General Education Assessment Strategy
To further improve the quality of the General Education for University of Idaho students, and to address the Provost’s Council Assessment Initiative (memo: December 10, 2013) prior to the Northwest Commission on Colleges and Universities accreditation, work began toward an overall General Education Assessment Strategy. What is proposed includes:
The University of Idaho’s five learning outcomes are also 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
- Assessment Artifacts, instructor selected (direct)
- Assessment Artifacts, shared with all sections, e.g., ISEM 101 and ISEM 301 (direct)
- Senior Survey (indirect)
- Graduating Seniors Focus Groups (indirect)
- Faculty Focus Groups (indirect)
- 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 2018-19 first-year students)
- ISEM 101 (pilot Fall and Spring 2013-14, and continuing every other year thereafter)
- ISEM 301 (begin full implementation for Fall and Spring 2014-15, and continuing every other year thereafter)
- Senior Experience (begin with Fall and Spring 2015-16, inclusive of both U of I and Transfer sets of General Education students, and continuing every other year thereafter)
- 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
- General Education Assessment Committee (GEAC) serves as the body for oversight of general education assessment. The Director of General Education and the Assistant Director of Institutional Research and Assessment, or designee, will provide coordination and leadership.
- The GEAC meets to norm and score assessment artifacts, and to review assessment findings and make recommendations based on its findings to UCGE. Information on general education assessment can be accessed at the general education website.
- STRUCTURE AND MEMBERSHIP
The committee is composed of nine members as follows: Director of General Education as Chair, Assistant Director of Institutional Research and Assessment, or designee, one UCGE member, two undergraduate students, and four members (faculty/staff)to include one with interdisciplinary experience and the remaining three selected to ensure a broad representation across the eight colleges that offer baccalaureate programs. All members, except students, serve on three year staggered terms. The Director of General Education is responsible for the selection of committee members.
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