Document 6526680

 University Core Curriculum Course Assessment Cover Sheet— December 14, 2012 Portfolio Instructions It is the responsibility of the head of each academic unit to ensure the proper assessment of all Core courses within their unit. Assessment data should be collected every semester that a course is taught. An assessment portfolio reporting the results is due every 5th semester a course is taught (excluding summer sessions). Instructors should submit their completed portfolios to their chairs, who should then forward them to the UCC Director after reviewing them. Chairs and instructors are encouraged to meet with the Director of the Core Curriculum to review the assessment plan for their course(s) and to discuss an upcoming assessment portfolio before the semester the portfolio is due. In particular, instructors should review the approved UCC details that pertain to this course before the course is offered. The UCC director must approve significant changes to these details in advance. Guidelines for specific UCC courses can be found at http://corecurriculum.siu.edu/courses.html. The University Core Curriculum Program Goals can be found at: http://corecurriculum.siu.edu/goals.html If you need assistance developing rubrics or indicators for your learning objectives, you can also contact the Office of Assessment and Program Review for assistance. Use one copy of this cover sheet per course. For courses with multiple sections use one cover sheet, with section numbers clearly indicated on the sheet and the syllabus. Course abbreviation, number, and title Semester during which the course is being assessed Department/School Instructor of record and rank Total course enrollment (at 10th day of the semester) Number of sections and enrollment per section (if applicable) Section leaders and rank for each section (if applicable) 1 University Core Curriculum Course Assessment Overview Assessment portfolios for University Core Curriculum courses consist of the following five sections: I. Assessment of the Course Syllabus – In this section we ask you to mark the information provided on your course syllabi. Instructors should review Appendix A: “The Complete SIU Syllabus” for suggestions about what to include in a syllabus. We also ask that you tell us (2-­‐3 sentences should do) what aspects of your course you intend to emphasize in your syllabus. For example, what information, above all else, do you want students to absorb from your syllabus regarding (a) course logistics and (b) course content? Except for courses using a common syllabus, please include a complete syllabus for each section of the course. Block out instructor names to ensure confidentiality. II. Assessment of Disciplinary Content Learning Objectives – In this section we ask you to provide details about how the learning objectives of your course that focused specifically on disciplinary content are assessed. III. Assessment of University Core Curriculum Learning Objectives – In this section we ask you to explain specifically how you assess the learning objectives whose focus is mastering the UCC Goals (see Appendix C) and not directly related to your course’s specific disciplinary content.” IV. Assessment of Other Student Success Strategies – In this section we ask you to provide details about any special strategies, techniques or teaching methods that you use to help students succeed in your course and to explain how you evaluate their effectiveness. V. Opportunity for your Feedback – In this section we invite your comments about teaching in the Core Curriculum, assessing UCC courses, and general education at SIU. 2 I. Assessment of Course Syllabus Place a check mark next to all items for which information is supplied. If you provide information in some other way than on the syllabus (e.g., a course webpage), please explain in the “Comments” box at the end of this section. Course Information Course Name and Number Meeting Times Meeting Place Brief Course Description Discussion/Lab Sections (check box  if applicable) Meeting Times Meeting Places All Sections Use a Common Syllabus Instructor Information Name Office Location Office Hours Office Phone Number E-­‐mail Address Discussion/Lab Assistants (check box  if applicable) Name Office Location Office Hours Office Phone E-­‐mail Address Student Learning Objectives Syllabus Lists Student Learning Objectives Do the learning objectives match those approved by the CCEC? Course Materials Full Description of All Required Materials Do the texts being used match those approved by the CCEC? Attendance Policy Attendance is Required Attendance Policy is Adequately Explained A Specific Number of Absences Results in Automatic Failure (optional) University Policy on Accommodating Religious Students Noted 3 Grading Complete List of Required Assignments including Exams Late Work/Incomplete Work/Missed Exam Policy Explained Weight of Each Assignment Relative to Final Grade Explained Final Grading Scale Included Do the required assignments, their weight relative to the final grade, and the grading scale match what was approved by the CCEC? Course Expectations Expectations for Class Preparation Mobile Technology Policy Disruptive Behavior Policy University Policies Academic Honesty/Plagiarism SIU Emergency Procedures Student Email Policy Disability Accommodation Statement Student Services Supplemental Instruction/Tutoring Saluki Cares Writing Center Detailed Course Schedule Showing Course Withdrawal Deadlines Daily/Weekly Reading or other Assignments Assignment Due Dates Exam Dates Final Exam Date Comments •
•
•
If you provide, any of the above information in some way other than your syllabus, please explain. What aspects of your course do you intend to emphasize in your syllabus? Do you anticipate making any significant changes in your syllabus the next time this course is offered? 4 II. Assessment of Disciplinary Content Learning Objectives 1. Learning Objectives. List the learning objectives for the course whose focus is mastering the disciplinary content. These should be taken from the list of learning objectives that have been approved by the CCEC for this course. Please indicate whether you measured your students’ knowledge at the beginning of your course and if so, how. 2. General Assessment. Most likely, the assessment indicators for this part will be the various assignments/exams that contribute to students’ grades. The degree to which students have achieved these objectives will be reflected in the grade distribution for the course. Grades and assessment results can be correlated in the following way: “A” = Greatly Exceeded Expectations; “B” = Exceeded Expectations; “C” = Met Expectations; “D” or “F” = Failed to meet expectations. If you prefer, you can assess general disciplinary content objectives differently. If you do, please provide an explanation of the method you use. Also, please include your rationales for assignments and for their relative weights in determining the final course grade, especially if these differ from a departmental version of the syllabus or from your own previous practice. 3. Focused Assessment (Optional). Whether or not your learning objectives mention specific disciplinary content, you might wish to assess the degree to which your students have mastered central concepts, pervading themes, or some other specific elements of your course. Content: What central concepts, pervading themes, or other specific elements of your course are you assessing? Indicators: Tell us how the material covered and activities associated with your course (texts, lectures, group projects, specific test questions, etc.) provided opportunities for students to demonstrate their mastery of the specific content you are assessing. Explain your expectations for student performance on these indicators. Results: Explain the methods you used to evaluate the degree to which students mastered each of the items you are assessing. Report the numbers/percentages of those who exceeded, met, and failed to meet your expectations. 4. DWFI Rates. For each student who received a “D”, “F”, “I”, “NS”, or “WF”, indicate the reason (or reasons) why that student received that grade (Use the form attached as Appendix B.) Never Attended Excessive Excused Absences Excessive Unexcused Absences Acceptable attendance, but failed to complete required assignments Poor performance on assignments Health related issues Personal Issues (other than health) Stopped attending the class for unknown reasons and did not complete required assignments. 5. Closing the Loop. What do your results reveal about the extent to which students are achieving the learning objectives whose focus is the disciplinary content of your course? In your answer, reflect on your discussion of prior assessment results for this course. What, if any, changes are you contemplating in the course or in your learning objectives as a result of this assessment? 5 III. Assessment of University Core Curriculum Goals 1. Learning Objectives. List your course learning objectives that pertain more directly to student success (e.g., to the development of critical-­‐thinking skills) than to disciplinary content. The UCC objectives are listed in Appendix C. These should be taken from the list of learning objectives that have been approved by the CCEC for this course. 2. Indicators: Tell us how the material covered and activities associated with your course (texts, lectures, group projects, specific test questions, etc.) provided opportunities for students to demonstrate their mastery of each learning objective you are assessing. Explain your expectations for student performance on these indicators. 3. Results: Explain the methods you used to evaluate the degree to which students mastered each of the objectives you are assessing and report the numbers/percentages of those who exceeded, met, and failed to meet your expectations. The Director of the University Core Curriculum can furnish you with electronic copies of Value Rubrics developed for the Association of American Colleges and Universities by teams of faculty experts representing colleges and universities across the Unites States. These rubrics might help you to measure your students’ progress towards achieving various learning objectives. Specific rubrics are available in the following areas: (a) Civic Engagement (b) Creative Thinking (c) Critical Thinking (d) Ethical Reasoning (e) Information Literacy (f) Inquiry Analysis (g) Integrative Learning (h) Intercultural Knowledge (i) Life-­‐long Learning (j) Oral Communication (k) Problem Solving (l) Quantitative Literacy (m) Reading (n) Teamwork 4. Closing the Loop. What do your results reveal about the extent to which students are achieving the learning objectives of your course that pertain more directly to student success than to disciplinary content. In your answer, reflect on your discussion of prior assessment results for this course. What, if any, changes are you contemplating in the course or in your learning objectives as a result of this assessment? 6 IV. Assessment of Other Student Success Strategies 1. Explain any special strategies, techniques or teaching methods that you used to help students succeed in this course. Such items might include: • Contact outside of the classroom (including required office visits) • Techniques you use to become better acquainted with your students • Techniques you use to improve the learning climate in your classroom • Unusual or noteworthy teaching techniques you use. 2. Did you formally evaluate the effectiveness of these student success strategies? If so, please explain the indicators you used and the results you achieved. If not, please provide an informal evaluation of their effectiveness. 7 V. Opportunity for your Feedback 1. Describe any particular difficulties you have encountered related to teaching your Core Curriculum course. Are there policies, or actions, that, if implemented, or taken, would help you to teach more effectively or help your students be more successful? 2. If you are new to teaching Core courses, did you have any pre-­‐conceived notions about teaching in the Core. Were those notions confirmed or disconfirmed? How much background or preparation were you given about the course before you taught it? 3. Describe any ways you think the assessment process for Core Curriculum courses might be improved. This includes ways that we might help you improve the way you assess your course. 4. In your view, where does the University Core Curriculum fit within the mission of undergraduate education at SIU? What should the learning objectives of the UCC be? 5. Explain any ideas you have for improving the structure and/or delivery of general education courses at SIU. 8 Appendix A The Complete SIU Syllabus
Last Revision: July 30, 2012
•
Instructor name and contact information, including regular office hours, office phone
number, email address. Also, contact information for teaching/lab assistants for the
course.
•
Course name, number, meeting time, meeting place, and brief description (The
official catalog description is recommended). Also include information about lab
meetings or discussion sections if applicable.
•
Student Learning Objectives. When the course is a University Core Curriculum
course, the learning objectives should be those approved by the Core Curriculum
Executive Council and listed on the syllabus for the course posted on the UCC
website.
•
Texts and other materials required (and or optional) for the course
•
Course Grading Scale—Using a list of all graded items in the course (quizzes, exams,
homework assignments, portfolios, lab assignments, presentations, group projects,
papers, attendance, participation, etc.), the instructor should identify all of the points
and percentages of items required to achieve each letter grade in the course (A, B, C,
D, F).
•
Late Work Policy for each type of assignment/exam.
•
SIU Policy on “Incomplete” as a Course Grade: The following text is taken from
the 2011-2012 Undergraduate Catalog, p. 32:
An INC is assigned when, for reasons beyond their control, students engaged in passing work
are unable to complete all class assignments. An INC must be changed to a completed grade
within a time period designated by the instructor but not to exceed one year from the close of
the term in which the course was taken, or graduation, whichever occurs first. Should the
student fail to complete the course within the time period designated, not to exceed one year, or
graduation, whichever comes first, the incomplete will be converted to a grade of F and the
grade will be computed in the student's grade point average. Students should not reregister for
courses in which an INC has been assigned with the intent of changing the INC grade. Reregistration will not prevent the INC from being changed to an F.
•
Attendance Policy – number of unexcused absences allowed, acceptable excuses,
tardiness policy, and the effect of absences and tardiness on a student’s final grade. In
particular, if there is a point at which missing a specific number of classes results in a
failing grade, this should be explicitly noted on the syllabus. Also, the University
Policy on Accommodating Religious Students (SIU 2011-2012 Undergraduate
Catalog, p. 494) should be mentioned or included on a syllabus.
•
Prepared for class: tell the students exactly what it means to be prepared for your
class on a regular basis.
•
Mobile Technology Policy: Include a statement indicating whether and how students
may use laptops, iPads, netbooks, e-Readers, smart phones, etc. during your class.
9 •
Disruptive Behavior Policies – inappropriate use of laptops, cell phones, MP3
players, magazines, newspapers, eating, drinking during class and any other
inappropriate disruptive behaviors. Exactly how you state this section is up to you.
Here are a couple of examples from one SIU instructor’s syllabus:
• As with any public forum, the classroom is a shared space where consideration and
compassion for others are not negotiable. These are a must! To learn the interpersonal and
professional skills offered in the course requires that, as with a sport or any instrument, we
practice them daily. We will make this class what it becomes. A positive attitude, a willingness
to listen and learn, and an embrace of differences as well as similarities. . . these are just a few
of the dynamics we will strive to practice.
•
Statement on Inclusive Excellence – SIU contains people from all walks of life, from
many different cultures and sub-cultures, and representing all strata of society,
nationalities, ethnicities, lifestyles, and affiliations. Learning from and working with
people who differ from you is an important part of your education in this class, as
well an essential preparation for any career.
•
Statement on Academic Honesty/Plagiarism – See the Morris Library Guide on
Plagiarism (http://libguides.lib.siu.edu/plagiarism)
•
Statement of SIU Emergency Procedures
SIU is committed to providing a safe and healthy environment for study and work. Because
some health and safety circumstances are beyond our control, we ask that you become familiar
with the SIU Emergency Response Plan and Building Emergency Response Team (BERT)
program. Emergency response information is available on posters in every building on campus
and in the Emergency Response Guideline pamphlet. It is also available on BERT’s website at
http://www.bert.siu.edu/ and on the Department of Safety’s website www.dps.siu.edu.
Instructors will provide guidance and direction to students in the classroom in the event of an
emergency affecting your location. It is important that you follow these instructions and stay
with your instructor during an evacuation or sheltering emergency. The Building Emergency
Response Team will provide assistance to your instructor in evacuating the building or
sheltering within the facility.
•
Detailed Schedule – a weekly or daily schedule showing required readings, class
activities, course withdrawal deadlines, assignment due dates, exam dates, including
any exam scheduled during final exam week. Dates for when the class can be dropped
without receiving a “W” and/or a “WF.”
•
University policy regarding final exams scheduling and its inclusion in their syllabi –
All final unit or final examinations must be scheduled the week immediately before
commencement. Instructors must administer their examinations only during finals
week, whether or not they poll their students to determine an alternate date, and
indicate clearly on the syllabus the appropriate day and time set by the University
Registrar: http://registrar.siu.edu. Except in the most unusual of circumstances,
scheduling final exams during the last week of classes is not an option. The policy is
intended to ensure that students have time to do their very best work. Finals held the
last week of classes often interfere with students’ other obligations, such as attending
all their classes and completing papers, reports, and projects, which are due in other
courses before exam week. 10 •
Resources for additional academic help – Writing Center, Learning Support Services,
tutoring, DSS services, etc. Two examples:
Supplementary Assistance: With the cooperation of SIU’s Disability Support Services (DSS),
each student who qualifies for reasonable supplementary assistance has the right to receive it.
Students requesting supplementary assistance must first register with DSS in Woody Hall B150, (453-5738) or http://disabilityservices.siu.edu/ Notice: If you have any type of special need(s) or disability for which you require
accommodations to promote your learning in this class, please contact me as soon as possible.
The Office of Disability Support Services (DDS) offers various support services and can help
you with special accommodations. You may wish to contact DDS at 453-5738 or go to Room
150 at Woody Hall to verify your eligibility and options for accommodations related to your
special need(s) or disability.
• SIU email policy
Official SIU Student Email Policy: http://policies.siu.edu/policies/email.htm
SIU Student Conduct Code:
http://policies.siu.edu/documents/StudentConductCodeFINALMay32011.pdf
• Saluki Cares—The purpose of Saluki Cares is to develop, facilitate and coordinate a
university-wide program of care and support for students in any type of distress—
physical, emotional, financial, or personal. By working closely with faculty, staff,
students and their families, SIU will continue to display a culture of care and demonstrate
to our students and their families that they are an important part of the community. To
make a referral to Saluki Cares click, call, or send: http://salukicares.siu.edu/index.html;
(618) 453-5714, or [email protected].
11 Appendix B ‘DFWI’ Documentation Form Please provide the following information for all students who received a D, F, WF, W, or I grade in your course (or section) identifying one or more of the reasons for that grade. (Use additional forms if necessary.) Reasons for Grade Never Attended Excessive Unexcused Absences Excessive Excused Absences Failure to complete required assignments Poor performance on assignments Health related issues Personal Issues (other than health) Unknown Instructor/Section or Lab Leader Information Last Name First Name Student Information Last Name First Name Course and Section (e.g. PHIL 102-­001) Dawg Tag Semester (e.g., Sp’11, or F’11) Grade Reason(s) for Grade 12 1.
2.
3.
4.
Appendix C University Core Curriculum Goals – LEAP Essential Learning Outcomes www.aacu.org/leap Knowledge of Human Cultures and the Physical and Natural World – Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts, and Focused by engagement with big questions, both contemporary and enduring • What are the specific disciplinary learning objectives of your course: both general and focused? • Does your course encourage students to attend or participate in lectures, cultural activities, artistic activities, athletic activities, registered student organizations, volunteer activities, etc. on campus or in our community? Intellectual and Practical Skills – Including inquiry and analysis, critical and creative thinking, written and oral communication, quantitative literacy, information literacy, and teamwork and problem solving. Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance. • For writing assignments, we encourage you to use the assessment rubric developed for the College of Liberal Arts Writing in the Disciplines (Appendix D) • Does your course encourage students to use information technologies in ways that enhance their learning and that improve their ability to use such technology effectively in other areas of their lives? • Does your course include specific strategies for raising students’ level of reading comprehension and/or improving students’ critical reading skills? • Does your course provide opportunities for students to collect data and to evaluate the relevance of that data to some specific hypothesis? Personal and Social Responsibility – Including civic knowledge and engagement—local and global, intercultural knowledge and competence, ethical reasoning and action, foundations and skills for lifelong learning. Anchored through active involvement with diverse communities and real-­‐world challenges • Does your course help students develop the virtue of inclusivity, i.e., a respect for, understanding of, and ability to work with people from different cultures, sub-­‐cultures, socio-­‐economic backgrounds, nationalities, ethnicities, lifestyles, sexual orientation, able-­‐
bodiedness, and religious affiliations? • Does your course provide students with the opportunity to formulate and defend positions on social, moral, ethical, and/or spiritual topics? • Does your course include strategies for helping students develop the habit of life-­‐long learning? • Does your course help students develop an ability to manage their time and priorities? • Does your course help students develop their ability to balance the competing demands of life: physical health, social activities, academic pursuits, work, and family responsibilities? Integrative Learning – Including synthesis and advanced accomplishment across general and specialized studies. Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems • Does your course include specific assignments requiring students to apply what they have learned outside of an academic setting? • Does your course provide opportunities for students to bring information from a variety of perspectives and/or sources to bear on the solution to a specific problem? • Does your course include opportunities for group work and/or developing skills for effective teamwork? • Does your course show students the value of an interdisciplinary approach to a topic or problem? 13