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Defining General Education and Creating a Culture of General
Education Assessment at Borough of Manhattan Community
College
Presenters:Erwin Wong – Dean of Academic AffairsFrancisca Campos – Faculty, Business ManagementChris Stein – Faculty, Computer Information SystemsSegundo Pantoja – Faculty, Social Science/Center for Ethnic StudiesKimberly Gargiulo – Coordinator of Assessment
Defining General Education at BMCCMiddle States Standard 12
General Education
from Characteristics of Excellence
“The institution’s curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy.”
Defining General Education at BMCC
BMCC Mission Statement
Students will be provided with a general education which “fosters personal development, intellectual curiosity, and critical thinking to enhance informed and effective participation in society” and points to the college’s commitment to both teaching and learning.
Defining General Education at BMCCBMCC Strategic PlanThe strategic plan emphasizes that learning experiences will “cultivate critical, analytical and integrative thinking, effective communication, and proficiency in the use of technologies, which will enable students to be competitive in the workplace and valuable resources to society.”
Defining General Education at BMCC
BMCC CatalogThe College’s Liberal Arts program will provide students with a well-balanced background in the sciences, mathematics, humanities, and languages. Additionally all career programs will have a considerable general education element as part of their curricula.
Activities and Initiatives for a Culture of Assessment
Resources Participants Administration Faculty Students Staff
Funding CUE (Coordinated
Undergraduate Education)
Activities and Initiatives for a Culture of Assessment
Assessment Conferences and Workshops
AAHE 2002 Assessment Conference (Boston)
Assessing Student Learning Workshop(Linda Suskie – Kingsborough C.C.)
Following A Road Map for Improvement of Student Learning & Support Services Through Assessment (15th Annual Institutional Effectiveness Workshop Series)
Activities and Initiatives for a Culture of Assessment
Site VisitsBenchmarking best practices
Nassau Community College
Queensborough Community College
Portland State University
Activities and Initiatives for a Culture of Assessment
Guest SpeakersBenchmarking best practices
Lion GardenerRutgers University
Susan HatfieldWinona State University
Karen SteeleQueensborough Community College
Susan BelloNassau Community College
Margie HobbesUniversity of Mississippi (IAE Associates)
Francisco SotoCollege of Staten Island
Activities and Initiatives for a Culture of Assessment
Faculty Involvement
Gen Ed liaisons for every academic department
Gave input on defining learning outcomes
Helped devise learning outcomes measurements and criteria
Activities and Initiatives for a Culture of Assessment
DisseminationNewsletter
Activities and Initiatives for a Culture of Assessment
DisseminationWeb site
Activities and Initiatives for a Culture of Assessment
DisseminationFaculty BrochureandStudent Brochure
Consolidation of Learning Goals
9 Original Goals• Communication Skills
• Quantitative Skills
• Critical Thinking
• Values
• Socio-historical and
multicultural awareness
• Scientific Reasoning
• Arts and Humanities
• Information and Technology
Literacy
• Collaborative Skills
7 Revised Goals• Communication Skills
• Quantitative Reasoning
• Values
• Social and Behavioral Sciences
• Scientific Reasoning
• Arts and Humanities
• Information and Technology
Literacy
Revising Learning Outcomes for Goals
Read and listen analytically, with recognition and understanding of content and openness to other points of view.
Write and speak clearly, accurately and fluently with logical progression of ideas, using the conventions of edited American English.
Organize, analyze, and evaluate material to develop and support a main idea, and use language to inform, persuade, and move an audience.
Recognize and critically evaluate assumptions in written, oral, and other media.
Students will project confidence and authority as speakers.
Students will incorporate ideas of others with appropriate attribution.
Express ideas clearly in written form.
Employ critical reading skills to analyze written material.
Exhibit active listening skills and participate in class discussion.
Give an effective oral presentation.
Communication Skills Learning OutcomesORIGINAL OUTCOMES REVISED OUTCOMES
Put Goals into Three Column GridCommunication Skills
Goal Outcomes (Students will…) Components
Students will write, read, listen and speak effectively
1. Express ideas clearly in written form
Develop a critical argument with a clear thesis and support it with evidenceOrganize ideas appropriately
2. Employ critical reading skills to analyze written material
Identify a central problem or questionIdentify implicit/explicit assumptionsDemonstrate awareness of values underlying opinion
3. Exhibit active listening skills in class discussion
Paraphrase accurately what is heard or discussedAsk relevant and appropriate questionsProvide constructive feedback
4. Give an effective oral presentation
Speak clearly, correctly and confidentlyPresent evidence to support argumentAddresss Audience at appropriate level
Five Column Grid Structure
Mission Statement
Educational Outcomes
Means of Assessment
Assessment Data
Use of Results
Criteria for Success
Column I Column II Column III Column IV Column V
Institutional Goals
and
Developing Means for Assessing Learning Outcomes /objectives Departments rather than Gen Ed
Committee or administration develop means of assessment
Outside consultants used to help departments through the process
Assessment TimelineSteps in Assessment Cycle
Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall
2005 – 2006
2006 – 2007 2007 – 2008 2008 – 2009 2009 – 2010 2010 – 2011 2011 – 2012 2012 – 2013
1. Identify Outcomes
Complete for first cycle Goals1 & 2 (II)
Goals3 & 4 (II)
Goals5 & 6 (II)
Goals7 (II)
1 & 2 (III)
2. Design Assessment
In process for all Goals Goals1 & 2 (II)
Goals3 & 4 (II)
Goals5 & 6 (II)
Goals7 (II)
1 & 2 (III)
3. Gather Evidence
Goals1 & 2
(I)
Goals3 & 4
(I)
Goals5 & 6 (I)
Goals7 (I)
Goals3 & 4 (II)
Goals5 & 6 (II)
Goals7 (II)
1 & 2 (II)
1 & 2 (III)
4. Interpret Evidence
Goals 1 & 2
(I)
Goals3 & 4 (I)
Goals5 & 6
(I)
Goals7 (I)
Goals3 & 4 (II)
Goals5 & 6 (II)
1 & 2 (II)
5. Implement Change
Goals1 & 2
(I)
Goals3 & 4
(I)
Goals5 & 6
(I)
Goals7 (I)
Goals3 & 4 (II)
Goals 5 & 6 (II)1 &
2( II)
(I) Round 1 (II) Round 2 (III) Round 3
Stumbling Blocks Defining the Goals and Outcomes Getting College buy-in Faculty Concerns Resources Making Assessment process unobtrusive Moving Gen Ed to an outcomes-based
model
