NKU General Education - Scholars in Training

NKU General EducationScholars in TrainingThe A Team(Charles Acosta, Barbara Arrighi, Kevin Corcoran, Thom McGovern, Jacqueline McNally, Scott Nutter, Jeanne Pettit, James Ramage)

Mission StatementThe General Education Program at Northern Kentucky University guides students to become independent learners, innovative thinkers, and responsible citizens. The program gives students a foundation of values, knowledge, and skills that will empower them to discover their personal potential, communicate effectively, work in diverse communities, and solve problems in a global society. Courses in the program will invite students to expand the life-long practice of asking questions, seeking new points of view, applying principles of reason, adjusting ideas in relation to new situations, and taking reflective action.

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Program Level Outcomes/GoalsA. "Thinking": Students will demonstrate the ability to gather, process, and interpret information; evaluate its relevance; develop a plan to apply that information; andassess the appropriateness and relevance of its application.

B . "Perspectives": Students will demonstrate the ability to analyze and understand multiple historical and contemporary perspectives and cultural identities.C. "Communication": Students will demonstrate the ability to acquire meaning through reading, reflection, and integration; and to demonstrate rhetorical ability in written and spoken form appropriate to a variety of target audiences. This communication will demonstrate precision and clarity, and will include meaningful visual presentation of data and other forms of information.

D . "Science and Technology": Students will demonstrate an understanding of the scientific method in observing, evaluating, analyzing, and predicting phenomena in the natural and physical world. In addition, they will demonstrate an understanding of the evolution of some science to technology, application of science and technology to real world situations, and anawareness of the impact of science and technology on their daily lives and on society as a whole.

E. "Self and Community":Students will demonstrate an understanding of the consequences and ethical aspects of their choices and decisions, including the roles and responsibilities ofcitizenship.

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Structural ParametersFoundations of Knowledge: Communication- Oral (3 hrs), Written (6 hrs)Scientific and Quantitative Inquiry- Natural sciences (3+4 hrs); Mathematics and Statistics (3 hrs) Arts and Humanities- (6 hrs)- Maps to KTM Humanities Society and Culture- A. cultural pluralism (3 hrs); B. individual and society (6 hrs); - Maps to KTM Behavioral and Social Sciences Global Perspectives- (3 hrs) Integrative Experiences- Faculty-supervised capstone experiential activities within or outside the major (may or may not be for credit); e.g., internships, research projects, senior seminar, student teaching, community/civic activities, study abroad, honors thesis, performance/presentation/exhibition. Total Credit Hours: 37 + Integrative Experiences 4

A. ThinkingCommunication - OralCommunication - Written

Arts & HumanitiesScientific Inquiry - labScientific Inquiry - lectureQuantitative InquirySociety & Culture - ASociety & Culture - BGlobal PerspectiveIntegrative experience

A.1. Demonstrate ability to effectively gather material relating to questions of interest, using a variety of sources and search strategies.X

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A.2. Demonstrate ability to use appropriate modes of inquiry and logic, and recognize the distinction between facts, assumptions, opinions, and theories.X

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A.3. Demonstrate ability to provide a thorough defense of one's analysis and conclusions through a variety of means.X

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A.4. Utilize one's initial conclusions to generate new questions, answers and/or solutions (i.e. learning from experience).X

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Student Learning Outcomes Curriculum Map5

Student Learning Outcomes Curriculum MapB. PerspectivesCommunication - OralCommunication - Written

Arts & HumanitiesScientific Inquiry - labScientific Inquiry - lectureQuantitative InquirySociety & Culture - ASociety & Culture - BGlobal PerspectiveIntegrative experienceB.1. Demonstrate the ability to explain economic, political, and social legacies of imperialism and colonialism for societies, groups, and individuals (including, but not limited to, race, gender, and social class). XX

B.2. Demonstrate the ability to explain causes and effects of historical social stratification and/or castes among societies.X

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B.3. Demonstrate the ability to explain cultural perspectives and differences among global ideologies (e.g. individualism vs. collectivism; capitalism vs. socialism). X

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B.4. Demonstrate understanding of how the arts reveal cultural perspectives identities.X

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Student Learning Outcomes Curriculum MapC. CommunicationCommunication - OralCommunication - Written

Arts & HumanitiesScientific Inquiry - labScientific Inquiry - lectureQuantitative InquirySociety & Culture - ASociety & Culture - BGlobal PerspectiveIntegrative experienceC.1. Demonstrate the ability to express ideas in a meaningful way using the spoken word.XX

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C.2. Demonstrate the ability to express ideas in a meaningful way in writing.X

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C.3. Demonstrate effective use of the principles of rhetorical communication: critical thinking, organization and planning.X

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Student Learning Outcomes Curriculum MapD. Science & TechnologyCommunication - OralCommunication - Written

Arts & HumanitiesScientific Inquiry - labScientific Inquiry - lectureQuantitative InquirySociety & Culture - ASociety & Culture - BGlobal PerspectiveIntegrative experienceD.1. Effectively communicate scientific results by conducting a project using scientific methods (incl. design, data collection, quantitative analysis, graphical summaries, and conclusions). X

D.2. Demonstrate understanding of the process of advancement of scientific knowledge through debate and experimental testing of theories; distinguish between scientific and non-science explanations by employing scientific methods. X

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D.3. Identify major concepts of science behind technological innovations or applications in our daily lives; discuss impacts of scientific progress and technology on society.X

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D.4. Identify revolutions in scientific thought; provide historical examples of how scientists and/or scientific ideas can conflict with certain societal beliefs.X

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Student Learning Outcomes Curriculum MapE. Self & CommunityCommunication - OralCommunication - Written

Arts & HumanitiesScientific Inquiry - labScientific Inquiry - lectureQuantitative InquirySociety & Culture - ASociety & Culture - BGlobal PerspectiveIntegrative experienceE.1. Demonstrate an understanding of the ethical responsibilities of all individuals to the local community, the nation, and global communities.X

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E.2. Demonstrate an understanding of the influence of cultural and socioeconomic background in shaping attitudes and opinions (in themselves and others).X

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E.3. Demonstrate the ability to manage the problems of modern living (e.g., environmental and financial responsibility, technological acumen, and wellness).X

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Program AssessmentThis is the crux of the biscuit (Scott Nutter paraphrasing Frank Zappa)

Assessment Points & Cycle- Continuous collection of evidence - Deep Assessment of 1 Program Goal per year (5 yr cycle)

Assessment Standards & Instruments- Direct and Indirect MethodsArticulation of Assessment Expectations- Course level: Syllabi- Program level: Course Catalog, recruitment materials, etc.

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Program Assessment Example Rubric of Goal A. ThinkingMeasurable Objectives (SLOs)Marginal ProficiencySome ProficiencyProficientA.1. Demonstrate ability to effectively gathers material using a variety of sources & search strategies.Gathers some appropriate material but includes other materials from insufficient and/or inappropriate sources.Gathers some material from mostly appropriate sources.Gathers material from a wide variety of appropriate sources using effective search strategies.A.2. Demonstrate ability to use appropriate modes of inquiry and logic, and recognize between facts, assumptions, opinions, & theories.Identifies the forms of fact, assumptions, opinions, and theories.Differentiates between facts, assumptions, opinions, and theories.Thoroughly considers all relevant points of view applying appropriate modes of inquiry and logic; selects relevant data and evidence to evaluate credibility.A.3. Demonstrate ability to provide a thorough defense of one's analysis and conclusions through a variety of means.Limited defense based on weak or unsupported conclusions using inappropriate or insufficient presentation methods. Provides defense of analysis and conclusions using some presentation methods.Thoughtfully analyzes and evaluates analyses and conclusions using multiple presentations methods appropriate for the content and target audiences. A.4. Utilize one's initial conclusions to generate new questions, answers and/or solutions (i.e. learning from experience).Does not identify meaningful new directions.

Identifies some new questions and/or directions but does not address them.Synthesizes new information, ideas, and/or innovations, and identifies appropriate future directions of inquiry.11

Guiding LightsRome was not built in a day.This program proposal is based on the following assumptions.This builds on the strengths of the present General Education program and emphasizes the enduring value of a Liberal Arts education. This relies on respect for and acknowledgment of workload concerns of faculty; however, faculty must be involved in Assessment .

There will be dedicated and recurring resources in support of this program.

A dedicated office with primary responsibility for General Education is essential to a new program and its assessment.

Use Assessment results for continuous program improvement.12