Core Curriculum Assessment Plan Overview
The Core Curriculum Committee has been charged 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 course learning outcomes, align these with core goals, and assessment plans/activities, collect feedback, and make improvements (Walvoord, 2004). The model is in the process of being implemented over several phases:
Phase 1: Alignment of Core Goals with Course Learning Outcomes: 2005-2006
A. 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.
B. Each COR proposal was reviewed to ensure that learning outcomes for the specific course were identified.
C. 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: SP 2006
A. Base 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 CCC W criteria)
- Frequent writing assignments.
- Multiple drafts with instructor feedback.
- Culminating project.
B. The following criteria for the diversity requirement are from the GE 2004 Report and additional informational materials from the CA&S dean’s office (these appear in full as CCC D criteria)
- 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.
C. All departments and programs submitted proposals for W and/or D courses beginning in January, 2006. The review process is ongoing.
D. 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: FA 2006
A. 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.
B. 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 web site.
Phase 4: Assessment Activities: SP 2007—SP 2008
A. Any discrepancies uncovered in Phase 3 will be identified for department chairs and program directors.
B. CCC will ask departments and programs to consider all assessment activities identified on CCC proposals.
C. CCC will meet with department chairs and program directors to discuss alignment of COR learning outcomes with assessment activities.
D. CCC will assist department chairs and program directors in distinguishing between direct and indirect forms of assessment, and in selecting appropriate samples of each.
- Where requested, CCC will assist faculty in understanding the relationship between knowledge dimensions and cognitive processes specified in learning outcomes.
- Where requested, CCC will assist faculty in aligning specific assessment activities with learning outcomes.
Phase 5: Feedback and Improvement for Core Curriculum: SP 2008—SP 2009
A. CCC will assist department chairs and program directors in assisting in identifying assessments as effective indices of student learning outcomes.
B. Departments and programs will review criteria for effectiveness as feedback from assessment activities.
C. Departments and programs will develop a plan for demonstrating and improving student learning based on identified learning outcomes and assessments.