GEO Course Mapping

Dr. Mary Menzel - Germanson Director 520-494-5215 mary.menzel@centralaz.edu

Myna Frestedt Support Analyst 520-494-5593 myna.frestedt@centralaz.edu

Jennie Lee Voyce Program Assistant 520-494-5591 jennie.voyce@centralaz.edu

GEO Training Series: 4 of 5 Spring 2012 February 23,

2012

To achieve CAC’s Strategic and AQIP Goal of Helping Students Learn, we identify those course student learning outcomes which align with each of the GEO Standards.

Assessment of Student Learning from the institutional level in select courses across the curriculum provide the snapshot of our students’ GEO abilities/knowledge/skills.

The Purpose of GEO Mapping

CAC General Education Outcomes and Commitment to Students and Stakeholders

All CAC graduates will possess the skills, knowledge, and abilities to be successful in the following General Education Outcomes:

• Communication: reading, speaking, listening, and writing• Critical Thinking and Analytical Reasoning: analysis of issues,

development and evaluation of solutions, and assessment conclusion/implications

• Cultural and Artistic Heritage: cultural literacy, global perspective and artistic heritage appreciation

• Individual and Social Responsibility: personal integrity and core values, personal well-being, value perspectives of others and contribute to a larger community

• Informational and Technological Literacy: access, evaluate and use information; use technology, understand impact and systems

• Mathematical/Scientific Inquiry and Analysis: models, computation and interpretation; science concepts, methods and principles

GEO Course Mapping: Step 1

Every CAC Division maps their credit courses by aligning the Measureable Student Learning Outcomes (MSLOs) to CAC General Education Outcomes and Standards.

See the CAC Institutional GEO Rubric on the Curriculum/Student Learning Assessment website at: http://www.centralaz.edu/Home/About_Central/Curriculum_Development/Student_Learning_Assessment_Tools_and_Forms.htm

All courses submitted through the Five-Year Curriculum Review Cycle are now required by the Curriculum Committee and the Student Learning Outcomes Committee to create GEO Maps. In addition, new and modified programs are also required to submit a GEO Program Map.

GEO Maps inform CAC of the GEO Standards which are assessed or are assessable in each course.

GEO Program Maps identify the courses in the degree sequence where students are introduced to the various GEOs, receive opportunities to develop/apply their skills/knowledge/abilities and the point where she are expected to achieve proficiency.

ACRES: Expedited GEO Map

April 1, 2012, all Arizona General Education Curriculum (AGEC) courses, the high enrollment gatekeeper courses to degrees and the AGEC Certificate, have GEO Maps due.

ACRES users select the Expedited GEO Map in ACRES. See ACRES at:

Expedited GEO Map Attachment

ACRES

Fall 2013 Curriculum Proposers

Curriculum submitted for inclusion in the 2013-14 CAC Catalog is due September 1st.

All courses and programs require a GEO Map downloadable within the ACRES proposal form by clicking the link.

Institutional GEO Rubric

THE 116 Student Learning Outcomes

THE 116 Standards/Assessments

GEO Standards 1A-1E align with THE116 MSLOs 1-7 and THE116 Standards S4 and S5.

1. Discuss the socio-political influences contemporary films may have over today’s society. [write, read, listen]

2. Explain the influence society and contemporary events have over the creation of films. [write]

3. Describe the potential value of various genres of film making. [write]

S4. Produce a carefully documented, quality product that identifies, outlines, evaluates, analyzes and articulates the contributions made by film in comparison or concert with other art forms. S5. Produce a carefully documented, quality product that identifies, outlines, evaluates, analyzes and articulates the contributions and expectations of actors, directors and cinematographers.

GEO Standards 2A-1C align with MSLOs 1-7 and Standards S4 and S5.

4. (Comprehension) Discuss film as a major art form and its relationship to drama, literature, and the visual arts. 5. (Knowledge) Identify filmmaking techniques and expectations of actors, directors and cinematographers. 6. (Comprehension) Compare and contrast movie making techniques both before and after 1950. 7. (Application) Classify a number of contemporary films by genre and cinematography.

GEO Standard 3C align with MSLOs 1-5 and Standards S4 and S5.

1. (Comprehension) Discuss the socio-political influences contemporary films may have over today's society. 2. (Comprehension) Explain the influence society and contemporary events have over the creation of films. 3. (Knowledge) Describe the potential value of various genres of film making. 4. (Comprehension) Discuss film as a major art form and its relationship to drama, literature, and the visual arts.

GEO Standards 4A aligns with MSLO 3; 4C-D align with MSLO4; 4D aligns with MSLOs 1-2, 4.

4. (Comprehension) Discuss film as a major art form and its relationship to drama, literature, and the visual arts.

GEO Standard 4A-D align with MSLOs 1-7 and Standards S4 and S5.

1. (Comprehension) Discuss the socio-political influences contemporary films may have over today's society. 2. (Comprehension) Explain the influence society and contemporary events have over the creation of films. 3. (Knowledge) Describe the potential value of various genres of film making. 4. (Comprehension) Discuss film as a major art form and its relationship to drama, literature, and the visual arts.Students must access, evaluate and use information for MSLOs 1-7.

Institutional GEO Rubric

Next Step: April 2, 2012

GEO Mapping aligned to student progress to attaining a associates degree or AGEC Certificate. Over two years of matriculation, instructors Introduce the concepts, provide opportunities for students to Develop/Apply those skills/knowledge/abilities and help students achieve Proficiency, our Level 2 on the Institutional GEO Rubric.

New I, D, P Coding

Collect Student Success Data to Help Students Learn

How to Identify GEOs in Measurable Student Learning Outcomes (MSLOs) within Courses

1. Compare each MSLO to the GEO Objectives and their Standards on the Institutional GEO Rubric.

2. Mark each Standard which is measurable in the course with an “I” for Introductory, “D” for Developing or “P” for Proficient.

GEO Map Instructions

I = Introduced, D = Developing, P = Proficient

Institutional GEO Rubric

Critical Thinking:

ACRES: Attach GEO Map

Curriculum Committee

Proposers plan to attend the Curriculum Committee to provide their rationale for their GEO Map to the Committee.

If the MSLO does not explicitly align with the GEO Standard, additional explanation will be required. This rationale may be provided in the ACRES “Notes” field before clicking “Final Submit, or in the “Comment” field in ACRES after submission.

At Faculty Development Day Fall 2011

Valerie Jensen presented a PPt on the Layers of CAC Student Learning Assessment. She wrote:

GEO/Institutional level assessment seeks to discover how well students have achieved the General Education Outcomes for CAC.

Data Driven Decisions:

How Evidence of Student Learning will be used:• Improve Student Learning• Pedagogy Modification• Student Service enhancements• Curriculum Modification: courses/degrees/certificates

• New Course Development• New Program Development

• Continuous Quality Improvements (CQIs) to processes, instructions and forms

• Accreditation Evidence• Inform Advising Boards initiatives

Thank You.

Our scholarly assessment of student learning contributes to the selection and implementation of initiatives to Help Students Learn and contributes to the long-term success of all our graduates!

Questions? We’re here to assist you…