View
217
Download
0
Category
Tags:
Preview:
Citation preview
Three GE Projects at SJSU
Compass Project Stephen Branz & Maureen Scharberg (Debra David)
GE Program Assessment Stephen Branz & Scot Guenter
Integrated Team-Taught Multi-Semester GE Course Sequences Scot Guenter & Stephen Branz
Compass ProjectSJSU & Evergreen Valley College
Part of the Association of American Colleges & Universities’ “Give Students a Compass” Initiative. Its main goals are: 1) To redesign GE to help students,
especially underrepresented ones, be more successful in achieving liberal education outcomes;
2) To help state systems become generative “catalysts” for change.
Compass ProjectTransfer Students – Why? Transfer students are
“underrepresented” on several levels: They complete lower division GE at a
community college, which may not be a good match with GE expectations at the CSU campus and may make their GE experience especially disjointed.
They are more likely to come from educationally disadvantaged populations.
They experience unique transition issues.
Compass ProjectTransfer Students – Partnerships
Promoting transfer student success involves partnerships across state systems: Community colleges In California, both CSU and UC systems
are 4-year “stakeholder” institutions. There is considerable autonomy at the
campus level within each system.
Compass ProjectProject Goal
To promote a meaningful and successful transfer experience through: Focus on liberal education “essential
learning outcomes” (especially written communication)
Increased participation in high-impact practices (e.g., service-learning, learning communities, internships, study abroad)
Compass ProjectProject Components “Transfer-year experience” partnership
between SJSU and Evergreen Valley Second semester English composition
prior to transfer, with service-learning Peer mentoring before & after transfer Expanded advising Co-curricular activities
Compass ProjectWhat Has Worked Well
Strong support from faculty and administrators at both SJSU and EVC
EVC English 1B taught at SJSU with supplementary orientation to campus resources, policies, and procedures
Service Learning – Writing Partners with local 6th grade students
Peer Mentors (e.g., Robert Corpus)
Compass ProjectChallenges Cohort was not primarily Fall 2010
transfers (as had been anticipated) Not all SJSU resources were fully
accessible to EVC students (eg, library) 2nd semester composition content and
articulation not a good match EVC class size 35+ (SJSU would have
been 20-25)
GE Program AssessmentWhy? Course level assessment of GE Area
Student Learning Objectives (SLOs) well established, but no direct assessment of Program Learning Objectives (PLOs)
Integrative learning is more than the sum of the parts; culminating assessment
Supports WASC accreditation, EO 1033 expectations, and SJSU Mission
GE Program AssessmentPilot Project Design Nine PLOs in the SJSU GE Guidelines
were mapped to the 4 AAC&U LEAP Essential Learning Outcomes #1 – Knowledge of Human Cultures and
the Physical and Natural World AAC&U VALUE Rubrics may be used
for assessment of LEAP Outcomes 2, 3, & 4 #2 – Intellectual & Practical Skills #3 – Personal & Social Responsibility #4 – Integrative Learning
GE Program AssessmentPilot Project Working Groups Working groups of 5-6 faculty each for
the 3 upper division GE Areas (approximately Science, Social Science, & Humanities)
Multiple colleges represented on each working group
Decide upon assignments & rubrics to assess PLOs, then all read anonymous student work
Facilitator = Steve Branz
GE Program AssessmentProgress Report Fall 2009 – Working Groups recruited Spring 2010 – Working Groups meeting
regularly have selected one GE area SLO and 3-4 PLOs Matched assignments to SLO/PLOs Devised and/or modified rubrics as needed Preliminary look at student work
Fall 2010 – full implementation with same Working Groups
Integrated Team-Taught GEThree Models at SJSU
What the models share Multi-semester sequence (two or four) Cohort model (with priority registration
after first semester) True interdisciplinary (as opposed to
multidisciplinary) structure True team-teaching (not a “hand-off”
model) Emphasis on Integrative Learning
Integrated Team-Taught GEHumanities Honors – structure
24 units of lower division GE over a 4-semester cycle (6 units per semester)
Double count of 6 units of CA State American Institutions requirement
Large group lecture followed by breakout seminars
3-4 faculty & 90-120 students per team
Integrated Team-Taught GEHumanities Honors – content
Globally inclusive, humanities centered, interdisciplinary survey
Humanities 1A/B: Foundations of Western Culture & Society
Humanities 2A/B: Modern Cultural & Social Institutions
Integrated Team-Taught GEAmerican Civilization – structure
12 units of lower division GE over a 2-semester cycle (6 units per semester)
Double count of 6 units of CA State American Institutions requirement
Large group lecture followed by breakout seminars
3 faculty & 90 students per team
Integrated Team-Taught GEAmerican Civilization – content
American culture examined through political, literary, artistic, economic, and social development
American values, ideas, and institutions from popular culture as well as traditional sources
Integrated Team-Taught GEGlobal Climate Change – structure
9 units of upper division GE over a 2-semester cycle (6 units Fall, 3 units Spring)
Double count of 3 units of CA State (Jr. level writing) requirement
Faculty from different disciplines jointly create lectures and assignments
3 faculty & 75 students
Integrated Team-Taught GEGlobal Climate Change – content
Current faculty from Communication Studies, Environmental Studies, & Science (Meteorology or Geology)
Essential service learning component Culminating “Community Action
Project” & class presentations in 2nd semester Best are presented at Public Forum
Integrated Team-Taught GEWhat all three models create
Cohort teaching and learning creates a strong sense of community at a large, primarily commuter university
Student success – improved retention and graduation
Recommended