Liberal Education Reform Meeting of the Professional and Academic Staff February 16, 2012

Transcription

1 Liberal Education Reform Meeting of the Professional and Academic Staff February 16, 2012 Lori Bica, Arts and Sciences Cheryl Brandt, Nursing and Health Sciences William Miller, Business Evan Weiher, Arts and Sciences

2 Presentation Goals Gather Input Regarding LE Reform Principles Pedagogical Principles Promote Integrative Learning Outcomes-Based Teaching, Learning and Assessment Structural Principles Underlying Implementation Liberal Education Requirements Common to All Degrees Liberal Education Core Includes All University Requirements

3 Leading national association concerned with quality, vitality, and public standing of undergraduate liberal education. Mission to make the aims of liberal learning a vigorous and constant influence on institutional purpose and educational practice in higher education. Founded in 1915, AAC&U now comprises more than 1,200 member institutions.

4 National initiative that champions the importance of a 21 st century liberal education. Engages the public with core questions about what really matters in college; connects employers and educational leaders as they make the case for the importance of liberal education in the global economy and in our diverse democracy; and helps all students achieve the Essential Learning Outcomes. Through LEAP, AAC&U calls on the United States to make excellence inclusive.

5 LE framework Revised Mission: LE Learning Outcomes Learning Goals Wisconsin : 1 st LEAP partner state

6 Why Reform LE at UWEC? The current model was implemented in 1978, and we need to move toward continuous improvement, which will Improve student engagement Enhance retention and graduation rates Reinvigorate the liberal arts Replace what is now considered an outdated system of GE, the distribution model

7 Why Reform LE at UWEC? Data collected at universities across the country suggest that distribution models of GE (like our current model) are ineffective and do not serve students well. Especially underrepresented students!

8 Why Reform LE at UWEC? Students see distribution models as menus rather than programs that have goals This can be addressed through Outcomes-Based Programs that incorporate Integrative Learning

9 Why Reform LE at UWEC? Distribution models typically lead to: Fragmentation of the curriculum Erosion of an accepted educational rationale Lack of faculty commitment Loss of interest by students Gaston and Gaff (2009)

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11 Develop a depth of knowledge about human culture. Develop a depth of knowledge about the natural world.

12 Develop and use creative thinking skills in academic and social contexts. Develop and use critical thinking skills in academic and social contexts.

13 Effectively write, read, speak, and listen in academic and social contexts.

14 Develop skills and values for ethical reasoning. Use ethical reasoning in civic and professional contexts.

15 Develop knowledge for living in a pluralistic society and globally interdependent world. Develop and use skills for promoting equity, diversity, and inclusivity in civic and professional contexts.

16 Synthesize and transfer learning to new, complex situations within and beyond campus. (Can be demonstrated through various avenues including bundles, stand alone courses, capstone courses, study abroad and service experiences.)

17 Outcome Development and Measurement Higher Learning Commission is our accrediting body Provide evidence of student learning and teaching effectiveness that demonstrates that we are fulfilling our educational mission. Have student learning outcomes that are clearly stated for each educational program and make effective assessment possible.

18 AAC&U VALUE Rubrics Developed by teams of faculty experts representing colleges and universities across the United States. Articulate fundamental criteria for assessing each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. Intended for institutional-level use in evaluating and discussing student learning, not for grading. Can and should be translated into the language of individual campuses, disciplines, and even courses. Facilitate collection of evidence of learning that can be shared nationally.

19 UW-Eau Claire Learning Goals LEAP Outcomes and Rubrics Knowledge of Human Culture and the No Rubrics; Discipline-Specific Knowledge Natural World Creative and Critical Thinking Creative Thinking Critical Thinking Quantitative Literacy Information Literacy Inquiry and Analysis Problem Solving Teamwork Effective Communication Writing Speaking Reading Individual and Social Responsibility Ethical Reasoning Civic Engagement Lifelong Learning Respect for Diversity Among People Intercultural Knowledge and Competence Race, Class, Gender Equity Global Learning Integrative Learning Integrative and Applied Learning

20 Proposed LE Framework 60 Credits Open Open Electives 18 Credits 18 Credits 120 Credit Total (Includes 18 Credits Integrative Learning) Common Liberal Ed Core 42 Credits LE Includes all UWEC Req s like CD, Math, English

21 Proposed LE Framework A. Fundamental Skills and Competencies Mathematics competency (set by University) First-year writing requirement (1 semester of college-level composition or equivalent) Communication-intensive requirement (1 course or equivalent) Ethical reasoning (1 course, at least 1 credit)

22 Proposed LE Framework B. Liberal Education Breadth Requirements Arts and Humanities (2 courses outside major, at least 6 credits) Social Sciences (2 courses outside major, at least 6 credits) Natural Sciences (2 courses outside major, at least 6 credits) Race, class, gender equity (2 courses, at least 1 of which must fulfill UW System s Cultural Diversity graduation requirement) Global learning (1 course or study abroad experience) No more than 2 courses of the 42 LE credits may be completed from any single departmental or program course prefix.

23 Proposed LE Framework C. Additional Requirements One immersion experience through coursework and/or co-curricular activities 30 hours of service-learning

24 Proposed LE Framework and Assessment UWEC Learning Goals LEAP Outcomes and Rubrics ULEC LE Framework Requirements Knowledge of Human Culture and the Natural World No Rubrics Arts and Humanities, Natural Sciences, Social Sciences Creative and Critical Thinking Effective Communication Individual and Social Responsibility Respect for Diversity Among People 7 Rubrics, including Creative Thinking Critical Thinking Quantitative Literacy 3 Rubrics, including Writing Speaking 3 Rubrics, including Ethical Reasoning Civic Engagement 3 Rubrics, including Race, Class, Gender Equity Global Learning All Categories All Categories Mathematics Writing and Communication Ethical Reasoning Service-Learning Race, Class, Gender Equity Global Learning Integrative Learning Integrative and Applied Learning Integrative Learning Immersion Experience

25 Questions and Comments Ask questions and provide feedback about reform efforts.

26 Presentation Goals Gather Input regarding LE Reform Principles Pedagogical Principles Promote Integrative Learning Outcomes-based Teaching, Learning and Assessment Structural Principles Underlying Implementation Liberal Education Requirements Common to All Degrees Liberal Education Core Includes All University Requirements