University of Delaware General Education Reform Guide: Mapping UD Courses to the General Education Objectives Updated: 3.17.16

For Support Contact: The Center for Teaching & Assessment of Learning [email protected] 302-831-2027 For an overview of General Education Reform see:

https://sites.google.com/a/udel.edu/facultysenate/gened

Contents Background ............................................................................................................................................................. 2 Instructions .............................................................................................................................................................. 2 Objectives definitions and example student learning outcomes ............................................................................. 4 FAQs about Curricular Mapping ............................................................................................................................ 7

Page 1 of 8

GenEd_MappingGuide_3.17.16.docx

Background On May 11, 2015, the UD Faculty Senate approved new student learning objectives and then resolved to charge the General Education (GenEd) Committee to "assist departments and programs administering undergraduate majors in ensuring full opportunity for all students to attain competency in the Objectives of General Education". One resolution requires the Faculty Senate Committee on General Education, in partnership with the Undergraduate Studies Committee of the Faculty Senate, to assist all units through a review of their undergraduate degree programs. The resolution specifies that these committees are to provide curricular maps to aid in their internal reviews of how students are achieving the Objectives of General Education. The Center for Teaching & Assessment of Learning (CTAL) is supporting this process. Specific to this charge, curricular mapping is the process of determining where, in each degree program, our students have the opportunity to attain competency in the new objectives of general education. A student's program consists of University requirements, major requirements, and electives. A curricular map cannot be generated for a major until we have a registry consisting of all relevant courses coded for the objectives that they satisfy. Our purpose is to develop this registry and this requires your thoughtful and timely engagement. Instructions On March 8, CTAL emailed an excel spreadsheet to a mapping facilitator (Chair, Program Director, etc.) in your unit. The sheet contains a list of all of your undergraduate courses that were taught in the last two years. For efficiency, the facilitator might convert the Excel spreadsheet to a Google sheet and share it with their faculty. Faculty are asked to find their courses in the sheet and then code each objective based on how much it is emphasized in the course (details below). Although performing this mapping exercise in a group can promote productive conversations towards program improvement, some faculty will be unavailable and will submit their coding information to the facilitator individually. When the unit's sheet is complete, the facilitator will send it back to CTAL. CTAL will aggregate the sheets from across campus and this will become the GenEd Registry. After working with the Office of the Registrar, CTAL will then provide curricular maps back to the units so that they may identify how each degree program satisfies the new Gen Ed objectives. You might view this as a 'gap analysis' that can be used to guide revisions of courses and/or programs. You need three things to complete this task* 1. Spreadsheet: You need a copy of (or access to) the spreadsheet that contains your courses (rows) and the objectives (columns). If a course is missing, please add it to the bottom of the sheet. 2. Definitions: The definitions of each objective and some examples are provided in this document. It may be convenient for you to work with a printed copy in hand. 3. Syllabi: Most faculty are familiar enough with their own courses to complete the spreadsheet without having the syllabus in hand. However, now is an ideal time to revise syllabi to include the new objectives and how they are assessed with graded assignments.

Page 2 of 8

GenEd_MappingGuide_3.17.16.docx

* Also review the Frequently Asked Questions page about this process (below). For each of your courses… 1. Identify what Gen Ed objectives are being addressed. Think about what you require students to do in the course focusing on the course objectives and the activities and products (assessments) on which students are graded. What learning can you observe and/or measure? 2. Estimate how much emphasis this objective receives in the course? Focusing on your course learning outcomes and assessments, indicate in the spreadsheet the level to which the General Education objectives are emphasized. Type the letter that corresponds with each level of emphasis described below. N - Score your course with an N for NOT APPLICABLE or no emphasis. Instructor will observe no student learning on this objective.* M - Score your course with an M for MINOR emphasis of the course. Instructor will observe some student learning on this objective. S - Score your course with an S for SIGNIFICANT or major emphasis of the course. Instructor will observe significant student learning on this objective. * Blanks in coded courses will be interpreted as N. However, if you are choosing to skip or ignore a course on your list, do not populate the cells with ‘N’ or leave the entire row blank. Please enter in the first column the word ‘skipped’ or another informative note. It is acceptable if your course doesn’t meet any of the General Education objectives. These are new objectives and we are conducting an inventory of what we have and what we need to have to help undergraduate students acquire the new objectives. The goal is that students meet the General Education objectives as a result of their collective UD experience during their entire time here, not that they meet the objectives as a result of any specific course or small group of courses. Deadline: We request that each unit’s spreadsheet be submitted to [email protected] before the start of Spring Break, March 25th, 2016. Because students enroll in courses from many different departments, we will not have a clear picture of how they fulfill General Education objectives until we have these submissions from all departments. The Center for Teaching & Assessment of Learning can help. E-mail us [email protected] or call us 302-831-2027.

Page 3 of 8

GenEd_MappingGuide_3.17.16.docx

Objectives definitions and example student learning outcomes 1a. Read Critically: The process of simultaneously extracting and constructing meaning through interaction and involvement with written language. Students need to contextualize written content and respond to it effectively, differentiating their own contemporary and culturally influenced values from those expressed by another. Example: In this course you will analyze the readings interpreting the texts and comparing the author's’ viewpoints to your own. Your reflection papers that contain your analysis and responses to the readings will a portion of your final grade. 1b. Analyze Arguments and Information: The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. Analyzing arguments requires breaking complex topics or issues into parts to gain a better understanding of them. Arguments may pose challenges to the values and beliefs of the student, requiring the student to reflect on their own attitudes and presumptions about our civilization or about the natural world, or perhaps about their place as an individual. Example: In this course you will create an annotated bibliography that contains a short description or rationale for the citation in relation to your thesis. 1c. Engage in Constructive Ideation: Building new ideas and concepts, and contributing to the solution of previously unsolved problems. Example: In this course your group will create a unique solution to an authentic problem that you identify for our campus community. Select your problem based upon the following criteria: It is a problem for the UD campus community, you can create a solution that is doable (minimal resources are needed), and the solution would provide impact. Be prepared to have a poster presentation where your team will present your solution and campus administrators will provide feedback. 2a. Communicate Effectively in Writing: The development and expression of ideas in writing. It involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum. A student with this skill will understand how to advance a credible argument using logical reasoning and the use of evidence; how to write with clarity and grace; how to account for different audiences and contexts; and how to employ the standard conventions of writing. Example: In this course you will write a 5-7 page persuasive essay using APA citation, 12 point Times New Roman font, double spaced. Your paper will be evaluated on the following criteria: Controlling thesis, source selections, quality of sources, persuasiveness. This will count for a portion of your final grade. 2b. Communicate Orally: A prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors. A student with this skill will understand how to advance a credible argument using logical reasoning and the use of evidence; how to speak with clarity and grace; and how to account for different audiences and contexts.

Page 4 of 8

GenEd_MappingGuide_3.17.16.docx

Example: In this course, you will be evaluated on your ability to debate current political topics. Each student will select a topic from the hat and must come prepared to debate the topic from the “pro or con” perspective on the assigned date in the syllabus. This will count as a portion of your grade. 2c. Communicate through Creative Expression: Students will recognize and are able to communicate in a variety of media that go beyond the written and spoken word. These include forms of artistic and emerging forms of expression enabled by technology. Example: In this course, you will create a video that captures your process from inception to delivery. 3a. Work Collaboratively across a Variety of Cultural Contexts and a Spectrum of Differences: Behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.) The development of skills to work collaboratively across cultures ensures that graduates will understand the limitations of a single perspective and the value of diverse perspectives and cultures in creative problem solving of major challenges and discussion in debates, and establishment of an engaged society. A student with these skills will learn from diverse perspectives, assimilate this knowledge, and synthesize new solutions and ways of thinking. Example: In this course you will need to work collaboratively to create a recommendation for a real world problem. Working as a member in the group, you need to be responsible to foster team discussions to work towards your group’s goals. What will you do to ensure that all members of the group can share their opinions? Our classroom environment should be mutually respectful and inclusive of all students. The classroom should be an environment with no discrimination, where everyone is comfortable and at liberty to contribute to, and benefit from the entire learning experience. Any suggestions to improve class interactions or any concerns should be brought to my attention. Your small group interactions in lecture, studio and lab are a good way to adopt this attitude of inclusion and enhance positive interactions in the larger class. 3b. Work Independently Across a Variety of Cultural Contexts and a Spectrum of Differences: The development of skills to work independently across cultures ensures that graduates will understand the limitations of a single perspective and the value of diverse perspectives and cultures in creative problem solving of major challenges and discussion in debates, and establishment of an engaged society. A student with these skills will learn from diverse perspectives, assimilate this knowledge, and synthesize new solutions and ways of thinking. Example: In this course you will learn about and discuss selected social problems. For each unit, you will need to write written reflections on you own perspective and values pertaining to that issue as well as identify and reflect on differing perspectives. 4. Critically Evaluate the Ethical Implications of What They Say and Do: Reasoning about right and wrong human conduct. It requires students to be able to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas and consider the ramifications of alternative actions. Students’ ethical self-identity evolves as they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues. Example: In this First Year Experience course, you will identify how your actions or inactions as a bystander can affect the community where you live.

Page 5 of 8

GenEd_MappingGuide_3.17.16.docx

5a. Reason Quantitatively: The development of quantitative reasoning skills equips graduates to understand and interpret quantitative information presented in multiple forms and given in multiple contexts. A student with these skills will understand data, the visual presentation of data, the statistical analysis of data, as well as essential concepts such as exponential growth and the law of large numbers. Example: In this course, you will create a question, gather data, analyze this data and represent it in a meaningful way such as a graph. This visual presentation of your data must be succinct, persuasive, and accurate. 5b. Reason Computationally: Computational thinking is a problem-solving process that includes (but is not limited to) the following characteristics: Formulating problems in a way that enables us to use a computer and other tools to help solve them; Logically organizing and analyzing data; Representing data through abstractions such a models and simulations; Automating solutions through algorithmic thinking (a series of ordered steps); Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources; Generalizing and transferring this problem-solving process to a wide variety of problems. Example: In this course, we will use a big dataset to analyze the spread of the Zika virus and make predictions about its transmittal geographically as well as the economic, social and environmental impact. 5c. Reason Scientifically: The development of scientific reasoning skills equips graduates to understand the evaluation of evidence in modern science. A student with these skills will understand the scientific method, inductive and deductive thinking, causal reasoning, and how to evaluate the evidence for and against a scientific hypothesis or theory. Example: In this course, you will test a hypothesis of your own choosing and provide feedback on your peers’ abilities to reach a reasonable conclusion.

Page 6 of 8

GenEd_MappingGuide_3.17.16.docx

FAQs about Curricular Mapping Why do I have to do this? To ensure that all UD undergraduates have the opportunity to obtain the new General Education objectives, the Faculty Senate General Education committee has been charged with completing a curricular mapping process focusing on the General Education objectives. The committee was charged to do this as the result of a resolution passed at the May 11, 2015 Faculty Senate meeting. This resolution resolved that each department or program responsible for administering undergraduate majors to ensure that their degree programs, inclusive of major, college, and university requirements fully support student development in all Objectives of General Education. The UD Faculty Senate General Education committee leading this effort has already conducted mapping of their own courses and in some of their departments to make sure that the process is clear and not onerous. All resolutions, activities and updates related to General Education Reform are described here. How long does this take? Recent observations of course coding during faculty meetings suggest that this can be completed within 15-30 minutes. Isn’t this too subjective? We appreciate that the interpretations of objectives and determinations of the level of emphasis may vary. The process is developed with three assumptions in mind. 1) Faculty will prioritize the validity of the GenEd program as they code their courses; 2) The learning objectives are being coded by professional educators; and 3) UD faculty are ethical. One might base their coding decisions on whether or not they could explain their justification to other faculty across campus. How is development of this objective observed in your course? How will these data be used? After the courses are coded, the data will be aggregated by the Center for Teaching & Assessment of Learning (CTAL). Afterward, the data will be used in two specific ways. First, CTAL will return to each department information about how and where students in the relevant major(s) have (or have not) achieved the General Education objectives. This will enable departments to make informed decisions about their curriculum and how they advise students in their major(s). Second, the Faculty Senate General Education Committee will work with CTAL, the Provost, and others to determine if there are university-wide gaps or shortcomings that should be addressed by university-wide efforts. What happens if the course is taught by more than one faculty member? That is fine. The assumption is that the different course sections meet the same learning objectives that were initially approved when the course was created but your means of accomplishing those objectives can vary. Individual instructors may submit their inputs to facilitator separately or they may work together to code the course. If the course is coded differently by different instructors, please code the course for the lower level of emphasis, including N for no emphasis. An alternative is to work to make your courses more uniform. What about cross-listed courses? Please DO code the cross-listed courses on your spreadsheets. The main instructor should code their course appropriately for their home unit and then send that information to their contact(s) in the other unit(s). What about Experimental Courses (course numbers ending in 67)? Please DO code all of your experimental courses. These courses were part each student’s progress towards their degree and may have provided important opportunities to gain competency in the objectives.

Page 7 of 8

GenEd_MappingGuide_3.17.16.docx

What if the course is a topics course? If the course objectives change from year to year, then it is likely that you will need to place an N for the course. Some of our students take graduate (600 level) courses as part of their major. What about these? These courses are not likely to be represented on your pre-populated excel spreadsheet from CTAL. If you teach such a course please add it to the bottom of the spreadsheet and consider submitting a new course proposal next cycle for a 400 level equivalent (e.g. KAAP414 for KAAP614). Who has access to this information? The data being collected will be processed by the Center for Teaching & Assessment of Learning, the General Education Committee, and the Registrar who will use this information to identify courses that meet General Education objectives in the course catalog. When assembled, the resulting course maps will be disseminated to all departments and the course registry will ultimately be searchable by faculty, staff and students for advising purposes. Information will be reported by objectives and courses, not by student. What happens if my course doesn’t meet any of the General Education objectives? It is perfectly fine if your course doesn’t meet any of the General Education objectives. These are new objectives and we are conducting an inventory of what we have and what we need to have to help undergraduate students acquire the new objectives. The goal is that students meet the General Education objectives as a result of their collective UD experience during their entire time here, not that they meet the objectives as a result of any specific course or small group of courses. Will I have to teach my course in a specific way? No. While UD values best practices, how you teach your course is under your purview. What is the threshold for satisfactory coverage of an objective for GenEd? The General Education committee wishes to obtain the course registry and resulting reports prior to determining how much experience students must have with each objective.

Page 8 of 8

GenEd_MappingGuide_3.17.16.docx