Designing and aligning: synchronizing goals and assessment ... 48... · Case study: closing the...
Transcript of Designing and aligning: synchronizing goals and assessment ... 48... · Case study: closing the...
Designing and aligning: synchronizing goals and assessment for a 3-D view of general education
Valerie Hanson, Associate Professor of Rhetoric and Writing and Program Director, Hallmarks CoreTom Schrand, Associate Dean for General Education
AAC&U: 2018 General Education and AssessmentFebruary 17th, 2018
Defining new, shared learning goals for general education
2 years of collaborative workshops and design thinking “charrettes”
Developed learning goals relevant for the majors and for general education
Curiosity Collaboration
Confidence Empathy
Contextual Understanding Initiative
Global Perspectives Ethical Reflection
The Hallmarks Program: shared learning goals for general education
Aligning the majors
Curriculum maps for each undergraduate major
Where will the general education goals be addressed?
Evidence collected in student ePortfolios
Subdividing and aligning learning goals in the core curriculum
Core curriculum: reorganized
8 broad learning goals: subdivided into 32
32 sub-goals distributed across the core curriculum requirements
Two assessment points: at basic and advanced levels
Subdividing and aligning in Hallmarks Core
Subdividing and aligning in the Hallmarks Core
Subdividing and aligning in the Hallmarks Core
Assessing in parallel
Assessing in parallel: Overlaps
• Program Director of Core and Assoc Dean of Program each participate in both processes
• Core curriculum artifacts assessed at granular and more panoramic levels
Parallax for curricular depth perception
Two simultaneous perspectives = stereopsis
Wider field of vision and sharper resolution
Diagnosis of curricular problems becomes more precise
Interventions are better targeted
Case study: 3-D insights on collaboration
Parallax assessment: perspectives from assignment level and the artifact level
Core assessment planning: how do we document collaboration in assignments?
Eportfolio review:• Few insights from artifacts• Reflective essays showed prevalence
of “divide and conquer” default
Case study: closing the loop on Collaboration
3D perspective revealed shared issues across campus
Faculty-led workshop on pedagogy of collaboration
Heightened awareness of shared learning goal AND existing expertise within our faculty
Building shared standards and practices around collaboration
Next steps
Cross-campus workshop model proved effective
Annual cycle of cross-campus faculty development events in response to eportfolio and core assessment