General Education Faculty Teams

Faculty Work Teams: General Education Foundations - Writing

Introduction

The Rochester Institute of Technology General Education curriculum is the foundation for preparing students for lifelong learning and for success in their chosen fields. RIT’s mission is to provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are well prepared for their chosen careers in a global society.

The general education curriculum is developed, owned, and reviewed by the RIT faculty. The curriculum is designed to provide a rigorous, engaging, and purposeful general education experience. The skills and knowledge derived from the general education curriculum and the program of study are integrated into an effective undergraduate education. The General Education curriculum enriches the lives of the students as they acquire the knowledge, skills, and competencies to be successful in their chosen fields and as lifelong learners.

Charge

In spring 2009, the ICC and Academic Senate approved RIT’s General Education Student Learning Outcomes and initial three year schedule. To ensure thoughtful planning and implementation of the General Education Assessment Plan, faculty work teams are being developed based on the General Education Student Learning Outcomes. The first faculty team will focus on Communication and specifically the following two student learning outcomes: 1) Express oneself effectively in common college level written forms using standard English, and 2) Revise and improve written products.

The purpose of the team is to review the current assessment work and select the courses and assignments to measure the student learning outcomes. The team will:

  • Develop a data collection schedule
  • Recommend faculty development and resources
  • Recommend strategies for sharing and using results

Participating Faculty

Lisa Hermsen, Associate Professor, English Department, COLA
Erin Karl, Faculty, English Language Center, Student Affairs
David Martins, Assistant Professor, English Department, COLA; Director of Writing Across the Curriculum, Academic Affairs
Andy Perry, Student Support Specialist, Academic Support Center, Student Affairs
Linda Rubel, Instructional/Support Faculty, Liberal Studies, COLA; NTID Writing Assessment Project
Richard Santana, Professor and Department Chair, English Department, COLA
Phillip Shaw, Adjunct Professor, University Writing Program, Academic Affairs
Paulette Swartzfager, Lecturer, English Department, COLA
Karen vanMeenen, Lecturer, English Department, COLA
Dianna Winslow, Assistant Professor, Director of First-Year Writing, English Department, COLA

Deliverables

  • Review and make recommendations for data collection in Writing Seminar Course – utilize information relative to writing assessment during 2008.09
  • Make recommendations for data collection at advanced course level (see Planning Matrix document) for two student learning outcomes for 2009.10 academic year
  • Review and select assignments
  • Review and select or develop rubrics for assignments
  • Develop plan for 2009-10 assessment to include data collection schedule and faculty development
  • Recommend strategies for sharing results and discussing needed improvements

Guiding Questions

  • What did we learn from the writing assessment project?
  • What do we want to improve on?
  • What do we already have in place that could serve the assessment of student learning outcomes?
  • What might we need to add?
  • How can we embed the data collection into courses or experiences?
  • What types of technology will support data collection?
  • Can we assess more than one outcome in an assignment?
  • Is the evidence provided by the evaluation tools (writing rubrics) linked to the student learning outcomes?
  • How can we support faculty? What resources enable faculty to strengthen assessment?
  • How can we share the results?

Resources Provided to Team

  • List of General Education Student Learning Outcomes
  • Initial Three Year Assessment Schedule
  • General Education Planning Matrix: Communication
  • Assessment Writing Project Report (spring 2009)
  • Assessment Writing Project Rubrics
  • Writing Seminar Course Outline
  • Report on the most common/enrolled COLA concentrations/minors
  • Sample rubrics for writing
  • Assessment Form
  • Computer

Faculty Work Teams: General Education Foundations - Presenting

Introduction/Charge

The purpose of this faculty team is to plan and support the assessment of student learning for one of the General Education Student Learning Outcomes. This team will focus on the outcome: Express oneself effectively in presentations. The team will:

  • Review, discuss, and operationalize or define the outcome
  • Identify data sources - courses and assignments that provide evidence of learning
  • Develop a rubric that can be generally applied to assignments across courses
  • Determine the benchmark – what is a successful indicator of learning?
  • Recommend faculty development and resources as needed
  • Recommend strategies for sharing and using results

Participating Faculty

Keith Jenkins, Associate Professor, Coordinator of Undergraduate Degree Programs, Communications Department, COLA
Elizabeth Reeves O'Connor, Lecturer, Communications Department, COLA

Deliverables

  • Make recommendations for potential courses that align to outcome
  • Review and recommend assignments or types of assignments
  • Design the rubric for course level assignments
  • Develop the benchmark
  • Review data collection template (for faculty collecting data in courses)
  • Recommend strategies for sharing and use of results

Guiding Questions

  • What types of courses and assignments provide the best evidence of student achievement?
  • What do we already have in place that could serve the assessment of the student learning outcome? (Gen Ed approved courses, NSSE, co-op evals, etc.)
  • How can we support faculty? What resources enable faculty to strengthen assessment?
  • How can we share and or use the results?

Resources Provided to Team

  • Gen Ed approved courses that map to outcome
  • NSSE data
  • Co-op Evaluation data
  • Sample Rubrics
  • Rubric template
  • Data Collection Sheet for outcome

Faculty Work Team: General Education Perspective - Ethical

Introduction/Charge

The purpose of this faculty team is to plan and support the assessment of student learning for one of the General Education Student Learning Outcomes. This team will focus on the Ethical Perspective and associated outcome: Identify contemporary ethical questions and relevant positions. The faculty team will review the current work done in assessing ethical outcomes and plan how to assess the learning achievement of the outcome within selected samples of RIT courses and students. The team will:

  • Review, discuss, and operationalize or define the outcome
  • Identify data sources - courses and assignments that provide evidence of learning
  • Develop a rubric that can be generally applied to assignments across courses
  • Determine the benchmark – what is a successful indicator of learning?
  • Recommend faculty development and resources as needed
  • Recommend strategies for sharing and using results

Participating Faculty

Evelyn Brister, Assistant Professor, Philosophy Department, COLA
Elizabeth Hane, Associate Professor, School of Life Sciences, COS; Faculty Associate in Gen Ed, Academic Affairs
Christine Keiner, Associate Professor, Science, Technology and Society/Public Policy, COS
Colin Mathers, Lecturer, Philosophy Department, COLA
Michael Palanski, Assistant Professor, Management, SCB
Wade Robison, Ezra A. Hale Chair in Applied Ethics, Philosophy Department, COLA
Richard Shearman, Associate Professor, Science, Technology and Society/Public Policy, COS

Deliverables

  • Make recommendations for potential courses that align to outcome (use Gen Ed approved course list)
  • Review and recommend assignments or types of assignments
  • Design the rubric for course level assignments
  • Develop the benchmark
  • Review data collection template (for faculty collecting data in courses)
  • Recommend strategies for sharing and use of results

Guiding Questions

  • What does the outcome mean (Identify contemporary ethical questions and relevant positions)?
  • How can we assess it?
  • What types of courses and assignments provide the best evidence of student achievement?
  • What do we already have in place that could serve the assessment of the Ethical Perspective student learning outcomes (Gen Ed approved courses, NSSE, co-op evals, etc.)?
  • What type of assessment provides the best tool for assessing this outcome?
  • How can we support faculty? What resources enable faculty to strengthen assessment?
  • How can we share and or use the results?

Resources Provided to Team

  • Gen Ed approved courses for Ethical Perspective
  • Sample Rubrics
  • Rubric template
  • Data Collection Sheet for outcome

Faculty Work Team: General Education Perspective - Artistic


Introduction/Charge

The purpose of this faculty team is to plan and support the assessment of student learning for one of the General Education Student Learning Outcomes. This team will focus on the Artistic Perspective and associated outcome: Interpret and evaluate artistic expression considering the cultural context in which it was created. The faculty team will review the current work done in assessing artistic outcomes and plan how to assess the learning achievement of the outcome within selected samples of RIT courses and students. The team will:

  • Review, discuss, and operationalize or define the outcome
  • Identify data sources - courses and assignments that provide evidence of learning
  • Develop a rubric that can be generally applied to assignments across courses
  • Determine the benchmark – what is a successful indicator of learning?
  • Recommend faculty development and resources as needed
  • Recommend strategies for sharing and using results

Participating Faculty 

Mary K. Delmastro, Visiting Assistant Professor, Art History, CIAS
Gina Ferrari, Lecturer, Foundations, CIAS
Elizabeth Hane, Associate Professor, School of Life Sciences, COS; Faculty Associate in Gen Ed, Academic Affairs
Jonathan Kruger, Associate Professor, Fine Arts Department, COLA
Heidi Nickisher, Senior Lecturer, Foundations, CIAS
John Roche, Associate Professor, English Department, COLA
Christine Shank, Assistant Professor, School of Photographic Arts & Sciences, CIAS
Chip Sheffield, Associate Professor, Foundations, CIAS; Eugene Fram Chair in Critical Thinking, Academic Affairs
Sarah Thompson, Assistant Professor, School of Art, CIAS

Deliverables

  • Make recommendations for potential courses that align to outcome (use Gen Ed approved course list)
  • Review and recommend assignments or types of assignments
  • Design the rubric for course level assignments
  • Develop the benchmark
  • Review data collection template (for faculty collecting data in courses)
  • Recommend strategies for sharing and use of results

Guiding Questions

  • What does the outcome mean (Interpret and evaluate artistic expression considering the cultural context in which it was created)?
  • How can we assess it?
  • What types of courses and assignments provide the best evidence of student achievement?
  • What do we already have in place that could serve the assessment of the Artistic Perspective student learning outcomes? (Gen Ed approved courses, NSSE, co-op evals, etc.)
  • What type of assessment provides the best tool for assessing this outcome?
  • How can we support faculty? What resources enable faculty to strengthen assessment?
  • How can we share and or use the results?

Resources Provided to Team

  • Gen Ed approved courses for Artistic Perspective
  • Sample Rubrics
  • Rubric template
  • Data Collection Sheet for outcome

Faculty Work Team: General Education Perspective - Global

Introduction

The Rochester Institute of Technology General Education curriculum is the foundation for preparing students for lifelong learning and for success in their chosen fields. RIT’s mission is to provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are well-prepared for their chosen careers in a global society.

The general education curriculum is developed, owned, and reviewed by the RIT faculty. The curriculum is designed to provide a rigorous, engaging, and purposeful general education experience. The skills and knowledge derived from the general education curriculum and the program of study are integrated into an effective undergraduate education. The General Education curriculum enriches the lives of the students as they acquire the knowledge, skills, and competencies to be successful in their chosen fields and as lifelong learners.

Charge

In spring 2009, the ICC and Academic Senate approved RIT’s General Education Student Learning Outcomes and initial three year schedule. To ensure thoughtful planning and implementation of the General Education Assessment Plan, faculty work teams are being developed based on the General Education Student Learning Outcomes. This faculty team will focus on the following student learning outcome: Examine connections among the world’s populations.

The purpose of the team is to review the current assessment work and select the courses and assignments to measure the student learning outcomes. The team will:

  • Identify courses and assignments to develop a data collection schedule
  • recommend faculty development and resources
  • recommend strategies for sharing and using results

Participating Faculty

Keith Jenkins, Associate Professor, Coordinator of Undergrad Degree Programs, Department of Communication, COLA
Chris O'Dea, Associate Professor, Physics Department, COS
Bruce Oliver, Professor, Accounting, SCB
Sean Sutton, Assistant Professor and Chair, Political Science, COLA

Deliverables

  • Review and make recommendations for data collection
  • Make recommendations for data collection at advanced course level (see Planning Matrix document)
  • Review and select assignments
  • Review and select or develop rubrics for assignments
  • Develop plan for 2010.11 assessment to include data collection schedule and faculty development
  • Recommend strategies for sharing results and discussing needed improvements

Guiding Questions

  • What do we already have in place that could support the assessment of student learning outcome?
  • What might we need to add?
  • How can we embed the data collection into courses or experiences?
  • Can we assess more than one outcome in an assignment?
  • Is the evidence provided by the evaluation tools (rubrics) linked to the student learning outcomes?
  • How can we support faculty? What resources enable faculty to strengthen assessment?
  • How can we share the results?

Resources Provided to Team

  • List of General Education Student Learning Outcomes
  • Initial Three Year Assessment Schedule
  • General Education Planning Matrix
  • Sample Rubrics
  • Report on the most common/enrolled CLA concentrations/minors
  • Assessment Form
  • Computer

Faculty Work Team: General Education Perspective - Social

Introduction

The Rochester Institute of Technology General Education curriculum is the foundation for preparing students for lifelong learning and for success in their chosen fields. RIT’s mission is to provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are well prepared for their chosen careers in a global society.

The general education curriculum is developed, owned, and reviewed by the RIT faculty. The curriculum is designed to provide a rigorous, engaging, and purposeful general education experience. The skills and knowledge derived from the general education curriculum and the program of study are integrated into an effective undergraduate education. The General Education curriculum enriches the lives of the students as they acquire the knowledge, skills, and competencies to be successful in their chosen fields and as lifelong learners.

Charge

In spring 2009, the ICC and Academic Senate approved RIT’s General Education Student Learning Outcomes and initial three year schedule. To ensure thoughtful planning and implementation of the General Education Assessment Plan, faculty work teams are being developed based on the General Education Student Learning Outcomes. This faculty team will focus on the following student learning outcome: Analyze similarities and differences in human experiences and consequent perspectives.

The purpose of the Gen Ed Faculty team is to review the current assessment work and select the courses and assignments to measure the student learning outcomes. The team will:

  • Identify courses and assignments to develop a data collection schedule
  • recommend faculty development and resources
  • recommend strategies for sharing and using results

Participating Faculty

Keith Jenkins, Associate Professor, Coordinator of Undergrad Degree Programs, Department of Communication, COLA
Chris O'Dea, Associate Professor, Physics Department, COS
Bruce Oliver, Professor, Accounting, SCB
Sean Sutton, Assistant Professor and Chair, Political Science, COLA

Deliverables

  • Review and make recommendations for data collection
  • Make recommendations for data collection at advanced course level (see Planning Matrix document)
  • Review and select assignments
  • Review and select or develop rubrics for assignments
  • Develop plan for 2010.11 assessment to include data collection schedule and faculty development
  • Recommend strategies for sharing results and discussing needed improvements

Guiding Questions

  • What do we already have in place that could serve the assessment of social perspective?
  • What might we need to add?
  • How can we embed the data collection into courses or experiences?
  • Can we assess more than one outcome in an assignment?
  • Is the evidence provided by the evaluation tools (rubrics) linked to the student learning outcomes?
  • How can we support faculty? What resources enable faculty to strengthen assessment?
  • How can we share the results?

Resources Provided to Team

  • List of General Education Student Learning Outcomes
  • Initial Three Year Assessment Schedule
  • General Education Planning Matrix
  • Sample Rubrics
  • Report on the most common/enrolled CLA concentrations/minors
  • Assessment Form
  • Computer

Faculty Work Team: General Education Perspectives - Mathematical

Introduction

The Rochester Institute of Technology General Education curriculum is the foundation for preparing students for lifelong learning and for success in their chosen fields. RIT’s mission is to provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are well-prepared for their chosen careers in a global society.

The general education curriculum is developed, owned, and reviewed by the RIT faculty. The curriculum is designed to provide a rigorous, engaging, and purposeful general education experience. The skills and knowledge derived from the general education curriculum and the program of study are integrated into an effective undergraduate education. The General Education curriculum enriches the lives of the students as they acquire the knowledge, skills, and competencies to be successful in their chosen fields and as lifelong learners.

Charge

In spring 2009, the ICC and Academic Senate approved RIT’s General Education Student Learning Outcomes and initial three year schedule. To ensure thoughtful planning and implementation of the General Education Assessment Plan, faculty work teams are being developed based on the General Education Student Learning Outcomes. The faculty team will focus on two Mathematical student learning outcomes: 1) Comprehend and evaluate mathematical and statistical information, and 2) Perform college level mathematical operations on quantitative data.

The purpose of the team is to review the current assessment work and select the courses and assignments to measure the student learning outcomes. The team will:

  • Develop a data collection schedule
  • Recommend faculty development and resources
  • Recommend strategies for sharing and using results

Participating Faculty

Rebecca Daggar, Senior Lecturer, School of Mathematical Sciences, COS
Joshua Faber, Assistant Professor, School of Mathematical Sciences, COS
Carrie Lahnovyzh, Lecturer, School of Mathematical Sciences, COS
Carl Lutzer, Associate Professor, Assistant Head, School of Mathematical Sciences, COS
Deana Olles, Lecturer, School of Mathematical Sciences, COS
Helen Timberlake, Senior Lecturer, School of Mathematical Sciences, COS

Deliverables

  • Review general education project pilot information, planning matrix, and make recommendations for data collection
  • Review and select courses and assignments
  • Review and select or develop rubrics for assignments
  • Develop plan for 2009-10 assessment to include data collection schedule and faculty development
  • Recommend strategies for sharing results and discussing needed improvements

Guiding Questions

  • What did we learn from the general education assessment project?
  • What do we want to improve on?
  • What do we already have in place that could serve the assessment of the student learning outcomes?
  • What might we need to add?
  • How can we embed the data collection into courses or experiences?
  • What types of technology will support data collection?
  • Can we assess more than one outcome in an assignment?
  • Is the evidence provided by the evaluation tools linked to the student learning outcomes?
  • How can we support faculty? What resources enable faculty to strengthen assessment?
  • How can we share the results?

Resources Provided to Team

  • List of General Education Student Learning Outcomes
  • Initial Three Year Assessment Schedule
  • General Education Planning Matrix
  • General Education Project Report (spring 2009)
  • Course Outlines
  • Sample rubrics
  • Scientific, Mathematical, and Technological Literacy Assessment Form
  • Computer

Faculty Work Team: General Education Perspectives - Scientific

Introduction

The Rochester Institute of Technology General Education curriculum is the foundation for preparing students for lifelong learning and for success in their chosen fields. RIT’s mission is to provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are well prepared for their chosen careers in a global society.

The general education curriculum is developed, owned, and reviewed by the RIT faculty. The curriculum is designed to provide a rigorous, engaging, and purposeful general education experience. The skills and knowledge derived from the general education curriculum and the program of study are integrated into an effective undergraduate education. The General Education curriculum enriches the lives of the students as they acquire the knowledge, skills, and competencies to be successful in their chosen fields and as lifelong learners.

Charge

In spring 2009, the ICC and Academic Senate approved RIT’s General Education Student Learning Outcomes and initial three year schedule. To ensure thoughtful planning and implementation of the General Education Assessment Plan, faculty work teams are being developed based on the General Education Student Learning Outcomes. The faculty team will focus on two Scientific  student learning outcomes: 1) Demonstrate knowledge of basic principles and concepts of one of the natural sciences, and 2) Apply methods of scientific inquiry and problem solving to contemporary issues.

The purpose of the team is to review the current assessment work and select the courses and assignments to measure the student learning outcomes. The team will:

  • Develop a data collection schedule
  • Recommend faculty development and resources
  • Recommend strategies for sharing and using results

Participating Faculty

Peter Cardegna, Associate Department Head and Professor, Physics Department, COS
Sandi Connelly, Assistant Professor, School of Life Sciences, COS
Daniel Diebel, Adjunct Faculty, Chemistry Department, COS
Elizabeth Hane, Associate Professor, School of Life Sciences, COS; Faculty Associate in Gen Ed, Academic Affairs
Joseph Lanzafame, Senior Lecturer, Chemistry Department, COS

Deliverables

  • Review general education project pilot information, planning matrix, and make recommendations for data collection
  • Review and select courses and assignments
  • Review and select or develop rubrics for assignments
  • Develop plan for 2009-10 assessment to include data collection schedule and faculty development
  • Recommend strategies for sharing results and discussing needed improvements

Guiding Questions

  • What did we learn from the general education assessment project?
  • What do we want to improve on?
  • What do we already have in place that could serve the assessment of the student learning outcomes?
  • What might we need to add?
  • How can we embed the data collection into courses or experiences?
  • What types of technology will support data collection?
  • Can we assess more than one outcome in an assignment?
  • Is the evidence provided by the evaluation tools linked to the student learning outcomes?
  • How can we support faculty? What resources enable faculty to strengthen assessment?
  • How can we share the results?

Resources Provided to Team

  • List of General Education Student Learning Outcomes
  • Initial Three Year Assessment Schedule
  • General Education Planning Matrix
  • General Education Project Report (spring 2009)
  • Course Outlines
  • Sample rubrics
  • Scientific, Mathematical, and Technological Literacy Assessment Form
  • Computer