аЯрЁБс>ўџ 02ўџџџ/џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС#` №Пцbjbj\.\. .">D>DцџџџџџџЄЈЈЈЈЈЈЈМр р р р ь Мћ2        z||||||$-h•И ЈC   C C  ЈЈ  Е› › › C Ј Ј z› C z› › Vn@ЈЈ2  Ашм ]Щр Y "Ў fЫ0ћКxM{ M2MЈ24 >R ,› ~ $Ђ Ё     ‘    ћC C C C МММ$р МММр МММЈЈЈЈЈЈџџџџ General Education Committee Minutes of Dec. 7, 2004 Present: Ken Alexander, Richard Livingston, Don Kaiper, Nancy Ybarra, Gil Rodriguez and Myra Snell Approved agenda with addition of consideration of Philosophy 2LS GE addendum Approved minutes of Nov.16 meeting Reviewed and approved Philosophy 2LS GE addendum prior to its consideration at the upcoming Curriculum Committee meeting of Dec.15. Discussion focused on whether the GE addendum would continue in its present form once the new COORs are fully implemented. We noted that the 2LS addendum did not “pull” objectives from the actual COOR (with the exception of the critical and creative thinking criterion); instead, new course objectives were listed which more specifically addressed the GE criteria. Some committee members saw this as a problem; others did not. If the Curriculum Committee were to decide to “integrate” the GE addendum, this would cease to be an issue. If it decides not to integrate the GE addendum, the Curriculum Committee would need to decide whether or not different objective appearing in the addendum is a problem, and how it would need to be addressed. Richard will remind the Curriculum Committee of this issue to be put on the “to do” list for a future agenda. Update on Critical Thinking Communities Creative Arts and Humanities: Faculty in this teaching community completed their work of defining the student learning outcomes to be addressed, and designing assignments that assessed those outcomes. Next semester, faculty will work on writing rubrics to assess student work on those assignments, and will actually give the assessments to their students. We will then review high, medium, low samples of student work, responses that challenge the rubric, and we will refine the rubrics in preparation for repeating the assessment on a wider scale. In addition, we will address the “teaching” aspect of the assessment process. How are we teaching the skills we are expecting students to demonstrate? Ethnic/Multicultural : Faculty in this “box” have given students the agreed upon assessment and will be forwarding student work to Judy Bank before the end of the semester. In January there will be an all day flex workshop to score the student work. We will also talk about the implications of the results for the improvement of teaching and learning, how we may want the data cut by the Office of Institutional Research, and our plans to conduct the assessment for one more semester. Review drafts of assessment criteria for Program Level Student Learning Outcomes Interdisciplinary/ Ken and Myra After much discussion, we decided on the following language for this program level outcome: Students will understand connections among disciplines and apply approaches to interdisciplinary problem-solving. Everything else on the draft, including assessment criteria was approved. Social Diversity and Global Perspective/ Don and Cindy We agreed on the following program level outcome : At the completion of the агАЩДЋУН general education program, a student will possess a worldview informed by diverse social, multicultural and global perspectives. The assessment criteria were approved with the following change to letter c: c. Explain and illustrate global interdependency and its implications. Review drafts of new language for Program Level Student Learning Outcomes This was tabled until our first meeting of next semester. Future Agenda Items Discuss how GE outcomes not included in the Big Five will be assessed; for example, content-based outcomes, Quantitative Literacy. Discuss what happens when we are finished converting current five criteria to student learning outcomes with subordinate assessment criteria. Who approves these changes? Curriculum Committee? 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