Title III Learning-Centered Academic ObjectivesStrengthening Our Capabilities in Teaching and

Learning

OverviewDelgado has for some time focused on being and becoming a Learning-Centered College, identifying this goal in the mission, in strategic plans, program goals, and faculty development initiatives. Many efforts across campuses and within each campus have focused energy toward this collective goal. Nowhere is this seen more than in our classrooms and through the commitment of faculty to our students.

The Title III grant awarded funds to further our learning-centered mission through specific objectives geared toward our general education core. The purpose of these objectives is to strengthen our learning-centered capabilities in the classroom and to continually improve the quality of learning for our students. To this end, the grant specifies student services objectives as well as academic objectives. The academic objectives involve general education faculty, a learning outcomes specialist as coordinator and faculty resource, support from student services initiatives and academic committees. The collaborative effort in achieving these objectives will result in an institutionalized process for ongoing adaptation and revision of curriculum, teaching strategies, learning outcomes, and assessment methods to respond to student learning and promote continual improvement.

Why Focus on GenEd?Title III Academic ObjectivesStrengthening Capabilities in Teaching

GenEd Professional Development SeriesLearning Outcomes Resource CenterLearning Outcomes Specialist

Strengthening Capabilities in LearningMeaningful Rationale for General EducationGenEd Core CompetenciesGenEd CharacteristicsGenEd Student Learning OutcomesGenEd Competency MatrixGenEd Class ObjectivesGenEd Classroom Learning AssessmentLearning Plans/Eportfolios GenEd Student Learning Outcomes/Learning Assessment Pilot

Faculty Participant Expectations and BenefitsFirst Pilot Cohort and Courses

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Why Focus On GenEd?We refer to “General Education” (GenEd) here as the group of courses listed in the catalog under that heading. We are not referring exclusively to the General Education Degree program, but general education core courses which most degree programs require in order to develop broad basic skills. These GenEd courses have the maximum impact across our student body. While degree and certification programs at DCC have varying degrees of GenEd requirements, they all require some level of general competence in communication, problem-solving, computation, and self-management. Indeed, the American Association of Colleges and Universities recent report “Greater Expectations” focuses on the critical need for far more, not less, development of broad, general competencies in students to prepare them for the complex challenges of an ever-changing world.

In addition, The League for Innovation in the Community College has responded to this call for a unified effort towards learning-centered general education in its current project “21 st Century Learning Outcomes;” in which,

[s]ixteen community colleges are participating in the League’s 21st Century Learning Outcomes Project with the goal of increasing the capacity of community colleges to define and document student achievement of learning outcomes necessary for success in the workplace, in transfer education, and in today’s society.

The purpose of the Title III grant funds is to further DCC’s current efforts to serve the needs of our students in a way that is meaningful and lasting to them. The academic objectives set down in the grant provide a set of guidelines to develop our strengths in GenEd and to ensure the lasting value of a student’s learning here.

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The [Greater Expectations] report calls for a dramatic

reorganization of undergraduate [general] education to ensure

that all college aspirants receive not just access to college,

but an education of lasting value. The panel offers a new

vision that will promote the kind of learning students need to

meet emerging challenges in the workplace, in a diverse

democracy, and in an interconnected world . . .Students will

continue to pursue different specializations in college. But

across all fields, the panel calls for higher education to help

college students become intentional learners who can adapt

to new environments, integrate knowledge from different

sources, and continue learning throughout their lives. . .these

outcomes form the core of a twenty-first century liberal

education—liberal not in any political sense, but in terms of

liberating and opening the mind, and of preparing students for

responsible action. . .Professional studies—such as business,

education, health sciences, technologies—should also be

approached as liberal education. In this spirit, the report urges

an end to the traditional, artificial distinctions between liberal

and practical education. Liberal education in all fields will

have the strongest impact when studies look beyond the

classroom to the world’s major questions, asking students to

apply their developing analytical skills and ethical judgment to

significant problems in the world around them.

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Title III Academic Objectives“Focusing on Learning to Increase Learner Success”

1. Instigate comprehensive faculty development in creating learning outcomes, active/collaborative learning strategies, instructional design techniques, and classroom assessment strategies;

2. Sustain faculty development over a 4 year plan and beyond through mentor-ships and faculty-led workshops on creating learning outcomes, active/collaborative learning, instructional design techniques, and classroom assessment strategies;

3. Revise and/or develop measurable student learning outcomes for all general education courses and freshman seminar over 4 year period;

4. Pilot learning outcomes and class assessment methods in these general education courses and freshman seminar in cycles over 4 year period;

5. Institutionalize outcomes and active learning strategies for all GenEd courses over 4 year period

6. Introduce and pilot GenEd course assessment through the use of e-portfolios;7. Introduce and pilot the use of individual learning plans to promote ownership of

learning and strengthen advising capabilities;8. Increase the number of learning communities;9. Study, design, and apply e-learning strategies for online and hybrid courses.

(Summarized from pgs. 36-14 of the approved Title III Grant Application)

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Strengthening Capabilities in TeachingTitle III Professional Development SeriesTitle III Learning Outcomes Resource CenterTitle III Learning Outcomes Specialist

Title III Professional Development Series – Summer, 2006Based on the results of a baselining survey conducted by Delgado’s Institutional Effectiveness department in September, 2005, faculty identified among other things the need for specific professional development in areas of learning-centered instruction. The Title III grant objectives directly respond to this feedback, focusing specifically on professional development in creating student learning outcomes, active and collaborative learning, instructional design techniques, classroom learning assessment strategies, and the relationship of scholarship and practice. Again, any faculty member is invited to participate in the development program, even though several select faculty have been chosen to participate in the first cohort and receive a stipend.

The following consultants have been contacted but not confirmed for the development series. More information will follow on confirmed dates and course outlines.

1. Stewart Ross – a colleague of Dee Fink’s and expert in “integrated course design” would work with faculty on aligning learning outcomes with appropriate teaching methods and classroom learning assessment.

2. Barbara Millis – an expert in “deep learning in the classroom” has been here before and will complement Ross’ first workshop with active learning methods to achieve deep learning.

3. Jean Henscheid – another returning expert will work with faculty on collaborative learning methods and associated methods of classroom learning assessment

4. Larry Michaelsen – has worked with both Millis and Ross and is a great complement to the whole series with his renowned work on team-based learning in all disciplines.

5. Rob Sherfield – has also worked with Delgado faculty before and is the perfect finale to this cast of learning experts. He will work with faculty on classroom learning assessment for all of our student learning outcomes in the pilot courses as well as those that match all instructional methods previously covered in the series.

The Title III Professional Development workshops and learning activities will strengthen our capabilities as a learning-centered college by pinpointing the following competencies and indicators:

Creating Outcome-Oriented Courseso Define meaningful, measurable student learning outcomes o Align course outcomes with GenEd core competencieso Align learning activities with course outcomeso Align classroom assessment strategies with learning activities and course

outcomeso Adopt flexibility in learning activities that responds to assessment feedbacko Use assessment feedback in collaboration with colleagues to assure and

demonstrate progression of student learning across courses

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Applying Learning Theory to Instructional Designo Foster social connections in classroom, library, counseling environmentso Design learning experiences that address students’ unique strengthso Design learning experiences that address students’ unique needso Develop reciprocity and cooperation among students (interdependence and

teamwork)o Include content well-suited to Delgado’s diverse* student populationo Establish connections among students in and out of the classroom (learning

communities)o Vary assessment measures and techniques to engage cognitive diversityo Create learning atmospheres that encourage all students to share view pointso Use diverse* perspectives to engage and deepen critical thinking (diversity*

as a learning resource)o Develop student self-awareness (learning styles, personality types,

assumptions)

*Note: diversity has many dimensions, including age, culture, gender, race/ethnicity, socio-economic circumstances, learning style, education background, skill level, etc. that contribute to the many ways that individuals perceive and contribute to the world.

Applying Active Learning Strategieso Employ techniques such as engaging lectures, discussions, experiential

learning, scenarios, role-play, case study, problem-based learning, etc.o Employ collaborative and cooperative learning techniqueso Encourage students to challenge ideas with reasono Integrate concrete, real-life situations into learning strategieso Invite student input on course outcomes (goals to achieve course outcomes,

choice among assignment topics; in-progress student feedback. . .)

Using Assessment Tools for Learningo Employ formative feedback loops early and often (both to and from students)o Provide students with written or face-to-face comments on strengths and

weaknesseso Give timely feedback on class activities, exams, and paperso Design activities to help students refine their abilities to self-assess learningo Integrate self-assessment into course processeso Align summative evaluations with course outcomes and learning activities

(appropriate to level of thinking; appropriate levels of performance)o Make assessment criteria public to students and colleagueso Evaluate effectiveness of assessment strategies and grading practiceso Vary assessment measures and techniques to form a more complete picture

of learning

Engaging in the Scholarship of Teaching and Learningo Produce professional work that meets the Standards of Teaching Excellence*

(course designs, action research projects, publications, etc.)

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o Build upon the work of others (consult literature, peers, self, students)o Be open to constructive critique (by peers, students, self)o Make work public to college and broader audienceso Demonstrate relationship between scholarship and improved teaching and

learning processeso Expand college capabilities in learning-centeredness by sharing expertise with

others (mentorships, leadership programs, faculty-led workshops, etc.)

Title III Learning Outcomes Resource CenterWhile initially focused for the GenEd pilot cohort, all faculty are invited to enroll in this Blackboard course and to participate in the dialogue, contribute, or browse this space focused on scholarly practice in learning and assessing learning. Your suggestions and feedback will make it your own, so be vocal with ideas on how to make it a meaningful space for knowledge sharing and collaboration with colleagues. Contact Angela Breckenridge if you need assistance in enrolling. abreck@dcc.edu

Some ideas for the content of this site are:1. Discussion Forums

a. For specific disciplines, current programsb. For learning outcomes and assessment methods tried in the classroomc. Forums on specific areas of interest regarding teaching and learningd. General forum – The Social Cafée. Focus Groups on Special Topics – The “Expert” Forumf. Assessment feedback results and recommendations

2. Resource Areasa. “Been Around the Block” – our valuable experience and learningb. Who is doing what that works?c. Travelers: meaningful things to share from off-site conferences and

developmentd. Reference Links

i. Active Learning1. http://www.tlc.eku.edu/tips/ 2. http://vccslitonline.cc.va.us/MRCTE/active.htm 3. http://www.med.jhu.edu/medcenter/quiz/home.cgi?

SMSESSION=NO4. http://edweb.sdsu.edu/people/bdodge/Active/

ActiveLearning.html5. http://www1.umn.edu/ohr/teachlearn/tutorials/active/index.html 6. http://www.iub.edu/~teaching/faqdisc.shtml 7. http://www.criticalthinking.org/ 8.

ii. Collaborative Learning1. http://www.clcrc.com/ 2. http://www.dartmouth.edu/~collab/index.html 3. http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/DCL1.asp

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4. http://www.co-operation.org/pages/cl-methods.html 5. http://home.capecod.net/~tpanitz/ 6. http://www.sci.ccny.cuny.edu/~chemwksp/index.html

iii. Instructional Design1. http://www.ou.edu/idp/tips/ideas/diagram.html

iv. Classroom Learning Assessment and Other Assessment Links1. http://faculty.mdc.edu/jmcnair/EME2040/

behaviorist_lesson_plan1.htm2. http://www.siue.edu/~deder/assess/catmain.html3. http://www.uleth.ca/edu/runte/tests/4. http://www.udel.edu/pbl/5. http://www2.acs.ncsu.edu/UPA/assmt/

resource.htm#course_assmt6. http://www.niu.edu/assessment/_resourc/gloss.shtml#5 7. http://people.jmu.edu/yangsx/ 8. http://people.jmu.edu/yangsx/ 9. http://www.uwstout.edu/soe/profdev/assess.shtml

v. Rubrics1. http://mh034.k12.sd.us/classroom_debate_rubric.htm 2. http://landmark-project.com/classweb/tools/rubric_builder.php3 3. http://projects.edtech.sandi.net/staffdev/tpss99/rubrics/

rubrics.html4. http://www.rubrics.com/rubric_examples.html 5. http://its.monmouth.edu/facultyresourcecenter/rubrics.htm 6. http://its.monmouth.edu/facultyresourcecenter/rubrics.htm

vi. Student Services1. http://css.rpgroup.org/

vii. Discipline-specific resources1. Science, Math, Technology

a. http://ublib.buffalo.edu/libraries/projects/cases/case.html b. http://www.flaguide.org/ c.

2. Developmentala. http://www.league.org/league/projects/remedial/

index.htm3. English

a. http://www.siue.edu/ECPP/Statements/assessment.html viii. General Teaching Reference

a. http://ericae.net/ b. http://adulted.about.com/od/icebreakers/ c. http://www.tltgroup.org/programs/Teach/

Smart_Classrooms.htmd. http://www.iub.edu/~teaching/names.shtml e. http://www.wku.edu/Dept/Support/AcadAffairs/CTL/db/

quotes/index.html

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f. http://www.wvu.edu/~lawfac/jelkins/orientation/ socratic.html

g. http://ject.lib.muohio.edu/contents/contents.php? vol=13&num=2

h. http://its.monmouth.edu/facultyresourcecenter/FRC- TrainingSeriesList.htm

i. http://www.clt.cornell.edu/campus/teach/faculty/ faculty.html

j. http://www.lovedungeon.net/humor/college/index.html k.

ix. Community College Reference1. http://www.aacc.nche.edu/ 2. http://css.rpgroup.org/ 3. http://www.ncspod.org/ 4. http://www.diversityweb.org/

e. Manual on Learning Outcomes/Assessmentf. How to interpret and respond to assessment feedback

3. Scholarship and Practicea. Pedagogyb. Teaching and Instructional Theory/Methodologyc. CATTd. ELearninge. Discipline-Specific – i.e. DOLL, etc.

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Title III Learning Outcomes Specialist Support for Individual SLO/LA ProjectsIn addition to facilitating the Title III Academic Objectives, the Learning Outcomes Specialist Angela Breckenridge is a resource, an advocate, and a voice for faculty in all aspects of strengthening capabilities in teaching and learning.

Specifically, the faculty Learning Outcome Specialist can: Act as an "information center" for faculty Facilitate reviews of student learning outcomes in courses Support classroom learning assessment projects with individual faculty Serve as coach for classroom learning assessment projects with individual faculty Sponsor workshops for innovative teaching methods and other topics of critical

interest Provide newspapers, magazines, books, and journals about professional development Survey faculty and staff to address professional needs regarding learning outcomes

and classroom assessment Research and continually improve the faculty resources for learning outcomes and

classroom assessment

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Strengthening Capabilities in LearningMeaningful Rationale for General Education

IntroductionDefining General EducationCriteria Of An Effective GenEd ProgramCharacteristics Of Strong GenEd Programs Standard GenEd Disciplines and Outcomes Standard Competencies and Their OutcomesBest Practice Framework for Stages of GenEd Competency DevelopmentGuidelines, Examples, Influences for ConsiderationDCC’s Present GenEd Purpose and Assessment PlanCore Values and Campus-wide Learning InitiativesA Launching Point For New Dialogue: Suggested Framework for a Competency-Based, Holistic GenEd ProgramStudent Learning PlanGeneral Education Competency Model Terms and Definitions

GenEd Core CompetenciesGenEd CharacteristicsGenEd Student Learning OutcomesGenEd Competency/Learning Outcomes MatrixGenEd Class ObjectivesGenEd Classroom Learning AssessmentLearning Plans/Eportfolios GenEd Student Learning Outcomes/Learning Assessment Pilot

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Meaningful Rationale for General Education“What can we learn from our finest?”In light of the hurly-burly reaction, response, and recovery from the natural forces that blew us and our organization into new mode of operating, it is clear that one solid core of minds kept Delgado Community College alive. If the College is fortunate enough to proceed into this murky future led by the strength of that core, students will experience the meaning of our mission statement applied in action. We will heal alongside our community, having proven through the competence of these few that even the most destructive of forces can not cripple that mission.

It is also clear that while each individual in this core group of leaders possesses his/her own unique expertise and worthy credentials, they also share the vital core competencies required to adapt quickly to change, to deliberate rationally and productively, to set aside petty self-interests in order to address common interests, and to do so in a way that demonstrates leadership and stewardship in each one of them. They were able to find and maintain the threads of continuity within this chaos and preserve learning. In effect, they modeled the very competencies set down for our own General Education Core.

Written & Critical Thinking Logic Social Issues Oral CommunicationLeadership Cultural Expression Citizenry TechnologyComputation

They have inspired the following proposed framework in which to integrate General Education Student Learning Outcomes.

IntroductionDefining General EducationCriteria Of An Effective GenEd ProgramCharacteristics Of Strong GenEd Programs Standard GenEd Disciplines and Outcomes Standard Competencies and Their OutcomesBest Practice Framework for Stages of GenEd Competency DevelopmentGuidelines, Examples, Influences for ConsiderationDCC’s Present GenEd Purpose and Assessment PlanCore Values and Campus-wide Learning InitiativesA Launching Point For New Dialogue: Proposed Framework for a Competency-Based, Holistic GenEd ProgramStudent Learning PlanGeneral Education Competency Model Terms and Definitions

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IntroductionThis document offers a rationale for a suggested competency-based, Holistic General Education (GenEd) program based upon present situations, internal research and work done to date on the College’s GenEd Program Assessment and Student Learning Outcomes, industry standards, internal and external benchmarking, and commitments we have made to federal, state, and private funders as well as to our students, our community, and our faculty/staff. It is intended to encourage deliberation from faculty, staff, and students involved in GenEd at Delgado and attempts to draw upon the strengths of existing College initiatives in order to form a cohesive, integrated approach to GenEd. It would follow the Nichols’ model of program assessment as it has been established by our Institutional Effectiveness Department using TracDat; but it departs somewhat from the standard 5-column model at the course level to offer a comprehensive method of integrating GenEd course learning outcomes within various stages of student competency development as defined by the GenEd Assessment Committee and proposed for the 3-year GenEd assessment plan.

This work in progress is organized first by a broad definition of GenEd, drawing upon LCTCS and SACS requirements, and then provides references, examples, influences, and methods for comparison with what we have now, what we are committed to achieving for SACS, and what possible rationale we ultimately decide to use in making the most of our strengths. It also provides an indication of the rationale behind the suggested framework that follows; which, of itself is only a launching point for faculty/staff deliberation toward decision and subsequent action. These working papers culminate in basic guidelines, forms, and examples for creating learning outcomes/assessment methods as well as a proposal for a Competency-based, Holistic GenEd Program. The reference material here is based upon that recommended or in fact written by Iva Bergeron, Tim Stamm, Wes Payne, Pat Roux, Gayle Nolan, Cindy Seigrist, Debbie Lea and Randy Brien, Janet MacArthur, and other Delgado faculty and staff.

Defining General Education (Adapted from LCTCS, Fall 2004)

Two Types of GenEdGenEd Designed for Transfer - includes courses listed in the catalog under GenEd Courses and may or may not be included in the College’s GenEd Core

Applied GenEd Designed For Skills-Based, Non-Transfer Credit – includes skills, knowledge, and attitudes required to fulfill GenEd competencies, which may be included in the College’s GenEd Course offerings or in the learning outcomes stated for courses within major programs of study.

General Education as a “Core Program”“General Education is a program and not just a collection of unrelated courses in different disciplines. It must be defined so that students think of it as a connective pathway to intellectual growth, not episodic potholes within a degree program.” General Education provides higher-level critical thinking skills, discovery, and problem-solving. More specifically, it provides literacy and fluency in various methods of communication in various languages. It promotes understanding of the existing scientific and mathematical views of the world and their impact on our global culture. It emphasizes the ethical demands of our

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common lives, demonstrates the importance of skills and knowledge of social and behavioral sciences to understand our contemporary world and to succeed with others.

GenEd Core courses should have catalog definitions that explain how they:1. have a recognized place in history: survey scientific paradigms, social

patterns, development of reason and moral action;2. reflect commonality of all humans in a multicultural world: universal concerns,

human rights and liberties, value diversity within global interests;3. prepare individuals for engaged citizenship, to deliberate and self-direct,

calculate and reason logically.

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Criteria Of An Effective GenEd Program(Adapted from SACS)

Institutions are required to:1. Publish GenEd program requirements and provide a rationale with which to

determine, “Why must I take this core general education course at this college?” This rationale should state how the GenEd program is linked to:

College and program missions Student learning goals Student professional identity and occupational value Self-directed lifelong learning;

2. Offer a GenEd program that is a substantial component of each undergraduate degree;

3. Ensure breadth of knowledge (i.e. courses do not narrowly focus upon those skills, techniques and procedures specific to a particular occupation or profession) and provide an explanation of how this is designed; and,

4. Clearly identify competencies within GenEd core and provide evidence that graduates have attained those college-level competencies.

Characteristics Of Strong GenEd Programs

Give an explicit answer to the question, “What is the point of general education?;”

Are based upon well-articulated competency paths and/or learning goals and outcomes;

Strive for educational coherence; Relate to the major field of study; Reach beyond the classroom; Include assessment to monitor learning; Embody institutional mission and reflect its culture; Spring from, require and foster sense of community; Have strong faculty renewal and administrative leadership; Ensure continuing support for faculty; and Are designed carefully to permit continued evolution.

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Standard GenEd Disciplines and Outcomes (Adapted from LCTCS Guidelines for General Education Programs, Fall 2004)

I) English Comp/Communicationa) Analyze and evaluate oral and/or written expression by listening and reading

critically for elements that reflect an awareness of situation, audience, purpose, and diverse points of view.

b) Distill a primary purpose into a single, compelling statement and order and develop major points in a reasonable and convincing manner based upon that purpose.

c) Demonstrate that the writing and/or speaking processes include procedures such as planning, organizing, composing, revising, and editing.

d) Make written and/or oral presentations employing correct diction, syntax, usage, grammar and mechanics.

e) Develop appropriate rhetorical patterns (i.e. narration, exemplification, process, comparison/contrast, classification, cause/effect, definition, and argumentation) and other special functions (i.e. analysis or research), while demonstrating writing and/or speaking skills from process to product.

f) Manage and coordinate basic information gathered from multiple sources for the purposes of problem solving and decision making.

g) Recognize the use of evidence, analysis and persuasive strategies including basic distinctions among opinions, facts, and inferences.

II) Mathematicsa) Build upon (not replicate) the competencies gained through the study of high school

algebra, geometry, and higher levels of mathematics.b) Utilize mathematics to solve problems and determine if the solutions are reasonable.c) Utilize mathematics to model real world behaviors and apply mathematical concepts

to the solution of real-life problems.d) Make meaningful connections between mathematics and other disciplines.e) Utilize technology for mathematical reasoning and problem solving.f) Apply mathematics and/or basic statistical reasoning to analyze data and graphs.

III) Natural Sciencesa) Conduct an experiment, collect and analyze data, and interpret results in a

laboratory setting.b) Analyze, evaluate and test scientific hypotheses.c) Utilize basic scientific language and processes and be able to distinguish between

scientific and non-scientific explanations.d) Identify unifying principles and patterns in nature, and apply them to problems or

issues of a scientific nature, recognizing the values of nature’s diversity.e) Analyze and discuss the impact of scientific discovery on human thought and

behavior.

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f) Exhibit ethical behavior.

IV) Humanities and/or Fine Artsa) Analyze significant primary texts and works of art (ancient, pre-modern, modern ,

and post-modern) as forms of cultural and creative expression.b) Explain the ways in which humanistic and/or artistic expression throughout the ages

expresses the culture and values of its time and place.c) Explore global cultural diversity.d) Frame a comparative context through which they can critically assess the ideas,

forces and values that have created the modern world.e) Recognize the ways in which both change and continuity have affected human

history.f) Practice the critical and analytical methodologies of the Humanities and/or Fine Arts.g) Explore the ethical implications of cultural identity/cultural development/cultural

integrity.h) Analyze historical fact and interpretations.i) Analyze and compare political, geographic, economic, social, cultural, religious and

intellectual institutions, structures, and processes across a range of historical periods and cultures.

j) Recognize and articulate the diversity of human experience across a range of historical periods and the complexities of global culture and society.

V) Social/Behavioral Sciencesa) Recognize, describe, and explain social institutions, structures, and processes and

the complexities in a global culture and diverse society.b) Think critically about how individuals are influenced by political, geographic,

economic, cultural and familial institutions in their own and other diverse cultures and explain how one’s own belief system may differ from others.

c) Explore the relationship between the individual and society as it affects the personal behavior, social development and quality of life of the individuals, the family and the community.

d) Examine the impact of behavioral and social scientific research on major contemporary issues and their disciplines’ effects on individuals and societies.

e) Using the most appropriate principles, methods, and technologies, perceptively and objectively gather, analyze, and present social and behavioral science research data, draw logical conclusions, and apply those conclusions to one’s life and society.

f) Take ethical stands based upon appropriate research in the social band behavioral sciences.

g) Analyze and communicate the values and processes that are used to formulate theories regarding the social context of individual human behavior in the social and behavioral sciences.

h) Analyze historical facts and interpretations.

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i) Analyze and compare political, geographic, economic, social, cultural, religious, and intellectual institutions, structures, and processes across a range of historical periods and cultures.

j) Recognize and articulate the diversity of human experience across a range of historical periods and the complexities of a global culture and society.

k) Draw on historical perspective to evaluate contemporary problems/issues.l) Analyze the contributions of past cultures/societies to the contemporary world.

Standard Competencies and Their Outcomes (Adapted from Institutional Effectiveness Associates’ Presentation, 2005)

I) Basic Skills Competenciesa) Readingb) Writingc) Speakingd) Listeninge) Performing mathematical

calculationsf) Demonstrating basic computer

skillsII) Knowledge/Understanding

Competenciesa) Historical perspectiveb) Literary stylesc) Cultured) Meaning of numerical datae) Global perspectivef) Impact of technology

III) High Order Thinking Skillsa) Critical thinkingb) Logical reasoningc) Scientific/Abstract inquiryd) Concept integration

IV)Values Developmenta) Commitment to democratic

foundationsb) Respect for cultural

diversity/cultural integrityc) Appreciation for aestheticsd) Awareness of self within local and

global concern

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Best Practice Framework for Stages of GenEd Competency Development(Adapted from Institutional Effectiveness Associates presentation material, 2005 and Anderson, 2005))I) Novice – Level 1

a) Bloom’s Knowledge Cognitive Domain i) Observing and recalling information, knowing dates, events, places, major ideas

and mastery of subject matterii) Verbs for behavioral outcomes: list, define, tell, describe, identify, show, label,

collect, examine, tabulate, quote, name who-when-what-whereb) Krathwohl, Bloom, and Masia’s Receiving Affective Domain

i) Passive but attentive

II) Beginner – Level 2a) Bloom’s Comprehension Cognitive Domain

i) Understanding information, grasping meaning, translating knowledge into new context, interpreting facts, comparing, contrasting, ordering, grouping, inferring causes, predicting consequences

ii) Verbs for behavioral outcomes: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

b) Krathwohl, Bloom, and Masia’s Responding Affective Domaini) Complying and aware

III) Competent – Level 3a) Bloom’s Application Cognitive Domain

i) Using information, using methods, concepts, theories in new situations, solving problems using required skills or knowledge

ii) Verbs for behavioral outcomes: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

b) Krathwohl, Bloom, and Masia’ Valuing Affective Domaini) Behavior consistent with attitude

IV) Proficient – Level 4a) Bloom’s Analysis Cognitive Domain

i) Seeing patterns, organizing parts, recognizing hidden meanings, identifying components

ii) Verbs for behavioral outcomes: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

b) Krathwohl, Bloom, and Masia’s Organization Affective Domaini) Bringing together different values and building internally consistent value system

V) Expert – Level 5a) Bloom’s Synthesis Cognitive Domain

i) Using old ideas to create new ones, generalizing from given facts, relating knowledge from several areas, predicting and drawing conclusions

ii) Verbs for behavioral outcomes: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite

b) Krathwohl, Bloom, and Masia’s Characterization Affective Domaini) Behaving according to moral “life style” and maintaining a consistent philosophy

regardless of coercive surroundingsc) Bloom’s Evaluation (integrated within competency stages) Cognitive Domain

i) Comparing and discriminating between ideas, assessing value of theories, presentations, making choices based on reasoned argument, verifying value of evidence, recognizing subjectivity

ii) Verbs for behavioral outcomes: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Guidelines, Examples, Influences for ConsiderationThese guidelines, examples and internal/external influences are presented for comparison with the standards and expectations of other institutions and stakeholders to frame a meaningful public General Education program. While these sources may represent a different demographic and location from that of DCC, the message is consistent: that higher education, particularly the general education component, plays a broad and vital role in the success of students, professionals, and communities. We can learn from this feedback and make decisions to clarify the rationale for our own program, an action which will allow us to determine accurate learning outcomes for GenEd courses and more efficient assessment measures.I) LCTCS Guideline for GenEd Statement of Purpose:

The purpose of a core GenEd is to “ensure that college students have the broad knowledge and skills to become lifelong learners in a constantly changing global community . . . general education core provides for students (and citizens as a whole) the means to a . . . more fulfilled and rewarding life. . . they are foundations of history and culture, serving to bridge the diverse heritages of a multicultural world, thus focusing upon the commonality of all humans and preparing individuals for their roles as socially responsible and engaged citizens.” (excerpted from LCTCS, 2004)

II) Examples of GenEd Statements of Purpose South Louisiana Community College: . . .”general education” requirements

represent a conviction on the part of the faculty that all students need to reason logically, solve problems, communicate effectively, and relate to the world around them. General education courses not only enhance awareness of the world and the people in it but also foster an appreciation of the arts and humanities, encourage insight into the social and behavioral sciences, and provide a basic understanding of mathematical and scientific principles. The realistic expectations of a general education program are to empower the student with a reliable set of skills and understanding that move a lifelong learner forward in academia or the workforce.”

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Parish Community College: . . . considers “general education” to be a common body of skills, knowledge, and values to which all graduates (Associate and Academic Certificates) must be exposed, and for which the College shall determine certain levels of competency. These skills, knowledge, and values are representative of a common body of educational experiences that the College views as vital for enabling its graduates to be successful in today’s complex society.”

III)

Internal and External Influences on GenEd Statement of PurposeThese few examples from the business community, public at large, and undergraduate students as well as our present circumstances in the wake of natural disasters offer some valuable input into the kinds of competence expected and needed from our graduates. Most of this competence can be gained through successful guidance and achievement of GenEd learning outcomes, but only if they clearly correspond to a focused program rationale.

a) Business Community ExpectationsIn a study done in Omaha, Nebraska, Metropolitan Community College leaders found that “employability skills” and “a strong work ethic” are traits most desired by business representatives, and the traits seen as most lacking among new hires. (Van Wagoner, 2004) In addition, they found that young people coming through the educational pipeline are woefully unaware of the nature of work, workplace expectations, and the demands of success. Most notably, employer’s regarded the following top ten skills necessary for, but lacking in, the workforce:

b) Attendance and punctuality Customer-service skills Desire to learn Ability to work as part of a team Oral communication skills

Follow-through Professionalism Respect for diversity Time-management skills Problem solving skill

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What do all of these examples have in common? Do they seem to give an answer to “Why General Education here?”

How does our own GenEd mission compare?

Working Papers: Competency-Based Holistic General Education with SLO November 1, 2005

c) Public’s ExpectationsRanking of “absolutely essential” goals of general education from NCPPHE poll: Sense of maturity and [ability to] manage on [one’s] own (71%) Ability to get along with people different from self (68%) Problem solving and thinking ability (63%) High-technology skills (61%) Specific expertise and knowledge in chosen career (60%) Top-notch writing and speaking ability (57%)

[but note that this is also a success factor for “getting along with people”] Responsibilities of citizenship (44%)

[but note that this is also a success factor for “sense of maturity”]

d) Students’ ExpectationsRanking of Importance of GenEd Goals by U Mass. Amherst: % agreeing “somewhat or very important” (April, 1998). Learn on my own (98%) Write clearly and effectively (92%) Understand the relationship between ideas (92%) Think analytically and logically (91%) Awareness of other societies and cultures (90%) Awareness of American society (88%)

e) KatrinaHurricane Disaster to impact internal/external needs in higher education in New Orleans Unknown student demographic and population Unknown specific needs from business community Unknown specific student needs for learning and professional growth Potential need for transparent critical information, leadership, coordination and

follow-through on community development plans Potential need for partnerships with public school system, other institutions, local

businesses, city planning commissions, all levels of government and neighborhood special interest groups

Potential need for competencies in collaborative decision-making and action, high-level communication skills, self-direction, technology, customer success, critical thinking, creativity, and leadership

Potential need for urban planning, civil and marine engineering, economic development, teaching, quality public information

What broad-based, general competencies apply here?How does our program demonstrate commitment to these

expectations?”How have we designed our program to respond to these needs?

DCC’s Present GenEd Purpose and Assessment Plan

Mission StatementGeneral Education at Delgado Community College prepares students to think critically, demonstrate leadership and be productive citizens through course offerings, core requirements and college-wide activities associated with the GenEd characteristics and learning outcomes.

GenEd Requirements and Rationale as per Catalog[Within “Types of Degrees,” Delgado has a flexible, student-centered Associate of General Studies, which usually follows an articulation path with a 4-year college and has to be worked out with an advisor.][Within “Categories of Requirements,” Delgado’s GenEd courses are in English, mathematics, fine arts, humanities, natural science, and social science – required for most degree programs and include a few electives beyond the specific categories which the student can choose within the course list.

RequirementsAssociate Degrees in Arts, Science, and Applied Science, Associate, and Certificate of Applied Science requirements for GenEd: GenEd course hours must be “successfully” completed; A proficiency exam in writing must be passed to earn credit in English 101; Students should be particularly careful about adhering to the catalog and curriculum in

effect at time of admission (or change of major).

Substantial Component of Degree Offerings[This should be confirmed. General Education Committee documents state that within DCC’s Degree Programs, 3 Degree/Certificates require 27 hours; one requires 15 and one requires 9. Course guide also stipulates that “students may not use a course in their major to fulfill their degree requirements,”. . .which is taken to mean that the general education requirement can only be fulfilled by successful completion of general education courses and can not be fulfilled by successful completion of a specialized course within the major program. The chart below is from the 2006 catalog and reflects the different degree programs in which many Divisional GenEd requirements vary. If the Degrees had set levels of competency rather than course requirements across Divisions, there could be more flexibility on how students developed that core across courses.]

What would help communicate the College’s approach to General Education in relation to individual lifelong learning and community value?

What roles do you see the graduates of the program taking?

Degree GenEdHours

English Math Fine Arts

Humanities

Natural Science

Social Science

Associate of General

Studies

30 9 6 3 3 6 6

Associate of Arts

27 “or” 21 “or” 24

6 3 3 6 “or” 3 6 3 “or” 6

Associate of Science

27 “or” 26 “or” 24 “or”

18

6 6 “or’ 7

3 “or” zero

3 6 “or” 4 3

Associate of Applied Science

19 “or” 18 “or” 15 “or”

12 “or” 9 “or” 6

3 “or” 6

3 3 “or” zero

3 “or” zero 3 “or” zero

“or” 4 in PHYS

3 “or” zero

“or” 3 in PSYC

Certificate of

Technical Studies

3 “or” zero 3 “Or” 3 “or” 3

in TECH

Certificate of Applied Science

9 3 3 3 “or” 3

Curriculum Option for LPN – RN

18 6 6 3 3

Rationale for General Education[General Education at Delgado is not a program. It is rationalized by course requirements for majors and defined by general education characteristics. These characteristics explain specific outcomes the student “will have” as a result of completing the course requirements.]

What rationale could be given for these requirements to justify their value and purpose in a student’s learning journey?What is needed to demonstrate how GenEd as a whole contributes to the College’s core values, the student’s lifelong development, and continual improvement to those ends?

Design To Ensure Breadth Of Knowledge Without Narrow Focus[The College’s GenEd design is partly demonstrated by DCC GenEd Characteristics listed below, but some feedback has suggested that a more defined notion of “breadth” related to the College mission would help to clarify how Certification programs benefit from GenEd as well as how GenEd prepares students to succeed in the Technical Competency Development with their Divisions.]

Goals and Outcomes

GenEd Characteristics defined by the GenEd Assessment Committee A DELGADO GRADUATE WILL HAVE:1. A general understanding of the English language.

a. The ability to describe, report, order and analyze facts and opinions.b. The ability to distinguish between facts and opinions, to synthesize facts and

opinions, and to think critically.c. The ability to compose and express a series of related thoughts, unified in content

and coherent in language.2. A general understanding of computational methods.

a. The ability to manipulate mathematical language above the basic computational level.

b. The ability to organize information and to recognize patterns among different phenomena.

c. An understanding of the importance of logic and self-discipline in solving problems.

3. A general understanding of the physical world.a. An understanding of at least one branch of the natural sciences.b. The ability to follow the sequential steps necessary to analyze and solve a

problem.c. The ability to recognize when the absence of data impedes the formation of a

sound conclusion.4. A general understanding of the social and individual behavior of human beings.

a. The ability to analyze a social issue.b. The ability to formulate analytical questions about behavior.c. The ability to locate sources for data.d. An understanding of at least one of the basic disciplines in the social sciences and

how its principles and theories are applied to an understanding of human behavior.

How could the design of GenEd demonstrate the College’s learning-centered mission and attention to a variety of educational needs?

5. A general understanding of how selected essential works of the human imagination and intellect improve the ability to comprehend human experience.

a. Insight into human experience in other places and at other times.b. The ability to reflect on experience, beliefs, and values.c. An understanding and appreciation of at least one of the areas associated with

the fine arts – drama, poetry, music, historical and imaginative literature, philosophy, and rhetoric.

G enEd

Competencies and Evidence of Achievement[This is from The Office of Institutional Effectiveness, prepared by the GenEd Assessment Committee. The committee work done in this area speaks to a breadth of knowledge otherwise missing from our overall definition of the program. The listed competencies could be developed across different courses, through different learning outcomes, and even across programs. Plugging-in the GenEd Program characteristics and learning outcomes into a rubric for stages of competency development will reveal how other program and course outcomes could satisfy the College’s GenEd competency requirement. Students could achieve this by applying learning from different courses as they progress through stages of competency development. Here are the GenEd Characteristics combined with Learning Outcomes to form the present definition of the College’s competencies.]

I. Writing and Critical Thinking Students will be able to write and read satisfactorily in an organized and critical manner. The following characteristics will be assessed: clarity, can provide support, recognizes assumptions, reflects alternative approaches, sees implications, invents new problems, prioritizes/sees relationships, can be applied, and demonstrates integrity. The student will (course objectives or assessment method?):a. Write a well-organized paper using appropriate documentation.b. Read a document and demonstrate a comprehensive response.c. Identify the theme and setting of a written document.

II. Computation Students will be able to understand numerical data by extracting analyzing and interpreting data, apply mathematics in a career setting and use appropriate technology in solving mathematics problems. The student will (course objectives or assessment method?):a. Identify the appropriate information to solve a problem.b. Organize numerical information to draw conclusions.c. Apply mathematics to a real world setting and use the appropriate

technology.III. Logic

Students will be able to demonstrate the use of applicable scientific techniques

What explains the value of these characteristics to DCC students?In what kind of holistic learning framework could these characteristics be placed as integral pieces of a student’s personal and professional identity?What is needed to answer the question, “Why should I take this GenEd course at this college?”

collect observations and evaluate the validity of the conclusion. The student will (course objectives or assessment method?):a. Follow sequential steps to analyze and solve a scientific problem.b. Use basic scientific language and processes in drawing a conclusion

concerning scientific phenomena.IV. Social Issue

Students will be able to identify significant philosophies and lifestyles which societies and individuals have adopted. In addition, students will reflect on experiences, beliefs and values. The student will (course objectives or assessment method?):a. Identify a social issue.b. Clearly analyze a question by producing answers that illustrate a synthesis

and integration of data.V. Oral Communication

Students will be able to conduct public speaking activities, small group communication skills, and interpersonal communication. The student will (course objectives or assessment method?):a. Perform a clear oral presentation employing correct grammar and follow a

rubric on oral presentations.VI. Leadership

Students will be able to lead and participate in activities and will develop the capability for self-direction. The student will (course objectives or assessment method?):a. Demonstrate and lead or participate in a creative activity.

VII. Citizenry Students will recognize individuals’ values, understand and respect for the values of others and implementation of values in society. The student will (course objectives or assessment method?):a. Identify conflicting viewpoints and alternative solutions to solve any problems.

VIII. Cultural ExpressionStudents will identify different cultural responses to environment demands, and recognize cultural diversity. The student will (course objectives or assessment method?):a. Identify a diverse issues in society and be able to construct an appropriate

response related to a societal issue.IX. Technology

Students will be able to apply basic computer technology when using systematic and critical processes. The student will (course objectives or assessment method?):

Program Assessment and Continual Quality Improvement (Confirm with I.E. and coordinators, faculty) [To use the Nichols’ model for program assessment, the College mission and “expanded statement of purpose” would precede the corresponding goals set out for the GenEd program. Here is an example of how our GenEd program goals could predicate four of the strategic college goals in terms of contribution to institutional effectiveness.]

DCC’s GenEd Program Contributes to Achievement of The Strategic Plan’s Goal: . . .of “re-examining standards for all programs in view of DCC’s mission and

core values, the needs of the community, and the College’s student retention issues” will be supported by the general education program’s…..(insert I.E.’s TracDat info on the variable means of program assessment that will impact this strategic goal) redesign and rationale for value within the college and community as well as to the benefit of student learning and success.

. . .to “empower the College community to provide a professional, user-friendly environment to respond to all stakeholders” will be supported by the General Education program’s…..(insert I.E.’s TracDat info on the variable means of program assessment that will impact this strategic goal) proposal to integrate broad-based competency development across divisions of study in order to better prepare students for high-level technical competency development, valuable work competencies businesses want and need, faculty development in instructional design and learning outcomes, and a clear method of institutional assessment of learning based on a sound rationale.

. . .to “improve communication within the College and also with the communities we serve external to the College” will be supported by the General Education program’s….(insert I.E.’s TracDat info on the variable means of program assessment that will impact this strategic goal) website for learning outcomes and assessment methods will provide a tool for students, faculty, and the community to learn and provide feedback on ways to continue to learn, to provide and develop competencies that are relevant and adaptive to internal and external factors.

. . .to “build and strengthen business, industry, and governmental partnerships in the New Orleans Metropolitan area” will be supported by the General Education program’s…..(insert I.E.’s TracDat info on the variable means of program assessment that will impact this strategic goal) establishment of competency development would hope to bring DCC to a level of quality higher education because of its valuable role in extending relationships and rationale with public secondary school as well as aligning those competencies with business needs and personal, professional identity for the student.

Program Assessment In Development The GenEd Assessment Committee will develop instruments to assess whether students are ascertaining knowledge, skills and attitudes that are outlined below. The process will use a 3-year cycle.Instruments need to be created for the following assessment areas:

Year 1 – Critical Thinking Competencies in Writing and Critical Thinking, Computation, and Logic

Year 2 – Demonstrating Leadership Competencies in Social Issues, Oral Communication, Leadership

Year 3 – Productive and Responsible Citizenry Competencies in Citizenry, Cultural Expressions, Technology

Core Values and Campus-wide Learning InitiativesA cohesive rationale could be formed by considering the guidelines, internal and external factors, current documentation and work done by I.E. listed above along with the College values and initiatives listed below. Consider the following as additional input for an integrated, publishable rationale for DCC’s GenEd Program.

Community Values Stated in DCC Catalog (These values could be used as final cross-check for quality in developing a sound and relevant GenEd mission, GenEd Program Purpose, GenEd Competencies, GenEd Characteristics, GenEd Outcomes):

The worth of each individual; Lifelong learning and the pursuit of knowledge; Excellence in teaching in an accessible student-centered environment; Meeting the needs of a changing workforce; The cultural diversity of our students, faculty, staff, and administration; Public trust; Personal and professional integrity and accountability; and An understanding of and responsibility to community, state, nation, and world.

Quality Enhancement Plan(This may or may not apply now, but it’s included as an initial reference for creating a GenEd Rationale.)DCC’s QEP states, “Delgado Community College recognizes that addressing the needs of developmental students must be a component of general education instruction . . .the [Title III Grant] will create a seamless, pedagogically sound system of student services integrated with CCSS courses and an advising map for each incoming student. . .will revise general education student learning outcomes to reflect the general education characteristics. . . and will reform the College’s general education core curriculum. . .and replace traditional general education course delivery strategies with active-learning classroom teaching strategies. . .DCC has a long history of being attentive to the educational needs of the community it serves. The college’s mission statement declares its commitment to provide a diverse student body with a learning-centered environment.”DCC’s QEP Town hall Meeting Results provides further rationale for how we define GenEd within the College’s understood needs, goals, and activities:

The linkage between developmental and GenEd as academic areas for focus The need for learning-centered teaching, including active learning, alternative

classroom assessment, and professional development to that end The need for enhanced measurement of student learning outcomes

Learning CommunitiesAnother core of our “finest” has brought the theory of Learning Communities into practice with positive results. These motivated faculty partners have implemented formative assessment, integrated learning across curriculum and learning style assessment to achieve a breadth of competency in the students who have participated. There is much to learn from their model in relation to developing broad, general skills that enable them to transition successfully into program courses as well as to other institutions.

Other Related InitiativesTitle III

Student Services is already being reformed to offer learning-centered services directly inline with supporting especially the new and transfer student with individual learning plans (Eportfolio), a student readiness assessment, an orientation process with learning outcomes and assessment, and comprehensive advisor training all ripe to support a clear rationale for GenEd and its corresponding learning outcomes.

The Learning Outcome Assessment piece of Title III involves identifying learning outcomes and classroom assessment methods for all GenEd courses by 2008. While it is possible to go through the project as planned, with necessary modifications, the outcome of the effort will have little bearing on overall institutional effectiveness if there is no clear, structured rationale from which to guide and locate the purpose of general education course outcomes.

The Faculty Development piece of Title III calls for specific workshops and ongoing faculty support in the areas of instructional design, particularly with active and collaborative learning. In addition, training in writing learning outcomes and assessment methods is planned for this project. Again, it is possible to deliver training in these areas of theory and practice as generic, off-the-shelf, workshop experiences. However, we would serve our College’s mission to a greater extent if these training efforts were targeted toward a cohesive GenEd rationale. The “Syllabus Revision Project,” “Teaching in the Community College,” and other faculty development opportunities already created would have an even greater impact if they could be related to a cohesive GenEd rationale for courses. Learning outcomes, curriculum, processes, assessment and instruction as they are presented in the catalog and on master syllabi would have greater meaning for all of these initiatives as well as for faculty and students.

The following additional programs and areas of support all share common characteristics that are designed to further the success of our students. They also share means of developing core General Education competencies and should be considered as partner-efforts toward the same learning-centered mission.

Developmental Learning Program Distance Learning Experiential Education College-wide Resources Student Services and Orientation Career and Enrollment Services Health and Media Services Public Relations Libraries and Learning Laboratories Active Student life programs Innovative and learning-centered faculty and staff development Institutional Effectiveness measures – Learning Outcomes Assessment

college-wide

GenEd Statement of PurposeGeneral Education at Delgado Community College prepares students to think critically, demonstrate leadership and be productive citizens through course offerings, core

requirements and college-wide activities associated with the general education characteristics and learning outcomes.

A Launching Point for New Dialogue:Proposed Framework for a Competency-Based, Holistic GenEd ProgramThrough an understanding of the College’s responsibility to the community and to our students, we can build something along the lines of the following proposed rationale. This model suggests a General Education Program that integrates the missions, institutional goals, community and student needs to create a logical framework from which to align relevant student learning outcomes and effective assessment methods. It is assumed that all or each part of this model is an invitation for open deliberation.

Proposed General Education Purpose and Program Rationale Proposed General Education Core Competencies Proposed Core Competency Dictionary

Proposed General Education Purpose and Program Rationale [The following suggested text is written as it might appear in the catalog, with the student in mind.]

“Through a strong foundation in General Education, the graduate and/or transfer student from Delgado Community College will. . .”

have developed a professional and community identity built upon his or her uniquely diverse background and learning style,

be prepared to enter a demanding workforce with valuable skills and competencies to succeed;

have a sense of ownership for his or her learning and educational achievements which carries over into career and personal goals;

be able to reason critically, make productive decisions with others, and contribute positively to the community at large;

continue professional and personal development through lifelong learning, aware of the constantly changing world in which we live and the necessity for self-directed adaptation to new opportunities and demands.

The General Education Program is in alignment with DCC’s “one-college,” “learning-centered” mission to strengthen teaching and learning for our students’ success within their communities and throughout their lives. We do this by providing a learning-centered, faculty driven, community and institutionally supported learning environment for you to develop general education core competencies vital to personal and societal fulfillment.

Rather than a laundry list of disconnected courses required for graduation, Delgado offers an integrated general education program designed to develop a broad range of knowledge areas. Learning in these areas provides a foundation for success in your major academic program, transfer to a four-year institute, as well as professional goals after graduation. Therefore, general education is a substantial component of every degree program. The GenEd program is designed to develop 7 integral core competencies through specific course learning outcomes. You demonstrate progress through 3 levels of competency by achieving learning outcomes along the way. Required levels of competency development depend upon your major and whether or not you will be transferring to a 4-year college. You might be wondering, “What’s a competency?” Well, a Competency refers to the knowledge, skills, and attitudes you need to demonstrate learning. It is also what makes you a capable individual and a valuable asset to the community or the workforce. You exhibit Competence when you function at the best of your ability in day-to-day private or public endeavors. In fact, you already have developed certain competencies in your lifetime of experiences, and you bring those to the table when you enter into a learning program at Delgado. They are your foundation for future success. Your ability to communicate with other people, to use logic and think rationally in new situations, to manage personal finances and make choices based on your own values all contribute to a personal and professional identity that will grow as you progress through stages of competency in general education. We refer to Core competencies as those that make up the GenEd Program Core. You develop them progressively, through learning outcomes from courses and programs. Occupational or Program Specific competencies refer to those skills necessary for particular professions or occupations. Sometimes, these mastered skills will be used as program learning outcomes.

General Education Core Competencies These are DCC’s present General Education Core Competencies, grouped by learning domains, upon which all general education learning outcomes at the College are based:

Basic Skills Communication - Reading, Writing, Speaking, Listening Computation - Mathematical calculations Applied Technology - Basic computer applications skillKnowledge/Understanding Cultural Value and Awareness – Historical perspective, Global perspective,

Cultural expression/influence/integrityHigher Order Thinking Logical Reasoning/Critical Thinking - Meaning of numerical data, Impact of

technology, Critical thinking, Logical reasoning, Abstract reasoning, Scientific perspective and inquiry, Concept integration

Values Development Citizenry and Social Values Development - Commitment to Democratic

foundations, Awareness of self within larger concerns, Value for diversity, Productive Decision-making

Leadership/Professional Identity - Self-direction, Work and study ethics, Personal influence, Self-reflection, Decisions-into-actions

Competency development is something you (and others) can see in yourself as a result of learning. Actual behaviors or “things you do” as a result of learning will indicate Beginning, Proficient, or Mastery level of competence required for success in your chosen academic or professional program. Behavior Indicators demonstrate learning. They are the outcomes of learning. Therefore, all of your courses will be designed toward learning outcomes. The specific competency goals of the general education program are

to communicate effectively in oral and written English to read with comprehension to understand numerical data and statistics to be familiar with key technological and informational applications to understand the scientific method to reason abstractly and think critically, both alone and in productive group

deliberations to self-direct learning, skills development, and knowledge by using

assessment feedback to shape a professional and personal identity to recognize and value diversity to understand the nature and value of cultural expression to develop a personal value system while retaining a tolerance for others to understand the Democratic political system to understand the Western economic system; and to understand the global impact of these systems on individuals and groups.

Assessment of learning outcomes plays an important role on the journey to develop General Education competencies. You will need feedback to know if you are on track with learning and what actions you need to take to stay on track. Assessment feedback determines what actions you, other students, instructors, departments, and the College will take to continually improve learning. Assessment feedback comes in many forms. Instructors monitor learning with a variety of assessment methods for specific

learning outcomes in their classes. Academic programs may use feedback from departmental assessments to determine

the learning outcomes achieved across the whole program. But self-assessment is also very important. Students may use feedback from the online

self-assessment system to determine how they are progressing along the stages of competency development.

The online assessment system is a library of learning outcome assessment tools used by specific instructors in their classrooms, by groups of instructors of certain courses, by whole departments for certain courses, or even tools used by other institutions for similar learning outcomes. This service allows you to practice with assessment methods commonly used for our learning outcomes. In addition, the assessment feedback is an important way to monitor your learning and take appropriate actions to stay on track.

This self-directed learning is supported on all sides. You are fortunate to have a faculty of instructional experts and Student Services dedicated to learning. Whether you are a distance or classroom student, you will participate in “active” and “collaborative” learning environments designed by innovative instructors. Student services, continual faculty development in “teaching to learn,” campus-wide community activities and quality programs funded by grants to enhance the quality of your education here are all based on the College’s learning-centered mission. We support learning for which you have ultimate ownership.[This marks the end of the program rationale communicated as it might be to students in a catalog.]

Student Learning PlanThis is a competency learning outcome map that students can tentatively complete upon admission into the college and in consultation with a Student Services Advisor. It helps students to manage time, effort, and financial expectations with personal learning and professional goals. It is, of course, a plan that can and probably will change; but it provides a good overall picture of expectations for both the student and the college.

Pre-Assessment InformationDefine in your own words the results of any pre-assessments you have taken through Student Services, Orientation, or other. Readiness assessment? Skills and/or learning style inventory? Competencies for study skills or time management?

Define in your own words what life or work or school experiences you have learned from in your life that will help achieve the learning plan you have chosen?

What personal traits, characteristics, or hobbies/interests do you have that support your ability to learn?

What do you know will be your biggest challenge? What strategies will you use to succeed in those challenges?

Preliminary Major and Program TrackDepartment: Dean: Contact Info:

Value of this program to you (personal or professional goals):

Program requirements, prerequisites, learning outcomes and assessment:

General Education Competency Requirements for Graduation ( Need to confirm outcomes. Here are a few samples. They would be listed in the catalog by the Competency to which they relate rather than by discipline.)

Mastery Level of Communication – Must be able to communicate effectively in oral and written English; read with comprehension. Demonstration of beginning level of communication required before advancing to courses in the program or major of study.Proficient Level of Computation – Must be able to understand numerical data and statistics and be able to solve problems with mathematical computations. Demonstration of beginning level of computation required before advancing to courses in the program or major of study.Beginning Level of Applied Technology – Must be familiar with key technological and informational applications. Demonstration of beginning level of Applied Technology required before advancing to courses in the program or major of study.

Mastery Level of Logical Reasoning/Critical Thinking – Must be able to reason abstractly, think critically, and understand the scientific method.Proficient Level of Cultural Value and Awareness – Must be able to recognize and value cultural diversity, the nature and value of cultural expression.Proficient Level of Citizenry and Social Values Development – Must have a personal value system developed, while retaining a tolerance for others’ and an understanding of the impact of Western political and economic systems on a global system.Mastery Level of Leadership and Professional Identity – Must be able to learn independently, demonstrate an honorable work ethic, and Timeline and Preliminary Schedule

Degree and Division Year One Core and Technical Competency Expectations

Year Two Core and Technical Competency Expectations

Year Three Core and Technical Competency Expectations

GenEd course learning outcomes

Milestone/Competency Assessment

GenEd course learning outcomes

Milestone/Competency Assessment

GenEd course learning outcomes

Milestone/Competency Assessment

Evidence of LearningHow will you show yourself and others what you have learned? What assessment methods are you aware of that can help you to monitor your learning and competency development?

You may need to revise or renegotiate this Learning Plan as you go along. If this happens, just make an appointment with me to talk about it.

I am accountable for this learning plan and my work in this course.

(Student)

I am accountable for my coaching, teaching methods, and management of this course. I am committed to fulfilling my role in this student’s strategy for learning in this course.

(Instructor)

General Education Competency Model Terms and DefinitionsCompetence: ability to function to the best of one’s ability in the workforce in private endeavors, and in public civic duty to self and others.

Competency: the knowledge, skills, and attitudes necessary to demonstrate an intended learning outcome. Core competencies refer to the GenEd Program Core and may span across different sections of the same class, courses, or programs. Occupational or Program Specific competencies refer to those skills necessary to master in order to achieve learning outcomes. Sometimes, these mastered skills will be used as program learning outcomes. Our GenEd Characteristics would currently fall into this category.

Behavior indicators: actions that indicate what “competent” looks like in a person. Sometimes behavior indicators will be used to define assessment tasks or student learning outcomes. They will look similar, but when we speak of “behavior indicators,” we are specifically talking competency assessment.

Domains: Competency domains categorize different competencies into cognitive groupings. For instance, present DCC GenEd Competencies would fit into the following cognitive domains:

1. Communication (Reading, Writing, Speaking, Listening) – Basic Skill Competency Domain2. Computation (Mathematical calculations) – Basic Skill Competency Domain3. Applied Technology (Basic computer skills) – Basic Skill Competency Domain4. Cultural Awareness (Historical perspective, Culture, Global perspective, Respect for

cultural diversity/cultural integrity, Appreciation for aesthetics) – Knowledge/Understanding and Values Development Competency Domains

5. Citizenry and Social Values Development (Commitment to Democratic foundations, Awareness of self within global concerns) – Values Development Competency Domain

6. Logic/Critical Thinking (Meaning of numerical data, Impact of technology, Critical thinking, Logical reasoning, Scientific inquiry/abstract reasoning, Concept integration) – Knowledge/Understanding and High Order Thinking Competency Domain

7. Leadership/Professional Identity (Self-direction, Work and study ethics, Personal influence, Self-reflection) – Values Development Competency Domain

Core Competency Dictionary (adapted from business model and incomplete)Citizenry – Does the student act on behalf of others in the community or demonstrate consistent values in his/her coursework?An individual with this competency demonstrates a concern for the well-being of fellow citizens and/or fellow students. It involves a genuine interest in participating in public deliberations on decisions that impact citizens today and in the future. It could be seen in the classroom or on campus as well, in a demonstration of acting on behalf of others.Behavioral Indicators

Beginner – Inquires about observed injustices, shares transparent information with others

Proficient – Takes personal responsibility for correcting issues Mastery – Addresses underlying social needs

Communication – Does this student use language in a way that facilitates clear communication of information as well as use listening in a way that develops bonds for interpersonal relationships? An individual with this competency demonstrates an ability to use both oral and written language for purposes of communicating the meaning of his/her thoughts and ideas to others, understanding the meaning of other individuals’ thoughts and ideas, and arriving at mutual decisions.Behavioral Indicators

Beginner – Uses standard grammatical and syntactical rules of the English language to write and speak. Summarizes orally and in written context the main ideas of a reading or something that has been presented orally.

Proficient Mastery

Computation – Does this student …..An individual with this competency demonstrates…….Behavioral Indicators

Beginner Proficient Mastery

Critical Thinking – Does this student demonstrate an understanding of cause and effect?An individual with this competency demonstrates an ability to understand a situation or a problem by breaking it into smaller pieces. It means asking to get to the root cause of a situation. The student should be able to make systematic comparisons of different parts of a problem, set priorities on a rational basis, and identify causal relationships, or if-then relationships.Behavioral Indicators

Beginner – Breaks down problems Proficient – Sees basic relationships Mastery – Sees multiple relationships

Cultural Expression and Cultural Integrity – Does this student value individual and cultural differences? An individual with this competency demonstrates sensitivity and acceptance of individual differences in ideas, lifestyles, and work style. It includes building upon the strengths of these differences to

achieve individual, group, and organization goals. It means agreeing to disagree while concentrating on more important commonalities and discovering how to protect those interests upon which we all survive.Behavioral Indicators

Beginner – Values cultural diversity and other individual differences in the classroom, discussion boards, or elsewhere on campus

Proficient – Being conscious of the dynamics inherent when cultures interact or differences arise

Mastery – Ensures that the group, class, or college builds on differences and that individuals are treated in a fair and equitable manner

Leadership – Does this student take specific actions that will help the him/herself and members of a group function well?An individual with this competency demonstrates the ability to enable him/herself within a team or the team itself to work toward a shared purpose in the best interests of the group or organization or organization’s customer’s goal. It involves demonstrating a concern for the morale of a group by leading with a positive example. A group here is defined as any group in which the student may take on a leadership role, either formally or informally. It also involves personal accountability, self-direction, and self-management to complete tasks effectively in a timely manner.Behavioral Indicators

Beginner – Manages expectations and Informs others Proficient – Builds team effectiveness Mastery – Promotes personal and team success

Logic – Does this student…..?An individual with this competency demonstrates…….Behavioral Indicators

Beginner Proficient Mastery

Social Issues – Does this student…..?An individual with this competency demonstrates…….Behavioral Indicators

Beginner Proficient Mastery

Technology – Does this student…..?An individual with this competency demonstrates…….Behavioral Indicators

Beginner Proficient

GenEd Student Learning Outcomes – Course LevelWhat is a GenEd Student Learning Outcome (SLO)?A SLO is a statement containing an active verb(s) that describes what’s intended for students to do (behavioral, applied skills) as result of learning in a general education course.

How do SLOs relate to competencies?SLOs are the building blocks of competency development. Successful achievement of learning outcomes demonstrates competence, understanding, and/or skill in a broad base of knowledge—or “competency domain.” When students achieve learning outcomes for courses designed to develop competence in meaningful areas such as “Written and Oral Communication” or “Computation” or “Logic and Critical Thinking,” they are demonstrating “competence” in one of the broad areas of the GenEd core competency domains. GenEd core courses can be plotted in a matrix to illustrate how achieving learning outcomes can develop broad competencies sought after by employers.

Guidelines For Stating Learning Outcomes – A Collaborative Engagement for Faculty

Student learning outcomes should integrate clearly with established institutional intentions: college mission for student success, program missions, GenEd core competencies, Program outcomes. This clarifies the purpose of the course within the broader framework of the student’s education and helps to relate developing competencies to an academic program requirement and the student’s individual learning plan. This framework is applicable to all GenEd Core Courses, but it is also applicable to Program Courses in the Major that help to satisfy GenEd Core Competency development.

Course Example: Senior Communications Seminar, Elizabethtown College

Delgado Community College Mission for

Student Success:“The graduate and/or transfer student from Delgado Community College will. . .”

have developed a professional and community identity built upon his or her uniquely diverse background and learning style, prepared to enter a demanding workforce with valuable skills and competencies to succeed;

have a sense of ownership over his or her learning and educational achievements that can carry over into career and personal goals;

College Mission – …foster the capacity for independent thought and commitment to personal integrity…affirms values of peace, justice and human dignity. . .with a blend of liberal arts and professional

Program Mission – …encourage free inquiry, curiosity, and academic achievement, develop skills for critical analysis and effective communication, foster maturity and citizenship…support

GenEd Core Competency –

…developed analytical thought…clear means of self-expression …understanding of self and environment …intercultural studies and languages…professional identity…

GenEd – …consider societal..ethical concerns of communication practices, policies, issues..acquire skill developing messages from many perspectives…aesthetic awareness…critical

Student Learning Course Outcomes Develop and produce a major project for use by a chosen client. Analyze and research the client’s problem, submitting a written research paper articulating the goal of the project,

its social implications or issues. Prepare a professional resume through introspective analysis of learning and skills, targeting a specific professional

identity you are comfortable with that provides grounding for further development of a life-long career.

be able to reason critically, deliberate productively with others, and contribute positively to the community at large;

be eager to continue professional and personal development through lifelong discovery, aware of the constantly changing world in which we live and the necessity for self-directed adaptation to new opportunities and demands.

Department/Program Mission:(should be found in TracDat)

GenEd Core Competencies to which your course learning outcomes contribute value:Competency Level Behavior Indicators

Program Outcomes(should be found in TracDat)

Student learning outcomes describe what you intend for your students to know (cognitive, content), think (affective, values and self-reflection), or do (behavioral, applied skills) outside the classroom with what they have learned. What do you visualize your students being able to DO as a result of this course?

Clear student learning course outcome statements: Use action verbs that specify definite behaviors (See Bloom’s Taxonomy) Use simple language that describes an observable behavior Have a measurable standard of performance or quality Do not emphasize “how” or “why” in a learning outcome Do not bundle several outcomes in one statement Do not lead to the use of grades as a means of assessment

Words to avoid altogether because they are not behaviors you can see Know Understand Believe Feel Be

Subjective qualitative intensifiers such as: demonstrates “excellent” taste in music; writes paragraphs “well”

Examples from Natural Science Course:No: Students will understand scientific methodologyYes: Students apply scientific methodology to test hypothesesNo: Students will make a “B” or better on the midterm test for theories and scientific claimsYes: Students can evaluate the validity and limitations of theories and scientific claims in

experimental resultsNo: Students will be prolific in basic scientific principles and pass the departmental exit

exam.Yes: Students will demonstrate an understanding of basic scientific principles by restating

the principle in their own words and giving a real-world example of the principle in action.

Example from Social Science Course:No: Students feel comfortable with their cultural identity in our societyYes: Students can identify the role that cultural diversity plays in defining what it means to

be a social beingNo: Students will complete the chapter questions that identify the origins, workings, and

ramifications of social and cultural change in their own identityYes: Students can identify the origins, workings, and ramifications of social and cultural

change in their own identityNo: Students attend two other social science classes during the semester.Yes: Students compare the distinctive methods and perspectives of two or ore social

science disciplines.

2 final questions to consider when developing SLOs: What evidence or behavior would a skeptic need to see in order to admit that your

students are achieving the major goals you’ve set out for them? In your experience, what evidence tells you when students have met these goals –

how do you know when they’re “getting” it?

Faculty Template: Student Learning Outcome/Assessment Guide (Sample)Course Title: Integrated Office Systems Themes(s): Professionalism; Design and layout; Integration

GenEd Core Competencies

Student Learning Outcomes-Course

Level

Assessment Tasks Classroom Objectives

What must the student understand to demonstrate the intended outcome?

What do students need to be able to do “out there” for which this course

will prepare them?

What will students do in here to demonstrate

evidence of the outcome?

What learning activities will we do in this class to achieve the

learning outcome?

PREREQUISITES

3. Develop e-mail journal of weekly progress.

Beginner: Critical thinking Problem solving Formatting Word Processing Spreadsheet Database Presentations Integration

techniques E-mail File management Browsers Peripheral

equipment

Proficient: Communication Teamwork Proofreading

Develop team: structure, roles, schedule

Analyze data to determine type of files needed for project.

Use file management to store and locate files.

Use critical thinking skills to determine software applications to be used.

Use MS-Office to produce projects.

Determine Ole techniques for producing projects.

Use good design and layout for business documents.

Operate additional equipment as needed for projects.

Use e-mail to communicate with team.

Use e-mail to communicate with instructor weekly.

2. Develop portfolio of “camera-ready” business documents using MS-

As a part of a team, analyze data; then determine and apply the software applications, integration techniques, and additional electronic resources needed to develop business documents and/or slide-show presentations in a specific business setting.

1. Create & present a slide-show capstone project to a panel from business

Faculty Template: Student Learning Outcome/Assessment GuideCourse Title: Themes(s):

GenEd Core Competencies

Program Outcomes Assessment Tasks GenEd Student Learning Outcomes

What must the student

understand to demonstrate the

intended outcome?

What do students need to be able to do “out there” for which this course

will prepare them?

What will students do in here to demonstrate

evidence of the outcome?

What learning activities will we do in this

class to achieve the learning

outcome?

PREREQUISITES

Working Papers: Competency-Based Holistic General Education with SLO November 1, 2005

DCC GenEd Core Competency MatrixGenEd Core Competency – A set of skills, knowledge, attitudes, and behaviors developed and consistently applied in the workforce and in life.

Stage 1 – Beginner Course SLO(Knowledge, Comprehension)Student may be passive and compliant, but should be attentive and aware. Much observing and recalling information at this stage. Basic recall includes dates, events, places, major ideas and mastery of subject matter.This stage begins the student’s ability to understand information, grasp meaning, translate knowledge into new context, interpret facts, compare, contrast, order, infer causes, and predict consequences.

Stage 2 – Proficient Course SLO(Comprehension, Application, Analysis)The student is now using information, methods, concepts, theories in new situations, solving problems using learned skills or knowledge.Student is bringing together different values and building internally a consistent value system that can be see in his/her behavior. He/she sees patterns, organizes parts, recognizes hidden meanings, identifies components.

Stage 3 – Advanced Course SLO(Synthesis, Evaluation)Student uses old ideas to create new ones, generalizes from given facts, relates knowledge from several areas, predicts and draws conclusions. He/she compares and discriminates between ideas, assesses value of theories, makes choices based on reasoned argument, verifies the value of evidence, recognizes subjectivity.Student begins to behave according to a moral “life style” and maintains a consistent philosophy regardless of coercive surroundings.

Writing and Critical Thinking – ability to read satisfactorily in an organized and critical manner.

ENGL 101 – English Composition 1SPAN 101 – Elementary Spanish 1

ENGL 101 – English Composition 1CCSS 107 – College Success SkillsHIST 101 – Early Western Civilization to 1500HIST 102 – Western Civilization IIHUMA 201 – Humanities: An Introduction

Computation – Ability to understand numerical data by extracting analyzing and

CHEM 101 – Elementary ChemistryMATH 118 – Algebra for

MATH 118 – Algebra for College StudentsMATH 128 – Explorations in

MATH 118 – Algebra for College StudentsMATH 128 –

GenEd Core Competency – A set of skills, knowledge, attitudes, and behaviors developed and consistently applied in the workforce and in life.

Stage 1 – Beginner Course SLO(Knowledge, Comprehension)Student may be passive and compliant, but should be attentive and aware. Much observing and recalling information at this stage. Basic recall includes dates, events, places, major ideas and mastery of subject matter.This stage begins the student’s ability to understand information, grasp meaning, translate knowledge into new context, interpret facts, compare, contrast, order, infer causes, and predict consequences.

Stage 2 – Proficient Course SLO(Comprehension, Application, Analysis)The student is now using information, methods, concepts, theories in new situations, solving problems using learned skills or knowledge.Student is bringing together different values and building internally a consistent value system that can be see in his/her behavior. He/she sees patterns, organizes parts, recognizes hidden meanings, identifies components.

Stage 3 – Advanced Course SLO(Synthesis, Evaluation)Student uses old ideas to create new ones, generalizes from given facts, relates knowledge from several areas, predicts and draws conclusions. He/she compares and discriminates between ideas, assesses value of theories, makes choices based on reasoned argument, verifies the value of evidence, recognizes subjectivity.Student begins to behave according to a moral “life style” and maintains a consistent philosophy regardless of coercive surroundings.

interpreting data, apply mathematics in a career setting and use appropriate technology in solving mathematics problems.

College StudentsMATH 128 – Explorations in College Algebra

College AlgebraCHEM 101 – Elementary Chemistry

Explorations in College Algebra

Social Issues – Ability to identify significant philosophies and lifestyles which societies and individuals have adopted.

CHEM 101 – Elementary ChemistryHIST 101 – Early Western Civilization to 1500HIST 102 – Western Civilization IIPHIL 101 – Introduction to PhilosophySOCI 151 – Introduction to Sociology

HIST 102 – Western Civilization IIPHIL 101 – Introduction to PhilosophyPSYC 127 – General Psychology

HIST 102 – Western Civilization IISOCI 151 – Introduction to Sociology

GenEd Core Competency – A set of skills, knowledge, attitudes, and behaviors developed and consistently applied in the workforce and in life.

Stage 1 – Beginner Course SLO(Knowledge, Comprehension)Student may be passive and compliant, but should be attentive and aware. Much observing and recalling information at this stage. Basic recall includes dates, events, places, major ideas and mastery of subject matter.This stage begins the student’s ability to understand information, grasp meaning, translate knowledge into new context, interpret facts, compare, contrast, order, infer causes, and predict consequences.

Stage 2 – Proficient Course SLO(Comprehension, Application, Analysis)The student is now using information, methods, concepts, theories in new situations, solving problems using learned skills or knowledge.Student is bringing together different values and building internally a consistent value system that can be see in his/her behavior. He/she sees patterns, organizes parts, recognizes hidden meanings, identifies components.

Stage 3 – Advanced Course SLO(Synthesis, Evaluation)Student uses old ideas to create new ones, generalizes from given facts, relates knowledge from several areas, predicts and draws conclusions. He/she compares and discriminates between ideas, assesses value of theories, makes choices based on reasoned argument, verifies the value of evidence, recognizes subjectivity.Student begins to behave according to a moral “life style” and maintains a consistent philosophy regardless of coercive surroundings.

Oral Communication – Ability to conduct public speaking activities, small group communication skills, and interpersonal communication.

HIST 101 – Early Western Civilization to 1500SPCH 130 – Fundamentals of Speech CommunicationSPAN 101 – Elementary Spanish 1

HIST 101 – Early Western Civilization to 1500HIST 102 – Western Civilization IIHUMA 201 – Humanities: An IntroductionPHIL 101 – Introduction to PhilosophySPCH 130 – Fundamentals of Speech Communication

HIST 101 – Early Western Civilization to 1500HUMA 105 – Humanities Trough the ArtsSPCH 130 – Fundamentals of Speech Communication

Leadership – Ability to lead and participate in activities and will develop the capability of self-direction.

CCSS 107 – College Success SkillsCCSS 108 – Career Success

CCSS 107 – College Success SkillsCCSS 108 – Career Success

GenEd Core Competency – A set of skills, knowledge, attitudes, and behaviors developed and consistently applied in the workforce and in life.

Stage 1 – Beginner Course SLO(Knowledge, Comprehension)Student may be passive and compliant, but should be attentive and aware. Much observing and recalling information at this stage. Basic recall includes dates, events, places, major ideas and mastery of subject matter.This stage begins the student’s ability to understand information, grasp meaning, translate knowledge into new context, interpret facts, compare, contrast, order, infer causes, and predict consequences.

Stage 2 – Proficient Course SLO(Comprehension, Application, Analysis)The student is now using information, methods, concepts, theories in new situations, solving problems using learned skills or knowledge.Student is bringing together different values and building internally a consistent value system that can be see in his/her behavior. He/she sees patterns, organizes parts, recognizes hidden meanings, identifies components.

Stage 3 – Advanced Course SLO(Synthesis, Evaluation)Student uses old ideas to create new ones, generalizes from given facts, relates knowledge from several areas, predicts and draws conclusions. He/she compares and discriminates between ideas, assesses value of theories, makes choices based on reasoned argument, verifies the value of evidence, recognizes subjectivity.Student begins to behave according to a moral “life style” and maintains a consistent philosophy regardless of coercive surroundings.

Skills SkillsCCSS 101 – College & Career Success Skills

Citizenry – Ability to recognize individuals’ values, understand and respect for the values of others and implementation of values in society.

PHIL 175 – Social EthicsPSYC 127 – General PsychologySOCI 151 – Introduction to Sociology.

HUMA 105 – Humanities Trough the ArtsPHIL 175 – Social Ethics

HUMA 105 – Humanities Trough the ArtsHUMA 201 – Humanities: An Introduction

Cultural Expressions – Ability to identify different cultural responses to environment demands, and recognize cultural diversity.

FNAR 125 – Art HistoryHIST 101 – Early Western Civilization to 1500HUMA 105 – Humanities

FNAR 125 – Art HistoryHIST 101 – Early Western Civilization to 1500PSYC 127 – General

HIST 101 – Early Western Civilization to 1500HUMA 105 – Humanities

GenEd Core Competency – A set of skills, knowledge, attitudes, and behaviors developed and consistently applied in the workforce and in life.

Stage 1 – Beginner Course SLO(Knowledge, Comprehension)Student may be passive and compliant, but should be attentive and aware. Much observing and recalling information at this stage. Basic recall includes dates, events, places, major ideas and mastery of subject matter.This stage begins the student’s ability to understand information, grasp meaning, translate knowledge into new context, interpret facts, compare, contrast, order, infer causes, and predict consequences.

Stage 2 – Proficient Course SLO(Comprehension, Application, Analysis)The student is now using information, methods, concepts, theories in new situations, solving problems using learned skills or knowledge.Student is bringing together different values and building internally a consistent value system that can be see in his/her behavior. He/she sees patterns, organizes parts, recognizes hidden meanings, identifies components.

Stage 3 – Advanced Course SLO(Synthesis, Evaluation)Student uses old ideas to create new ones, generalizes from given facts, relates knowledge from several areas, predicts and draws conclusions. He/she compares and discriminates between ideas, assesses value of theories, makes choices based on reasoned argument, verifies the value of evidence, recognizes subjectivity.Student begins to behave according to a moral “life style” and maintains a consistent philosophy regardless of coercive surroundings.

Trough the ArtsHUMA 201 – Humanities: An Introduction

Psychology Trough the ArtsHUMA 201 – Humanities: An IntroductionPSYC127 – General Psychology

Technology – Ability to apply basic computer technology when using systematic and critical processes.Logic – Ability to demonstrate the use of applicable scientific techniques, collect observations and evaluate the validity of the conclusion.

BIOL 101 – Introductory BiologyCHEM 101 – Elementary Chemistry

BIOL 101 – Introductory BiologyCHEM 101 – Elementary Chemistry

CHEM 101 – Elementary Chemistry

GenEd Core Competency – A set of skills, knowledge, attitudes, and behaviors developed and consistently applied in the workforce and in life.

Stage 1 – Beginner Course SLO(Knowledge, Comprehension)Student may be passive and compliant, but should be attentive and aware. Much observing and recalling information at this stage. Basic recall includes dates, events, places, major ideas and mastery of subject matter.This stage begins the student’s ability to understand information, grasp meaning, translate knowledge into new context, interpret facts, compare, contrast, order, infer causes, and predict consequences.

Stage 2 – Proficient Course SLO(Comprehension, Application, Analysis)The student is now using information, methods, concepts, theories in new situations, solving problems using learned skills or knowledge.Student is bringing together different values and building internally a consistent value system that can be see in his/her behavior. He/she sees patterns, organizes parts, recognizes hidden meanings, identifies components.

Stage 3 – Advanced Course SLO(Synthesis, Evaluation)Student uses old ideas to create new ones, generalizes from given facts, relates knowledge from several areas, predicts and draws conclusions. He/she compares and discriminates between ideas, assesses value of theories, makes choices based on reasoned argument, verifies the value of evidence, recognizes subjectivity.Student begins to behave according to a moral “life style” and maintains a consistent philosophy regardless of coercive surroundings.

SCIE 105 – Physical Science

Working Papers: Competency-Based Holistic General Education with SLO November 1, 2005

GenEd Class ObjectivesA class objective, which should be defined by individual faculty who teach a section of a course, explains to students how they will achieve the learning outcomes for the course in this particular section of it. For example, all instructors teaching a section of HUMA 102 will have the same goals. They will work toward achieving the same learning outcomes for the course. However, each instructor will approach those goals differently, with different activities and instructional design that is unique to him/her.

DCC GenEd Core Competency Alignment Example Illustration by Discipline (adapted from Institutional Effectiveness Associates)This is what an Associate of Arts student would expect to get out of an English 102 course.

Associate’s Degree in Arts – English 102

College Mission GenEd MissionProficient Core Competencies

Student Learning Outcomes - Course

Class Objectives

. . .provides a learning-centered environment in which to prepare students from diverse backgrounds to attain their educational, career, and personal goals, to think critically, to demonstrate leadership, and to be productive citizens.

. . .prepares students to think critically, demonstrate leadership and be productive citizens through course offerings, core requirements and college-wide activities associated with the GenEd characteristics and learning outcomes.

Communication: -Use accurate mechanics, diction, grammar, spelling, punctuation-Name the topic focus-Demonstrate audience awareness and stated purpose’-Determine use of diverse rhetorical modes-Employ organization techniques in paragraph and essay writing

. . .speak, listen, write, and read competently. . . listen in an organized and critical manner. . .develop capability to of self-direction based on knowledge of self

Develop a grammar lesson of your choice and an assessment of learning for a section of ENGL101.

DCC GenEd Core Competency Alignment Illustration by Discipline Modified Slightly from Present Input(adapted from Institutional Effectiveness Associates)

Associate’s Degree in Arts – English 102

College Mission GenEd MissionProficient Core Competencies

Student Learning Outcomes - Course

Class Objectives

. . . have a sense of ownership over learning and educational achievements that can carry over into career and personal goals;. . .be able to reason critically, deliberate productively with others, and contribute positively to the community at large;

. . .provides a foundation for strengthening teaching and learning throughout lives. . .learning centered, faculty driven, community and institutionally supported. . . to develop core competencies vital to personal and societal fulfillment.

Communication-Use accurate mechanics, diction, grammar, spelling, punctuation-Name the topic focus-Demonstrate audience awareness and stated purpose’-Determine use of diverse rhetorical modes-Employ organization techniques in paragraph and essay writing

-Distill a primary purpose into a single, compelling statement followed by ordered and developed major points in a reasonable and convincing manner based upon that purpose.-Demonstrate that the writing and/or speaking processes include procedures such as planning, organizing, composing, revising, and editing.-Make written and/or oral presentations employing correct diction, syntax, usage, grammar and mechanics.

As a part of a team, you will analyze several articles from different perspectives on an issue relevant to the class’ lifeworld. Deliberate on the article your group feels to be most compelling. You will be able to give a rationale for your choice.Determine in a single statement, the primary purpose of the article and in succinct bullet points, order the sub-topics and deliberate together to close with a statement of your own that demonstrates your group’s critique of the article.

Working Papers: Competency-Based Holistic General Education with SLO November 1, 2005

Faculty Scoring Guide for Student Learning Outcome PreparationFaculty Self-Assessment tool to use for Student Learning Outcomes at the course level

1 – Absent 2 – Developing 3 – Adequate 4 – Well developedFactor: Outcome Statements 1 2 3 4 Suggestions:

INDICATORs

Begins with action verb..........................

Stated in words student might use........ 1 to 3 outcomes per course................... Tells what student will be able to do after

the course............................................. Can be measured for performance and/or

quality standards.................................. Drives instructional design and content.

Factor: Description of Assessment Methods

INDICATORS

1-4 assessment checkpoints per course Is an objective indicator(s) of the outcome

(has clear rubric)................................... Is possible to implement in class situation

Is evidence of concept and skill development (has clear rubric).............

Is an authentic, real-life task or issue.... Is challenging enough to engage students

(confirm criteria)................................... Provides some element of student control

(confirm criteria)................................... Demonstrates knowledge, values, and skill

(confirm criteria)...................................Factor: Themes, Concepts and/or Issues

INDIC

Consists of key words or phrases that describe the knowledge base essential to the SLO.................................................

Focuses on meaning, values, or broader implications...........................................

Indicates what needs to be understood to succeed on assessments......................

Factor: SkillsIND

Begins with action verb.......................... Requires practice................................... Essential to assessment and SLO........... Can be broken into sub-skills.................

Factor: ContinuityIN

Clear relationship between content, assessment methods, and SLOs...........

Clear relationship between course SLOs, program mission, college goals and mission, student learning plan

Course Title: Date:Assessed by:

Working Papers: Competency-Based Holistic General Education with SLO November 1, 2005

Working Papers: Competency-Based Holistic General Education with SLO November 1, 2005

Specifying Learning Outcomes Using Verbs Illustrating Bloom’s TaxonomyKnowledge Comprehension Application Analysis Synthesis Evaluation

Foundation Level Course Proficient Level Course Advanced Level CourseCite Associate Apply Analyze Arrange Appraise

Count Classify Calculate Appraise Assemble AssessDefine Compare Demonstrate Categorize Collect ChooseDraw Compute Determine Compare Compose Criticize

Identify Contrast Dramatize Debate Construct CritiqueList Differentiate Employ Diagram Create Determine

Name Discuss Examine Differentiate Design EstimatePoint Distinguish Illustrate Distinguish Formulate EvaluateQuote Estimate Interpret Examine Integrate GradeRead Explain Locate Experiment Manage JudgeRecite Express Operate Identify Organize MeasureRecord Extrapolate Order Inspect Plan RankRepeat Interpolate Practice Inventory Prepare RateSelect Locate Restructure Question Prescribe RecommendState Predict Schedule Structure Produce Revise

Tabulate Report Sketch Separate Propose ScoreTell Restate Translate Summarize Specify Select

Trace Review Use Tabulate Synthesize StandardizeUnderline Tell Write Test Write Validate

Adapted by Eliiot Elfner, Institutional Effectiveness Associates, from a presentation by Susan Hatfield at the Annual Conference of the Higher Learning Commission, April, 2004

Working Papers: Competency-Based Holistic General Education with SLO November 1, 2005

GenEd Classroom Learning Assessment (Taken from Angelo and Cross, 1993)What is Classroom Assessment?Through close observation of students in the process of learning, the colle4ction of frequent feedback on students’ learning, and the design of modest classroom experiments, classroom teachers can learn much about how students learn and, more specifically, how students respond to particular teaching approaches. Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning. Faculty can then use this information to refocus their teaching to help students make their learning more efficient and more effective.Through practice in classroom Assessment, faculty become better able to understand and promote learning, and increase their ability to help the students themselves become more effective, self-assessing, self-directed learners. Simply put, the central purpose of Classroom Assessment is to empower both teachers and their students to improve the quality of learning in the classroom.

Characteristics of Classroom AssessmentLearner-Centered

Focuses primary attention of teachers and students on observing and improving learning, rather than on observing and improving teaching

Helps students to become independent, lifelong learners and take responsibility for their learning

Involves making adjustments to improve learning based on feedback information provided by Classroom Assessment

Teacher-Directed Classroom Assessment respects the autonomy, academic freedom, and

professional judgment of college faculty Individual decides what to assess, how to assess, and how to respond to the

feedback information gained through the assessment Individual not obliged to share results of Classroom Assessment with anyone

outside the classroomMutually Beneficial

Focuses on learning, so requires active participation of students Students reinforce grasp of course content and strengthen skills of self-

assessment by cooperating in assessment Motivation increase by realizing faculty are interested and invested in their

success as learners Faculty sharpen teaching focus by continually asking “What are the skills and

knowledge I am trying to teach?” “How can I find out whether students are learning them?” “How can I help students learn better?”

Formative, rather than Summative Purpose to improve quality of learning, not evidence for evaluating or grading

students Testing constraints do not apply Almost never graded; almost always anonymous Aim is to provide instructors with feedback information on what, how much,

and how well students are learning Feedback information then used to better prepare students to succeed—both

on the summative graded evaluations and beyond the classroom

Context-Specific Respond to particular needs and characteristics of instructor, students, and

disciplines What works well in one class will not necessarily work in another All variables that impact learning help guide the right kind of assessment for a

particular class Successful instructors recognize variables and respond by fitting teaching to

the context of the class Classroom Assessment respects and depends on the instructor’s professional

judgment developed over time Assumes that the best person to assess student learning is the person who is

responsible for promoting student learning: the individual instructorOngoing

Classroom Assessment is the creation and maintenance of a classroom “feedback loop”

Instructors take feedback from student learning assessment and close the loop by providing students with more feedback on the results of the assessment and suggestions for improving learning

To check the value of those suggestions, instructors use classroom assessment techniques again, continuing the “feedback loop.”

Feedback loop process becomes part of everyday classroom activity Communications loop connecting faculty to students—and teaching to

learning—becomes more efficient and more effectiveRooted in Good Teaching Practice

Classroom assessment builds on existing good practice, makes it more systematic, flexible, effective

Simple assessment given prior to lessons reveals how well students are following what’s in progress

Simple assessment given after the class session helps to reinforce what has been taught, uncovers gaps in understanding before they become serious impediments to further learning

Self-assessment practice gives students opportunity to develop metacognitive skills; to become skilled in thinking carefully about their own thinking and learning

GenEd Student Learning Outcomes/Learning Assessment PilotIn August, 2005, General Education Department Chairs selected 16 courses and instructors who taught them as the first cohort in a series of 5 pilots that will begin Spring, 2006 and span the next 4 years. A stipend and opportunity for development travel is included for the collaborating faculty in the first pilot. In addition, faculty participants will have a learning plan to build upon competencies in active learning, collaborative learning, classroom assessment techniques, and learning communities. The plan includes development workshops, but the real learning occurs as innovative instructional design and learning assessments are put into practice in the classrooms.

An ongoing support network and online forum will provide an environment for dialogue on learning as well as a record of the process that the cohort can use at the end of Phase 1 for recommendations in curriculum, teaching methods, assessment methods, learning outcomes, and professional development. The train-the-trainer method set down in the Title III objectives for this project speaks to our "one college" mission and the natural inclination so many of our faculty already have to collaborate and learn from one another. Pilot cohorts mentor new incoming faculty for the next group of courses selected in the process (Phase II), cycling through the learning plan with a third, fourth and fifth cohort until all general education courses and sections have been covered and all faculty who teach them have completed the program. While the first cohort has been selected, any instructor interested in participating is encouraged to join at any time. You can find more details at the Blackboard site: Title III Learning Outcomes Resource Center. If you need to be enrolled, contact Angela Breckenridge abreck@dcc.edu.

Title III GenEd Learning Outcomes/Classroom Assessment Project Plan2006 2007 2008 2009

Define SLO/LA for 14 core courses

Pilot 2/3 of the sections of 1st 14 courses with Active Learning Strategies to achieve increase in student learning and satisfaction

Institutionalize all sections of 1st 14 courses with Active Learning Strategies to achieve increase in student learning, satisfaction, and course completion

Institutionalize all sections of 2nd 14 courses with Active Learning Strategies to achieve increase in student learning, satisfaction, and course completion

Study Learning Communities

Pilot 1/3 of 2nd 14 courses with Active Learning Strategies to achieve increase in student learning

Pilot 2/3 of the sections of 2nd 14 courses with Active Learning Strategies to achieve increase in student learning and satisfaction

Pilot 2/3 of the sections of 3rd 14 courses with Active Learning Strategies to achieve increase in student learning and satisfaction

Pilot 1/3 of 1st 14 courses with Active Learning Strategies to achieve increase in student learning

Define SLO/LA for 3rd 14 courses

Pilot 1/3 of 3rd 14 courses with Active Learning Strategies to achieve increase in student learning

Pilot 1/3 of 4th 14 courses with Active Learning Strategies to achieve increase in student learning

Define SLO/LA for 2nd 14 courses

Design Learning Communities for more core courses

Define SLO/LA for 4th 14 courses

Define SLO/LA for 5th 14 courses

Faculty participant expectations and benefits

Faculty in the pilot cohort will: 

be the point of contact for their discipline as Student Learning Outcomes (SLO) are developed and piloted in selected GenEd courses

participate with colleagues to define SLO for those courses be provided with a learning portfolio to track their own competency development in

Instructional Design, Active/Collaborative Learning, and Classroom Assessment Methods

participate in the development series starting in May – August (4 total workshops per person offered at different campuses and one-on-one opportunities with each of the consultants)

participate in an online forum to assess the value and progress of this project be the point of contact for other faculty in their discipline teaching the pilot courses

this fall (1/3 of all sections of these courses will be piloted in the fall) decide the best way in their own disciplines to share their growing knowledge base in

the competencies listed above conduct a comprehensive review session at the end of the fall semester. This is to

make recommendations going forward in curriculum, instructional design, classroom assessment, the way we’re conducting the pilot—whatever needs to be modified going forward

 For this, they will: 

Receive 2 checks for $750 each between the first SLO session and the beginning of the fall semester

Receive 2 checks for $500 each during the fall semester Attend a conference on GenEd SLO and Classroom Assessment (TBD) Increase their learning-centered scholarship/practice Increase their students’ learning Receive several texts and a teaching portfolio to use in their professional

development Collaborate with colleagues on student learning Increase the college’s knowledge base in learning and classroom assessment

methods Define the college’s process for responding to learning assessment feedback

First Cohort and Course Selection

Discipline Course FacultyBIOL 101 NEED REPLACEMENTSCIE 105 NEED REPLACEMENTBIOL 141 NEED REPLACEMENTCHEM 101 SATHYAMOORTHIPSYC 127 PRINCE-MADISONSOCI 151 NEED REPLACEMENTHIST 101 TARDOSPCH 130 NEED REPLACEMENTSPAN 101 NEED REPLACEMENTPHIL 101 NEED REPLACEMENTHUMA 201 NEED REPLACEMENTPHIL 175 NEED REPLACEMENTHUMA 105 AUTHEMENTHUMA 201 AUTHEMENTHIST 102 ANSELMOENGL 101 MCARTHURMATH 118 VILAMATH 128 SANTOLUCITOCCSS 107  DEFFENDAL