Revising the General Education Curriculum and its Assessment in Response to Indiana Legislation

Indiana University EastRichmond, Indiana

Revising General Education

• Mary BlakefieldAssociate Vice Chancellor for Academic Support Programs/Dean of Students

• Markus Pomper Chair, Department of Mathematics

• Katherine FrankDean of Humanities and Social Sciences

Indiana University East

• Regional Campus of Indiana University• Located in Richmond, Indiana• Enrollment 4,500 students• Non-residential• About 60% credit hours online

Indiana Commission for Higher Education

• Pushed for increased ease of transfer since the creation of the Community College System (Ivy Tech) in 2006

• Encouraged colleges to standardize general education

Senate Bill 182

• January 4, 2012: Proposal introduced to require statewide transfer general education core.

• January 31, 2012: Passed Senate• February 20, 2012: Passed House• March 16, 2012: Signed into law

January 2012 March 2012

SB 182 signed

Summary of 182

• A student who is transcripted as completing the gen ed requirements of one state institution cannot be required to complete additional gen eds.

• A student who holds an associate degree and transfers to a state 4-year institution is considered to have met 30 cr. hrs. of gen ed.

State MandateIndiana Senate Enrolled Act 182

• Institutes a 30 cr. hr. statewide, transferable Gen Ed curriculum

• Competency-based• Easy to transfer• Deadline for implementation: May 2013!

May 2013

January 2012 March 2012

SB 182 signed

Learning Outcomes

• Commission: 6 competency areas

• Statewide conferences of faculty panels • Goal was to set specific outcomes. • Final outcomes leaned heavily on LEAP.

January 2012

May 2013

Commission Faculty Panels

May 2012 Nov 2012

Written Communication Speaking/ListeningQuantitative Reasoning

Humanistic/Artistic Social/Behavioral Science

March

State Mandate

• Instructions for implementation details and learning outcomes were made available to institutions in November 2012.

• IU East began to re-create General Education.

January 2012

May 2013

Commission Faculty Panels

May 2012 Nov 2012

Adaptation

We did it in 6 months!• Design Curriculum• Draft Learning Outcomes• Create Assessment Process• Discuss with Faculty Constituents• Involve Curriculum Committee• Endorse by Faculty Senate• Identify Gen Ed courses

January 2012

May 2013

Commission Faculty Panels

May 2012 Nov 2012

A Bit of HistoryCampus Learning Objectives (1998)

Loosely defined General Education

Assess every outcome in every

course

Late 1990s 2013

Gen Ed Curriculum 2006

Limit Gen Ed Assessment to Gen Ed Courses

2006

Campus Learning Objectives (1998)

New Gen Ed Curriculum

Focused Gen Ed Assessment in specific Gen Ed

Courses

New Campus Learning

Outcomes

Statewide Core

A Bit of History

IU East Campus Learning Outcomes From 1998

• Outdated • Outmoded • Cumbersome• Grandfatherly

A visual of the CLO’s

CLO #6. Educated persons should develop the skills to understand, accept and relate to people of different backgrounds and beliefs. In a pluralistic world one should not be provincial or ignorant of other cultures; one's life is experienced within the context of other races, religions, languages, nationalities and value systems.

New Campus Learning Outcomes

• IU East proposed a new set of Campus Learning Outcomes

• Designed with assessment in mind• Short and concise

Indiana University EastCampus Learning Outcomes

1. Communicate clearly and effectively in written and oral forms

2. Access, use, and critically evaluate a variety of relevant information sources

3. Apply principles of inquiry to define and analyze complex problems through reasoning and discovery

4. Demonstrate the ability to relate within a multicultural and digitally connected world

5. Demonstrate a deep understanding of a field of study

Additional explanation is available if needed. The additional information focuses on assessable outcomes, rather than professing purpose.

Effective communication includes the ability to read, write, listen, speak, and use appropriate resources in delivering and responding to a message. A competent communicator is able to compose a clear message, relate purposeful and relevant ideas suitable to the intended audience, and select appropriate written, verbal and nonverbal strategies to effectively communicate or respond to an intended message.

On the Evolution of General Education Prior to 2006

• A disconnected set of curricular policies• Two Composition classes• One Speech class• One Math class• One Computer Literacy class • Arts/Humanities; Social/Behavioral Sci; Natural

Science: Campus consensus of 12 credit hours in each group

• No connection to Campus Learning Outcomes

On the Evolution of General Education

General Education Framework of 2006

• One policy to specify all Gen Ed requirements• 39 credit hour curriculum• Connects Campus Learning Outcomes to curricular

requirements• Two Composition classes• One Speech class• One Math class• One Computer Literacy

class

• 9 credits in Humanities and Fine Arts

• 9 credits in Behavioral and Social Sciences

• 9 credits in Sciences/Math

A look at the policyMultiple campus learning objectives are addressed in each requirement. Campus Learning Objectives are lengthy and

difficult to assess.

Minimal restrictions for courses that can meet the General Education

requirement.

No mention of assessment.

Course outcomes are vague and do not address all campus learning

objectives.

On the Evolution of General Education

General Education Framework of 2013

30 credit hour curriculumConforms to state mandate

• Two Composition classes• One Speech class• One Math class

• 6 credits in Arts/Humanities • 6 credits in Behavioral/Social Sciences• 6 credits in Sciences

The New Gen Ed

References new Campus Learning OutcomesLimits the number of courses that are available;

The selection process specifically vets the courses for assessment.

Uses detailed statewide course-learning outcomes; written with assessment in mind.

Selecting Courses for Gen Ed

• Devised a process for adding and removing courses from list of Gen Ed courses

• Involved Faculty Governance in creation of policy and in maintaining of list

Selecting Courses for Gen Ed

System of checks and balances for approval of courses

References State General Education Competencies and Outcomes

Assessment is key part of approval process

Selecting Courses for Gen Ed

Summary

• We used the State Mandate to improve long-standing problems:– General Education– Campus Learning Outcomes– Assessment

• Keys to success– Frequent communication with all faculty– Strong faculty leadership

Revising General Education

• Mary BlakefieldAssociate Vice Chancellor for Academic Support Programs/Dean of Studentsmblakefi@iue.edu

• Markus Pomper Chair, Department of Mathematics mpomper@iue.edu

• Katherine FrankDean of Humanities and Social Scienceskpfrank@iue.edu