MIME-Version: 1.0 Content-Location: file:///C:/1D3ABA35/Minutes-3-24-05.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Gen Ed March 05

General = Education Outcomes Committee Meeting

March 24, 2005

 

General Education Learning Outcomes Assessment—considerations for the chairs’ luncheons next week.

 

Format: Chairs to sit at tables with us, cluste= red around topics of outcomes (or our new signage—GSU Essential Learni= ng?) communication, collaboration, critical thinking, contemporary issues, quantitative skills, and technology. Brief presentation= about our work. Discussion about how we might work with them to move the process forward. Discuss the role for graduate programs.

 

1.      Why would chairs care?

Ratio= nale for Assessing GSU Essential Learning: Paper v. talking?

·        GSU Learning defines what we want our gradua= tes to DO (verbs which activate content)

·        GSU now admits more traditional studentsR= 12; Freshmen Learning Communities demonstrate effectiveness of university-wide initiatives for promoting achievement, retention and cohesiveness

·        Required by Georgia Board of Regents,  APACE , Accreditation Groups—disciplinary and SACS (see attachment)

 

2. Reframing the language:

·        The term general education learning outcomes= is from the accrediting groups’ language. It suggests gen. ed. is someone else’s responsibility, is limited to lower-division courses and, as an outcome, is a product to be completed rather than a learning process that continues.

·        Suggestions for alternative “signage” for students and faculty—

o      = GSU Essential Learning

o      = Skills for Learning

o      = GSU Tools for Success

o      =        Panther Path to Achievement

o      =        Intentional Learners

o      =        Etc.???

 

3. Process of how we got to where are: Again, d= o we just write it out?

·        Senate passage of Gen Ed Policy, February 13, 2004

·        Feedback from departments on which outcomes = were covered by their courses in the core

·        Gen Ed Assessment Committee and individual subcommittees formed, spring, 2004

·        Pilot studies for each outcome, summer 2004<= /p>

·        Initiation of data collection, Fall 2004

·        Refining the assessment process, Spring, 200= 5

·        Development of assessments at are: Articulat= ed, Aligned, Authentic

 

4. What we’re assessing and how? Handout plus discussion

Perhaps provide an example = of a core course which serves Essential Learning (perhaps Sociology)

 

5. Next Steps: