GENERAL EDUCATION PROGRAM REVIEW CHECKLIST

You will have met Gen. Ed. requirements if you have provided the following to the Director of General Education at least 2 weeks prior to your Program Review, and if you have made the suggested revisions prior to your review.  N.B.  Departments are encouraged to invite The Director of Gen. Ed. to a meeting before the Program Review process is begun.

ONE:  For ALL courses that you teach, provide syllabi.  A good syllabus will include a complete and well-written set of objectives that are clearly tagged to Gen. Ed. objectives.

• A rubric for writing objectives that are “clear, meaningful, and measurable statements of student performance.”                                                           see below

TWO: For ALL courses that you teach, provide “4-point fact sheets.”  Please pay particular attention to question 2 (“Rationale”) on each fact sheet:

• A blank 4 point fact sheet                                         see below

THREE:  For ALL courses that you teach, indicate how those courses teach to Gen. Ed. “Skills” and/or “Values” objectives by filling out a matrix of courses with relevant pedagogies cross-indexed to each of those courses.

• A blank matrix and ‘key’ to pedagogies                     see below
• A copy of the Skills and Values objectives                 see below

FOUR:  For courses designed to teach to “Knowledge” Gen. Ed. content areas (i.e. the humanities, social sciences, creative arts or natural sciences) indicate how they address Gen. Ed. Knowledge objectives.  This may be done by:

a.)     completing a matrix, using the standardized pedagogies key, or

b.)     writing a narrative description

• A copy of Knowledge objectives                                 see below
• courses designated in these 4 content areas            see below

FIVE:  For all courses designated for General Education credit, evidence must be provided that Gen. Ed. mission and outcomes are being addressed.  This may be met by providing annotated copies of one of these…

a.)     representative exams

b.)     representative copies of student papers

c.)      representative assignments

d.)     results of the analysis of student portfolios

e.)     results of departmental exit or alumni surveys

f.)       whatever other documentation you believe constitutes evidence (you may want to check with the Dir. of Gen. Ed. for this one)

• A copy of General Education Mission & Policy Statement see General Education Home Page
• A copy of the General Education Outcomes see General Education Home Page

SIX:  Identify ALL formats in which all courses being offered (not just General Education courses), including:

• ACCEL
• Distance-Learning
• Tacom RI University

A Rubric for writing good objectives

Common Vocabulary: (adapted from the Assessment website)

• Goal:  a broad statement of an intended long term impact
• Objective: clear meaningful, and measurable statements of students performance, statements of what we want the student to be able to do/know/value: the same as “intended outcomes.”
• Outcome: the actual measurable results we get from students after instruction: what they actually do.
• Standards:  the criteria for determining whether or not and how well a learning objective has been met.
• Strategy: the actions designed by the teacher to facilitate achievement of an objective.

Objective:  Clear, meaningful, and measurable statements of student performance (consistent with the mission of the General Education program)

1. )  Clear: Easily understood by other faculty and students

“Stranger” Test: Faculty members who did not write the objective are able to (1) identify ways to teach to the objective and (2) identify ways to measure student achievement of the objective.

Tips:  • Keep the objective concise.  Be brief, clear, and specific.

          • Objectives should focus on a single outcome.  This allows us to determine if an objective has   been met without having to distinguish between partial completion and success.

Example:     Use writing as a tool for learning (too vague)

                   Write an essay using proper English language rules.

2. ) Meaningful: Consensus that the intended learning outcome is important, yet realistic

“So What?” Test:   Faculty members who did not write the objective agree that the skill/knowledge/value indicated in the objective is important and relevant for students to learn.

Tips:  • Ask yourself, “Is the behavior specified in this objective important for all students to demonstrate after completing a general education course?”

          • Good objectives are neither too narrowly stated (mechanical) nor too generally stated (vague)

          • Objectives should not be limited to lower-level cognitive skills

Example:     Recite the Nicene Creed from memory (too narrow)

                   Critique the claims of orthodoxy of a given Christian group based on the tenets of the Nicene Creed

3.)  Measurable: The objective should denote an observable action or the creation of an observable product.

(1)  The desired student behavior should be observable (what students will be able to do)

(2)  The conditions of performance should be stated (how students will be able to do it)

(3)  The performance criteria should be stated (minimally acceptable level of performance)

“Prove It!” Test:  Faculty members who did not write the objective are able to identify evidence they would use to prove an objective was either met or not met.   Faculty members should also clearly understand the conditions under which the student behavior will be observed along with criteria for determining if the observed behavior meets the objective.

Tips:  • Ask yourself, “What evidence could I use to prove a student has met this objective?”

          • Use active verbs: recognize, construct, evaluate, identify, analyze, write, describe, apply, discuss, predict

          • Avoid vague verbs:  appreciates, understands, learns, knows, comprehends, familiarizes, studies, is aware of, covers, gains knowledge of…

          • If an “understand” is used, make sure you state how “understanding” will be demonstrated

          • Conditions:  Upon request, students will…  Given (an object) the student will…  On an essay…

          • Criteria:…with 80% accuracy… at a proficient level on the rubric

Example:  the student will distinguish good fiction from bad fiction.  (how can this be demonstrated?)

Given four works of short fiction of contrasting genres, the student will match each work with its correct genre.

4.) Student Performance: Objectives should describe what a student should be able to do.    Objectives state the intended learning outcome, behavior, or product of instruction; not what form instruction will take.

“Focus” Test: Does the objective describe what a student does, or what the teacher does?

The objective should not address the instruction that takes place prior to the behavior.

Tips:  Make sure the objective states what students should be able to do, produce, or demonstrate

Example:   This course will examine the fundamental principles of marketing.  (This is what the instructor wants to do, not what the student is expected to do).

              The successful student in this marketing class will be able to identify 10 fundamental principles of marketing.

Objectives Checklist

Action Verbs:  (Dr. Bob Kizlik, http://www.adprima.com/verbs.htm)

APPLY A RULE: To state a rule as it applies to a situation, object or event that is being analyzed. The statement must convey analysis of a problem situation and/or its solution, together with the name or statement of the rule that was applied.

ASSESS:  To stipulate the conditions by which the behavior specified in an objective may be ascertained. Such stipulations are usually in the form of  written descriptions. For obvious reasons, assess is rarely used as a verb in behavioral objectives at the elementary school level.

CLASSIFY: To place objects, words, or situations into categories according to defined criteria for each category. The criteria must be made known to the student.

COMPOSE: To formulate a composition in written, spoken, musical or artistic form.

CONSTRUCT: To make a drawing, structure, or model that identifies a designated object or set of conditions.

DEFINE: To stipulate the requirements for inclusion of an object, word, or situation in a category or class. Elements of one or both of the following must be included: (1) The characteristics of the words, objects, or situations that are included in the class or category. (2) The characteristics of the words, objects, or situations that are excluded in the class or category. To define is to set up criteria for classification.

DEMONSTRATE: The student performs the operations necessary for the application of an instrument, model, device, or implement. NOTE: There is a temptation to use demonstrate in objectives such as, "the student will demonstrate his knowledge of vowel sounds." As the verb is defined, this is improper use of it.

DESCRIBE: To name all of the necessary categories of objects, object properties, or event properties that are relevant to the description of a designated situation. The objective is of the form, "The student will describe this order, object, or event," and does not limit the categories that may be used in mentioning them. Specific or categorical limitations, if any, are to be given in the performance standards of each objective. When using this verb in an objective, it is helpful to include a statement to the effect of what the description, as a minimum, must reference.

DIAGRAM: To construct a drawing with labels and with a specified organization or structure to demonstrate knowledge of that organization or structure. Graphic charting and mapping are types of diagramming, and these terms may be used where more exact communication of the structure of the situation and response is desired.

DISTINGUISH: To identify under conditions when only two contrasting identifications are involved for each response.

ESTIMATE: To assess the dimension of an object, series of objects, event or condition without applying a standard scale or measuring device. Logical techniques of estimation, such as are involved in mathematical interpolation, may be used. See MEASURE.

EVALUATE: To classify objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of quality must be given in the defined criteria of each class category. Evaluation differs from general classification only in this respect.

IDENTIFY: To indicate the selection of an object of a class in response to its class name, by pointing, picking up, underlining, marking, or other responses.

INTERPRET: To translate information from observation, charts, tables, graphs, and written material in a verifiable manner.

LABEL: To stipulate a verbal (oral or written) response to a given object, drawing, or composition that contains information relative to the known, but unspecified structure of these objects, drawings, or compositions. Labeling is a complex behavior that contains elements of naming and identifying.

LOCATE: To stipulate the position of an object, place, or event in relation to other specified objects, places, or events. Ideational guides to location such as grids, order arrangements and time may be used to describe location. Note: Locate is not to be confused with IDENTIFY.

MEASURE: To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale.

NAME: To supply the correct name, in oral or written form for an object, class of objects, persons, places, conditions, or events which are pointed out or described.

ORDER: To arrange two or more objects or events in accordance with stated criteria.

PREDICT: To use a rule or principle to predict an outcome or to infer some consequence. It is not necessary that the rule or principle be stated.

REPRODUCE: To imitate or copy an action, construction, or object that is presented.

SOLVE: To effect a solution to a given problem, in writing or orally. The problem solution must contain all the elements required for the requested solution, and may contain extraneous elements that are not required for solution. The problem must be posed in such a way that the student that the student is able to determine the type of response that is acceptable.

STATE A RULE: To make a statement that conveys the meaning of the rule, theory or principle.

TRANSLATE: To transcribe one symbolic form to another of the same or similar meaning.

 4-POINT FACT SHEET

Department Program Review &

New Course Proposals

1. TITLE AND DESCRIPTION: What are the name, number, credit hour allocation, prerequisites, and frequency of offering and catalogue description of the course?

2. RATIONALE:

·        How does the course fit into departmental & General Education program mission?

Is it a Knowledge, Skill, or Values course, primarily?                               If Knowledge, is it humanities, social science, creative arts, or natural science?

·        Explain the credit hours and level.

·        Unless stated explicitly in the course syllabus, please state what is the Outcome of the Course?  That is to say…

who (every successful student?  “A” students…)

will do what (this must be a measurable activity)

by when (at the end of a unit, semester, degree program?)

to what degree of quality (please provide a rubric)

and why (it fits the mission, Gen. Ed. statement of purpose, degree requirements, etc.)

for help, go to www.sau.edu Assessment Page, then click on “Assessment (academic) Plan Rubric.  See also, on the same page “Rubrics.”

3. RELATIONSHIP TO OTHER COURSES: If this course is similar to another course in the catalogue, explain why both courses should exist or suggest whether something should be dropped or changed.

Departmental Review

MATRIX

Skills                     COURSE NUMBERS:   xxx xxx    xxx     xxx              

Written Communication                                                               

Oral Communication                                                                    

Interpersonal Skills

Math Reasoning

Critical Thinking                                                                 

Collaborative Skills

Health and Rec

Computer Literacy

Information Literacy                                                                     

Foreign Language

Knowledge

Humanities                                                                         

Creative Arts

Social Sciences

Natural Sciences

Values

Respect for Differences                                                                 

Freedom of Inquiry/

     Dissent                                                                          

Justice and Equality                                                                     

Self-Responsibility                                                              

Caring, Service,

Community Responsibility                                                 

Aesthetic Sense

Pedagogical “Key”: Supplement as needed with your own measures.

A. Response Papers

B. Written Tests/Exams

C. Oral Tests/Exams

D. Research Papers

E. Essay Assignments

F. Journal

G. Presentations

H. Class Discussion

I.  Spiritual exercises

J.  Oral Presentation

K. In-Class Group Activities

L. Peer-Editing Evaluation

GENERAL EDUCATION OBJECTIVES

A collation from various sources

SKILLS Objectives:

evidenced by using tools, practicing, implementing, students who are successful in the General Education Program will demonstrate the following skills in the following ways:

Written communication

• use writing as a tool for learning
• express themselves, explore issues, communicate with others, and persuade others using written communication
• respond to the requirements of a given audience, profession, and/or rhetorical situation
• demonstrate fluency in a writing process that involves drafting, collaborating, revising, and editing; resulting in an appropriate final product
• achieve personal, academic, and professional goals using written communication

Oral communication

• demonstrate the characteristics of effective human communication
• evaluate the effectiveness of messages and presentations
• research, organize, and deliver a message to a specific audience
• express the ethical implications of human communication

Interpersonal and collaborative skills

• describe the influence of perception, listening, language, self-concept, and nonverbal behavior in interpersonal relationships
• work cooperatively with others toward achievement of a common goal
• respect others and what they have to say
• distinguish between ethical and unethical communication and relationships
• evaluate and improve communication in interpersonal contexts
• recognize sources of interpersonal conflict and implement conflict resolution techniques

Mathematical reasoning skills

• analyze quantitative information and solve problems in the areas of personal daily experience and professional endeavors
• use higher-order cognitive skills to make sense of quantitative and spatial information enabling graduates to:
  • determine the validity of conclusions based on quantitative and spatial data
  • recognize patterns, trends, and relationships
  • analyze the logic of arguments
  • choose the appropriate technological tools to produce and process quantitative and spatial information

Critical thinking skills

• recognize, analyze, and evaluate another's argued position, and give reasoned accounts of their own positions
• determine when and how problems can be addressed by means of the analytical methods of the arts, sciences, and other fields
• use analytical methods typical of the arts, sciences, and other fields to work toward the solution of problems

Health and recreation skills

• determine ways to assess and improve health-related fitness status
• apply knowledge of wellness concepts and motor skill development to selection of safe, individualized fitness and leisure activities
• demonstrate knowledge of and competence in a variety of motor skills and movement patterns as a means to support and maintain physical activity through the lifespan
• apply knowledge of personal risk for stress-related illness and chronic disease to health-related fitness and behavior choices

Computer literacy

• perform the tasks necessary to begin using a computer for personal use
• write a paper with graphs, tables, and pictures using word-processing skills
• develop and make a presentation using presentation software

Information literacy

• demonstrate a knowledge of the framework of information, including books, journals, and the internet
• decide which sources to use when searching for specific types of information
• use alternative methods of finding information
• successfully evaluate the quality of a source in terms of bias, reliability, timeliness, and authority
• exhibit an understanding of search strategies
• access information remotely

Foreign Language 

• begin to develop some proficiency in the five language skills of reading, writing, listening, speaking, and culture in English and a target language
• develop oral communication skills, including self expression (students' accent and pronunciation) in a target language
• appreciate cultural awareness and develop sensitivity to the country (or countries) where a target language is spoken 

VALUES objectives:

evidenced by appropriate social, civil, religious, & cultural relationships.  Students who are successful in the General Education program will express the following Values in the following ways:

Respect for differences, students can:

• recognize the broad range of differences and develop an understanding and sensitivity for differences
• broaden knowledge, understanding, and personal community by interacting with persons who are different
• encourage maintenance and sharing of differences among persons of different cultures and ethnic backgrounds without expectations for others to assimilate
• recognize a person's weaknesses as well as a person's strengths

Freedom of inquiry and dissent, students can:

• recognize that freedom of inquiry must include the possibility of dissent
• test premises rather than take them at face value
• appreciate the right to take an adversarial stance against bodies of information in order to test them
• develop tolerance

Justice and equality, students can:

• explain from a Judeo-Christian perspective why all persons are considered to be created in the image of God and thus worthy of respect
• describe at least one way in which one's personal actions may have an adverse effect on the life or living conditions of people elsewhere in the world
• recognize how policies or practices embodied in institutions, intentionally or unintentionally, lead to inequities in the treatment of others, especially the poor, marginalized, or powerless

Self-responsibility and autonomy, students can:

• exhibit behaviors that illustrate that they have taken ownership of various dimensions of their lives
• accept the consequences of their own actions and words
• recognize when independent work is necessary and when collaboration is appropriate

Caring, service, community responsibility, students can:

• acknowledge and accept themselves as members of both local and world-wide communities whose interests, concerns, and issues are shared
• demonstrate care for one another by offering challenges and support to peers
• fulfill civic duties and become involved in community issues and activities
• volunteer time to both on- and off-campus groups dedicated to helping underprivileged, minorities, the environment, children, the homeless, and any who are in need
• show concern for the global community by gathering for discussion or prayer about current issues

Aesthetic sense, students can:

• develop a personal set of values and tastes in order to perceive and respond to the arts and the artistic
• appreciate artistic and other events
• recognize the roles that such events have in a historical context and in current society
• assimilate artistic awareness into various aspects of personal, professional, and public life

Knowledge objectives:

evidenced by cognitive domain measures including recognition, comprehension, application, analysis, synthesis and evaluation of what a given discipline is, what it does, what are its methods and its limits.

Students who are successful in the General Education Program will demonstrate their knowledge in the following four content areas, and in the following ways:

The Humanities are concerned with people, values, and the human experience.  Students successful in courses approved for Humanities General Education credit can:

• recognize the humanities as ways of knowing that critically and analytically examine, interpret, and reflect on the human condition and experience
• understand the diverse methods of inquiry, including reason, scholarly use of evidence, historical analysis, reflection, faith experience, and aesthetic sense, that characterize the humanities
• understand and use the materials of the humanities, and recognize how these materials shape, and are shaped by their cultural contexts
• explore aesthetic experience, and issues of values and goodness
• become a thoughtful and reflective participant in disciplinary conversations, oral and written, while recognizing the implications of those discussions for addressing personally significant problems of human choice and self-determination

Creative Arts are concerned with the creation of artistic responses to the human experience.  Students successful in courses approved for Creative Arts General Education credit can:

• understand the tools of expression used in an artistic medium, and the use of those tools in design/structural form
• demonstrate creative use of the tools of expression in writing, visual, or performing art
• achieve personal expression through an artistic medium

Social Sciences: are concerned with the use of quantitative and qualitative methods in studying social and cultural aspects of human experience. Students successful in courses approved for Social Science General Education credit can:

• recognize that the basis for knowledge in the social sciences is grounded in the application of the scientific method to behavior
• apply moral and ethical standards to human relationships and develop personal standards of behavior
• identify and compare various theories of human behavior and the application of these theories to society
• analyze problems of human behavior and offer potential solutions
• identify current and past ways in which humans deal with social problems and discover and evaluate strengths and weaknesses

Natural Sciences: are concerned with the use of quantitative methods for studying the natural world.  Students who are successful in courses approved for Natural and Mathematical Sciences General Education credit can:

• explain the goals of science, and both describe and apply the methodology scientists use in their work
• describe the range of questions that may be addressed by scientific inquiry and identify questions that fall outside the purview of science
• communicate scientific concepts and facts that explain the functioning of the natural world
• apply scientific principles that underlie contemporary issues drawn from distinct disciplines within the natural and physical sciences

ALL CURRENTLY DESIGNATED “KNOWLEDGE” GEN. ED. COURSES
(last updated 2/07/07)

Humanities