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Developing Independent Study Core Curriculum Courses

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Title: Developing Independent Study Core Curriculum Courses


1
Developing Independent Study Core Curriculum
Courses
  • Susan Edgren Sharon Walters
  • Southern Illinois University Carbondale

2
About the SIUC Core Curriculum
  • Since 1996, the University Core Curriculum has
    become a vital feature of undergraduate education
    providing a well-structured educational
    experience each year for more than 18,000
    students.

3
About the SIUC Core Curriculum
  • Learning is regularly monitored and assessed
  • On-going initiatives--
  • Writing Literacy Project
  • Block/Saluki Advantage
  • Problem-Based Learning track

4
Overview
  • Executive Council
  • In the best interest of the student the executive
    council provides curricular oversight and quality
    control. They oversee the courses and review the
    courses for compliance.
  • Provide feedback and follow-up with each faculty
    member to review the learning data and discuss
    what needs to be corrected.

5
Core CurriculumProgram Outline
Area I Foundation Skills (100 level) 12 hours
  • Composition 6
  • Mathematics 3
  • Speech 3

6
Core CurriculumProgram Outline
Area II Disciplinary Studies (100 level) 23 hours
  • Fine Arts 3
  • Science (labs required) 6
  • Social Science 6
  • Humanities (sequential
  • courses available) 6
  • Human Health 2

7
Core CurriculumProgram Outline
Area III Integrative Studies 6 hours
  • Multicultural (200 level) 3
  • Interdisciplinary (300 level) 3
  • Total Hours 41

8
Developing Core Curriculum for Independent Study
  • Faculty member proposes the course as an ILP.
  • Assistant Director and Program manager determine
    with the faculty member what type of course it
    will be print, web, both.
  • Seek departmental and college approval.
  • Prepare an instructional agreement.

9
Developing Core Curriculum for Independent Study
  • Proceed with course development
  • Mirror the course that is taught on campus
  • Core objectives
  • Texts
  • Same or similar content
  • Provide disability accommodation in the course
  • After the course is developed it is reviewed by
    the department and the Core Curriculum Director
    and each is required to give approval

10
Developing Core Curriculum for Independent Study
(Cont.)
  • Use the same syllabus for all sections of a
    course.
  • Make sure the learning objectives are listed on
    the syllabus.
  • Make sure the learning objectives match those on
    file at the Core office if not, either change
    the course or the objectives to reflect those on
    file.

11
Development Guidelines
  • Make sure that the statements on course policies
    are consistent with the guidelines in the student
    handbook and employee handbook.
  • Make sure that there is a statement of academic
    honesty on the syllabus (especially regarding
    plagiarism).

12
DevelopmentGuidelines (Cont.)
  • Once the course objectives are established,
    figure out what kinds of assignments or exams or
    projects would assess students' grasp of the
    course objectives.
  • Create assignments that relate to the objectives,
    rather than assigning things that address only
    one objective, or that in fact do not relate at
    all to the objectives.

13
DevelopmentGuidelines (Cont.)
  • Determine if the students have learned what has
    been taught.
  • How will understanding or skill manifest itself?
  • Must be able to measure student learning, whether
    quantitatively or qualitatively.

14
DevelopmentGuidelines (Cont.)
  • Decide whether you're going to collect data from
    all students, or from a random sampling, and how
    you will make it quantitative

15
Assessment
  • The Core Curriculum is comprised largely of arts
    and sciences courses that provide the supporting
    fabric for the major.
  • We are accountable for documenting their
    efficacy. The assessment procedure is unique for
    a major public research institution.

16
Assessment (Cont.)
  • Portfolios are collected for each course in the
    Core.
  • Each contains
  • a current syllabus
  • sample student assignments
  • the course assessment report.

17
Assessment (Cont.)
  • Instructors are not being evaluated rather the
    course is being evaluated. Instructors are not
    identified in the assessment report.

18
Assessment (Cont.)
  • Portfolios are collected for each course in the
    Core.
  • Each contains
  • a current syllabus
  • sample student assignments
  • the course assessment report.

19
Assessment (Cont.)
  • Each course is treated as an indicator for Core
    goals, and these indicators are evaluated using a
    primary trait analysis grid.

20
Specifications for Core Course Assessment
Portfolio
  • 1. Current syllabus with student learning
    objectives. To protect confidentiality, only the
    unit should know the names of the instructors for
    sections being documented.

21
Assessment Portfolio (Cont.)
  • 2. Course exams.
  • No more than two sample exams per course. One
    should be the final.
  • 3. Examples of assignments.
  • sample paper or journal assignments
  • special projects
  • student evaluations (summary of pertinent
    representative comments)

22
Assessment Portfolio (Cont.)
  • materials that may help give a fuller picture of
    course goals and student learning objectives.
  • Each syllabus submitted must be accompanied by
    the supporting material requested in the order
    requested.
  • 4. Assessment chart.

23
Assessment Portfolio (Cont.)
  • 5. Assessment discussion must follow the
    format below
  • (a) Describe your assessment indicators (e.g.
    pre-post test, portfolio, or other means of
    assessing student learning).
  • (b) Show how they are related to course
    objectives on the chart and in the narrative.

24
Assessment Portfolio (Cont.)
  • (c) What did you learn from your assessment?
  • (d) Do assessment results suggest any changes
    that might be needed in the course? If yes, what
    are you considering?
  • (e) Are there unique aspects of the course that
    will assist in understanding the assessment
    results?

25
Ongoing Review Process
  • Courses are evaluated on yearly review cycle.
  • Recommendations of the Core Director and
    Executive Council are incorporated into the
    course.

26
Thank You
  • Individualized Learning Program
  • Division of Continuing Education
  • Southern Illinois University
  • Carbondale, IL 62901
  • sharon_at_siu.edu
  • sedgren_at_siu.edu
  • www.dce.siu.edu/siuconnected
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