Summary of Revised Gened Recertification Process

Summary of Revised GenEd Recertification Process

October 1, 2017

In September of 2017, the GenEd Executive Committee, Area Coordinators and staff collaborated to reorganize the recertification process to set a path for courses going forward, rather than reporting on past practice. Our hope is that documents collected for this process will be useful not only to GenEd in assessing and continuing to ensure the program meets established goals, but may be used as resources for instructors teaching the course.

Part 1: Pre-certification meetings

Representatives of departments with courses up for recertification will participate in a “pre-certification” meeting during the fall semester of the recertification year. These meetings must be attended by a representative of each department offering the course, who should be the individual(s) coordinating the development of the recertification package and/or the chair.

The pre-certification meetings will be run by area coordinators. Departmental representatives are encouraged to bring syllabi from all faculty teaching the course that semester.

The resulting course description and learning goals will become the cover page for the recertification package, and will be used in course syllabi going forward (see template and example attached at the end of this document).

Goals of “pre-certification” meetings

1)determine whether course description requires updating

1. in the event that a description requires updating, participants should decide on the updated description during the precertification meeting, or during a follow-up meeting; changes must be acceptable to all departments teaching a course

2)agree on updated learning goals for course

1. each learning goal must map onto a GenEd program-wide competencies (information literacy, oral and written communication skills and critical thinking are required) or an area learning goal
2. goals can include content goals
3. learning goals must be acceptable to all departments teaching a course

3)determine who will complete the recertification package

1. will different departments submit separate packages?
2. who is the point person?

4)review the recertification process

Part 2: Recertification Portfolio

Overview of elements of the recertification portfolio (additional information next page)

1)cover page from pre-certification meeting

2)syllabi from all sections in summer, fall and spring of that academic year, including online sections

3)sample assignments and student work for those assignments at the above average, average and below average level

4)map of how sample assignments meet learning goals established for the course

5)additional assignments if sample assignments do not meet all learning goals (these do not require student work to be submitted)

6)Excel spreadsheets of self-reviews of all courses offered online during the summer, fall or spring of that academic year

7)Narrative

Additional information for (3) – sample assignments and student work

The recertification package should include 3-4 assignments that represent the diversity of types of assignments used across sections, along with student work for each assignment at the above average, average or below average level. If sections offered include sections that are above 60 students and below 60 students, and if the assignment structure for sections in each category differ significantly, 2-3 assignments both for sections with enrollments >60 and <60 should be submitted (4-6 total), along with samples of student work for all assignments. (To rephrase this, if assignments used in large sections are the same as assignments used in small sections, there is no need to submit two sets of assignments.) Either on a separate page, on each sample of student work, or by submitting completed rubrics, portfolio developers should briefly indicate to reviewers why each item of student work was deemed above average, average or below average.

Additional information for (4) – map of assignments and learning goals.

The instructor responsible for developing the recertification package should complete the spreadsheet included at the end of this document. The learning goals in grey should reflect those confirmed in the pre-certification meeting and articulated on the course cover sheet. The left-hand column reflects all assignments included in the package (both those for which student work is submitted and any that do not include student work). Each of the three, required program-wide learning goals and the course-specific learning goals should be addressed by at least one assignment. One assignment may relate to more than one learning goal.

Additional information for (5) – additional assignments

Assignments in addition to those submitted for (3) need only be included if the assignments submitted for (3) do not cover all learning goals. Student work need not be submitted for additional assignments. Additional assignments should be included in the assignment/learning goal map.

Additional information for (6) – online self-reviews

Any instructor who taught an online section of a GenEd (excepting those who have left the university) must complete a self-review of their online course using the GenEd self-review tool located here: Instructors will complete the form, download it as an Excel spreadsheet, and that spreadsheet will be included in the recertification package. At the point of review of recertification packages, GenEd staff will ask instructors for access to their Canvas or Blackboard sites, and one member of the recertification review team will use the self-review submitted to carry out a review of the online sections of the course.

Additional information for (7) – narrative

The narrative should respond to the following prompts.

1)If issues were identified during the pre-certification meeting and steps were taken to address those issues in the spring semester, outline the steps taken.

2)If your department runs sections of a GenEd course that are larger than 60, articulate a plan for addressing the program-wide GenEd competencies information literacy, oral and written communication, and critical thinking. This plan may include strategies already employed.

There are a variety of ways to address information literacy in GenEd beyond the traditional research paper. Information literacy is defined by GenEd as follows: “Identify, access and evaluate sources of information. Within GenEd, information literacy encompasses a broad spectrum of abilities, including the ability to recognize and articulate information needs; to locate, critically evaluate, and organize information for a specific purpose; and to recognize and reflect on the ethical use of information.” The ACRL Framework for Information Literacy for Higher Education ( also offers a more expansive description of what information literacy is, and how we can support students in developing this competency (see Appendix 1: Implementing the Framework). Temple’s research librarians and the Center for the Advancement of Teaching are also resources.

3)List any hardware or programs, applications and software packages other than Blackboard/Canvas and programs in the Microsoft Word suite that students will be required to use.

4)Describe strategies used to orient new instructors (for example, encouraging new instructors to attend GenEd faculty meetings and workshops, to make an appointment with Center for the Advancement of Learning specialists or GenEd staff, or to talk with experienced instructors, directing them to the GenEd Blackboard/Canvas site, etc.).

5)Include any additional information you would like reviewers to be aware of.

Course Assignment / Learning Goal Map
Course Name: ______ / Communicate effectively orally and in writing / Information literacy / Think critically / Learning goal 1 (specific to a course and mapped onto area learning goals) / Learning goal 2 (specific to a course and mapped onto area learning goals) / Learning goal 3 (specific to a course and mapped onto area learning goals) / Learning goal 4 (specific to a course and mapped onto area learning goals) / Learning goal 5 (specific to a course and mapped onto area learning goals) / Learning goal 6 (specific to a course and mapped onto area learning goals)
Assignments
Sample assignment 1: Sample assignment title /  /  / 
Assignment 1: (title or short description)
Assignment 2: (title or short description)
Assignment 3: (title or short description)
Assignment 4: (title or short description)
Assignment 5: (title or short description)
Assignment 6: (title or short description)

GenEd Area: ___Course Number: ______Course Title: ______

Syllabus/recertification-portfolio Cover Sheet – INSTRUCTIONS

Departmental Courses: / e.g. ECE−0822
(include all subject codes for departments teaching course)
Credit hours:
Prerequisites:
Course type: / e.g. lecture with recitations
Catalog description: / The catalog description, if changed, is to be agreed upon by all departments at the “pre-recertification” meeting.

Course Learning Goals:

Three to five course learning goals are to be agreed upon by all departments at the “pre-recertification” meeting. They should be cross referenced to selected GenEd competencies below.

GenEd Competencies:

Relevant Program and Area competencies are to be agreed upon by all departments at the “pre-recertification” meeting. (Delete the unused goals and competencies on the form.) They should be cross referenced to the course-learning goals above.

List relevant GenEd Competencies (please see final pages of this document).

List relevant Area Learning Goals (please see final pages of this document). Courses must address a majority of learning goals for a given area.

GQ 0822 – Investing for the Future

Syllabus/recertification-portfolio Cover Sheet - EXAMPLE

Departmental Courses: / ECE−0822
FIN−0822
RMI−0822
Credit hours: / 4
Prerequisites: / MATH−0701 Elementary Algebra
Course type: / Lecture
Catalog description: / This class will teach you about seemingly complicated financial topics in a very comprehensible manner that will help you make informed financial decisions to ensure a secure financial future. We begin with identification of common financial problems and how to avoid them. After thinking about life and financial priorities, we address why thinking about retirement now must be at the top of your list. We examine how to compute your retirement needs and how to get there, primarily with a focus on investing in common stock. You will learn how to think smart about big ticket purchases such as cars, housing, and graduate/professional education. Finally, we will make sure you understand how to create a safety net to protect your future.

Course Learning Goals:

1. Development of a personal budget plan and expenditure accounting. (GenEd competenciesIV,F)
2. Familiarize students with the various investment options appropriate to the prevailing market conditions. (GenEd competenciesI,VII,E)
3. Develop student proficiency with using the computer to research, track, and a analyze their investments. (GenEd competenciesVII, A,E)

GenEd Competencies:

Program-competencies: / I. Critical thinking. Evaluate evidence, synthesize analyses from multiple sources and perspectives
IV. Communication skills. Ability to communication with speech, writing, or graphical means in an organized fashion appropriate to the audience
VII. Information literacy. Locate and critically evaluate sources of information
GQ Area competencies: / A. Quantitative modeling. Understand quantitative models and perform appropriate calculations and studies based on these models.
B. Mathematical computations. Perform simple mathematical computations associated with a quantitative model and make conclusions based on the results,
E. Quantitative data. Ability to retrieve and organized quantitative data and appreciate the inherent error of empirical studies.
F. Quantitative communication. Ability to organize, present, and critically evaluate arguments founded on quantitative models.

Program Goals

GenEd facilitates linkages by stressing the development of eight skills and abilities rather than on content knowledge. The Program in General Education provides opportunities for students to engage in:

Critical Thinking

Think critically

Within GenEd, students who think critically recognize an object of investigation, frame questions about it, and interrogate assumptions—explicit or implicit. Critical thinking includes the evaluation of evidence, analysis and synthesis of multiple sources, and reflection on varied perspectives. Critical thinking generates a well-developed investigation that incorporates supporting and countering claims. A student engaged in critical thinking produces an informed account, a hypothesis for further study, or the solution to a problem.

Contextualized Learning

Understand historical and contemporary issues in context

Within GenEd, students who contextualize learning understand and integrate historical, contemporary, and cultural phenomena and their underlying principles in two broad applications. First, contextual learners recognize the interaction of complex forces that give rise to specific phenomena. Second, contextual learners understand and analyze related events, artifacts, practices and concepts across geographic, chronological and cultural boundaries.

Interdisciplinary Thinking

Understand and apply knowledge in and across disciplines

Within GenEd, students who use interdisciplinary thinking recognize the world presents problems, topics, or issues too complex to be satisfactorily addressed though a single lens. Thus, interdisciplinary thinkers apply multiple perspectives, paradigms, and frameworks to problems, topics, or issue

Communication Skills

Communicate effectively orally and in writing

Within GenEd, students who communicate effectively use spoken and written language to construct a message that demonstrates the communicator has established clear goals and has considered her or his audience. Effective messages are organized and presented in a style appropriate to the context.

Scientific & Quantitative Reasoning

Within GenEd, students who exercise quantitative and scientific reasoning use and apply these reasoning processes to explain phenomena in the context of everyday life. Quantitative reasoning includes statistical and/or logical problem-solving, the relationships between quantities, and the use and misuse of quantitative data. Scientific reasoning introduces students to the evolution and interdependence of science and technology and includes problem identification, hypothesis evaluation, experimentation, interpretation of results and the use and misuse of scientific data.

Civic Engagement

Function as an engaged citizen in a diverse and globalized world

Within GenEd, students open to civic engagement view themselves as connected to local and global communities where they participate in activities that address issues of public concern. Critically engaged students define issues, pose, probe, and solve problems with an awareness of and an inclusion of the diverse values and interests.

Information Literacy

Identify, access and evaluate sources of information

Within GenEd, information literacy encompasses a broad spectrum of abilities, including the ability to recognize and articulate information needs; to locate, critically evaluate, and organize information for a specific purpose; and to recognize and reflect on the ethical use of information.

Lifelong Learning

Promote a lasting curiosity

GenEd cultivates these skills and abilities throughout the required undergraduate curriculum, and students will experience these ways of being though readings, discussions, activities, and classes throughout GenEd.

GenEd Area Goals (not including ARW and IH)

Quantitative Literacy Area Goals

Quantitative Literacy courses are intended to teach students how to:

• Understand quantitative models that describe real world phenomena and recognize limitations of those models;
• Perform simple mathematical computations associated with a quantitative model and make conclusions based on the results;
• Recognize, use, and appreciate mathematical thinking for solving problems that are part of everyday life;
• Understand the various sources of uncertainty and error in empirical data;
• Retrieve, organize, and analyze data associated with a quantitative model; and
• Communicate logical arguments and their conclusions.

Arts Area Goals

Gen Ed Arts courses are intended to teach students how to:

• Experience and respond to a work of art or creative process;
• Recognize and interpret a work of art or creative process in a societal, historical or cultural context;
• Describe or evaluate a work of art or creative process using appropriate terminology;
• Demonstrate “appreciation” for the value of art in our lives and society; and
• Function as a member of an audience.

Human Behavior Area Goals

Human Behavior courses are intended to teach students how to:

• Understand relationships between individuals and communities;
• Understand theories or explanations of human behavior used to describe social phenomena;
• Examine the development of individuals’ beliefs, behaviors, and assumptions and how these affect individuals and communities;
• Apply one disciplinary method to understand human behavior or explain social phenomena;
• Access and analyze materials related to individuals, communities or social phenomena; and
• Compare and contrast similar social phenomena across individuals or communities.

Race & Diversity Area Goals

Race & Diversity courses are intended to teach students how to:

• Recognize the ways in which race intersects with other group identifications or ascriptions: gender, class, ethnicity, sexual orientation, religion, disability, age;
• Understand the relationships among diversity, justice and power;
• Explore what it means for individuals and institutions to exist in a multi-racial, multicultural world;
• Investigate the various forms race and racism has taken in different places and times; and
• Discuss race matters with diverse others in relation to personal experience.

Science & Technology Area Goals

Science & Technology courses are intended to teach students how to:

• Understand and describe the scientific process;
• Understand the sequential nature of science and technology;
• Recognize, use and appreciate scientific or technological thinking for solving problems that are part of everyday life;
• Understand and communicate how technology encourages the process of discovery in science and related disciplines; and
• Retrieve, organize, and analyze data associated with a scientific or technological model.

U.S. Society Area Goals

GenEd U.S. Society courses strengthen students’ understanding of the history, society, culture and political systems of the United States.

They are intended to teach students how to:

• Access and analyze historical, analytical, and cultural materials;
• Develop observations and conclusions about selected themes in US society and culture;
• Construct interpretations using evidence and critical analysis;
• Communicate and defend interpretations; and
• Analyze the ways difference and heterogeneity have shaped the culture and society of the U.S.

World Society Area Goals