ࡱ> RTQ **bjbj 7Hrr"DD8L6,R2bbbbbQQQ1111111$646b1QQQQQ1bb 2Qbb1Q1-9/bFo.(1"20R2.J79dJ749/J79/QQQQQQQ11QQQR2QQQQJ7QQQQQQQQQD d:  SENATE AGENDA ITEM III.D.1. 2 September 2014 August 25, 2014 TO: FACULTY SENATE FROM: COUNCIL ON GENERAL EDUCATION Submitted by Diane Sandage, Chair RE: ANNUAL REPORT FOR THE 2013-2014 ACADEMIC YEAR Membership on the Council for the past academic year included: Marjorie Allison, Irina Andreeva , Cheryl Bailey, Rumen Dimitrov, Magdelyn Helwig, Keith Holz, Ben Lampere (SGA Represenative - Fall 2013), Yin-Chi Liao, Diane Sandage, Joanne Sellen, Keva Steadman, Oswald Warner, Brian Wehde (SGA Representative - Spring 2014), and Dean Zoerink. Tom Sadler served as a replacement for Keva Steadman (Fall 2013) Bill Siever served as a replacement for Yin-Chi Liao (Spring 2014) Ex officio members for the past academic year included: Nancy Parsons (Provosts Office), Michelle Yager (University Advising), and Russ Morgan (Deans Council). Diane Sandage was elected chair for the 2014-2015 academic year, with Magdelyn Helwig, Vice-Chair and Joanne Sellen, Secretary. BRIEF OVERVIEW OF COUNCIL ACTIVITIES During the 2013-2014 academic year, the Council focused much of its attention on the importance of general education assessment and how to improve existing reporting. The Council explicitly concentrated on the impact of assessment data in connecting assessment goals to course enhancement and revised an assessment form so that it more specifically addresses the impact of assessment. Additionally, the Council developed a new form for reporting significant changes in departments assessment plans. Related concerns also dealt with include: the review of the structure of the current general education curriculum, requirements, and assessment; revisions to assessment forms; and continued emphasis on the significance of communication with faculty regarding general education assessment, guidelines, and requirements. Furthermore, the Council considered the various ways to advance understanding of the essential need for assessment and reporting compliance. The Council agreed that a sub-committee of Council members who look at assessment data, including the impact form, and work with faculty is the best way to effectively address the continued requirements of assessment. In addition to the emphasis on general education assessment, during 2013-2014 the Council also addressed concerns regarding: perception of students writing skills and how to enhance writing proficiencies; the relationship of the College of Arts and Sciences Essential Academic Skills Committee to the Council on General Education; reviewing the structure of General Education at other universities and how other models compare to 鶹; and the approval of new general education courses. GENERAL EDUCATION ASSESSMENT, GUIDELINES, and REQUIREMENTS The assessment of general education courses is an ongoing topic of conversation on CGE, and it is a multifaceted issue that continued to be a central concern for the Council during the 2013-2014 academic year. Due to the Higher Learning Commissions annual review that flagged Step 4 (i.e., impact assessment has on student learning), CGE spent a considerable amount of time evaluating how to effectively implement Step 4. Thus, as mentioned previously, CGE concentrated on improving the form that requires faculty to examine assessment data and then modify courses based on the data. The form is titled, General Education Assessment of Student Learning Impact Form, and it supports the intention of Step 4 as required by the Higher Learning Commission. Also, CGE discussed and agreed that although each department must assess each general education course every semester, there is little evidence to suggest that collecting data more than once per year is beneficial. Moreover, CGE continues to adopt the position that general education assessment data should remain in the hands of the departments with the expectation that this will encourage ownership of that data and improve concrete reporting on the impact that assessment has on student learning. Although general education data are transmitted to the Associate Provost for compilation, CGE continues to stress that departments need to review the data as a department and not to simply consider the transmission of the data to the Associate Provost as the completion of their responsibility. Furthermore, CGE is persistent in taking a pro-active stance regarding the education of 鶹 faculty regarding general education. For example, with the assistance and support of CITR, a presentation on general education is now on the program, in the session Teaching at 鶹, presented at the New Faculty Orientation. Additionally, Council members continue to contact departments that offer general education courses and discuss the goals and philosophy of the general education curriculum, requirements for writing in general education, and the objectives associated with general education assessment. GENERAL EDUCATION TRANSFER ARTICULATION PROCESS During 2013-2014, the Council reviewed 44 domestic transfer articulation requests, down 37 from 2012-2013. Seventeen remain in process due to need of additional information, or time, in order to make an informed decision. Sixteen were approved, and the remaining 11 were denied. The Council considered no international transfer articulation requests. CGE implemented that articulation requests be accompanied by a course syllabus, or other suitable material, that will help the members of CGE to make an informed decision about the relationship of the transfer course to the general education curriculum at 鶹. RELATIONSHIP TO THE COLLEGE OF ARTS AND SCIENCES' 'ESSENTIAL ACADEMIC SKILLS COMMITTEE' During the 2013-2014 academic year, the CGE reaffirmed its interest in the work of the College of Arts and Sciences Essential Academic Skills Committee. While conversations with EASC are ongoing, the Council continues its support of a campus-wide administration of the EASC survey instrument for the purposes of gaining an overview of the state of general education at 鶹. APPROVAL OF NEW GENERAL EDUCATION COURSES During academic year 2013-2014, the Council on General Education received seven general education course requests: COMM 235; CS 114; RPTA 112; ENG 285; CS 214; GEOG 251; and CS 101. The Council approved six of the seven above courses without contention. Only CS 101 was not approved for inclusion in general education. This was not because the council did not view CS 101 as appropriate for general education, but because the course did not fit into any of the appropriate general education categories presently defined by 鶹. Since, effective Fall 2013, requests for inclusion in general education could not be brought to the Faculty Senate for approval until after the assessment mechanism for the course has been approved by CGE, we only had two grandfathered courses that had assessment plans presented for approval. During academic year 2013-2014, the Council on General Education approved the assessment plan for HIST 337/GER 337 and FIN 101. Both courses were approved for inclusion in general education prior to the guidelines that require the assessment plan be included at the same time as the request for inclusion in general education. SUMMARY and GOALS In light of the accomplishments as well as the desire for improvement, the goals for the 2014-2015 academic year are as follows: At the beginning of Fall 2014, elect four to five CGE members to a sub-committee charged with reviewing assessment data, reviewing impact forms, and meeting with academic departments to encourage department-level general education assessment data review; 2) Continue to take a visible and pro-active stance regarding the education of 鶹 faculty regarding general education; 3) Promote the collection of more useful assessment feedback data that can both encourage and drive future department-based decision-making, specifically in regard to the way assessment data is used to impact changes that improve student learning and satisfy Step 4 in the assessment process as delineated by HLC; 4) Investigate the structure of 鶹 general education, especially the categories, compare to other models, and make a recommendation regarding the implication of reformulating the existing categories; 5) Work with EASC to further improvement of students academic skills, with an emphasis on the importance of writing skills being taught across the disciplines; and 6) Insure that the general education curriculum reflects the Universitys philosophy and goals. 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