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 Core Tom Schrand , Associate Dean for General Education AAC&U: 2018 General Education and Assessment February 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
The Hallmarks Program: shared learning goals for general education Curiosity Collaboration Confidence Empathy Contextual Understanding Initiative Global Perspectives Ethical Reflection
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
Thank you! Tom Schrand schrandt@philau.edu Valerie Hanson hansonv@philau.edu
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