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

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group to develop a new general education program, as a result of the work done by the Taskforce on Revitalizing the Curriculum. As outlined in Appendix 6.20 Motion for New General Education Program Development Dec. 2102, the working group will explore transforming Keuka’s general education program to include a series of interdisciplinary core seminars that will address computational thinking skills, sustainability, service learning, leadership, civic engagement, cross-cultural, and inclusion experiences. Additionally, the working group will explore transforming the general education program to create learning communities; to strengthen experiential learning outcomes; and to bridge academic and student development cultures to create a single, more cohesive experience for students. Key concerns are how to work within the existing Breadth of Knowledge, Dispositions, and Foundational Skills frameworks, how to keep the required general education credits to a manageable number, and how to extend a transformed Gen Ed program across the entire institution. The “Motion for New General Education Program Development” also emphasizes the administrative responsibility to ensure resources to support development and training of faculty to teach in the new Gen Ed program as well as the necessity for an academic division and administrator to oversee and monitor the new General Education. This initiative to redesign the General Education program will be underway in March 2013, with the goal to implement a new general education program by fall 2018. In its current form, Keuka’s General Education program makes up 41-42 credits (depending upon class choice) comprising roughly one third of the minimum total 120 credits required for graduation. The General Education program generally begins with the First Year Experience and Experiential Learning course, FYE 101, and culminates with an interdisciplinary general education capstone course, INS 301, Integrative Studies. Middle States expectations for a general education program (i.e., written communication, oral communication, scientific reasoning, quantitative reasoning, technological competence, critical analysis and reasoning, and information literacy) are well covered in the 16 Gen Ed goals. Every general education course addresses one or more of these student learning goals, and the articulated learning goals allow for direct and indirect measures of assessment of student learning. The Gen Ed curriculum is composed of classes taken primarily, but not exclusively, in the freshman and sophomore years. The Foundational Skills components of the Gen Ed curriculum focus on written and oral communication, quantitative reasoning, wellness, and experiential learning. These skills are introduced and assessed in specific Gen Ed courses, but are also strengthened in the major program and other courses. Program-specific graduation audit sheets demonstrate how Gen Ed courses are aligned with program-specific courses (Appendix 4.23 Program & Gen Ed Course Alignment Examples). Most majors (cf. Mathematics) require significant writing assignments and oral presentations throughout the major courses. The faculty developed a College-wide writing rubric (Appendix 6.21 Keuka College Writing Rubric) that is introduced and used in the FYE 101 freshman first year experience course, and is utilized by several programs in writing assignments. For example, in BIO 390, Junior Seminar, the rubric is used to structure and assess science writing in this writing-intensive course. This allows students to see and use a common expectation of writing effectiveness within and outside of the Gen Ed. It also allows students to see how to advance their own writing skills along a College-defined set of expectations. The experiential learning goal, based on the Kolb Model of reflection, is introduced and practiced in FYE 101 via a set of five reflection papers (Appendix 6.22 Kolb Model Reflection Paper Page 27 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
Rubric). The learning goal is practiced and advanced throughout the student’s program in each of the reflection essays completed after each of the four required Field Periods. The Gen Ed program was developed in accordance with and is consistent with the College mission. The College mission describes a Keuka education as, “liberal arts-based,” one which “fosters personal as well as academic development,” and “valu[es] social responsibility and diversity.” All Gen Ed courses (41-42 credits) are liberal arts courses. As the BS degree requires at least 60 liberal arts courses, and the BA degree requires at least 90 liberal arts courses, the Gen Ed provides the bulk (between 45 and 67%) of the needed liberal arts courses. Both FYE 101 (Experiential Learning) and FYE 140 (Wellness), two of the five Foundational Skills courses, emphasize personal development in their content, while all of the courses stress academic development. Values, ethics and diversity are integral areas within the Gen Ed curriculum. While the Dispositions of the Gen Ed (“Experiential Learning, Diversity, Values and Ethics, Independence and Interdependence, Social and Personal Responsibility, Intellectual Initiative, Global Perspectives”) explicitly cover values, ethics and diversity, the explicit learning goals in the Breadth of Knowledge area stress these as well (see learning goals for Ethical Inquiry, Self and Individual, and Cultural Contexts, Our Cultures and Cross Cultures in Appendix 4.22 General Education Learning Goals). NSSE data (see Chart 6.4) demonstrates that students show high scores for areas of personal growth (especially in terms of diversity, values and ethics) related to Keuka education, and these findings have been stable over the 6-year reporting period. Chart 6.4 NSSE data from 2006 to 2012 on personal growth for both traditional freshmen and senior students at Keuka College. 4.00 3.00 2.00 1.00 .00 Keuka College Freshman Personal Growth as self-reported from NSSE Voting Understanding self Diversity real-world problems 2006 2008 2010 2012 values and ethics Page 28 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
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events, College branding, transfer
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Cumulative grade point average of 2
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oth the partner school and Keuka to
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Table 5.2 Scholarship Yield Analysi
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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 and 162: Educational Offerings The Mission o
Page 163 and 164: Presentation 47 39.2% Case Study 17
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: Keuka enrolls international student
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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