The GenEd course proposal process required faculty developers to address vital and desired learning objectives and to describe assignments and assessment strategies related to those learning objectives.
Thus, as the curriculum developed, faculty incorporated the essential competencies into the fabric of the program—GenEd areas and the assignments, exercises and related educational experiences within each GenEd course. This intentional and deliberate emphasis on pedagogy has resulted in a rich and exciting set of learning opportunities for the undergraduates at Temple.
In assessing the program, we will rely on direct and indirect evidence. Direct evidence of student accomplishment within individual GenEd courses will include course assignments and exercises.
We are most interested in this direct evidence of student accomplishment produced as part of a GenEd classroom. The course proposal process revealed the creativity and breadth of our faculty who have designed assignments to develop students’ competencies and to meet more specific course objectives—and this marks another key difference between programmatic assessment and evaluation of a student’s in-class performance. While faculty evaluation of student performance is focused on specific course objectives, GenEd is more concerned with evaluating how well students have developed the broader GenEd competencies. In the coming years, faculty will be asked to identify and share student work that best demonstrates understanding of a GenEd competency.
In addition to direct evidence, GenEd will also evaluate Indirect measures such as student self report information gathered by instruments like the National Survey of Student Engagement (NSSE), pre- and post- surveys of students’ PEX experiences, and supplemental student perception surveys also provide insight into the program’s effectiveness.