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Channel IslandsCalifornia State University

Beyond GE Seat Time for an Integrated

21st Century Education

The (long) transition to outcomes-based GE at CSUCI

Marie FrancoisProfessor of History

Director, University Experience Program

Changing GE at CI

• Currently students receive GE credit by passing courses that lie in one or more distribution categories– “counting” only in one

category

• Under outcomes-based system, students achieve credit for GE by demonstrating learning of outcomes– not bound by 3 or 4 unit

courses– outcomes integrated &

scaffolded into courses across the curriculum

C H A N N E L I S L A N D S

Steps in the journey

• 100+ Upper Division Interdisciplinary GE (UDIGE) courses 2002-11

• SP 06 06 GE Goals and Outcomes

• GE Assessment: Area B 2006, Integrative Learning 2006-07

• GE Program Review Task Force 2008-11 – research & development

• CSU Executive Order 1033 July 2008 (now EO 1065)

• WASC rubric for GE Program Assessment

• SR 09-03 – New University Studies Resolution at CI, December 2009

• Project ISLAS – University Experience Program & folioCI

• Coded Memorandum AA-2011-14 – CSU Definition of Credit Hour


UDIGE course samples• ANTH/ESRM 332 Human Ecology• ANTH/HIST 442 African Diaspora• ANTH/ECON 444

Values & Valuables• ART/COMM 331

Art, Society & Mass Media• ART/BUS 334 Business of Art• BIOL/BUS/ECON/EDUC 343

The Zoo: Conservation, Education & Recreation• BIOL/POLS 345

Science & Public Policy• BUS/ECON/ENGL 340 Business &

Economics in Literature• BUS/HIST 340 Business in China:

Heritage & Culture• BUS/CHEM/ECON 341

Drug Discovery & Development• CHEM/PHYS 344 Energy & Society

• CHEM/HIST 330 History of Science: Non-Western Origins & the

Western Revolution• CHS/COMM/NRS 343

Health Issues in Latina/o Community• COMM/NRS 441

Health Communication• ESRM/POLS 340

Politics & the Environment• HIST/PSY 340

History & Psychology of Nazi Germany• NRS/PSY/SOC 348

Healthy Aging• PAMU/PHYS 335

Physics of Music• PATH/SPAN 334

Spanish Language Drama &Theatre• PSY/SPED 345 Individuals with

Disabilities in Society


WASC RUBRIC


University Studies• will be based on demonstrated student outcomes rather than

seat time in courses. • use an electronic portfolio to document the outcomes students

achieve and encourages them to be responsible for their learning. • through the e-portfolio, will integrate assessment at every level. • create a shared experience for students and faculty while

providing students access to full diversity of disciplinary and integrative options.

• clearly link the university mission to the curriculum • will require students to take 48 GE units (as does our current

program) but creates greater flexibility for students and faculty.http://www.csuci.edu/provost/ge-taskforce/


http://www.csuci.edu/provost/ge-taskforce/

On-going Progress toward new GE (as of October 2011)

• Levels 1-3 course development– UNIV 150 First Year Seminar (ISLAS)– UNIV 250 Second Year Seminar (Compass II)– UNIV 349 Transfer Year Seminar (ISLAS)– UNIV 198, UNIV 298, UNIV 398 Undergraduate

Interdisciplinary Research SPIRaL (Keck)– UDIGE = level 3

• Assessment tool development• Signature assignment development• E-portfolio folioCI development


MilestonesFall 2011 • 4 sections UNIV 150 (under ISLAS)

– students pilot e-portfolio (reflection and evidence of learning); faculty assess 4 GE outcomes through signature assignments

Spring 2012 • 1 section UNIV 250, + sophomore seminar at Oxnard College with folioCI to

bring when transfer• 2 sections UNIV 298

Fall 2012 • 5 sections UNIV 150• 2 sections UNIV 198 • 3 sections UNIV 349

. . . . . and they multiplyC H A N N E L I S L A N D S

SP 06-06 General Education Learning Goals and Outcomes Goal 1. Evaluate issues and integrate ideas from multiple perspectives, including cultural, national and international, and disciplinary perspectives, and identify actions consistent with their own civic responsibility. They will be able to: Outcome 1.1 Integrate content, ideas, and approaches from

(a) multicultural perspectives, (b) national and international perspectives, and (c) integrative perspectives across disciplines.

Outcome 1.2 Take individual and collective actions which can address issues of public concern.

Goal 2. Identify clear, logical, and creative arguments. They are able to:Outcome 2.1 Reason inductively and deductively and from a variety of perspectives.Outcome 2.2 Deliberate with others and present arguments clearly, logically, and creatively.Goal 3. Find and critically examine information. They are able to:Outcome 3.1 Access needed information effectively and efficiently. Outcome 3.2 Evaluate information and its sources critically.Outcome 3.3 Explain the economic, legal, social, and ethical issues surrounding the use of

information. Goal 4. Communicate effectively using a variety of formats. They are able to:Outcome 4.1 Speak and present effectively in various contexts.Outcome 4.2 Write effectively in various forms.Outcome 4.3 Use relevant tools in various contexts to present and/or integrate ideas.


Goal 5. Understand the physical universe and its life forms, scientific methodology, and mathematical concepts, and use quantitative reasoning. They are able to:Outcome 5.1 Conduct planned investigations using the scientific method to reach reasoned

conclusions.Outcome 5.2 Solve problems using mathematical methods.Outcome 5.3 Use graphs, tables, etc. to represent and explain scientific and mathematical

models.Outcome 5.4 Make connections between important/core/key concepts (or big ideas) in the

natural sciences to describe/explain natural phenomena.Goal 6. Cultivate intellect, imagination, sensibility and sensitivity through the study of philosophy, literature, languages, and the arts. They are able to:Outcome 6.1 Analyze creative human products and ideas.Outcome 6.2 Articulate personal thoughts and emotions when encountering human creations

and ideas.Outcome 6.3 Create original and imaginative works in philosophy, literature, language, and/or

the arts. Goal 7. Understand social, cultural, political, and economic institutions and their historical backgrounds, as well as human behavior and the principles of social interaction. They are able to:Outcome 7.1 Convey how issues relevant to social, cultural, political, contemporary/historical,

economic, educational, or psychological realities interact with each other. Outcome 7.2 Discuss how social sciences conceive and study human experience.Outcome 7.3 Use social science methods to explain or predict individual and collective

human behavior. C H A N N E L I S L A N D S


DRAFT

DRAFT

Transitions• New GE courses incorporate outcomes AND traditional A-E

attributions in proposal• Developing digital bank of Signature Assignments, usable in

different disciplines, housed in folioCI• Signature Assignments for outcomes included in proposal for new

GE courses• Existing GE courses migrate by course modification with outcomes

and Signature Assignments indicated and keep current A-E attribute• Students who leave take a GE accounting in traditional A-E with

them• Faculty development in rubric-based assessment of outcomes,

inter-rater reliability/norming


Likely characteristics

• UNIV courses have 3-4 GE outcomes from Goals 1-4; eventually, many native students take UNIV 150 & UNIV 250 or UNIV 198 & 298

• University Studies (across curriculum) courses will have at least 2 GE outcomes; one from Goals 1-4, one or two from goals 5-7

• Signature Assignments aligned with one or more outcomes (i.e. can integrate outcomes)

• Courses will have a GE outcome limit for a given student (4?)• “Meeting” GE outcomes an average score of 3 in Goal? Or

instead a minimum aggregate number?


Likely characteristics• Outcome achievement scaffolded across

courses and up levels• Students could achieve more than one outcome in a class• Students could need more than one class to

fully achieve an outcome, but earn units along the way– 100 & 200 level classes aiming at 2 on 1-4 scale– 300 & 400 level classes aiming at 3

• Prior work or co-curricular work assessed for outcome achievement (limit?)

• Advisement mode in folioCI tracks student progress


Transfer Students

• UNIV 349 – folioCI, relate prior course work to CI GE, self-assess, reflect

• “GE certified” –HAVE to do UNIV349/ 398/UDIGEs, with Signature Assignments and outcomes assessed in folioCI

• Not certified, but have 25 GE units– Petition course work, assessed with rubrics – Take courses with needed “shadow” A-E

designation (same articulation agreements)– UNIV349/398/UDIGEsC H A N N E L I S L A N D S

Challenges• GE listings by outcome in catalog, schedule of

classes• Scale of faculty development needed• Developing advising model re: outcomes for

Island Compass, forms, etc.• Communication about new model with CCs• Student records tracking levels of outcome

achievement (and A-E credits for leavers)– By Goal on the transcript, not per outcome?– Degree Progress Report?– folioCI “assessment portfolio” does per outcome level


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