Download - General Education as a Learning-Outcome-Based Program: Course Review and Revision Workshop
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General Education as a Learning-Outcome-Based Program:
Course Review and Revision Workshop Tuesday, September 21
Fitting the pieces together and making connections
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First
Why is General Education important?
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Role of the Undergraduate Major
Has primary responsibility for developing the ideas and methodologies to communicate within a disciplinary community
Suggests potential career paths.
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General Education v. Major
Major, minor, electives
General Education
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And the role of General
Education?
UW-L’s General (liberal) Education prepares students to live, work, and play as responsible global citizens in the context of a diverse and ever changing world.
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Life after college
Job or career
Other aspects of
life and living
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Overview of Today
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Timeline Learning outcome: what &
why Using Learning outcomes
to review courses
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Brief Timeline
FALL 2004• Departmental Review of GE courses – due
December 1 (new date!!)• Various ideas for a revised structure sent
out to campus for feedback (tentative)• Workshops and Mini-conference • GEC map outcomes as they are addressed
in current array of courses
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Timeline continued
Spring 2005GEC use feedback to develop a draft of revised structure; disseminate and ask for feedbackConversation among GE instructors at January T & L conferenceMore workshops as neededDepartments assess one or two GE coursesGEC begin official review of courses
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End of AY 2004-05Revised General Education Program Structure sent to Faculty Senate for approvalInitial set of courses for revised program reviewed and certified* GEC receives departmental assessment reports GE assessment “team” reports completed
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Using Learning Outcomes to Guide Course Development,
Review, and Revision
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Rationale for Outcome Based GE program
Focuses our attention on what we expect students to learnDirect link to assessment Can ensure and enhance accountability (institution and students)
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A learning outcome based program can help students
• better articulate the goals of the program
• more readily reflect on their own progress (self-assessment)
• improve student learning
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What is a learning outcome?
Learning Outcomes are clearly stated expectations for what students should learn and be able to do by the end of a course/program of studies.
Include an action verb and a statement of ability
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Goals v. Learning outcomes
GOAL: Student will have “knowledge of the development and interaction of human cultures”
Learning Outcome: Students will be able to “describe how a person’s historical and cultural contexts influence perceptions of themselves and others”
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How does the learning outcome help with:
• Assessment• Learning activities
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Rethinking our Thinking 1
A learning-outcome-based curriculum moves us from an overt focus on courses distributed across the academic spectrum
to an overt focus on helping students develop specific competencies (learning outcomes) that are requisite for learning and living as responsible citizens “in diverse local, national and global societies”
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Rethinking our Thinking 2
Outcome Based Programs moves us from a GE Curriculum thatIs “Input” based Focuses on the academic
spectrum
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Rethinking our Thinking 3
In an O-B-C Begin with desired result Determine acceptable evidence Plan learning experiences and instruction
(Wiggins &
McTighe, 1998)
Assessment is integral and a focus from the beginning
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Learning OutcomesLearning Activities
Assessment of Learning
Always together - Joined at the hips
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Understanding and identification of Learning Outcomes
and Assessment of Learning precede development of
Learning Activities
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Relation Between Learning Outcomes and Learning
ActivitiesLearning activities
are planned after identifying the learning outcomesare planned after identifying what will constitute evidence of student learningallow students to develop and practice knowledge and skills basic to the learning outcome provide evidence of student learning are inquiry-based and potentially engaging
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Assessment of Learning
Evidence of understandingCollection of evidence over time Formal and informal Learning activities are designed with evidence of learning in mindForms of assessment are varied and many: may be observations, dialogs, quizzes, tests, projects, performance tasks, etc.
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ASSESSMENT MEANS WE ALSO HAVE
Evidence, Criteria & Standards
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EVIDENCE of Student Learning
What type of student work can provide evidence? Papers Specific answers on quizzes and exams Group projects Oral presentations An audiovisual project ETC—depends on course and SLO being
assessed
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CRITERIA
Qualities desired in student workProfessional judgment of instructorGuide student learning effortsPromote life-long learningSupport instructor in making objective evaluations
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Examples of Criteria
In MATH Accuracy Depth of understanding Complexity Appropriateness
In CULTURAL DIVERSITY Range of cultures Communication Reflectivity and integration
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STANDARDS
Describe different levels of criteria (performance)Describe specific indications of criteriaPromote understanding of criteriaSupport faculty in making objective evaluations
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Examples of Standards
SatisfactoryContains few errors and those errors do not significantly undermine the quality of the (project, paper, presentation, problem, etc.)Consistently views sophisticated and significant dilemmas and issues (problems) with a broad focus and from multiple perspectives
UnsatisfactoryOne or more errors that significantly undermine the quality of the workViews issues and dilemmas (problems) largely in simple terms; usually does so with limited focus and minimal perspectives
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Core Outcomes
What is it that students should remember “forever” from this course?What is applicable across situations and/or disciplines? What has value beyond the classroom and is important for developing responsible and educated global citizens?What provides a structure or context or framework to connect the dots or “details”
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Enduring
understanding
Important to
Know and do
Worth being familiar with
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Departmental Review Process (OF COURSES AS THEY EXIST NOW)
1. Have a discussion with colleagues: what
outcomes are we trying to achieve in XYZ course?
2. Which ones are THE MOST IMPORTANT—the ones we want students to remember (or use) forever (those Core Outcomes)
3. What are the learning activities we NOW use to address these outcomes
4. What do we do NOW for assessing whether or not students have achieved these outcomes
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Why Departmental Review Now?
Provide invaluable information to GEC about current learning expectations Are there clusters of outcomes being
addressed—and where Are there outcomes not being addressed
anywhere
Inform GEC on program “needs” and effective “revisions,” if necessary Help with assessment plan
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Course Review is NOT designed to:
Officially evaluate current coursesIdentify courses that “are problematic”Take resources away from any program or department
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Departmental Review of Courses(one more time)
Three (and a half) Basic StepsDepartmental discussions about learning
outcomes addressed in each course Determination of the core (most important)
outcomesIdentify the learning activities used to
achieve these outcomesIdentify how assess student learning of
outcome
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Strategy for thinking about outcomes?
ACHIEVING THE OUTCOMES: WHAT SHOULD A STUDENT KNOW AND BE ABLE TO DO?
Use the context of the course content and discipline to think about what the outcome means; what a student should know and be
able to do?
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EXAMPLE from UWL 100
Students should be able to: recognize varying perspectives and beliefs across several topics, including the “right to an education” and “citizenship.”
articulate a basic explanation as to the purpose of “a liberal arts education” and the value or importance of this education to their current and future lives.
identify how their perceptions may be different from others on the topics discussed in class
identify some of the possible factors (socio-economic status, race or ethnicity, hometown size, gender, etc.) that have influenced their ideas about the “right to an education” and why and how their ideas may differ from others.
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WORK TIMEand
more questions?
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Thank You!
Reference
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, Virginia: Association for Supervision and
Curriculum Development