AAC&U
General Education and Assessment 3.0: Next-Level Practices Now
Chicago, IL
March 3-5, 2011
Attended by: Alec Engebretson, Kate Marley, Kim Jarvis, Linda Kalbach, Kay Hegler, John Burney
Notes from Alec Engebretson
I.Overall messages
A.We are on the right track with regards to our process
B.There is no magic bullet that works for all institutions – each institution has a unique culture and unique factors that should be considered when developing a program
II.Ideas to consider from workshop
Elements of Good Practice in General Education Reform
Dean Pibbenow, Dean of School of Integrative Studies, EdgewoodCollege
Rita Kean, Dean of Undergraduate Studies, UNL
A.Communication and transparency are vital to success
B.Gen ed should be annually assessed and adjusted – always a work in progress
C.Important to create intentional experiences designed to intentionally address outcomes (and also explicitly communicated)
D.Need a new name (paradigm) so baggage from old name doesn’t carry over
E.Present changes to faculty in pieces (objectives/outcome, programming,
governance/assessment)
F.Dream it! Ask for ideas of how to achieve outcomes (but make sure
relate to outcomes) – we can use this for input to summer planning
G.Edgewood focused on experiences (tagged courses with letter if contained
intentional experience targeted at outcome)
III.Ideas to consider from concurrent sessions and luncheon
A.Make sure the purpose of the core is identified up front (ie developmental? and/or sort out intellectual interests and/or create campus identity/culture)
(CS1 – Boyer – U of Chicago)
B.Since courses not considered a high-impact practice, make courses more like high-impact practices via (1) inquiry based and participatory and (2) designed for connection between formal and co/extracurricular activities (such as with eportfolio) (Luncheon- Randy Bass – Georgetown)
C.“Thin Slice” assessment – smallest bit of information that gives the
richest view (Luncheon- Randy Bass – Georgetown)
D.Effective assessment and faculty development activity – have each faculty focus on one activity in one course and assess through a single lens filtered only on one outcome (see sample report form that also focuses on intentionality, pedagogy, review of outcomes, faculty development needs) (CS16 – St. Olaf)
E.Don’t be defensive – focus on the 80 of the 10-80-10 faculty (10=on board, 80 = undecided, 10=never will support) (CS22 – U of San Fran)
F.Build in ongoing evolution of the gen ed program – gen ed is always a working document – a work in process (CS22 – U of San Fran)
G.Give students and faculty a compass to follow through gen ed program
(CS40 – St.JosephsCollege)
HYour institutional signature should be reflected in your gen ed (tied to mission) (CS48 – St. Mary’s College, Castleton State College)
I.Create a clear picture/vision that is distinctive – consider placing it in an image posted in classrooms and dorms (CS48 – St. Mary’s College, Castleton State College)
J.Consider purpose of your reform – ie cohesion of program to students, unity of program to faculty (CS48 – St. Mary’s College, Castleton State College)
K.Be creative – offered civic engagement certificate as option – what if we required a minor in place of gen ed? (CS48 – St. Mary’s College, Castleton State College)