The Core Curriculum Committee (CCC) has been charged by the University Senate with the task of reviewing Course Outline of Record (COR) proposals and syllabi for core courses, along with upper division writing competency ("W") courses and the core diversity requirement ("D") courses. The assessment plan overview is based on a simple model: state the core learning outcomes, align these with core goals and assessment plans/activities, collect feedback, and make improvements. The model is in the process of being implemented over annual phases:
Phase 1: Alignment of Core Goals with Course Learning Outcomes (2005 – 2006)
- Goal statements were constructed for each core division during the GE renewal process, 2002-2004. Course outline of record (COR) proposals were reviewed to ensure that the goals for the appropriate core division were correctly identified for each course.
- Each COR proposal was reviewed to ensure that learning outcomes for the specific course were identified.
- All departments and programs were asked to align goal statements with learning outcomes; the relationship was in some cases, 1-to-1, 1-to-many, or many-to-many. No set pattern was required nor did one emerge.
Phase 2: Establish Criteria for W and D courses (Spring 2006)
- Based on earlier documents for W courses and current core curriculum specifications in the GE 2004 Report, criteria for W courses were constructed (these appear in full as W Criteria (PDF)):
- Frequent writing assignments.
- Multiple drafts with instructor feedback.
- Culminating project.
- The following criteria for the diversity requirement are from the GE 2004 Report and additional informational materials from the CAS dean’s office (these appear in full as D Criteria (PDF)):
- Course content must analyze and understand the variety of experiences of underrepresented diverse individuals and social groups in the US society with particular sensitivity to the need for inclusion of those persons traditionally denied rights and privileges.
- Course content must recognize and appreciate the artistic, intellectual, and social contributions of these same groups. Underrepresented groups include primarily those who are described by the first criterion. This refers to African Americans, Native American Indians, Asian Americans, Latinos/Latinas, or other groups who traditionally have faced educational, economic, social, or gender discrimination.
- At least 30% of course content must be devoted to diversity goals.
- Diversity identification and course emphasis should be specified on course syllabus.
- All departments and programs submitted proposals for W and/or D courses beginning in January, 2006. The review process is ongoing.
- The review process is stipulated as follows: course outline of record proposals, D proposals, and W proposals with accompanying course syllabi are submitted to the dean of the College or School of Business Administration; the dean submits proposals and syllabi to the core curriculum committee; the committee makes its recommendation to the dean. This process is for new courses before proposal are submitted to their respective undergraduate curriculum committees.
Phase 3: Consistency in COR, W and D records (Fall 2006)
- COR proposals were not originally submitted with course syllabi. The CAS Dean and SBA Dean have requested and received electronic copies of the original COR proposals with accompanying syllabi.
- COR proposals submitted electronically will need to be rechecked for the following:
- Consistency with current course numbering and title.
- Completion of CC goal statement and learning outcome alignment.
- Consistency between stated learning outcomes on proposal and on accompanying syllabus.
- Results will be posted on new Core Curriculum website.
Phase 4: Assessment Activities (Spring 2007 – Spring 2008)
- Any discrepancies uncovered in Phase 3 were identified for department chairs and program directors.
- CCC continued to review all submitted proposals to ensure that course objectives were aligned with core goals and criteria.
- CCC chair and assessment coordinator met with department chairs and program directors to discuss alignment of COR learning outcomes with assessment activities.
- CCC chair and assessment coordinator assisted department chairs and program directors in distinguishing between direct and indirect forms of assessment, and in selecting appropriate samples of each.
Phase 5: Assessment Activities (Spring 2008 – Spring2009)
- CCC continued to review all submitted proposals to ensure that course objectives were aligned with core goals and criteria.
- Departments and programs submitted program goal revisions as measurable outcomes, and collected student work sample for assessment.
- Departments and programs adopted a competency-based model of the core curriculum which aggregated 43 core outcomes into six areas:
- Core knowledge in sciences, social sciences, mathematics, philosophy and theology/religious studies, humanities, and arts.
- Critical thinking and logic
- Written literacy and second language literacy
- Ethical reasoning and judgment
- Mathematics and quantitative competency
- Diversity: cultural awareness competency
Phase 6: Assessment Activities (Fall 2009 – Spring 2010)
- CCC has proposed that subcommitees be formed for the transition period between our current distribution model and a competency-based model of the core curriculum. These subcommittees would include the following areas:
- Written Literacy
- Diversity: Cultural Awareness Compentency
- Second Language Competency
- Mathematics and Quantitative Competency
- Natural Sciences
- Social Sciences
- Humanities
- Traditions
- Logic
- Each subcommittee will identify outcomes, student work, and rubrics specific to their areas of the core and assess these in their appointed year. Core assessment occurs on a three-year cycle. The first three subcommittees will assess their areas in the first year, the second three during the second year, and the last third of the subcommittees will assess their work in the final third year. The cycle will repeat with revisions and improvements as a continuous process.
Phase 7: Assessment Activities (Summer 2010 - Spring 2011)
- The CCC appointed subcommittees to identify outcome criteria and rubrics for written literacy, second language competency and diversity (cultural awareness competency). Subcommittees for the first two successfully identified outcome criteria and applied these with rubrics for select samples of student work from sections of the basic core courses (English 121 and Spanish 201) reporting their results to the CCC and WASC Steering Committee in Fall, 2010. This data collection and analysis represented a pilot year for assessing core work.
- It was more difficult to identify outcomes and establish rubrics for the diversity requirement. A subcommittee, which included the associate provost and director of the Center for Inclusion and Diversity and faculty from the College of Arts and Sciences and the School of Business Administration, worked to define diversity, develop outcomes and establish outcome criteria for the core diversity requirement. The subcommittee will continue to pilot these in the coming year.
- In November, the Academic Assembly in the College of Arts and Sciences endorsed a new set of four undergraduate learning goals and 12 undergraduate learning outcomes. These were endorsed by the faculty from the School of Business Administration and the Engineering department, and the University Senate in the spring:
- Goal 1: Develop Knowledge about the Liberal Arts and Sciences:
- Identify and explain major vocabularies and conceptual, theoretical and methodological foundations of sciences, social sciences, humanities and the arts. Students engage contemporary and enduring questions from these disciplines. (Outcome 1: knowledge)
- Goal 2: Acquire and Apply Intellectual Skills:
- Think abtractly and creatively, problem-solve, develop the ability to locate information, and to critically analyze this information. (Outcome 2: information literacy, Outcome 3: creative thinking, Outcome 4: critical thinking)
- Demonstrate and apply analytical reasoning, and comprehend the application of mathematics, logic, and technology to other disciplines and areas of human endeavor (Outcome 5: analytic reasoning; Outcome 6: quantitative competency)
- Develop the capacity to express oneself and interact with diverse others through writing, speaking, and using a second language (Outcome 7: communication)
- Goal 3: Cultivate Personal and Social Responsibility:
- Reflect on ethical issues across the curriculum as guides for personal development and responsible action. (Outcome 8: ethical judgment and conduct).
- Explore the complex issues of both local and global cultures. Cultivate understanding of, and respect for, cultural diversity and religious traditions. Analyze one’s own background and perspectives within these contexts. (Outcome 9: cultural awareness and competence; Outcome 10: engagement)
- Recognize the centrality of environmental sustainability. Develop an awareness of the intertwined nature (intertwined relationships/ interrelationship) of personal actions, social justice, and economic development, and their long-term implications for the environment. (Outcome 11: environmental awareness)
- Goal 4: Integrate Patterns of Learning
- Develop the ability to synthesize disparate areas of knowledge and courses of study through individual and collaborative learning. For example, integrate knowledge and skills through team-taught courses, capstone projects, performances, or interdisciplinary seminars as potential formats. (Outcome 12: synthesis of core curriculum outcomes)
Adapted from “Essential Learning Outcomes,” Liberal Education and America's Promise (LEAP)Campaign, American Association of Colleges and Universities at: http://www.aacu.org/leap/vision.cfm, and many other lists of student learning outcomes from a wide variety of institutions.
Phase 8: Assessment Activities (Summer 2011 - Spring 2012)
