

w th

e w

orld

4.3

Des

crib

e th

e im

pact

of

the

glob

al e

cono

my

on li

fe, w

ork,

and

opp

ortu

nitie

s1

20

00

22

00

02

I0

0I

2000

1I

4.4

Rec

ogni

ze th

e co

mm

onal

ity o

f hu

man

exp

erie

nces

acr

oss

cultu

res

12

00

02

20

00

10

00

II

00

00

I

4.5

Rec

ogni

ze th

e in

flue

nce

of d

iver

se c

ultu

ral p

ersp

ectiv

es o

n hu

man

thou

ght a

nd b

ehav

ior

12

00

01

20

00

I0

00

12

00

01

I

5. S

tude

nts

are

lear

ning

to u

se m

athe

mat

ics

effe

ctiv

ely

whe

n th

ey:

5.1

Perf

orm

com

puta

tions

usi

ng a

ppro

pria

te m

etho

dsI

21

20

22

22

21

21

20

01

21

01

5.2

Dem

onst

rate

kno

wle

dge

and

appl

icat

ion

of m

easu

rem

ent

I2

12

02

22

22

22

22

00

12

10

1

5.3

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d, in

terp

ret,

and

gene

rate

gra

phic

al in

form

atio

nI

22

20

I2

22

22

01

20

00

12

01

5.4

Dem

onst

rate

kno

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dge

and

appl

icat

ion

of f

orm

ulas

I2

I2

02

12

12

22

12

00

11

10

I

5.5

Use

cri

tical

thin

king

ski

lls in

a m

athe

mat

ical

con

text

I2

02

02

22

I2

12

12

00

II

0I

1

6. S

tude

nts

are

lear

ning

to u

se s

cien

ce a

nd te

chno

logy

whe

n th

ey:

6.1

Use

sci

entif

ic p

rinc

iple

s ap

prop

riat

ely

in p

robl

em-s

olvi

ng a

nd d

ecis

ion-

mak

ing

12

10

02

10

02

22

22

00

I2

I2

I

6.2

App

ly th

e sc

ient

ific

met

hod

by H

gani

zing

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lyzi

ng, a

nd in

terp

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ta a

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1 1

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se a

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4 D

escr

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nat

ure

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nce,

tech

nolo

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20

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12

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6.5

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12

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6.6

Use

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tech

nolo

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man

age

info

rmat

ion,

sol

ve p

robl

ems,

com

mun

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op p

rodu

cts,

and

prov

ide

serv

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12

11

22

21

21

12

21

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22

I1

2

7. S

tude

nts

are

deve

lopi

ng s

elf-

awar

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s w

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they

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ecog

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thei

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n se

lf-w

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engt

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nd p

oten

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or g

row

th1

20

02

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7.2

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ogni

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own

bias

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20

02

22

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21

02

21

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7.3

Dem

onst

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the

abili

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giv

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20

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7.4

Dev

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man

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I2

10

11

20

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7.5

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abili

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circ

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sI

20

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11

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8. S

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lear

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eff

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inte

ract

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whe

n th

ey:

8.1

Beh

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21

The Institutional Core Abilities Outcomes Matrix

This matrix will help us identify where the eight institutional core abilities are being taughtwithin the context of general education and program courses. It will direct our attention togaps, and help us coordinate curriculum to meet the needs of our students.

We intend to pilot the matrix with select programs during 1996-1997. So, we areinterested in your questions and feedback. If you are interested in trying-out the matrix, itcan be completed by listing the program courses or courses you teach along the top of thehorizontal axis. Please include course numbers.

For each course, mark the degree of emphasis you place on each of the listed abilities,located on the far left. These abilities fall under broader categories, listed in italics.

Please use the following scale when deciding the emphasis (only one emphasis can bechosen):

2 - Major Emphasis1 - Minor Emphasis0 - No Emphasis

There is a Major Emphasis if BOTH of the following are trueabout the core ability indicator:

It is documented by competencies/objectives in yourCURRENT course outline, andIt is assessed with multiple and/or varied assessments

There is a Minor Emphasis if the core ability indicator isassessed in at least one way and ONE of the following is true:

It is documented as a secondary objective, orIt exists, but is not explicitly documented in objectives

There is No Emphasis if an indicator is covered incidentally ornot at all

`')2

Revised: 02/12/97

For

cour

ses

whe

re o

nly

one

inst

ruct

or te

ache

s a

spec

ific

cour

se:

Indi

vidu

al in

stru

ctor

refl

ectio

n an

d co

mpl

etio

nof

Cou

rse

Ana

lysi

s Fo

rm

Flow

of

Info

rmat

ion

For

cour

ses

whe

re m

ore

than

one

inst

ruct

or te

ache

sa

spec

ific

cou

rse

(par

ticip

ants

may

ski

p th

e fi

rst b

lock

and

go d

irec

tly to

the

seco

nd b

lock

if th

ey s

o de

sire

):

Indi

vidu

alin

stru

ctor

refl

ectio

n an

dco

mpl

etio

n of

Cou

rse

Ana

lysi

sFo

rm (

optio

nal)

Tea

m o

f in

stru

ctor

sw

ho te

ach

sam

eco

urse

rea

chco

nsen

sus

and

com

plet

e fi

nal

Cou

rse

Ana

lysi

s Fo

rm

Cou

rse

Ana

lysi

s Fo

rmis

mer

ged

into

Prog

ram

Ana

lysi

s Fo

rm(I

nstit

utio

nal E

ffec

tiven

ess

Off

ice)

BE

ST C

OPY

AV

AIL

AB

LE

Prog

ram

Ana

lysi

s Fo

rm is

revi

ewed

tode

term

ine

gaps

deci

de h

ow g

aps

will

be

addr

esse

dco

ordi

nate

dia

logu

e on

how

curr

icul

um is

adj

uste

d

(Pro

gram

and

Art

s &

Sci

ence

sfa

culty

)

2 4

Mho

Are

a?e

thic

al C

olle

ge M

adis

on, W

isco

nsin

Ass

essi

ng G

ener

al E

duca

tion

Acr

oss

the

Cur

ricu

lum

: 199

7 N

CA

Pre

sent

atio

nPa

ge 6

Core Ability Assessment ProcessSix Levels of Program Activity

Level/Activity Purpose Who Responsible Materials When

I. Introduction toCore Abilities

Fill out CourseAnalysis Form(s)

AIT memberCore AbilityLiaison

Course OutlinesProgram Analysis

FormCourse Analysis

FormPresentation

Materials

Curriculum Days(Fall)

II. ReachingConsensus

Reach consensus onCourse AnalysisForm information

AlT memberCore AbilityLiaison

Course AnalysisForms

Program AnalysisForm

Course Outlines

Day(s) set byprogram

III. MappingDevelopment

Consensus CourseAnalysis Forms arecollected

Core AbilityLiaison collects

IE staff map

Program AnalysisFormCourse AnalysisForms

After reachingconsensus

IV. ProgramReview andModification(Map analysis)

To determine if mapis what facultyintended

Program and Arts& Sciences facultyteaching courses

Program AnalysisForm

Course AnalysisForms

Course Outlines

Curriculum Days(Spring)

Objectives Day(Spring)

V. CurriculumModifications(supportedthrough staffdevelopmentofferings,recertificationcredits, IEIgrant)

To modify anychanges to CourseAnalysis Form,Program AnalysisForm, and CourseOutlines made inLevel IV

Program and Arts& Sciences facultyteaching coursesmakemodifications

IE staff re-mapProgram AnalysisForm

'Program AnalysisFormCourse AnalysisFormsCourse Outlines

Continual processset by program

VI. Assessment ofStudentLearningOutcomes inCore Abilities

To assess and verifyimpact on studentlearning

'Students'FacultyEmployersAdministrationOthers

'Formative andsummativeassessments atcourse, program,and institutionallevels

Continual processas set by facultyand programevaluationrequirements

AIT = Assessment Imp ementation Team IE = Institutional Effectiveness IEI = Instructional Excellence Initiative

C)

MATMadiooa Area

Technical College Madison, Wisconsin Assessing General Education Across the Curriculum: 1997 NCA Presentation Page 7

Lessons Learned Along the WayWhile Implementing

MATC's Core Ability Assessment Plan

Identify genuine work and service to be performed by the core ability assessment committee/team.

la" Translate the core ability work into clear objectives and timeline that can be communicated to the committee/team and institution.

It Obtain administrative, faculty, and staff support for elements that lead to effective group process:

Time for members of the group to reflect, define, and personalize their charge

Time for members to establish a collaborative relationship

Autonomy, freedom, and trust that the process and products will be produced to accomplish theobjectives charged to the committee

Respect and value for the expertise each member brings to the table

Availability and use of outside experts for knowledge not represented in the group

Clerical support for all the activities of the committee/team

Serious and quick response to the committee's need for information, production of documents, andinstitutional support

Opportunity for all members to speak and contribute in a safe and supportive group environment

Opportunity for the momentum of the assessment work to build within the group and then move toother areas of the institution

la' Establish and reinforce the expectation that individual members and the group as a whole will accomplishtheir assigned core ability tasks.

' Encourage a "mini laboratory environment" for members to pilotcore ability procedures and practices beforepromoting them across the institution.

Ew Identify and respond to short-term and long-term core ability tasks that need to be accomplished.

Document assessment processes and practices into products for application and dissemination.

uW Identify a communication/dissemination plan that builds on each member's role, expertise, and networks.

OW. Conduct formative and summative evaluations of the committee's/team's work in terms of establishedobjectives.

MATMadison AreaTechnical College Madison, Wisconsin Assessing General Education Across the Curriculum: 1997 NCA Presentation Page 8

Fall 1996

Five-Year Core AbilitiesPhase-in Timetable

Numberof ProgramsPhased-in

YearProgramsPhased-in

6 (pilot) programs 1996-1997

10 programs 1997-1998

10 programs 1998-1999

10 programs 1999-2000

EvaluateAssessment Plan 2000

Begin Self-Study 2000

Continue Phase-in:10 programs 2000-2001

11 programs 2001-2002

Total 57 programs 2002

NCA Visit 2002

r3 r',c-, I

Madison AreaTechnical College Madison, Wisconsin Assessing General Education Across the Curriculum: 1997 NCA Presentation Page 9

U.S. Department of EducationOffice of Educational Research and Improvement (OEM

Educational Resources Information Center (ERIC)

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ERIC

Title: Measuring Moving Targets: Assessing General Education Across theCurriculum of a TwoYear Technical College

AUW1140: Francesca Piuma, Ph.D. and Catherine Wilson

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Madison Area Technical College

Publication Date:I April, 1997

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anaMadison Area Technical College3550 Anderson StreetMadison, WI 53704

Printed-Name/Position/Tide:M. Francesca PiumaCoordinator/Institutional Effectiveness

(608) 259-2940 (608) 259-2959

"rairAdaie177----1511e:mpiuma@madison.tec wi.us

July 11, 1957

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