ࡱ> acb 'bjbj22 (FPkPk'''''\K:: ( ( ( ( ((((9999999;'>9(((((9) ( (:)))(j ( (9)(9))&7|8O:k'Y)784:0K:7>)>$8)8(((8'd8' f:   Teaching and Learning Project Assessment Report General Education : Creative Arts and Humanities Fall 2008 What we wanted to learn about our students: General Education Student Learning Outcome: Students will read critically and communicate effectively as a writer and a speaker. Research Question: For students enrolled in general education courses, how well are they demonstrating the ability to read critically? Investigating this question is part of our 11 year plan to assess the five student learning outcomes for the general education program at Ӱɴý. The concept of the GE seminars derived from the pilot teaching communities that we conducted from 2004- 2007. The idea is to provide a structure in which faculty can collaboratively investigate how well students are demonstrating the abilities that we have deemed the primary outcomes of a general education. It is based on direct measures of student learning and is an embedded course assessment. Staff Development related to Critical Reading: January 2008: 2 day flex workshop conducted by Linda Elder of Critical Thinking Foundation. Ms. Elder focused on close and critical reading strategies for classroom instruction. (approximately 40 faculty/staff attended) August 2008: GE Retreat held at San Damiano; there were 30 participants. What we did: Faculty who teach general education courses met for three 2 hour workshops throughout the Fall semester. At the first seminar, we watched a video produced by students at Chabot College entitled Reading between the Lives in which students discussed their experiences, or lack thereof, with reading in their classes. After discussing the student perspective presented in that video, we worked in interdisciplinary small groups to read an excerpt from an art history text. We posed questions about the reading based on the critical thinking model we were introduced to by speakers from the Critical Thinking Foundation. For seminar 2, faculty brought in reading selections they intended to assign their students, and had their colleagues read the selection and attempt to answer critical thinking questions based on it. The purpose of this exercise was to get feedback from proficient readers outside of their own discipline; this feedback was intended to help faculty articulate how well they expected students to answer the questions posed. At the third seminar, we heard from a panel composed of the GE facilitators who reported on how well their students had done on their assignment. Our original plan was to have faculty work in small interdisciplinary groups to do the same, but there was a momentum toward discussion in response to the panel presentation, and so we stayed in one large group for a more generalized discussion. All faculty were asked to turn in their individual assessment results to the facilitator for their GE Area: Communication/Critical Thinking (Alex Sterling, facilitator) Biological or Physical Science ( Scott Cabral, facilitator) Creative Arts/Humanities ( Curtis Corlew, facilitator) Behavioral/Social Sciences ( Shalini Lugani, facilitator) FALL 2008 GE BOX#FT/PT FACULTY #FT SECTIONS%#PT SECTIONS%COM/CT6/8833%1667%BIO/PS8/102061%1339%CA/HUM15/172652%2448%BS/SS10/194560%3040% # full time faculty teaching GE in Spring 08: 39 # full time faculty who participated in at least 2/3 seminars: 23 Ken Alexander, Jeanne Bonner, Scott Cabral, Curtis Corlew, Kurt Crowder, Estelle Davi, Dennis Gravert, Durwynne Hsieh, Don Kaiper, Mark Lewis, Shalini Lugani, Cindy McGrath, Karen Nakaji, Danny Ramirez, Lucy Snow, Jeannine Stein, Alex Sample, Alex Sterling, Jancy Rickman, Katalina Wethington, Kathy Willet, Nancy Ybarra, Dave Zimny GE Area: Creative Arts and Humanities List faculty participants and courses included in assessment: Alexander Art 7 Corlew Art 5 Snow Art 5 Moriel Phil 42 Summary of Assigned Readings and Critical Thinking Questions: Alexander: From the course textbook, Gardners Art Through the Ages: The Western Perspective Cultivating Culture; The Princely Courts and Artistic Patronage. It is a focused reading in the text, appearing as a sidebar within the larger context of the chapter devoted to the Renaissance. He asked students to explain The most important information communicated in the article. The main purpose of this article. Corlew: A section from the course text Living with Art on examining the Impressionists. Questions What is the central question the reading addresses? What additional questions does might you raise? The main idea of this article. Snow: A section from the course text Living with Art on Cezanne and the development of cubism Questions How did Cezannes work inspire cubism? What were the implications of cubism for Western art? Moriel: The Smoking Mirror, a story of a Toltec tribesman who wakes to a mystical experience Questions What is the point of view of the author? What are the implications and consequences of this point of view? What we learned about our students: # students assessed: 70 # students assessed as proficient in critical reading: 51 Percentage of students assessed as proficient in this GE area: 70 Faculty observations/analysis of these results: Alexander I anticipated this assignment since the beginning of the course (because as GE Committee Chair, I am actively involved in the GE Seminar process.) I began the course by conducting a reading orientation to the text in which I demonstrated my approach to reading the text and pointed out strategies to link the images to their captions and the text that referred to them. In following through on the changes I made to my courses since last semester, I incorporated critical thinking questions into my exams, eschewing the research-intensive questions I have employed up until spring of 2008. As pointed out above, students were exposed to and participated in active modeling of the critical thinking questions they would respond to in their exams. As the results of this assessment are overwhelmingly positive I can only attribute the numbers to this process. However, I cannot help but wonder how they do without it. Corlew I was pleasantly surprised at the general high quality of the responses. I attribute this to several factors. Students had previous exposure and practice addressing similar critical thinking questions. Based on last years staff development I have included more work that directly addresses critical thinking, the students were ready and my questions played to previous work. I gave extra credit for it. Not much, but at a point during the semester students could see that it might affect their grade. I explained the assignment as being important to the college in valuating how we are doing. The assignment was bite sized and could be completed in a short time. Snow As currently written our reading quizzes arent evaluating critical reading. This exercise caused them to focus on a pivotal moment I selected. Another goal might have been to have them select their own pivotal moment. I dont believe they are putting information in a hierarchy, but just reading it straight through. Moreil Students did better than I expected, perhaps because the story is so extraordinary. Most non-proficient took the end of the story to be the implications and consequences. Questions raised: Do our questions really test critical reading? Do we have a concrete enough definition of critical reading? What is the best way to incorporate this in existing classes? What we plan to do next to improve student learning: How to read the text demonstrations and modeling in class. Work more with small groups examining parts of the assigned readings and reporting what they read. Faculty Feedback/recommendations: Staff development, and more staff development. Perhaps in the form of speakers, modeled after the excellent Critical Thinking seminars Facilitators Feedback/recommendations: While this was interesting, it raised more questions than it answered. 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