Oversight

Procedures for oversight of general education courses at IUPUC were created to include a pilot year before full implementation in the fall of 2012.

Pilot Year

The Assurance of Learning Committee was charged with establishing and maintaining records of the general education student learning outcomes addressed in each approved general education course. To facilitate participation in the initial course and student learning outcome alignment process, a template of the outcomes was made available to faculty. Six support sessions were held during the fall and spring of 2011-12 through the Center for Teaching and Learning. A PRAC grant was secured to support part-time faculty participation in summer 2012.

In fall of 2011, a small test group of faculty evaluated the draft general education student learning outcomes. During the test semester, the assurance of learning committee worked with academic divisions to complete and refine the general education course list with identified student learning outcomes for each. Faculty in the test group created draft assessment rubrics for each of the revised student learning outcomes. The committee worked to identify a data collection system for capturing and analyzing learning outcome assessment data.

In spring of 2012, a pilot group of courses further tested the common rubrics created for the student learning outcomes and will evaluate the data collection system. 

Fall 2012

  1. The General Education Board oversaw data and documents related to student learning outcomes addressed and assessed in approved courses. Documents related to general education student outcomes and assessment of them facilitated faculty participation in the assessment process. A data repository served as the secure site for storage of data.
  2. By the third week of each semester, instructors teaching approved general education courses provided their course syllabus to their designated department administrator for submission to the Office of Institutional Research. Documents were stored in the data repository or a designated SharePoint site.
  3. Instructors teaching general education courses identified an activity or assignment (or, if they chose, more than one) from their course and documented how it/they measure identified competencies and attainment in relation to the relevant, specified outcome(s).
  4. Instructors shared data from the specified assignment(s) using the appropriate common learning outcome rubric. Data from individual course assignments were aggregated to monitor the learning outcomes in each area of the curriculum. The Office of Institutional Research ran analyses as directed by the General Education Board.
  5. The aggregated data were presented to the General Education Board for the purposes of monitoring student learning and effectiveness of the curriculum in meeting identified learning outcomes.
  6. The General Education Board, with support from the Office of Institutional Research, developed and proposed questions for inclusion in course evaluations and, where possible, for inclusion in exit surveys completed by graduating seniors.
  7. In addition to assessment of general education learning outcomes using common SLO rubrics, the General Education Board drew upon existing data with support from institutional research, such as:
    • SAT/ACT scores
    • Placement test performance
    • High school GPA
    • Cumulative IUPUC GPA and major GPA
    • National Survey for Student Engagement (NSSE)
    • Relevant questions from course evaluations (as specified in item #6 above)
    • Specialized standard test scores used for graduate school admission (e.g., GMAT, LSAT, GRE, MCAT)
    • Graduate employment information
    • Other qualitative or quantitative surveys or instruments as may be considered appropriate.
  8. The General Education Board provided a report on the general oversight of learning outcomes to the faculty senate and associate dean for academic affairs each year
  9. The board reviewed the general education curriculum as a whole each year beginning in the fall of 2017 and issued a report to the vice chancellor and dean.

    Timeline

    In accordance with item #9 above, the General Education Board will issue a full report to the vice chancellor and dean in 2017 and every five years thereafter.

    To accomplish this, a five-year phase-in plan is proposed to ensure that all aspects of general education are evaluated and reviewed within the first five years. Although data will be collected in all areas on an annual basis, this initial five-year plan enables faculty, academic divisions, support units, and the administration to prepare for these monitoring activities and to prioritize resources.

    General education student learning outcomes cannot be fully monitored until students entering in 2012 reach the end of their degree program since some of the outcomes may be addressed in culminating experiences (e.g. intensive writing, capstone courses, undergraduate research, internships, etc).

    Year in cycle    

    Areas to be monitored

    1 English composition and communication

    Mathematical modeling
    2 Natural, quantitative, and information sciences
    3 Arts and humanities
    4 Social and historical studies
    5 World languages and cross-cultural inquiry

    Researched writing

    Ethical inquiry
    Ongoing Impact of the general education curriculum