DEPARTMENTAL COURSE REVIEW OF GENERAL EDUCATION COURSES
Report is due to the General Education Committee by December 1, 2004. Please send reports to
Emily Johnson, 145 Graff Main Hall.
Directions for General Education Course Review using Student Learning Outcomes.
1. Use the forms provided (see attached).
2. Use a separate form for each general education course.
3. For each general education course, departmental faculty/instructors should:
· Identify the learning outcomes addressed by each course (In your preliminary discussion, feel free to identify all of the outcomes you believe the course addresses).
· In your final report to GEC, identify only the outcomes that are the most important in the course, those we consider a level three (see description of levels below).
· For each of the outcomes at level three, describe the learning activities that you use NOW that allow students to practice and achieve some level of competency with the outcome.
· For each level three outcome, briefly describe how you NOW assess student learning/ achievement of the outcome.
4. This review should be a collective effort among faculty and instructional staff in the department and receive departmental chair oversight.
Important consideration: An outcome may be addressed at a level three, however, the level of competency expected will differ based on whether you are working with first year students, upper classmen, or graduating seniors. For example, in UWL 100, the First Year Seminar course, the ethical decision making outcome of “Make thoughtful choices in personal lifestyle and evaluate the consequences of those choices” is listed as a level 3. However, given that this course is taken during the first semester of a student’s college career, the level of sophistication in considering appropriate lifestyle choices will not be at the same level of reasoning/sophistication that a senior should show. Even though the outcome may not be mastered, it is still one of the most important outcomes of the course and listed as a level 3. We are working with the outcomes, not the level of mastery.
Description of outcome levels:
LEVEL 1 OUTCOMES: These are those that are touched on in the class and worth being familiar with. For example, you may expect students to “Comprehend and summarize the purpose and primary train of thought in an oral or a written presentation,” because they read their text or other course materials. But you don’t have students engage in deliberate activities to practice this. Nor do you directly assess whether students can summarize a reading or an oral presentation.
LEVEL 2 OUTCOMES: These are outcomes that are definitely important to the course, and important for students to know and/or do. Assignments and other activities provide the student with several opportunities to gain competence in this outcome. However, outcomes at this level are still not the absolute most important outcomes of the course.
LEVEL 3 OUTCOMES: These are the most important components in the course. Level three outcomes should be considered those that you most want students to take with them after the course is over (enduring knowledge/understanding/skills/dispositions). Level three outcomes are those that you spend the most time on in the class. These are the ones that help develop deeper levels of understanding or a significant level of proficiency of targeted skills. Students should have several opportunities through assignments and other activities to work with these outcomes throughout the course. Major emphasis is placed on students’ ability to demonstrate their knowledge/skills with this outcome.
ADDITIONAL COMMENTS RELATING TO OUTCOMES
As you review your courses, please feel free to identify outcomes that you feel are missing from this list or that you believe are not suitable for the General Education Program. Remember the audience when considering learning outcomes in the General Education Program. These outcomes should be applicable to any student on this campus, not majors in your discipline.
An example of a completed course review is attached.