General Education Assessment Strategy
Updated: 6 June 2014
In an attempt to further improve the quality of the General Education experiences for University of Idaho students, and following the Provost’s Council Assessment Initiative (memo of 10 December 2013) concerning the Northwest Commission on Colleges and Universities accreditation, in February of 2013 work began toward an eventual overall General Education Assessment Strategy. See current documents under Tools. What is proposed includes:
The University of Idaho’s five learning outcomes are the learning outcomes for the General Education curriculum. While any given course within this curriculum may have learning activities that address all five learning outcomes and other courses may address only some of these learning outcomes, collectively this integrated curriculum will provide students with a shared set of learning outcomes upon which their learning competencies can be measured.
The General Education assessment will focus only on assessing the General Education learning outcomes. It will not entail evaluating specific course learning outcomes, nor learning outcomes of other units or programs, nor other General Education curricular components, e.g., course pedagogy or content.
It will be essential that seminars and courses within the General Education curriculum link the University of Idaho's General Education learning outcomes with specific course learning activities and assignments.
There are two sets of General Education student populations to be assessed. The first set is students enrolled under the University of Idaho General Education curriculum. The second set is students those enrolled under the State Board of Education (SBOE) Transfer Student General Education curriculum. While students under the Transfer Student General Education are necessarily transfer students, with varying degrees of participation in University of Idaho General Education courses, assessing the General Education competencies of all U of I students is necessary. In addition, any contrasting competency results between the two student sets should be diagnostic and potentially spawn curriculum adjustments. Currently, approximately half of our baccalaureate graduating class are U of I General Education students, while the other half are Transfer Student General Education students.
Types of Measures Under Consideration:
- Assessment Artifacts, instructor selected (direct)
- Assessment Artifacts, shared with all sections, e.g., ISEM 101 and ISEM 301 (direct)
- Senior Survey (indirect)
- Course (discontinued) and Graduating Seniors Focus Groups (indirect)
- Faculty Focus Groups (indirect) - not developed
- Alumni Survey (indirect)
- Syllabi Review (direct)
- Learning Matters, based upon the U of I Learning Outcomes and AAC&U VALUE Rubrics. See Measurement Rubrics.
Curriculum targets (starting with required curriculum for the 2012-13 first-year students):
- ISEM 101 (pilot Fall and Spring 2013-14, and continuing every other year there after)
- ISEM 301 (begin full implementation for Fall and Spring 2014-15, and continuing every other year there after)
- Senior Experience (begin with Fall and Spring 2015-16, inclusive of both UI and Transfer sets of General Education students, and continuing every other year there after)
- Expanding assessment to other General Education components, such as American Diversity.
- Random sample of syllabi from varied General Education components, e.g., courses from Science and Humanities.
General Education Assessment Committee: Jane Baillargeon (in memory) and Rodney Frey, facilitators.
Fred Barlow, Dan Campbell, Shauna Corry, Sarah Nelson, Diane Prorak, Beth Price, Linda Taylor, Katie Schiffelbein, and Sarah Silflow, members.
We are seeking additional faculty members for the assessment committee.
Assessment Results: To review results of the ISEM 101 or 301, or Senior Survey, see files under Tools and Artifacts.
We value and encourage your thoughts and comments. Please submit to Rodney Frey.