Gen-Ed Courses at Penn State York:

Opportunities for Innovation

Suzanne C. Shaffer, M. Ed., M. S. Ed.

Instructional Designer

Penn State York Campus

Fall 2012

Table of Contents WHY GEN-ED? ............................................................................................................................. 3

How Does Innovation Fit in? ...................................................................................................... 3

GEN-ED AT PENN STATE .......................................................................................................... 4

Three Unique Emphases at Penn State ....................................................................................... 5

PROJECT LEAP FINDINGS ......................................................................................................... 5

CHALLENGES OF TEACHING GEN-EDS ................................................................................. 8

Solutions – A Template for Change in the Classroom ............................................................... 8

ASSESSING GEN-ED OUTCOMES ............................................................................................ 9

Why Assessment? ....................................................................................................................... 9

Assessing the General Education Outcomes at Penn State York ............................................... 9

Are we Meeting our Gen-Ed Goals at Penn State York?............................................................ 9

General Statements of NSSE Findings ..................................................................................... 10

NSSE and Gen-Ed Outcomes ................................................................................................... 10

Addressing Concerns with Using Student Self-Reported Data ................................................ 11

Penn State York NSSE Data for Gen-Ed Outcomes ................................................................. 11

Limitations of NSSE Assessment Data & Additional Data Sources ........................................ 13

SUMMARY .................................................................................................................................. 13

APPENDIX A – CLASSROOM STRATEGIES ......................................................................... 14

APPENDIX B – PENN STATE YORK NSSE DATA (Gen-Ed) ................................................ 18

RESOURCES ............................................................................................................................... 24

In a time of severe budget challenges along with a coinciding special focus on building campus

identity, increased recruitment, and improved retention, where can we look to make inexpensive

changes that can have a positive impact? The general education curriculum, a sleeping giant

consisting of 35-38% of a 4-year degree at Penn State offers some real possibilities for

innovation and change.

WHY GEN-ED?

In 2005, a ten-year project began sponsored by the Association of American Colleges and

Universities (AAC&U) called Liberal Education and America’s Promise (LEAP). Educators,

policy-makers, and workforce leaders began a “national initiative that champions the importance

of a twenty-first-century liberal education—for individual students and for a nation dependent on

economic creativity and democratic vitality.” http://www.aacu.org/leap/index.cfm

Employers especially understand the changing skills needed to build an effective workforce and

the important role that higher education plays in preparing students. Surveys reveal the

importance employers place on the kinds of skills generally acquired through the completion of

the Gen–Ed curriculum. These courses have historically played an important role in keeping up

with workforce needs and they remain vitally important as a way to help students acquire the

skills they will need to be effective in a complex, global, technological, and information-

saturated world.

Campuses that cater to local and regional students are uniquely positioned to integrate their local

missions with student and workforce needs. Adding new programs and degrees takes time and

requires funding which isn’t always available. Understanding and leveraging the opportunities

that exist to meet changing local needs through the flexibility of the gen-ed curriculum can

provide significant advantage to cash-strapped campuses." (Shaffer, 2012)

Edward B. Rust, Jr., chairman and CEO of State Farm Insurance Companies states, “At State

Farm, only 50 percent of high school and college graduates who apply for a job pass the

employment exam….Our exam does not test applicants on their knowledge of finance or the

insurance business but it does require them to demonstrate critical thinking skills and the ability

to calculate and think logically. These skills plus the ability to read for information, to

communicate and write effectively, and to have an understanding of global integration need to be

demonstrated. This isn’t just what employers want; it’s also what employees need if they are to

be successful in navigating the workplace.” (AAC&U Liberal Education & America’s Promise,

2007)

How Does Innovation Fit in?

The following is a quote that has resonated with me this entire year: “The innovation that matters

now—the innovation that we're all waiting for, even if we don't know it—is the one that unlocks

the hidden value that exists at the intersection of deep knowledge of a problem and intimate

knowledge of a market, combined with your knowledge, your technology, and your capability …

whoever you are, whatever you can do, whatever you bring to the table...Yet too many people

still think of innovation solely in terms of a wholly new product or technological breakthrough.

But this is limiting, and it is false. Innovations can arise from fresh thinking in any number of

areas: from product to service to process to business model." (Donofrio, 2012)

My driving questions are these: What innovations are possible with “fresh thinking” about how

we approach our courses and our teaching? What can be new (and better) at the intersection of

research, University policy, and employer/student/faculty expectations? While gen-eds are

constrained somewhat by stated University objectives and expectations, they still leave a lot of

wiggle room for innovative approaches to how we teach and how we ask students to learn those

objectives. Informed by the latest and best research on student success and retention, armed with

our own creative energies and enthusiasm, in search of new and better ways to approach teaching

and learning, we can’t help but innovate! The next sections provide what is hopefully enough

background to lay the first crossroad of the intersection – that of “deep knowledge of a problem

[issue]”.

GEN-ED AT PENN STATE

Penn State’s gen-ed curriculum is geared towards helping students achieve a well-rounded

education.

General Education encompasses the breadth of knowledge involving the

major intellectual and aesthetic skills and achievements of humanity. This

must include understanding and appreciation of the pluralistic nature of

knowledge epitomized by the natural sciences, quantitative skills, social-

behavioral sciences, humanities and arts. To achieve and share such an

understanding and appreciation, skills in self-expression, quantitative

analysis, information literacy, and collaborative interaction are necessary.

General Education aids students in developing intellectual curiosity,

strengthened ability to think, and a deeper sense of aesthetic appreciation.

General Education, in essence, aims to cultivate a knowledgeable, informed,

literate human being.

(definition revised by Faculty Senate at a meeting on December 2, 1997).

http://www.senate.psu.edu/curriculum_resources/guide/sec1.html

Students take 45 (out of 120-130, or 35-38%) gen-ed credits across ten groupings of courses,

with specific credit requirements for each grouping.

Learning outcomes from these courses are divided into three categories:

Skill-building: (oral and written communication and quantitative skills)

General objectives: (making critical judgments, acquiring information and data through

a variety of means -including electronic, collaborative skills, critical thinking,

understanding issues of social and communal responsibility, and general knowledge of

cultures)

Specific objectives in the knowledge domains: (sciences, social and behavioral

sciences, arts, humanities, etc.).

There are also added requirements for work in courses that emphasize knowledge of the United

States, Writing Across the Curriculum, and knowledge of international cultures.

The specific learning outcomes as agreed upon by the Faculty Senate are stated in the following:

An effective General Education program enables students to:

1. acquire knowledge through critical information gathering - including reading and

listening, computer-assisted searching, and scientific experimentation and

observation

2. analyze and evaluate, where appropriate in a quantitative manner, the acquired

knowledge

3. integrate knowledge from a variety of sources and fields

4. make critical judgments in a logical and rational manner

5. develop the skills to maintain health, and understand the factors that impinge

upon it

6. communicate effectively, both in writing and orally, and using the accepted

methods for presentation, organization and debate particular to their discipline

7. seek and share knowledge, independently and in collaboration with others

8. gain understanding of international interdependence and cultural diversity, and

develop consideration for values, lifestyles, and traditions that may differ from

their own

9. comprehend the role of aesthetic and creative activities expressing both

imagination and experience.

Penn State’s gen-ed requirements align with those of the Association of American Colleges and

Universities (AAC& U) http://www.aacu.org/resources/generaleducation/index.cfm and Middle

States Standard 12 for the general education curriculum

http://www.msche.org/publications/CHX06_Aug08REVMarch09.pdf with emphases on general

skill building, integration of learning across courses, and the development of critical thinking,

cultural and global awareness, and scientific reasoning. AAC&U and Penn State additionally

emphasize increased knowledge building in the various domains such as social sciences and the

building of collaborative skills and a sense of social or civic responsibility.

Three Unique Emphases at Penn State

A further comparison of Penn State’s requirements to those of the AAC& U and Middle States

reveals three additional emphases:

1. Importance placed by Penn State on active learning

2. Presence of a learning outcome about maintaining health

3. Emphasis on comprehending the role of the aesthetic and creative experience

For additional information about General Education at Penn State, refer to the Schreyer Institute

for Teaching Excellence Gen-Ed Links at their website.

PROJECT LEAP FINDINGS

In addition to Penn State’s requirements, recent research by AAC&U on liberal and gen-ed

learning can be useful in a conversation about innovation and change in the gen-ed curriculum.

Through their research and subsequent application and assessment at many institutions of higher

education in the U.S., they have produced several very useful resources that can be employed

with confidence when considering change.

ESSENTIAL LEARNING OUTCOMES help us answer the question, What do contemporary

college graduates need to know and be able to do? (AAC&U, 2007,pg 1)

“Beginning in school, and continuing at successively higher levels across their college

studies, students should prepare for twenty-first-century challenges by gaining:

Knowledge of Human Cultures and the Physical and Natural World through study in

the sciences and mathematics, social sciences, humanities, histories, languages, and the

arts that is focused by engagement with big questions, both contemporary and enduring.

Intellectual and Practical Skills, including: inquiry and analysis, critical and creative

thinking, written and oral communication, quantitative literacy, information literacy,

teamwork and problem solving. These should be practiced extensively, across the

curriculum, in the context of progressively more challenging problems, projects, and

standards for performance.

Personal and Social Responsibility, including: civic knowledge and engagement—local

and global, Intercultural knowledge and competence, ethical reasoning and action,

foundations and skills for lifelong learning. This learning is anchored through active

involvement with diverse communities and real-world challenges

Integrative and Applied Learning, including: synthesis and advanced accomplishment

across general and specialized studies that is demonstrated through the application of

knowledge, skills, and responsibilities to new settings and complex problems”

Retrieved and excerpted from http://www.aacu.org/leap/vision.cfm (August 16, 2012).

PRINCIPLES OF EXCELLENCE help us frame the design of curricula, programs, and

approaches to teaching and design.

Aim High and Make Excellence Inclusive. Use the Essential Learning Outcomes as a

framework for the entire educational experience. Connect school, college, work, life.

Give students a compass – a plan to achieve the essential learning outcomes and a plan

to assess their progress

Teach the Arts of Inquiry and Innovation – immerse students in problem-solving,

analysis, discovery, communication

Engage the Big Questions – far reaching and enduring

Connect Knowledge with Choices and Action – prepare students for citizenship and

engagement with real world problems

Foster Civic, Intercultural, and Ethical Learning – emphasize personal and social

responsibility

Assess Students’ Ability to Apply Learning to Complex Problems – a shared culture

of continuous improvement

Retrieved and excerpted from

http://www.aacu.org/leap/documents/PrinciplesExcellence_chart.pdf (August 16, 2012).

HIGH IMPACT PRACTICES shown to increase retention and engagement

First Year Seminars and Experiences

Common Intellectual Experiences

Learning Communities

Writing-Intensive Courses

Collaborative Assignments and Projects

Undergraduate Research

Diversity/Global Learning

Service Learning/Community-based Learning

Internships

Capstone Courses and Projects

Retrieved and excerpted from http://www.aacu.org/leap/hip.cfm (August 16, 2012).

VALUE RUBRICS - Valid Assessment of Learning in Undergraduate Education (VALUE)

rubrics created to help assess progress

“As part of the VALUE project, teams of faculty and other academic and student affairs

professionals engaged in an iterative process over eighteen months wherein they gathered,

analyzed, synthesized, and then drafted institutional level rubrics (and related materials) for 15 of

the AAC&U Essential Learning Outcomes, creating this set of VALUE rubrics”:

Civic Engagement

Creative Thinking

Critical Thinking

Ethical Reasoning

Information Literacy

Inquiry & Analysis

Integrative Learning

Intercultural Knowledge and Competence

Foundation Skills for Lifelong Learning

Oral Communication

Problem-solving

Quantitative Literacy

Reading

Teamwork

Written communication

Excerpted with permission from Assessing Outcomes and Improving Achievement: Tips and

tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of

American Colleges and Universities.

Available at http://aacu.org/value/rubrics/index_p.cfm?CFID=41636585&CFTOKEN=82417838

PROJECT LEAP TOOLKIT is a repository of research, case studies, and models of

integration

Available at http://leap.aacu.org/toolkit/

CHALLENGES OF TEACHING GEN-EDS

Even with a thorough understanding of the goals of a gen-ed curriculum coupled with all of the

resources at hand, instructors teaching gen-ed courses can still find themselves challenged by

current issues:

1) Motivation - Students may be unmotivated because they are not aware of the

relevance and importance of gen-ed courses in their overall college education

2) Balancing breadth and depth - Instructors may have both majors and non-majors in

their courses, leaving them to wonder how detailed the course content should be?

What content should be “covered”? How should they balance breadth with depth?

3) Under-preparedness - Students may be under-prepared for the rigors of college.

Most first-year students will have at least one gen-ed course. Can the problem of

under-preparedness be partially addressed here?

4) Choosing the best instructional approaches - Which instructional approaches are

best suited to gen-eds?

Solutions – A Template for Change in the Classroom

When planning courses, PSU’s general education outcomes and expectations should be followed.

However, this doesn’t address strategies and approaches to instruction, other than an emphasis

on active learning. Using a combination of input from the AAC&U LEAP Project research and

the work of Paul & Elder (2006) on critical thinking, four initial recommendations for changes in

the classroom are offered (See Appendix A for specific strategies and activities):

Address relevance: We know students don’t always see the relevance of gen-ed courses.

We have to help them! What are the big, essential questions of your course and where is

the intersect with everyday life? What do employers say about skills acquired in gen-eds?

Let students know throughout the course.

Embed academic skill-building: We know students are under-prepared for college-level

work. A high percentage of all students have at least one gen-ed in their first semester.

We can make a difference in their success and retention by explicitly teaching students

how to learn in our courses. From reading to note taking to studying for exams, students

need to learn our expectations and standards. Model and coach. Telling isn’t enough.

Emphasize the acquisition of the main concepts of the course to help you find the

right balance between breadth and depth – See Appendix A for detailed activities and

strategies to do this.

Integrate “Big Questions” with problem/project-based learning – Consider

integrating projects that encourage students to explore important course concepts in a

problem-solving, real-world context that addresses the big questions at the intersection of

your course and the world.

ASSESSING GEN-ED OUTCOMES

Why Assessment?

Assessment supports improvement processes, drives instructional choices, and provides

accountability to stakeholders. By understanding more clearly what is actually happening in the

classroom and on campus, groups can act responsibly to make informed changes that lead to

improved outcomes. A deeper understanding about the forces that impact student learning and a

commitment to improvement supports accountability to internal and external stakeholders.

Assessing the General Education Outcomes at Penn State York

At Penn State York, (PSY), the gen-ed curriculum, consisting of 35-38% of the entire college

learning experience, represents a significant portion of a students’ overall learning. However,

this large chunk of the curriculum is rarely assessed as a whole which means that change, often

initiated during accreditation cycles, can be slow in coming.

Assessment of existing outcomes is a powerful way to identify strengths and weaknesses of the

program, improve offerings to meet new and emerging needs, and report findings to internal and

external groups thus improving accountability, transparency, and trust among constituent groups.

The following questions can guide the assessment process:

What should our students learn – University gen-ed outcomes along with key research

in the topic can guide this.

What do our students learn – National Survey of Student Engagement (NSSE) data is

informative. What other data are there? What additional data do we need?

How do our choices impact student learning outcomes – Research-based models can

guide our work. An assessment plan can provide relevant data and indicate necessary

actions

What should we do to improve student learning outcomes in the gen-ed curriculum-

Create a cyclical assessment plan that includes regular and varied data collection,

curriculum review, data analysis, decision-making, and reporting. Get up-to-date

research-based advice on best practice in teaching gen-ed courses.

Are we Meeting our Gen-Ed Goals at Penn State York?

Starting from a Research-Based Model

Research behind the development of the Albany Outcomes Model (Fig. 1) can be used to frame

the assessment questions and the analysis of the data, acting as an overall guide to the assessment

process http://www.albany.edu/assessment/ualb_outcomes_model.html. The State University of

New York at Albany’s research shows that educational outcomes (including gen-ed outcomes)

are impacted by both pre-collegiate traits and characteristics (aptitude test scores, motivation,

and encouragement from family and friends) as well as successful integration into the

community through experiences in college (academic, social, and institutional). All of these in

turn impact outcomes after college (alumni outcomes) such as employer-rated job performance

and job satisfaction.

Fig. 1 http://www.albany.edu/assessment/ualb_outcomes_model.html

If the stated purpose of the PSU gen-ed curriculum is to cultivate a knowledgeable, informed,

literate human being, then the model supports the assumption that preparation within courses

designed to encourage intellectual and personal growth (according to an institution’s mission)

should lead to alumni outcomes (after college) that are in line with the stated mission. Data and

assessment help institutions to monitor how effectively they help students to reach the stated

goals. Research models help to frame the assessment process.

General Statements of NSSE Findings

The National Survey of Student Engagement (NSSE), The College Student Report “collects

information at hundreds of four-year colleges and universities about student participation in

programs and activities that institutions provide for their learning and personal development. The

results provide an estimate of how undergraduates spend their time and what they gain from

attending college…Institutions use their data to identify aspects of the undergraduate experience

inside and outside the classroom that can be improved through changes in policies and

practices.” http://nsse.iub.edu/html/about.cfm

NSSE and Gen-Ed Outcomes

PSY students (second semester freshmen [FY] and seniors [SY]) took the survey in spring 2011.

There are four main questions that address gen-ed outcomes broadly:

To what extent has your experience at this institution contributed to your knowledge skills, and

personal development in the following areas:

11a. Acquiring a broad general education

11c. Writing clearly and effectively

11d. Speaking clearly and effectively

11e. Thinking critically and analytically

There are additional questions and scales to measure other gen-ed related outcomes in the

following areas:

Oral and Written Communication

Quantitative Skills

Critical Judgments

Social and Communal Responsibility

Knowledge of Cultures

Collaboration

Comprehending the Role of the Aesthetic and Creative Experience

Active Learning

Integration

Health and Well-being

Where do we fall short and where do we excel - by our own standards and benchmarked against

similar schools? What can we do to improve our students' performance? The answers to these

questions can help to form curricular and instructional changes.

Addressing Concerns with Using Student Self-Reported Data

Volkwein and Yin (2010) in Measurement Issues in Assessment, cite ample research to support

the following statement: “…while students’ self-reports have only a moderately positive

correlation with objective measures used to gauge the learning of individuals [emphasis by

author], when the data is aggregated to compare the performance of groups, the reliability of

self-reported measures is quite high and is generally considered to be a valid measure of real

differences in learning between groups.” (pg. 146)

Penn State York NSSE Data for Gen-Ed Outcomes

Actual data from the 2011 NSSE report is found in Appendix B. A summary of the findings in

each area relevant to PSU gen-ed outcomes appears below.

General Outcomes

In general, we are on par with our benchmark schools for both FY and SY in students’ self-

reported gains in the general question (11a.) about acquiring a broad general education.

However, some statistically significant (range of p<.01 – p<.05) differences do emerge in the

following areas (for at least one of the benchmark groups in each category):

Lower reported scores for:

FY in writing and speaking clearly and effectively

FY in number of problem sets that take more than an hour to complete

SY in thinking critically and analytically

SY solving complex real-world problems and examining the strengths and weaknesses of

own views on a topic or issue

Social and Communal Responsibility

In this area, PSU outcomes state that students will complete activities that promote the

understanding of issues pertaining to social behavior, scholarly conduct, and community

responsibility.

The following NSSE questions and their outcomes are reported for responses that have

differences that are statistically significant for at least one benchmark group:

The degree institutional experience contributed to knowledge, skills, and personal development

in the following areas:

Lower reported scores for:

FY developing a personal code of values and ethics

FY and SY contributing to the welfare of your community

SY voting in local, state (provincial), or national (federal) elections

Knowledge of Cultures

PSU learning outcome: Students will be able to gain understanding of international

interdependence and cultural diversity, and develop consideration for values, lifestyles, and

traditions that may differ from their own

The following NSSE questions and their outcomes are reported for responses that have

differences that are statistically significant for at least one benchmark group:

To what degree has your experience at this institution contributed to your knowledge skills, and

personal development in the following areas:

Lower reported scores for:

FY understanding people of other racial and ethnic backgrounds

FY and SY experienced classes that included diverse perspectives (different races,

religions, genders, political beliefs, etc.) in class discussions or writing assignments

SY experienced having serious conversations with students who are very different from

you in terms of their religious beliefs, political opinions, or personal values

SY tried to better understand someone else's views by imagining how an issue looks from

his or her perspective

Collaboration

PSU learning outcome: Students will be able to seek and share knowledge, independently and in

collaboration with others

The following NSSE questions and their outcomes are reported for responses that have

differences that are statistically significant for at least one benchmark group:

Higher reported scores for:

FY and SY worked with classmates outside of class to prepare class assignments

SY worked with students on projects during class

Comprehending the Role of the Aesthetic and Creative Experience

PSU learning outcome: Students will be able to comprehend the role of aesthetic and creative

activities expressing both imagination and experience.

While there were no statistical differences between benchmarks, it should be noted that

responses were relatively low (between “Sometimes” and “Never”) from all groups for questions

about the frequency of attending performances or art exhibits. This may indicate missed

opportunities for leveraging the performing arts center.

Health and Well-being

PSU learning outcome: Students will be able to develop the skills to maintain health, and

understand the factors that impinge upon it.

The following NSSE questions and their outcomes are reported for responses that have

differences that are statistically significant for at least one benchmark group:

Lower reported scores for:

SY exercised or participated in physical fitness activities

Limitations of NSSE Assessment Data & Additional Data Sources

NSSE data can tell only one part of the story. Good assessment practice dictates that multiple

sources of data should be gathered and analyzed to tell a more complete picture. AAC&U’s

VALUE rubrics, if used systematically, could be one source of future data. Additionally, Yin and

Volkwein (2010) in the appendix to Assessing General Education Outcomes, provide advantages

and disadvantages of a wide array of assessment tools to measure gen-ed outcomes that could

complement the NSSE data. These include:

standardized exams

locally created exams

simulation or performance appraisals

surveys or questionnaires

interviews and focus groups

external examiners

archival records and transcript analysis

portfolios

behavioral observations

student self-evaluations

classroom research.

The tenets of good assessment practice should apply when choosing and using any of the tools.

SUMMARY

The current economic reality and changing educational landscape provide challenges for

everyone in higher education, but this environment also provides opportunities for innovation

and change. The gen-ed curriculum, impacting all students, represents a sleeping giant of

opportunity. Meaningful updates here can produce large changes and big impacts.

What can guide these changes? A return to Donofrio’s (2012) quote is appropriate: “Innovation

that we're all waiting for, even if we don't know it—is the one that unlocks the hidden value that

exists at the intersection of deep knowledge of a problem and intimate knowledge of a market,

combined with your knowledge, your technology, and your capability.”

What knowledge sources do we have?

Data from NSSE and student performance in our classes

PSU expectations for outcomes of the gen-ed curriculum

New research on High Impact Practices, Essential Learning Outcomes, and Principles of

Excellence from AAC &U

Data from employer/public survey (AAC&U) about the skills students need to succeed in

21st Century world

Experiential knowledge about our students’ current strengths and weaknesses

Information about the job market in our area

Understanding of our research, content and how to teach it

How can we leverage those knowledge sources? By:

creating a culture that values assessment (through data use) and continuous improvement

practices

updating our understanding and skills relevant to contemporary higher educational issues

communicating the relevance and importance of the gen-ed curriculum to students

using Project LEAP components as opportunities for innovation within the curriculum

planning responsibly for change and prioritizing initiatives to provide enough funding,

resources, and overall support

identifying and removing roadblocks to innovation by supporting and assessing pilot

programs, encouraging wide-spread participation, and communicating effectively

supporting each other’s efforts and celebrating successes

making a commitment to progress and a promise to break cycles and processes that do

not work.

respecting the work of individuals and groups

If we do the hard work needed to “deeply” understand the problems we face, and if we update

our skills and programs as needed, and if we support each other in the process, we will create

new opportunities for growth and excitement about our programs and people. We want our

students to be good problem-solvers and life-long learners. We should be good role models in

that endeavor.

APPENDIX A – CLASSROOM STRATEGIES Strategies to address challenges when teaching gen-ed courses

1) Address relevance: We know students don’t always see the relevance of gen-ed courses. We

have to help them! What are the big, essential questions of your course and where is the intersect

with everyday life? What do employers say about skills acquired in gen-eds? Let students know

throughout the course. Design with these questions and problems in mind.

Step 1: Identify the big, essential questions of your course.

Big questions = important and relevant to everyday life or relevant to employers…

Examples

Science: How does my choice of car impact global warming?

Math: How will I use algebra in everyday life?

Psychology: How can what I learn in psychology class help me to be successful in

school?

General: How can problem-solving in this course help me in a future job?

Step 3: Create a plan to integrate them into your course through projects, discussions,

guest speakers, or other explicit means.

2) Embed essential academic skill-building right away: We know students are under-prepared

for college-level work. A high percentage of all students have at least one gen-ed in their first

semester. We can make a difference in their success and retention by explicitly teaching students

how to learn in our courses. From reading to note taking to studying for exams, students need to

learn our expectations and standards. Model and coach. Telling isn’t enough.

How to READ for your class - as you assign the first reading, include a mini-lesson on

“How to read” YOUR textbook. Print a section of text and give them an in-class activity

modeling what they should do—then have them do it. Set the expectation/purpose of reading.

What should they be able to DO before/during/after reading for your class? Be ready to

discuss? Answer quiz questions? Have a general understanding of the concepts? How can

you prepare them for that? Have them do your reading activity, then participate in the activity

afterwards: quiz, discussion, problem-set. Debrief the results.

How to TAKE NOTES for your class—On the first day of class, pass out a Cornell Note

taking sheet. Model and coach students on your expectations for note taking in your class.

Talk about why it is important. End the class with a brief time to review their notes and a

practice quiz of the main points. Show them the results!

How to LEARN your material - On-going review & studying for exams – Do an in-class

activity that sets expectations and a process for keeping up and reviewing – SHOW them

how to study from their notes… “This is how I do it” “This is what I want you to do” “You

try it” What kind of activity could you use in class to help students to understand how to

better prepare for your quizzes/exams?

3) Emphasize the acquisition of the main concepts of the course to help you find the right

balance between breadth and depth. Below are three different strategies to do this.

Teaching Concepts - From Nosich, G. M. (2012). Learning to Think Things Through: A Guide

to Critical Thinking across the Curriculum (fourth ed.). Boston, MA: Pearson.

A) SEE-I

Step 1: Think of one important concept from your course (or choose one from the

examples) Examples of concepts: fairness, conservation of energy, opportunity cost,

child development, family, composition, writing, reading, order of operations, culture,

identity, diversity, fitness, usability, design.

Step 2: Work the SEE-I process below as a model for students:

S: State it (briefly, clearly, precisely explain it)

E: Elaborate it – add details - explain more fully in your own words - “In other words…”

E: Exemplify it: create your our own example “For example…”

I: Illustrate it: - “This concept is like…” metaphor, simile, an analogy, a diagram, a

concept map

Step 3: Design an application of the SEE-I for use in your course. How could you have

students do this? When would it make the most sense to use it? For which concepts?

ANOTHER APPLICATION This is a good One-Minute paper to review new concepts at the end of class – Have

students fill out a SEE-I on an index card on a main concept from the class and turn it in.

Use that to re-teach or clarify next class.

B) Almost but Not Quite – Helping students see the nuances between similar concepts

Step 1: Look at each pair of words below. Working with a partner, discuss your

understanding about the meaning of each word in the pair. Then decide on the essential

and distinguishing difference between the words in each pair. Be ready to explain the

differences.

clever/cunning selfish/self-motivated power/control believe/know

love/romance anger/rage friend/acquaintance jealous/envy

Step 2: Now create a list of two similar (but not quite) concepts/ideas from your course

and design a use for this activity in your class.

Content-related examples:

Rational numbers/prime numbers respiration/metabolism

infinitives/gerunds race/ethnicity

C) Socratic Questioning (combines concept analysis AND critical thinking skills)

From Paul, R. & Elder, L. (2006) Critical Thinking: Tools for Taking Charge of your

Learning and your Life. Pearson-Prentice Hall. Upper Saddle River, NJ.

NOTICE the intellectual moves within the series of questions in the example.

Step 1: Look at the following list of critical thinking standards and elements from Paul

& Elder (2006) and consider these as you do the example in Step 2 on culture shock

Standards: Check the quality of your thinking as it relates to – clarity, accuracy,

precision, relevance, depth, breadth, logic, significance, fairness

Elements: These should guide your analysis: purpose, point of view, concept, problems,

use of information, conclusions (via inferences), assumptions, and implications

Step 2: Get students to do the following example on an everyday concept: culture shock.

Think aloud as the class does the discussion - commenting as they answer and discuss,

which critical thinking elements and standards are in use for both the questions and class

members’ answers.

EXAMPLE

What is … e.g. culture shock?

To answer this question, do we need to answer other questions first?

Who is in a position to know what this means? Why?

Why is this question important?

How does the answer change when we consider it at work, at school,

in the world?

How would our answer change if we consider it from an

“insider” or “outsider” perspective?

What might influence each group’s perspective?

What would you say to someone who says, “Immigrants are

in America, they need to be speak English.”

What makes people feel this way? What are possible implications of this statement?

How does one acquire an understanding of the

experience of culture shock?

Do you think it is important?

How would you finish this sentence:

The experience of culture shock is like….

How would you finish this sentence:

The opposite of culture shock is…..

Step 3: Now consider a problem or concept from your course that you want students to

analyze using this method

Step 4: Create a Socratic discussion for that concept. Have students do it as s class or in

groups.

Step 5: As students get more used to the technique, focus on different critical thinking

aspects for them to practice each week, embedded within the discussion

Step 6: Students create and lead discussions

4) Integrate “Big Questions” with problem/project-based learning – Consider integrating

projects that encourage students to explore important course concepts in a problem-solving, real-

world context that addresses the big questions at the intersection of your course and the world.

Students will work “progressively [through the curriculum] on more challenging problems and

projects” So in an initial gen-ed, you might begin the process of problem solving at a basic level

with real world, relevant (to their lives) examples – What is appropriate in your course at this

point in the curriculum sequence?

A good article on project-based learning with real world problems can be found at

http://www.edutopia.org/project-based-learning-student-motivation. In the article three basic

phases are described: Phase 1 involves an initial discussion of a project topic, including any

firsthand experiences related to the topic. Phase 2 involves fieldwork, sessions with experts, and

various aspects of gathering information, reading, writing, drawing, and computing. Phase 3 is

the presentation of the project outcomes to an audience.

Step 1: Take one of the Big Questions you identified in the “Addressing Relevance”

section above.

Step 2: Identify a real-world problem that connects both the big question and an

important objective or concept from your course.

Step 3: Using the three phases of project-based learning described above, generate a

project outline that could become an actual project in one of your gen-ed courses.

APPENDIX B – PENN STATE YORK NSSE DATA (Gen-Ed)

Respondent Characteristics

FY SY

Response Rate 26% 45%

Number 375 141

Sampling Error 6.4%

Enrollment Status

Full-time

Less than full-time

100%

0%

63%

37%

Gender

Female

Male

47%

53%

56%

44%

Race/Ethnicity

Am.Indian/Native Am.

Asian/As.Am./Pac.Islander

Black/African Am.

White(non-Hispanic)

Mexican/Mex. Am.

Puerto Rican

Other Hispanic or Latino

Multiracial

Other

I prefer not to respond

International Student

0%

13%

7%

65%

1%

1%

3%

1%

1%

8%

11%

3%

10%

5%

67%

0%

2%

3%

2%

3%

5%

10%

Transfer Students 10% 45%

Age Non-traditional (24 or older)

Traditional (less than 24)

2%

98%

57%

43%

The following data relevant to gen-ed outcomes are from the 2011 NSSE Report: Mean

Comparisons Section and are weighted for gender and enrollment status (and size for

comparisons). Effect sizes are available from the complete report which is stored in the Office of

Student Affairs at Penn State York. Significance is indicated by * p<.05, ** p<.01, and ***

p<.001 (2-tailed).

Penn State York

Mean

Penn State System

Mean

Group 2

Mean

Group 3

Mean 11a. To what extent has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Acquiring a broad general education 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 3.15 3.20 3.11 3.18

SR 3.25 3.23 3.25 3.36 11c. To what extent has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Writing clearly and effectively 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much

FY 2.99 3.08 3.08 3.23**

SR 3.19 3.19 3.18 3.30 11d. To what extent has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Speaking clearly and effectively 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.77 2.93 2.91 3.04**

SR 3.07 3.13 3.07 3.17 11e. To what extent has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Thinking critically and analytically 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 3.18 3.25 3.22 3.33

SR 3.26 3.44 3.36 3.50*

A gen-ed subscale (with good inter-item reliability) reveals no significant difference between FY

and SR gains.

Mean

Freshmen (FY) 68%

Seniors (SR) 71%

There are no benchmark comparisons for the General Education Gains Scale between

institutions. However, these data should be maintained and compared against the next iteration of

the survey.

1) Skill-building

A. Oral and Written Communication Students will be able to: communicate effectively, both in writing and orally, and using the

accepted methods for presentation, organization and debate particular to their discipline

Penn State York

Mean

Penn State System

Mean

Group 2

Mean

Group 3

Mean 11c. To what extent has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Writing clearly and effectively 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.99 3.08 3.08 3.23**

SR 3.19 3.19 3.18 3.30 11d. To what extent has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Speaking clearly and effectively 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.77 2.93 2.91 3.04**

SR 3.07 3.13 3.07 3.17

B. Quantitative Skills

Students will be able to analyze and evaluate, where appropriate in a quantitative manner, the

acquired knowledge.

In a typical week:

4a. Number of problem sets that take you more than an hour to complete 1= None, 2=1-2, 3= 3-4, 4=5-6, 5= More than 6

Penn State York Mean

Penn State System Mean

Group 2 Mean

Group 3 Mean

FY 2.50 2.76 * 2.76 * 2.90 **

SR 2.51 2.8 2.83 * 2.81

4b. Number of problem sets that take you less than an hour to complete 1= None, 2=1-2, 3= 3-4, 4=5-6, 5= More than 6

Penn State York Mean

Penn State System Mean

Group 2 Mean

Group 3 Mean

FY 2.88 3.04 2.77 2.80

SR 2.51 2.58 2.54 2.38

2) General Objectives

A. Critical Judgments

Students will be able to: make critical judgments in a logical and rational manner.

Penn State York Mean

Penn State System Mean

Group 2

Mean

Group 3

Mean 11e.To what degree has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Thinking critically and analytically 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 3.18 3.25 3.22 3.33

SR 3.26 3.44 3.36 3.50* 11m.To what degree has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Solving complex real-world problems 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.58 2.75 2.58 2.74

SR 2.65 2.92* 2.77 2.91* 6d. Examined the strengths and weaknesses of your own views on a topic or issue 1= Never 2 = Sometimes 3 = Often 4 = Very Often FY 2.47 2.46 2.65 2.65

SR 2.46 2.57 2.75 * 2.81* 2b. During the current school year, how much has your coursework emphasized the following mental activities: ANALYZING the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 3.02 3.13 3.05 3.18

SR 3.35 3.34 3.28 3.41 2c. During the current school year, how much has your coursework emphasized the following mental activities: SYNTHESIZING and organizing ideas, information, or experiences into new, more complex interpretations and relationships 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.80 2.85 2.84 2.93

SR 3.10 3.08 3.09 3.30 *

2d. During the current school year, how much has your coursework emphasized the following mental activities: Making judgments about the value of information, arguments, or methods 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.91 2.89 2.86 3.01

SR 2.93 3.00 3.08 3.16 * 2e. During the current school year, how much has your coursework emphasized the following mental activities: Applying theories or concepts to practical problems or in new situations 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.92 3.13 * 2.97 3.04

SR 3.28 3.31 3.24 3.33

NSSE Higher-Order Thinking Sub-scale

Cronbach’s Alpha FY .849, SR .657

There are no benchmark comparisons for the General Education Gains Scale between

institutions. However, the following data should be maintained and compared against the next

iteration of the survey. SR Alpha is low and should be taken into consideration when using these

results.

Mean

Freshmen (FY) 64%

Seniors (SR) 75%

B. Social and Communal Responsibility

Student will complete activities that promote the understanding of issues pertaining to social

behavior, scholarly conduct, and community responsibility

Penn State York Mean

Penn State System Mean

Group 2

Mean

Group 3

Mean 11i. To what degree has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: : Voting in local, state (provincial), or national (federal) elections 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 1.76 1.85 1.96 1.98

SR 1.55 2.00*** 2.06*** 2.11*** 11n. To what degree has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Developing a personal code of values and ethics 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.43 2.67* 2.55 2.67*

SR 2.61 2.70 2.66 2.81 11o. To what degree has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Contributing to the welfare of your community 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.11 2.34* 2.27 2.48***

SR 2.22 2.28 2.44 2.61** 1j. Tutored or taught other students (paid or voluntary) 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 1.58 1.74 1.58 1.64

SR 1.71 1.86 1.86 1.70

C. Knowledge of Cultures

Students will be able to gain understanding of international interdependence and cultural

diversity, and develop consideration for values, lifestyles, and traditions that may differ from

their own.

Penn State York Mean

Penn State System Mean

Group 2

Mean

Group 3

Mean 1e. Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 2.69 2.69 2.72 2.97 **

SR 2.76 2.62 2.86 3.09** 1u. Had serious conversations with students of a different race or ethnicity than your own 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 2.54 2.61 2.46 2.50

SR 2.45 2.51 2.56 2.67 1v. Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 2.54 2.62 2.56 2.61

SR 2.46 2.56 2.64 2.71* 6e. Tried to better understand someone else's views by imagining how an issue looks from his or her perspective 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 2.70 2.70 2.83 2.87

SR 2.63 2.74 2.88* 2.99** 11l. To what degree has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Understanding people of other racial and ethnic backgrounds 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much

FY 2.51 2.64 2.50 2.75*

SR 2.55 2.51 2.56 2.83*

Diversity Sub-Scale (Cronbach’s Alpha .798 FY, .805 SR)

There are no benchmark comparisons for the General Education Gains Scale between

institutions. However, the following data should be maintained and compared against the next

iteration of the survey.

Mean

Freshmen (FY) 51%

Seniors (SR) 51%

D. Collaboration

Students will be able to seek and share knowledge, independently and in collaboration with

others

Penn State York Mean

Penn State System Mean

Group 2

Mean

Group 3

Mean 1g. Worked with students on projects during class 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 2.63 2.50 2.49 2.67

SR 3.00 2.67** 2.70* 2.69**

1h. Worked with classmates outside of class to prepare class assignments 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 2.53 2.48 2.12*** 2.34

SR 2.98 2.95 2.71* 2.70* 11h. To what degree has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Working effectively with others 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 3.01 3.08 2.91 3.19

SR 3.15 3.26 3.16 3.27

E. Comprehending the Role of the Aesthetic and Creative Experience

Students will be able to comprehend the role of aesthetic and creative activities expressing both

imagination and experience.

Penn State York Mean

Penn State System Mean

Group 2

Mean

Group 3

Mean 6a. During the current school year, about how often have you done the following: Attended an art exhibit, play, dance, music, theater or other performance 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 1.78 1.92 1.96 1.91

SR 1.68 1.77 1.92 * 1.87

3) Other Emphases

A. Active Learning

In the directives to faculty about courses that address the general objectives for general

education, it states, “A successful General Education course typically will involve students in

several active-learning activities, not all of the same type. However, evidence of significant

involvement by students is more important than the count of activities. ” This emphasis is in

alignment with Middle States recommendation to make a curriculum that is “engaging and

rigorous”.

The emphasis on active learning may have arisen from a pedagogical emphasis on active

learning which was growing in importance when the outcomes were drafted (first in 1985 and

revised in 1997). Clearly there is sustained interest in maintaining an active learning environment

for students, especially in the general education curriculum.

Penn State York Mean Sig.

Penn State System Mean Sig.

Group 2

Mean Sig.

Group 3

Mean Sig. 1a. Asked questions in class or contributed to class discussions FY 2.85 2.75 2.90 3.08 *

SR 3.21 3.13 3.20 3.33 1b. Made a class presentation

FY 2.53 2.26** 2.25 ** 2.58

SR 2.96 2.84 2.85 2.92 1g. Worked with other students on projects DURING CLASS

FY 2.63 2.50 2.49 2.67

SR 3.00 2.67** 2.70* 2.69** 1h. Worked with classmates OUTSIDE OF CLASS to prepare class assignments

FY 2.53 2.48 2.12*** 2.34

SR 3.98 2.95 2.71* 2.70*

B. Integration

Students will be able to integrate knowledge from a variety of sources and fields

Penn State York Mean

Penn State System Mean

Group 2

Mean

Group 3

Mean 1i.Put together ideas or concepts from different courses when completing assignments or during class discussions 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 2.65 2.64 2.50 2.70

SR 3.03 3.04 2.95 3.06 1d. Worked on a paper or project that required integrating ideas or information from various sources 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 2.97 3.05 3.10 3.27***

SR 3.36 3.32 3.34 3.53*

C. Health and Well-being

Students will be able to develop the skills to maintain health, and understand the factors that

impinge upon it.

Penn State York Mean

Penn State System Mean

Group 2

Mean

Group 3

Mean 6b. Exercised or participated in physical fitness activities 1=Never, 2 = Sometimes, 3=Often, 4 = Very often FY 2.65 2.85 2.51 2.40 *

SR 2.14 2.69*** 2.55** 2.51** 11k. To what degree has your experience at this institution contributed to your knowledge skills, and personal development in the following areas: Understanding yourself 1= Very Little 2 = Some 3 = Quite a bit 4 = Very Much FY 2.64 2.78 2.72 2.80

SR 2.60 2.80 2.74 2.86

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