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October 18, 2011

FACULTY SENATE MINUTES #4 

   October 18, 2011 

The fourth meeting of the Faculty Senate 2011-2012 was called to order by Chair Timothy Phillips on Tuesday, October 18, 2011 at 1:15 PM in Jacobus Lounge, Brockway Hall.

SENATORS AND MEMBERS PRESENT: T. Phillips, J. Hendrick, R. Grantham, C. Schubert, D. West, W. Miller, R. Kendrick, J. Hartsock, J. Walkuski, B. Wodi, K. Polasek, O. White, L. Lin, R. Borden, T. Vigars, M. Chandler, K. Pristash, E. McCabe, D. Berger, E. Owens, P. Schroeder, J. Piperato, J. Reardon, E. Durgin, E. Bitterbaum, M. Prus, G. Sharer, G. Clarke, S. Anderson

SENATORS AND MEMBERS ABSENT:  R. Kendrick, J. Alemzadeh, A. Dearie, J. Rayle, H. Lindh, T. Slack, R. Franco, W. Shaut, A. Kuiken, R. Spitzer, A. Fitz-Gibbon, M. Connell

GUESTS PRESENT:  M. Barsoni, A. Thomas, M. Canfield 

I. APPROVAL OF THE MINUTES:  The Minutes were approved from October 4, 2011.

II. SENATE ACTIONS:

The nomination for a committee vacancy from the Committee on Committees was approved (Approved)

III.  CHAIR’S REPORT:  Chair Phillips reported that the Faculty Senate will be participating in the consultative search committee for the Dean of the School of Education.

IV. VICE CHAIR:  J. Hendrick –.No report. 

V. TREASURER’S REPORTR. Grantham – No report. 

VI. SECRETARY’S REPORT:No report (vacant)

VII.  PRESIDENT’S REPORT:   The President gave a brief report. 

VIII.  STANDING COMMITTEE REPORTS

Student Affairs Committee  - No report (absent)

Academic Faculty Affairs Committee – No report (absent)

Long-Range Planning Committee – T. Phillips reported that the Long Range Planning Committee will be meeting Thursday to elect a chair.

Educational Policy Committee –  D. West reported that the committee met a week ago from last Friday.

Professional Affairs Committee G. Clarke – No report.

IX. OTHER COMMITTEE REPORTS:

Committee on Teaching EffectivenessJ. Walkuski reported that a meeting has been called to elect a chair.

Committee on Committees – The Committee on Committee’s report was read and one nomination for a committee vacancy was approved.

College Research Committee – No report (absent)

General Education Committee –  No report. 

Graduate Faculty Executive Committee – J. Alemzadeh – No report (absent)

Committee on Teaching Awards – D. West, Chair – No report.

X. AREA SENATOR’S REPORTS There was one Area Senator Report.

XI. SUNY SENATOR’S REPORT – D. Berger – D. Berger reported that he will be attending the UFS Fall Plenary at SUNY Purchase this weekend.

XII. STUDENT SENATOR’S REPORTS: J. Reardon gave a report which is appended to the Minutes.

XIII. OLD BUSINESS:

There was no old business.

XIV. NEW BUSINESS

The General Education Assessment Plan 2011-2015 was introduced and there was a question and answer period.

There were no announcements.

Respectfully Submitted,

Barbara Kissel

Recording Secretary

The following reports are appended to the minutes in the order they were submitted:

(1)     Committee on Committees list, submitted by J. Barry, Chair

(2)     Student Senator Report, submitted by J. Reardon

(3)     General Education Assessment Plan 2011/12 – 2014/15

APPENDIX 1

                            Committee on Committees – Report to the Faculty Senate

                                                          October 18, 2011

                                                  Submitted by J. Barry, Chair

Item #1

The following nomination is being recommended by Committee on Committees:

General Education Committee, Academic Faculty at large, 2011-12 – Linda Pickett

This requires confirmation of the Faculty Senate.

Item #2

The following vacancies still exist:

At large:

Faculty Senate Secretary (2011-12)

Math/Science:

Student Affairs Committee (complete unexpired term 2010-12)

Social/Behavioral Science:

Committee on Committees (2011-13)

Student Affairs Committee (2011-13)

School of Professional Studies:

Committee on Teaching Awards (1/1/12 – 12/31/14)

Educational Policy Committee (2 seats) (2010-12 complete unexpired term, 2011-13)

Professional Staff:

College Research Committee (complete unexpired term 2010-13)

Senators:

Full-time Lecturer, Schools of Education/Professional Studies – 2011-13

Respectfully submitted,

Joanne Barry

Chair

Faculty Senate Officers (Elected:  1 yr. Term)

·     Phillips, Tim  Chair

Hendrick, Joy  Vice-Chair

     Vacant   Secretary (no more than 2 successive terms in same office)

    Grantham, Regina Treasurer (no more than 2 successive terms in same office)

Faculty Senate Steering Committee (pending chair elections in fall)

Phillips, Tim

Faculty Senate Chair

Hendrick, Joy

Faculty Senate Vice-Chair

 

Secretary

Grantham, Regina

Treasurer

Anderson, Steve

Parliamentarian (appointed)

Spitzer, Bob

Educational Policy Committee Chair

Kuiken, Anita

General Education Committee Chair

 

Long Range Planning Committee Chair

FitzGibbon, Andrew

Academic Faculty Affairs Committee Chair

Clarke, Glen

Professional Affairs Committee Chair

Connell, Mark

Students Affairs Committee Chair

SUNY Senator  (Elected: 3 yr. term)

Berger, David

2009-12

At large

SUNY Senator – Alternate (Elected: 3 yr. term)

Chandler, Mariangela

2009-12

At large

Academic Faculty Affairs Committee (appointed: 2 yr. term) 

Rayle, Joseph

2010-12

Education

Emam, Moataz

2010-12

Math/Science

Vittoria, Anne

2011-13

Social/Behavioral Sciences

McCabe, Ellen

2011-13

Library

Grantham, Regina

2011-13

Professional Studies

FitzGibbon, Andrew - Chair

2011-13

Fine Arts/Humanities

Auxiliary Services Corporation (Elected:  3 yr. term) – (C. on C. does NOT run election for MC reps)

Curtis, Jenna

2009-12

Academic/Professional Faculty

Boland, Mary Kate

2010-13

Academic/Professional Faculty

Ritchie, David

2010-13

Academic/Professional Faculty

Lenhart, Julie

2011-14

Academic/Professional Faculty

Steck, Henry

2011-14

Academic/Professional Faculty

Barry, Joanne

2011-12

Management/Confidential

Shaut, William

2011-12

Management/Confidential

Sharer, Greg

2011-12

Management/Confidential

College Curriculum Review Committee (Appointed: 2 yr. term)   (no more than 2 successive terms) 

Pittman, Damien

2010-12

Math/Science (2nd term)

Sayers-Walker, Katina

2010-12

Education

Costell Corbin, Carol

2010-12

Prof. Staff from Acad. Affairs

Zimmerman, Karen - Chair

2010-12

Fine Arts/Humanities (2nd term)

Grantham, Regina

2010-12

Professional Studies

Wilson, Brent

2011-13

Professional Studies

Kronenbitter, Jennifer

2011-13

Library

Davidenko, Susana

2011-13

Education

Swartwood, Jeff

2011-13

Social/Behavioral Sciences.

Aumann, Nancy

Ex Officio

Assoc. Dean designee for Education

O’Callaghan, Jerry

Ex Officio

Assoc. Dean designee for Arts & Sciences

Gravani, Eileen

Ex Officio

Assoc. Dean designee for Professional Studies

Hanford, Thom

Ex Officio

Registrar [non voting]

VanDerKarr, Carol

Ex Officio

Assoc. Provost for Academic Affairs [non voting]

     

College Research Committee (Appointed: 3 yr. term) [Qualifications: should have received grant from external funding or reviewed grants from an outside agency.]

Kraebel, Kim

2010-13

Social/Behavioral Sciences

Vacant

2010-13

Professional Staff

Benton, Cindy

2010-13

Education

Ducey, Peter

2009-12

Math/Science

Hodges, Bonni

2009-12

Professional Studies

Herrmann, Gretchen

2011-14

Library

van der Veur, Paul

2011-14

Fine Arts/Humanities

Henderson-Harr, Amy

Ex Officio

Sponsored Programs

Clarke, Glen

Ex Officio

Sponsored Programs

Committee on Committees (Elected: 2 yr. term)

Curtis, Theresa

2010-12

Math/Science

Coffey, Katey

2010-12

Professional Studies

Ruoff, Hailey

2010-12

Professional Staff

Kudela, Emilie

2010-12

Education

Melita, Lorraine

2011-13

Library

Hartsock, John

2011-13

Fine Arts/Humanities

Vacant

2011-13

Social/Behavioral Sciences

Barry, Joanne - Chair

2011-13

Management/Confidential

Finkle, Natalie

Current

Student

Committee on Teaching Awards (Appointed: 3 yr. term/ term runs January through December) (minimum 5 yrs. teaching at SUNY Cortland)

Shedd, John

Latimer, Chris

2009-11

2012-14

Arts & Sciences

Grantham, Regina

Vacant

2009-11

2012-14

Professional Studies

West, Donna - Chair

2010-12

Arts & Sciences

Kudela, Emilie

2010-12

Education

Phillips, Tim

current

Faculty Senate Chair

Levine, Virginia

Ex Officio

President’s Office

Doris, Michael

Current

Student

Committee on Teaching Effectiveness (Appointed: 4 yr. term) (no consecutive terms)

McGuire, Mary

2011-12

Academic Faculty at large

Shi, Shufang

2011-12

School of Education

Grantham, Regina

2011-13

School of Professional Studies

Downey, Karen

2011-14

School of Arts & Sciences

Melita, Lorraine

2011-14

Library

Walkuski, Jeffrey

2011-13

Academic Faculty at large

Educational Policy Committee (Appointed: 2 yr. term)

Spitzer, Bob - Chair

2010-12

Arts & Sciences

Douglas, Gretchen

2010-12

Library

Vacant

2010-12

Professional Studies

Jordak, Ingrid

2010-12

Professional Staff

West, Donna

2010-12

Academic Faculty at large

Darling, Bob

2011-13

Arts & Sciences

Vacant

2011-13

Professional Studies

Widdall, Chris

2011-13

Education

Shi, Shufang

2011-13

Education

Prus, Mark

Ex Officio

Provost

Mack, Lee

Ex Officio

Registrar

 

Ex Officio

Graduate Faculty Executive Committee designee

Thompson, Joshua

Current

Student

Gutierrez, Shirley

Current

Student

Facilities and Master Plan Oversight Committee (Appointed: 3 yr. term)

Sternfeld, John

2010-13

At large

Faculty Representative to the Student Senate (Elected: 1 yr. term) (no more than 2 successive terms)

Babjack, Gary

2011-12

At large

Tobin, Brian

2011-12

At large

General Education Committee (Appointed: 2 yr. term)

Burk, Brooke

2011-13

Professional Studies

White, Orvil

2010-12

Education

Kelley,Sam

2010-12

Fine Arts/Humanities

Schutt, Amy

2010-12

Social/Behavioral Sciences

Hokanson, Jim

2010-12

Academic At Large

Klotz, Larry

2010-12

Math/Science

Kuiken, Anita - Chair

2011-13

Library

Pickett, Linda

2011-13

Academic At Large

Thomas, Abby

2011-13

Professional Staff

Forde, Alesia

Current

Student

VanDerKarr,Carol

Ex Officio

Associate Provost for Academic Affairs

Mattingly, Bruce

Ex Officio

Dean of Arts & Sciences

Canfield, Merle

Ex Officio

Institutional Research & Assessment

Long Range Planning Committee (Appointed: 3 yr. term)

Harms, Daniel

2009-12

Library

Neal, David

2009-12

Fine Arts/Humanities

Shi, Shufang

2010-13

Education

Gfeller, Mary

2010-13

Math/Science

Wilson, Brent

2011-14

Professional Studies

Sheets, Kevin

2011-14

Social/Behavioral Sciences.

Dmochowski, Jeff

2011-14

Professional Staff

Garifo, Nicole

Current

Student

Kalahar, Kristina

Current

Student

Levine, Ginny

Ex-officio

President’s Office

Professional Affairs Committee (Appointed: 3 yr. term)

Pristash, Kevin

2010-13

Student Affairs

Babjack, Gary

2010-13

Academic Affairs

Harrington, Diana

2010-13

Finance & Management

Janes, Jennifer

2009-12

Institutional Advancement & President’s Office

Zhe-Heimerman, Jeremy

2009-12

Student Affairs

Maroney,Jody

2009-12

At Large

Lindh, Howard

2009-12

At Large

Clarke, Glen - Chair

2011-14

Academic Affairs

Doty, Holly

2011-14

Enrollment Management

Kahle, Lisa

2011-14

Information Resources

Driscoll, John

Ex Officio

UUP VP for Professionals or designee [non voting]

Student Affairs Committee (Appointed: 2 yr. term)

Zhe-Heimerman, Jeremy

2010-12

Professional Staff

Walkuski, Jeff

2010-12

Professional Studies

Vacant

2010-12

Math/Sci

Barnaby, Martine

2010-12

Fine Arts/Humanities

Connell, Mark - Chair

2011-13

Library

Kim, Ji-Ryun

2011-13

Education

Vacant

2011-13

Soc/Beh Sci

Bryan, Leanne

Current

Student

Arizmendi, Kristina

Current

Student

_____________ - nomination(s) in process - pending confirmation

Vacant – seats filled via Committee on Committee process

________________ - seats filled by other committees/organizations

APPENDIX 2

Student Senator Report

Submitted by J. Reardon

·     Fall-Fest: November 5 from 11-3. Going to have pumpkins, cravings, and candy apples.

o     Clubs will be participating in this event. (e.g. APEM will be doing a Kan-Jam Tournament).

·     SGA Theme: Ubuntu: Humanity for all.  “I am who I am because of who we all are.”

-We are asking our clubs to support our theme to support diversity on our campus and to educate the campus.

                                                           APPENDIX 3

                            General Education Assessment Plan 2011/12 – 2014/15

General Education Committee
Description: sclogo_bw

To:   SUNY Cortland Faculty Senate

From:  General Education Committee

Date:   October 12, 2011

RE:   General Education Assessment Plan for 2011-2015

image

Please find attached the proposed General Education Assessment Plan for 2011/12 - 2014/15 for your review and approval.  The General Education committee considered previous plans, identified best practices on our campus, and looked at the scholarship on, and national trends in,   general education assessment to inform this new plan. The plan includes:

·     Four year assessment cycle

The move to a four assessment cycle from the previous three year cycle allows for ongoing assessment and disburses the work of assessing 14 areas across a manageable timeframe for all involved.

·     Assessment of student performance

The expanded use of in-class embedded assessments to reflect student understanding of the GE learning outcomes and the use of ad hoc or standing committees to oversee specific categories when relevant.

·     Review of institutional indicators related to GE

The committee will also review data from institutional standardized surveys looking at questions related to the outcomes of our GE program and categories including the National Survey of Student Engagement, Collegiate Learning Assessment, and Student Opinion Survey.

 

We look forward to your feedback and appreciate your review of this proposal.

 
Thank you.

 

GENERAL EDUCATION ASSESSMENT PLAN

2011/12 – 2014/15

State University of New York College at Cortland

         scription: sclogo_color

September 2011

TABLE OF CONTENTS

SUNY CORTLAND GENERAL EDUCATION ASSESSMENT PLAN

2011/12 – 2014/15

Introduction

The goal of General Education Assessment at SUNY Cortland is to better understanding student achievement in the specific areas, examine effectiveness of the program as a whole, and engage the campus community in dialogue about the purpose and outcomes of general education. This plan looks to assess the entire program and categories and not focus on individual courses, departments or instructors. Building upon the previous two cycle of General Education Assessment (beginning in 2002), the General Education Assessment Plan for SUNY Cortland is based upon the following:

1.     Establishing a timeframe and flexible structure for on-going assessment.

2.     Supporting clarification and communication of learning outcomes of general education.

3.     Support use of different methods based on the faculty determinations of best assessment for category assessment.

4.     Combining category assessment with institutional indicators from assessments including the National Survey of Student Engagement, Collegiate Learning Assessment, and Student Opinion Survey.

The plan follows a four year assessment cycle, outlines assessment methods, clarifies roles, and makes recommendations for increasing the use of assessment data for on-going understanding and development of the general education program. The goal is to support authentic and meaningful assessment in the most efficient methods possible while maintaining the integrity throughout the process. A review of current trends in General Education, including the Association of American Colleges and Universities Value: Valid Assessment of Learning in Undergraduate Education, helped inform this work.

The SUNY Cortland General Education Program

The General Education program at SUNY Cortland reflects a merger of the college’s longstanding general education learning outcomes with the 2000 SUNY General Education program required system wide.  There are 13 categories fulfilled through coursework reviewed by the General Education Committee. A complete GE course roster is available online showing all approved coursework by category.  The GE program also includes two infused competency categories and outcomes are achieved by completion of the program as a whole—Critical Thinking and Information Management. Learning outcomes for each category and the competency areas are listed in Appendix 1.

Responsibility for General Education Assessment

The General Education Committee, a standing committee of the Faculty Senate, has primary responsibility for GE assessment including communication with faculty, review of materials, and coordination of various working committees across all of the categories. The Institutional Research and Assessment Office (IRA) has primary responsibility to support the implementation of GE assessment with additional support from the Associate Provost for Academic Affairs, Dean of Arts and Sciences, and Provost and Vice President for Academic Affairs.

The GE Committee reviews, endorses and approves the GE assessment procedures for the College to assure best practices exist. The Committee meets bi-weekly and relies on the administrative structure and responsibilities of the office of IRA in carrying out all tasks of the Committee. Such tasks include, but are not restricted to sampling procedures, implementation of assessment procedures, analysis of results, and assessment reporting. The office of Institutional Research and Assessment conducts all General Education assessment tasks with the approval and support of the GE Committee. The success and viability of the GE Assessment Plan at SUNY Cortland is dependent on the cooperation and coordination between the entire College faculty, GE Committee, and office of Institutional Research and Assessment.

All faculty teaching General Education have responsibility for participation in General Education assessment and support of the learning outcomes by:

1.     Ensuring that course syllabi include the specific course category and learning outcomes for the GE category of the course

2.     Participation in assessment activities as relevant to the category assessments

3.     Participation in review of assessment results and discussions on implications for category

Assessment Levels

In following the current discussions on general education outcomes and assessment, we have looked to support multiple methods of assessment to add dimension to our assessment (Leskes and Wright, 2005).

Syllabi Review

As a part of each assessment cycle, selected course syllabi will be collected and reviewed by the General Education Committee to ensure that syllabi reflect the GE category, learning outcomes, minimum writing requirements, and clarity of connection between the course content and category outcomes.

Student Performance

Depending upon the nature of the category, there will be different options for assessment driven by faculty interest and expertise in the related areas. The options for assessment include:

1.     Standing committees or ad hoc groups create common assessment to be administered and reviewed across all sections. Examples of this include the Writing Committee’s oversight of Written Basic Communication.

2.     In-class embedded assessment where faculty of selected course sections submit assignments (single or combination of assignments) that reflect student understanding for each of the GE learning outcomes (SLO). The instructor will submit the assignment, scoring guide, raw scores, and scaled scores to the GE rubric (Appendix 2) for each SLO. The faculty will also be asked to submit samples of student work on these assessments. This process allows multiple sections to “use the same outcomes and rubrics, thereby guaranteeing consistency without the use of cookie-cutter syllabi or methods” (Gerretson and Golson, 2005, p.139).

The IRA office will oversee the collection of all data, norming, and analysis of normed scores on the GE Rubric.  The table below outlines each category, the type of assessment, and the group overseeing the specific category assessment.

Category

Type of Assessment

Oversight of Assessment for Category

1.     Quantitative Skills

Embedded Assessment

Quantitative Skills Committee

2.     Natural Sciences

Embedded Assessment

General Education Committee

3.     Social Sciences

Embedded Assessment

General Education Committee

4.     US History and Society

Embedded Assessment

General Education Committee

5.     Western Civilization

Embedded Assessment

General Education Committee

6.     Contrasting Cultures

Embedded Assessment

General Education Committee

7.     Humanities

Embedded Assessment

General Education Committee

8.     The Arts

Embedded Assessment

General Education Committee

9.     Foreign Language

Embedded Assessment

General Education/Modern Languages Department

10 a. Basic Communication: Writing

Embedded Assessment

Writing Committee

10 b. Basic Communication: Presentation Skills

Embedded Assessment

Presentation Skills Committee

11. Prejudice and Discrimination

Embedded Assessment

General Education Committee

12. Natural Sciences: second course assessed with category 2

See number 2

 

Information Management

 

Institutional Research and Assessment with Information Management ad hoc committee

Critical Thinking

CLA: Collegiate Learning Assessment Instrument

Institutional Research and Assessment and GE Committee

Institutional Measures Related to General Education

This year, the General Education Committee will be including a review of three major instruments and their findings to augment the GE assessment. Not only does this give us added dimension to our assessment, but it provides national and peer institution comparisons. All three are national surveys administered on our campus every three years:

1.     National Survey of Student Engagement administered every three years

2.     Student Opinion Survey administered every three years

3.     Collegiate Learning Assessment

Appendix 4 shows the related questions to be reviewed for the NSSE and SOS.

  Assessment Procedures

Timetable

The GE categories will be assessed on a four year plan as outlined in Appendix 3. This schedule allows for ongoing assessment and disburses the work of assessing 14 areas across a manageable timeframe for all involved with the work. Given that it takes a year from the start of assessment of a category to the review of results, this will allow time for implantation of changes before the category is assessed again.   The move to a four year cycle from the previous three year cycles was also in acknowledgement of the multiple assessments that faculty face within GE and for program assessment and other accreditations.

The table below outlines a sample timeline for use of in-class assessments.

Activity for In-class (artifact) Assessments

Timeframe

Courses randomly selected from spring 2011 schedule

October 15

Faculty notified

October 17

Syllabi (previous or draft) requested for selected courses

October 17

Syllabi reviewed by GE committee

November 7

Faculty receive feedback from committee

December 15

Faculty submit GE Assessment Participation Sheet and assignment description(s)

January 31

Faculty submit grades and rubric and 2-5 student samples

May 30

IRA norms all submitted grades/rubrics

August

Findings submitted to GE Committee

September (following year)

GE Committee disseminates to campus

September (following year)

GE Committee surveys departments in relevant categories for feedback on findings and assessment process

September (following year)

GE Committee coordinates discussions and recommendations based on feedback as needed

October/November (following year)

IRA documents in GE assessment report

Yearly

If a standard assessment is being used across sections in a category, the following sample timeframe would apply.

Activity for Standard Assessment

Timeframe

Courses randomly selected from spring 2011 schedule

October 15

Faculty notified

October 17

Syllabi (previous or draft) requested for selected courses

October 17

Syllabi reviewed by GE committee

November 7

Faculty receive feedback from committee on syllabi

December 15

Specific Category Assessment Committee (e.g., Quant Skills group) review assessment, directions

 

Assessment distributed to selected course section instructors

March 1

Assessments due to IRA office

May 1

Category Assessment Committee coordinates grading

 

Grades/rubrics submitted to IRA

June

Findings submitted to GE Committee

September (following year)

GE Committee disseminates to campus

September (following year)

GE Committee surveys departments in relevant categories for feedback on findings and assessment process

September (following year)

GE Committee coordinates discussions and recommendations based on feedback as needed

October/November (following year)

IRA documents in GE assessment report

Yearly

Course Samples

IRA will select the sample of courses to be included in the assessment based on the course schedule.  The categories that are course-embedded will use a stratified random sampling procedure to ensure that the samples are representative of the population of students enrolled in GE courses in any semester.  Specifically, this will be a two-level process: (1) a course-level cluster sampling procedure will be used to identify 25% of courses per knowledge, skill, or competency area; (2) a stratified random sampling approach (stratified according to course level, class size, time of class, and course content) will be used to identify and assess at least 20% of all students taking courses in a GE category in the assessment semester.

Administration of Assessments

Faculty will be required to participate in the assessment if selected, using one of the assessment methods identified by the ad hoc faculty group for that GE category.  Since most of the assessment tasks will be chosen by individual instructors and course-embedded, they will be integral to course requirements.  A major advantage is that students will give their best effort because the activity is part of course assessment and their final grade.  IRA will be responsible for producing and distributing assessment materials, recruitment and training of groups of faculty to grade essay assessments, and coordinating the work of ad hoc faculty groups who will interpret the instructors’ marks for application of the rubrics.

Validity and Reliability Indices

Validity and reliability information has been collected since the start of Cortland’s GE Assessment Program.  Expert opinion by faculty teaching in specific GE categories and ad hoc faculty groups will be used to assess face validity.  We expect that face validity will increase during this new four-year cycle, as faculty members are more directly involved in the process, as individual instructors can determine the assessment tasks and be part of faculty groups for each GE category, reviewing proposed assessment tasks and assessment results in their fields of specialization.  The IRA office is also conducting validity studies of course grades to explore the utilization of course grades as indicators of student learning in the general education categories.

Aggregation and Documentation of Findings

The office of Institutional Research and Assessment (IRA) will be responsible for analyzing the results of the assessment and for reporting the results to external constituents as appropriate.  At all stages of dissemination, data will be treated in aggregate form and anonymity of students, faculty members, and courses will be maintained. IRA will maintain historical data on the assessment process.

Results, Review, Recommendations: Closing the Loop

A major focus of the assessment efforts in this coming cycle will be on providing the findings for categories in timely manner and foster dialogue on each category assessment as well as the entire General Education program.  Recent efforts to hold meetings to discuss findings have been consistently met with limited interest. The committee will look at ways to make the information more engaging including:

1.     Summary information will go to the entire campus

2.     Feedback from faculty teaching in categories collected electronically using survey software

3.     Hold a meeting on General Education findings as a whole open to the campus

4.     All feedback will be then shared to look for possible changes and to inform individual faculty reflection and course development.

5.     Look to integrate all sources of data (outcome measures, survey data) and present to campus

In addition, we will look to identify peer institutions and further research best practices in general education assessment to inform our work.

Appendix 1 

General Education Category Learning Outcomes

GE 1.  Quantitative Skills

The student will demonstrate the ability: 1.) to interpret and draw inferences from mathematical models such as formulas, graphs, tables and schematics; 2.)to represent mathematical information symbolically, visually, numerically and verbally; 3.) to employ quantitative methods, such as arithmetic, algebra, geometry or statistics, to solve problems; 4.) to estimate and check mathematical results for reasonableness; 5.) to recognize the limits of mathematical and statistical methods.

GE 2.  Natural Sciences

Students will demonstrate: 1.) an understanding of the methods scientists use to explore natural phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of mathematical analysis; 2.) knowledge of the principles of one or more of the natural sciences; and 3.) the application of scientific data, concepts and models in one or more of the natural sciences and relate the relevant technology and principles they have studied to modern life.

GE 3.  Social Sciences

Students will demonstrate: 1.) an understanding of the methods social scientists use to explore social phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of mathematical and interpretive analysis; 2.) knowledge of major concepts, models and issues of at least one discipline in the social sciences.

GE 4.  United States History and Society

Students will demonstrate: 1.) knowledge of a basic narrative of American history such as: political, economic, social, and cultural, including knowledge of unity and diversity in American society; 2.) an understanding of common institutions in American society and how they have affected different groups (including ethnic minorities and women); 3.) an understanding of America’s evolving relationship with the rest of the world; and 4.) an understanding of the American Republic by examining relationships among the state, intermediary institutions, and civil society.

GE 5.  Western Civilization

Students will be able to: 1.) describe within an historical context major Western political, geopolitical, economic, social, and/or intellectual developments; 2.) analyze the relationship between the development of ideas and historical change in Western and other regions of the world; and 3.) discuss distinctive features of contemporary Western civilization in terms of such areas as history, institutions, economy, society and culture.

GE 6.  Contrasting Cultures

Students will be able to: 1.) demonstrate an understanding of the distinctive features of the history, institutions, economy, society, culture, etc., of one non-Western civilization; 2.) compare and/or contrast another contemporary culture or other contemporary cultures with the dominant themes of U.S. culture; and 3.) demonstrate an understanding of cultural differences in world views, traditions, cultural institutions, values, social systems, languages and means of communication.

GE 7.  Humanities

Students will: 1.) be able to critically respond to works in the humanities; 2.) be able to discuss major human concerns as they are treated in the humanities; and 3.) demonstrate an understanding of the conventions and methods of at least one area in the humanities.

GE 8.  The Arts

Students will demonstrate an understanding of: 1.) at least one principal form of artistic expression and the creative process inherent therein; and 2.) the significance of artistic expression in past and/or present civilizations.

GE 9.  Foreign Language

Students will demonstrate: 1.) basic proficiency in the understanding and use of a foreign language; and 2.) an understanding of the distinctive features of culture(s) associated with the language they are studying.

GE 10a. Basic Communication: Writing

The student will: 1.) produce coherent texts within common college-level written forms; 2.) demonstrate the ability to revise and improve texts; and 3.) research a topic, develop an argument, and organize supporting details.

GE 10b. Basic Communication: Presentation Skills

Students will: 1.) develop proficiency in oral discourse; and 2.) demonstrate the ability to evaluate an oral presentation according to established criteria.

GE 11.  Prejudice and Discrimination

Students will demonstrate an understanding of: 1. issues such as power and bias as they relate to prejudice and discrimination and how these issues have determined attitudes, institutions, dominance and subdominance; 2. how various beliefs can lead to conflicting conclusions about a society and its norms, values and institutions.

GE 12 Science, Technology, Values and Society

Students will demonstrate an understanding of: 1. the manner in which value judgments are justified and how interpretation of technical information can lead to different conclusions, and/or; 2. issues at the interface of science and society that impact the modern world.

GE 13: Natural Sciences Laboratory (second course complimenting GE 2)

See GE 2 for learning outcomes.

GE Competency: Critical Thinking (no specific courses)

Students will: 1. identify, analyze, and evaluate arguments as they occur in their own or others' work; and 2. develop well-reasoned arguments.

GE Competency:  Information Management (no specific courses)

Students will: (a) perform the basic operations of personal computer use; (b) understand and use basic research techniques; and (c) locate, evaluate, and synthesize information from a variety of sources.

Appendix 2

  Cortland Rubric Used for all General Education Categories

CORTLAND RUBRIC ALIGNED WITH SUNY REPORTING CATEGORIES

Reporting Category

Not Meeting Standard

Approaching Standard

Meeting Standard

Exceeding Standard

Cortland Rubric

1

2

3

4

5

6

Standard

Provides minimal or no evidence of understanding; makes no connections between Goals, Assumptions, & Objectives of the GE Category; and makes unclear or unwarranted connections to the assigned task.

Conveys a confused or inaccurate understanding of the course material; alludes to the Goals, Assumptions, & Objectives of the GE Category but makes unclear or unwarranted connections to the assigned task.

Conveys a basic understanding of the course material; makes few or superficial connections between the Goals, Assumptions, & Objectives of the GE Category and the assigned task.

Conveys a basic understanding of the course material; makes implicit connections between the Goals, Assumptions, & Objectives of the GE Category and the assigned task.

Conveys a thorough understanding of the course material; makes clear and explicit connections between the Goals, Assumptions, & Objectives of the GE Category and the assigned task.

Reveals an in-depth analysis of the course material; makes insightful connections between the Goals, Assumptions, & Objectives of the GE Category and the assigned task.

Appendix 3:   GE Assessment Schedule

Spring Semesters 
March:  Review of embedded assessment instruments 
April:  Assessment conducted    May - July:  Assessment scores     August: Assessment results processed by IRA

RRR – Results, Review, Recommendations
Fall Semesters
Syllabi review will begin in the fall semester for courses that have been randomly selected for review in the upcoming spring.  Results, review and recommendation meetings will take place for the course assessed the prior spring semester. 

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Appendix 4

Related Items from Student Surveys with Related Categories or Competencies

National Survey of Student Engagement (NSSE)  

·     Worked on paper or project that required integrating ideas or information from various sources (critical thinking)

·     Using computers in educational work (information management)

·     Writing clearly and effectively (basic communication)

·     Speaking clearly and effectively (basic communication)

·     Thinking critically and analytically (critical thinking)

·     Analyzing quantitative problems (quantitative skills)

·     Using computing and information technology (information management)

Student Opinion Survey (SOS)

·     Availability of General Education Courses (program in general)

·     Been required to think critically in completing assignments (critical thinking)

·     Had faculty who required you to make judgments about the value of information, arguments, or methods (critical thinking, information management)

·     Acquiring information, ideas and concepts (critical thinking)

·     Acquiring analytical thinking skills (critical thinking)

·     Understanding and appreciating ethnic/cultural diversity and other individual differences (possible Contrasting Cultures and Prejudice and Discrimination)

·     Writing clearly and effectively (basic communication)

·     Speaking clearly and effectively (basic communication)

·     Using computer and information technology effectively (information management)

·     Understanding political and social issues

·     Acquiring knowledge and skills for further academic study

·     Acquiring knowledge and skills for lifelong learning

 

Reference List and Additional Resources

Brandon, P, Young, D., Shavelson, R, and Jones, R. (2008). Lessons learned from the process of curriculum developers’ and assessment developers’ collaboration on the development of embedded formative assessments. Applied Measurement in Education., Vol. 21, p. 390-402.

Cummings, R. Maddux, C., & Richmond, A. (2008). Curriculum-embedded performance assessment in higher education: maximum efficiency and minimum disruption. Assessment & Evaluation in Higher Education, Vol. 33, No. 6, December 2008, 599-605.

Gerretson, H. and Golson, E. (2005). Synopsis of the Use of Course Embedded Assessment in a Medium Sized Public University’s General Education Program. The Journal of General Education Assessment, Vol. 54, No. 2, 2005.

Leskes, A. and Miller, R. . 2005. General education: A self-study guide for review and assessment.

Washington, DC: Association of American Colleges and Universities.

Leskes, Andrea and Barbara D. Wright. 2005. The Art and Science of Assessing General Education Outcomes.

Washington, DC: Association of American Colleges and Universities.

McConnell, C., Hoover, G, & Miller, G. (2008). Course embedded assessment and assurance of learning: examples in business disciplines. Academy of Educational Leadership Journal, Vol. 12, No. 3, p 19-34.