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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 агАЩДЋУН. 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: Social and Behavioral Sciences List faculty participants and courses included in assessment: Faculty Courses Estelle Davi Psychology 10 Elena Reyes Juman Econ 5 Don Kaiper US History 36 Shalini Lugani Econ 10 Alex Sample Socio 16 Erma Smith Psychology 11 Lianna Padilla Wilson Anthropology Summary of Assigned Readings and Critical Thinking Questions: Most Faculty tried to access students’ understanding of the author’s purpose or point of view as well as the concepts, methodologies and theoretical approaches used in an assigned reading. Some assessed the students’ ability to offer a critique or arrive at inferences and conclusions based on the assignment. The assignments ranged from articles by New York Times op-ed columnists to the assigned text book. Please see all eight attached documents for details. What we learned about our students: Number of students assessed: 240 Number of students assessed as proficient in critical reading: 175 Percentage of students assessed as proficient in this GE area: approx. 70% Faculty observations/analysis of these results: It is observed that faculty using the text book appear to have had a higher degree of proficiency in the results as compared to those using the more sophisticated journal articles. Faculty have reported that if a concept had been explained/ discussed in class before the assignment was given, students performed better than they did without a contextual background. Questions raised: Some instructors have used a three tier classification placing students in high, medium and low proficiency. Others have used a two tier proficient/not proficient categorization. The numbers have been averaged for all eight faculty and are subject to the standard limitations of any statistical average. What we plan to do next to improve student learning: Although we have all our results our group did not have the time to arrive at a collective answer to this question in December 2008. My recommendation is that students should be given the elements of thinking format very early in the semester and instructors should continue the explicit use of the format with regularity throughout the semester. Faculty Feedback/recommendations: The process was useful. We need to follow up with further discussions regarding future implementation. Facilitator’s Feedback/recommendations: If all of us consistently apply the eight elements of thinking explicitly in our teaching and assignments, then students will receive a higher degree of exposure to these critical thinking/reading tools. This should facilitate an improvement in their ability to analyze, synthesize and reason across disciplines. 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