аЯрЁБс>ўџ 13ўџџџ0џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС#` №Пzbjbj\.\. .$>D>DzџџџџџџЄ2– – – – Ђ 22Т Т Т Т Т Т Т Т ў$БhИ$‰ Т Т ‰ ‰ $Т Т 9Ÿ Ÿ Ÿ ‰ Т Т ўŸ ‰ ўŸ Ÿ Vr@ЪТ Ж 6џ^Щ– ‰ В ъO0О бŸ бЪбЪ Т v8 TŸ Œ Dа ЙТ Т Т $$Ÿ Т Т Т ‰ ‰ ‰ ‰ 222d– 222– 222џџџџ General Education Committee Minutes of Feb. 10, 2005 Approval of Agenda and Minutes We approved the agenda with the addition of an agenda item on discussing a process for approving online general education courses beyond initial approval of one semester, e.g. Music 12LS. We also noted that we needed to put a discussion of the GE addendum/possible integration with new COOR on a future agenda. We approved the minutes of Dec. 7, 2004. After reviewing the Drama 30S course outline, we recommended that it be approved as a general education course with some suggested changes. For example, there should be an answer to each of the questions posed at the top of the page regarding whether or not a particular criteria was met by the course. (This was omitted for the critical and creative thinking criteria as well as the social diversity and global perspective criteria) In addition, some wording should be changed, e.g. “lead discussions” instead of “orally engage in discussions” as written for course objectives under the reading, writing and speaking criteria. Larger issues, such as objectives in the addendum that did not match the original COOR, were tabled until we have that wider discussion for all general education course outlines. Update on Teaching Communities Pilot A: Ethnic and Multicultural Studies Nancy distributed a summary of the January 2005 flex workshop in which we scored 78 student papers. Students wrote in response to a prompt designed to assess their ability to establish cause/effect relationships between the construct of race and the way it was used to justify slavery and dispossession. This was based on their viewing of a video entitled Race: The Power of Illusion. The results indicated that 53% of students who took the assessment were able to establish this cause and effect relationship. However, Nancy emphasized that we learned more about how instructors were approaching ethnic studies courses and the flaws in our assessment processes than we did about student learning. One of the most valuable lessons learned was that we needed to do a better job of presenting a “frame” for ethnic studies courses for both teachers and students that could help address some of the affective issues is these courses, e.g. why are we talking about race in a drama course? In addition, we learned that we also need to do a better job of presenting critical thinking as an important aspect of these courses from the very beginning. On a more specific level, we discussed ways to improve the teaching of this particular unit of instruction, clarified “conditions of assessment” and revised the prompt and the rubric. Don noted that we might try to write some kind of “Teaching Ethnic Studies” pamphlet that could serve as a guide for instructors. We will take this suggestion up at the next meeting of the Ethnic/Multicultural Studies teaching community. Pilot B: Creative Arts and Humanities Myra reported that all instructors participating in the teaching community had created assignments that met the general specifications of the agreed upon template. As a group, we reviewed and critiqued these assignments. Our next task is to attempt writing individual rubrics for these assignments, and then considering whether or not a “mega rubric” might be created to score student work written in response to the individual assignments. Student work will be collected this semester, but will be used only to refine the assignments and the rubrics. A more comprehensive assessment of student learning will be done in Fall 2005. Pilot C: Social Sciences Nancy reported that the Social Science department was already closing in on a possible assignment that would be given to their students this semester. Once the department has agreed on the assignment (and the critical thinking skills they are trying to assess), the next step will be the creation of a rubric. Like the Creative Arts and Humanities group, student work this semester will be used only to refine the assignment and the rubric. Discussion of GE courses seeking approval to teach on-line beyond one semester After much discussion, we decided tentative approval should be given for one year, rather than one semester in order to give instructors adequate time to report on how effectively they were able to assess students’ “speaking” ability in the on-line environment. We will recommend to Curriculum Committee that instructors be informed that they will need to meet with the GE committee and explain how they are conducting that assessment if they want approval to teach the course online beyond one year. 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 the current five criteria to student learning outcomes with subordinate assessment criteria. Who approves these changes? Curriculum Committee? 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