final version of the self-study document - Keuka College's Middle ...

2. “Coursework emphasized: synthesizing and organizing ideas, information, or
experiences into new more complex interpretations and relationships (83.5%);
3.“Coursework emphasized: making judgments about the value of information,
arguments, or methods, such as examining how others gathered and interpreted data and
assessing the soundness of conclusions” (83%);
4. “Coursework emphasized: applying theories or concepts to practical problems or in
new situations” (85%).
These responses suggest that students believed their education at Keuka College focused mainly
on the higher levels of learning that indicate course rigor.
To ensure adequate content and rigor, the Keuka College Essential Learning Outcomes
definitions (Appendix 4.16 ELEAP definitions) provide an overall foundation for supporting this
purpose. Not only is there evidence of a broad approach to student education, but the appearance
of such terms as “creativity,” “synthesis,” “designing,” and “evaluating” help to reinforce the
higher levels of learning as outlined in Bloom’s Taxonomy. Two active mechanisms are used to
ensure the principles outlined in the Essential Learning Outcomes document: the Curriculum
Committee and Annual Assessment Reports by Divisional Chairs and Program Coordinators.
Through review of all proposals for new and substantially modified courses and programs, the
Curriculum Committee “serve[s]s as the Academic Faculty’s agent in reconciling this primary
responsibility [the curriculum purpose, design, and operation] with the mission of the College”
(Appendix 1.1 Faculty Handbook 2012-2013).
While the Curriculum Committee helps to ensure that proposed and existing courses are aligned
with the College’s mission and provide sufficient rigor, the implementation and annual review of
student assessment falls to the Division Chairs. In one-on-one meetings and email
correspondence, the Division Chairs described a number of different methods they use to ensure
rigor, breadth, and depth in the curriculum:
1. Employing a goal-driven strategic plan for the Division;
2. Engaging in professional or educational accreditation from bodies external to the
College (e.g., the Management Division’s adherence to IACBE standards or the Nursing
Division to the standards of the Commission on Collegiate Nursing Education (CCNE)) ;
3. Tying faculty professional development to curricular development
4. Reviewing current resources (e.g., subject matter text books) that reflect current
educational standards in the field of study and updating syllabi;
5. Assigning courses to faculty members who are both educationally and experientially
qualified
6. Monitoring student course evaluation (SEIs)
7. Participating in current peer-related research in the field of study
While all Divisions of the College have some process to evaluate the rigor of their curricula, at
present, there is little uniformity of these processes among the Divisions. The development of a
standardized process to assess rigor would benefit faculty review of the quality of their
programs.
The College works diligently to ensure the learning environments, whether face-to-face, hybrid,
or online, are optimal for student success. Accordingly, technology plays a significant role in
teaching and learning at the College. In 2005 the College received a $1.8 million (over 5 years)
Department of Education Title III grant to enhance educational technology. All classrooms on
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