GST 101 Planning Retreat

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GST 101 Planning Retreat
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Pre-Workshop Evaluation Form
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Whos Here?
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Retreat Objectives

• Finalize outcomes for Fall 2007 First-Year
  Seminar Pilot Courses
• Briefly discuss teaching each outcome
• Select outcome(s) to formally assess in Fall 2007
• Refine rubrics for assessment of relevant
  outcomes
• As time permits, refine rubrics for other FYS
  outcomes

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What are outcomes?

• See Tab 1, pp. 2-4
• Outcomes tell us how students can demonstrate to
  us that they learned what we wanted them to learn.

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Keep the list short and simple!

• We want the course to make important
  contributions to students development.
• We dont want to put unnecessary constraints on
  ourselves or our colleagues.
• Students grades should reflect their mastery of
  course outcomes.
• We can add details in the rubrics.

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Things to Review and Do

• List from February retreat.
• Pauls redraft of outcomes related to writing,
  reading, and info lit.
• Consider adding an outcome related to the
  advising component of the FYS.
• Consider what we have learned about the current
  FYS.
• Add content-specific outcome(s).
• Keep the list short!

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Goals for 1st-Semester FYS Drafted in February
Retreat

• Critical Thinking (overarching), through
• Writing (2 outcomes)
• Reading (2 outcomes)
• Information Literacy (2 outcomes)
• Collaboration (2 outcomes)
• Integration (2 outcomes)

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Draft Goals for FYS, 2nd Semester

• Critical Thinking (overarching), through
• Writing (again 2 outcomes)
• Reading (again 1 outcome)
• Ethics/Self-Awareness and Reflection (2 outcomes)
• Oral Communication (2 outcomes)
• Integration (again 1 outcome)
• (repeat 3 goals, add 2 new ones, drop info lit
  and collaboration)

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February List and Pauls List

• Show respect for the work completed in the
  February retreat.
• Attempt to simplify and shorten the list, if
  possible.
• Remember that details can be added in the rubrics.

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Consider the Advising Components Impact

• See Teagle List, especially Goal A (Tab 10, after
  p. 61 and colored page)

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Survey and Focus Group FindingsBrief Summary

• Integrationmade connections between GST 101/102
  other activities
• At least a majority had made connections with
  another class, a current event, another
  perspective than their own
• Weakest community service activity, campus
  activity (co-curriculum)

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Survey and Focus Group FindingsBrief Summary

• Intentional learning most influential on
  learning goals how to accomplish them
• Family
• Professors
• Friends
• RC catalog
• Advisor
• CCLS group
• O group mentor
• How much GST 101/102 helped
• 2/3s or 47 (47 not much or at all)

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Content-Specific Outcome(s)?

• What deep and lasting learning do you want
  students to take away from this course?
• Example
• Students who complete this course can discuss
  social, political, and economic issues related to
  global warming.
• July 17 and 19 workshop will follow-up on this.

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Final List

• Length. Is the list of reasonable length?
• Realistic. Can we make progress on these outcomes
  in one semester?
• Practicality. Can we base grades on student
  achievement of these outcomes?

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Retreat Progress

• Developed list of common outcomes, six for the
  course and one for advising/CCLS (see
  peach-colored paper)
• Reviewed the purpose of assessment and
  characteristics of effective assessment (e.g.,
  generating valid, reliable results)
• Will now talk briefly about the kinds of
  activities and assignments we will use to
  encourage student learning, to provide formative
  feedback, and to grade and to assess. These ideas
  will be developed in more detail in subsequent
  meetings.

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Teaching, Learning, and Grading

• What kinds of assignments and activities can be
  used to encourage student learning? (will do more
  in July retreats)
• What kinds of assignments and activities will
  allow us to give students formative feedback?
  (will do more in July retreats)
• What kinds of assignments and activities will
  allow us to grade and assess students? (will do
  more in July retreats)

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Assessment Which Outcome(s)

• Perhaps
• The integration outcomedetails to be developed
  today
• The intentional learning outcome (the
  advising/CCLS outcome)to be discussed at a later
  workshop
• Outcome(s) related to writingdetails to be
  developed at the July 17 meeting

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Data

• Evidence
• What will we ask students to do to demonstrate
  their mastery to us?
• How will we collect the relevant evidence?
• Pre-Post Design to Demonstrate Course Impact?
• Control Group Design to Show Impact of FYS Course
  Revision?

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Assessing the Evidence Rubrics

• Review relevant existing rubrics.
• Revise them to ensure that we have valid,
  reliable, actionable results.

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Rubrics

• See Tab 1, pp. 5-10

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Two Types of Rubrics

• Holistic (e.g., Tab 10, p. 11)
• Analytic (e.g., Tab 10, p. 57)

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Using Rubrics for Grading and Assessment

• Tab 1, p. 7
• Can put numbers in the cells if you use numerical
  grading
• Can omit numbers in the cells if you prefer
  holistic grading

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Integrating Rubrics Into Courses

• Tab 1, page 9

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Create/Revise Rubric for Our Assessment Project

• Integration Rubrics. See
• Roanoke draft outcomes and rubrics from February
  retreat, page 5, 2
• Teagle rubric, landscape format, page 5, 10

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Whats Next?

• Develop assessment procedures and writing rubric
  on July 17.
• Course design and advising workshops on July 17,
  19, 24, and 26.
• Things to collect for the FIPSE and Teagle grants
  (e.g., syllabus, assessment data)
• Assess collected evidence in January 2008 (dates
  to be determined)
• Revise courses based on this years findings and
  help other faculty develop their revised FYS
  courses (assuming new GE program will begin in
  Fall 2008)

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Homework

• Develop your course-specific learning outcome(s)

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Workshop Evaluation Forms