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