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The results of this analysis follow: 1. Of the 120 syllabi, 116 had explicit course objectives (97% compared to a 72% result found for the self study conducted in 2002). 2. The majority of the course syllabi had between 4 and 8 course objectives. 3. Of the 120 syllabi, 93 courses (78%) explicitly listed course objectives that would constitute adequate rigor for higher education. 4. Of the 120 syllabi, 104 courses (87%) identified specific student assessment measures which could be aligned with the rigor required of higher education. 5. Of the 120 syllabi, only 4 courses (0.83%) did not indicate the rigor required of higher education based on the combination of course objectives and student assessment. This does not necessarily mean that these courses did not exhibit a higher level of rigor – it was just not evident in the course syllabus. The following two tables indicate the frequency of each level of rigor (as indicated by Bloom’s Taxonomy), addressed in either course objectives or student assessment, as determined by key words: Table 6.9 Frequency of Levels of Rigor and their Occurrence with Course Objectives Level of Learning Count % of Population Remembering/Knowledge 105 87.5% Understanding/Comprehension 97 80.8% Applying/Application 89 74.2% Analyzing/Analysis 63 52.5% Evaluating/Synthesis 28 23.3% Creating/Evaluation 34 28.3% While a high level of rigor is evident throughout the course syllabi, the levels of rigor do indicate a lower frequency of use of terms related to the higher levels of Bloom’s Taxonomy (synthesis, evaluating/evaluation, and creating). Similarly, assessment methods as identified in course syllabi indicate rigor, but perhaps a lower level than might be expected. Table 6.10 Frequency of Assessment Type Occurring in the Syllabus Sample Type of Assessment Count % of Population Testing/Quizzes 60 50.0% Writing/Papers 83 69.2% Homework 57 47.5% Page 17 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
Presentation 47 39.2% Case Study 17 14.2% Term Project 68 56.7% Group Work 23 19.2% Other 54 45.0% Note: “Other” types of assessment included sketchbook, community event attendance, learning journal, critiques, forum discussion, book analysis, experiential component, milestones, peer review, lab exams, tri-wall creation, band performances, literacy instruction, use of software apps. The review of syllabi revealed an important trend, namely that the faculty have made their syllabi more learning-centered by routinely including course goals and objectives, a significant change from the time of the last syllabi review in 2002. This improvement has been driven, in part, by the inclusion of Syllabus Guidelines in the Faculty Handbook which specifies the need for course objectives, and reinforced more recently (beginning with the Spring 2010 Semester) by the Vice President for Academic Affairs who requests that faculty submit each semester a Course Syllabus Checklist to accompany all syllabi maintained in the Office of Academic Affairs. For the ASAP Program, 99% of the syllabi provide course outcome goals, and 31% have program outcome goals. For the Traditional Fall 2010 Program, 96% of the syllabi identified course outcome goals, and only 10% listed program outcome goals. For the Traditional Spring 2011 Program, however, 91% of the syllabi listed course outcome goals, and 61% listed program outcome goals. In addition to delineating the need for course objectives to be aligned with student learning goals and program outcomes, the Course Syllabus Checklist also provides faculty with best practice information for syllabi development (e.g., utilizing our Learning Management System, Moodle). A review of course syllabi for accelerated courses in the Accelerated Studies for Adults Program (ASAP) showed that they also provide instructional equivalences to comply with the credit hour requirements. Student learning goals are available to prospective students via the Keuka website and various handbooks (e.g., Student Handbook, ASAP Graduate Handbook, ASAP Undergraduate Handbook). Those programs requiring specialized outside accreditation usually contain a more thorough description of program outcomes (e.g., Occupational Therapy, Nursing, Social Work). Whereas the syllabi review provides direct evidence of rigorous student learning goals, student survey information provides indirect evidence of rigor. As a means of acquiring student opinions of their education experience, the following most recent surveys were examined: 2012 National Survey of Student Engagement (NSSE), and the 2009 Recent Graduate Survey. The Recent Graduate Survey results indicated that 86% of the graduates believed that the College’s experiential Field Period requirement was helpful for their career development. In addition, only 2% of the students surveyed indicated that they were not prepared for the job search process. This result suggests that the students have mastered the higher levels of learning (analysis, Page 18 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
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Table of Contents Table of Contents
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Appendix Document Title Middle Stat
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Appendix Document Middle States Sel
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4.41 Business China Program 2011-20
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Middle States Self Study Chapter 6
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esponses to open-ended questions ab
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Chapter 5: Admissions, Retention an
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esponse to their recommendations, t
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TURNAROUND 20 STRESS FACTORS Stress
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administration identified three gro
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courses, Field Periods, practica, e
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possess the knowledge and experienc
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As this Self-Study documents, Keuka
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offer online course and accelerated
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The Student Code of Conduct, as pro
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Handbook, but policies governing fa
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The Taskforce on Academic Program P
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The Strategic Planning Committee (r
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future through expanding programs a
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process, and associated timeline, r
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times per year for the Vice Preside
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was retained in early Fall 2012 to
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full-time and two part-time employe
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Table 2.4 Distance Education Enroll
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Interfund loan of approximately $1.
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A systems management component that
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2010-11 Actual 2.0% 2.0% 2011-12 Ac
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Chapter 3 Leadership, Governance, a
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President for Center for Profession
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The Committee on Trustees has been
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Range Strategic Planning Committee
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the transition process. He was full
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provides advice, recommendations an
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committee work and are brought to t
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Staff The Staff of Keuka College pa
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At this time, students in the overs
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greater opportunities than ever bef
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Data-Driven Strategic Planning As n
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as well, such as continuing to inve
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along with members of the Student S
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4,000 students (1,000 FTE) in China
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esult, our analysis of non-academic
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Effective learning assessment start
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assessment cycle have been schedule
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own work effectively. Future assess
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documents provided each program wit
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make oral presentations and partici
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meet the criteria to allow faculty
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The lead faculty member reviews ass
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outcomes. The Center for Experienti
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assessment data for improvement acr
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Beyond assessment that channels up
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Standard 8: Student Admissions and
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Chart 5.3 ASAP Undergraduate and Gr
Page 111 and 112: events, College branding, transfer
Page 113 and 114: Cumulative grade point average of 2
Page 115 and 116: oth the partner school and Keuka to
Page 117 and 118: Table 5.2 Scholarship Yield Analysi
Page 119 and 120: and tour the residence halls. Stude
Page 121 and 122: Learning through participation in a
Page 123 and 124: Faculty members usually employ a co
Page 125 and 126: Table 5.5 Campus ASK Appointments 2
Page 127 and 128: Fall 2010 259 156 83 or 53% 40 or 4
Page 129 and 130: students with the skills and strate
Page 131 and 132: *The Library pays for the add-ons a
Page 133 and 134: Retention and Graduation Rates The
Page 135 and 136: First Year Experience program— In
Page 137 and 138: analysis of historical persistence
Page 139 and 140: Table 5.17 Utilization of ASK Servi
Page 141 and 142: Campus Life Beyond the classroom, t
Page 143 and 144: nature of courses, laboratories, an
Page 145 and 146: Recommendations: 5.1 Assess the rec
Page 147 and 148: Table 6.1 Keuka College Faculty Lin
Page 149 and 150: ASAP Table 6.5 ASAP Faculty Lines 2
Page 151 and 152: appointments will participate in an
Page 153 and 154: online video orientation materials
Page 155 and 156: Faculty members seeking to attend a
Page 157 and 158: Likert Scale, from “strongly disa
Page 159 and 160: Committee review of faculty files,
Page 161: Educational Offerings The Mission o
Page 165 and 166: 2. “Coursework emphasized: synthe
Page 167 and 168: To support student learning at each
Page 169 and 170: Organizational Management, and Crim
Page 171 and 172: Keuka enrolls international student
Page 173 and 174: Rubric). The learning goal is pract
Page 175 and 176: College Writing, and/or MAT 095, De
Page 177 and 178: • The Dean provides ongoing suppo
Page 179 and 180: policies and procedures, a copy of
Page 181 and 182: Credit for Prior Learning Keuka Col
Page 183 and 184: outcomes are evaluated throughout t
Page 185 and 186: GLOSSARY January 2013 Middle States
Page 187 and 188: DRIVE Diversity, Responsibility, In
Page 189 and 190: NS,M&PE Natural Sciences, Mathemati
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