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• W39796513 abstract "Motivated by recognition of the inadequate state of undergraduate education, research universities are engaged in efforts to renew undergraduate education through curricular and pedagogical initiatives. There is an emphasis on general education, curricular coherency, and pedagogies of engagement. Correspondingly, the need for assessment of the contributions of curricular and pedagogical initiatives to student learning outcomes is well recognized (Chun, 2002). Developing methods and procedures to assess student learning outcomes presents a set of challenges. A curriculum has multiple objectives and is made up of a myriad of individual courses; multiple pedagogies are employed; and students do not take the same courses in the same sequence. Given this scope and variability, systemic approaches that are comprehensive but yet cost-effective are needed. Most institutions of higher education have developed at least one systemic measure: Student Evaluations of Teaching (SET). An extensive research literature has been generated regarding the psychometric properties, factor structure, and validity of measures of instructional effectiveness (diApollonia & Abrami, 1997). The purposes of student ratings include providing feedback to instructors to enhance their effectiveness, informing student selection of courses, providing information for faculty promotion review (Feldman, 1997) and providing process and outcome measures that can be used for research (Marsh & Dunkin, 1997). It was recognized that the traditional SET measure could be modified to go beyond the focus on satisfaction with teaching and description of instructional dynamics to also address the student learning objectives of the institution. That is, the traditional SET can be transformed to enable faculty to designate the learning objectives of the course and students to evaluate the extent to which the course contributed to their attainment of specific learning objectives. Such a transformation would enable assessment of the curriculum and pedagogical initiatives through linkage to an existing system and infrastructure and add another purpose to the traditional SET: To repeatedly inform the students about the learning objectives of the curriculum (Ratcliff, 2003). This systemic approach relies on faculty and student self-report data and would need to be just one component of an overall assessment plan that also included direct measures of student learning. However, this system is in accord with the literature on conditions under which the validity of self-reports is enhanced (Kuh, 2001). Furthermore, faculty intentions and student self-appraisals are important to assess in their own right and the system affords direct measures of these phenomena. Duke University has been engaged in the process of enhancing undergraduate education within Trinity College of Arts and Sciences. The formulation of the new general education curriculum was guided by the articulation of an intellectual agenda for undergraduate education that delineated learning objectives in terms of intellectual skills and broad dispositions viewed as necessary for functioning in leadership roles in the twenty-first century (Table 1). In addition, we have encouraged pedagogies that incorporate experiential learning, such as service learning. Concurrently, we revised the student course evaluation process and aligned it with the learning objectives to provide a systemic measure of learning outcome: Student self-appraised growth in general intellectual skills. The purpose of this article is to demonstrate how course evaluations can be utilized to assess the differential contribution of curricular and pedagogical initiatives to self-appraised student learning outcomes. First, we describe the intellectual agenda, new curriculum, and a specific pedagogy of engagement that provide the context for the assessment of learning outcomes. Intellectual Agenda A review of the undergraduate curriculum in Trinity College of Arts and Sciences resulted in a reaffirmation of Duke's long standing tradition of providing a liberal education that fosters development of intellectual skills, in particular, the ability to think critically, rationally, and in historically and ethically informed ways; to analyze, evaluate, and synthesize information; to problem solve; and to communicate effectively. …" @default.
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• W39796513 date "2005-06-22" @default.
• W39796513 modified "2023-09-26" @default.
• W39796513 title "Use of Course Evaluations to Assess the Contributions of Curricular and Pedagogical Initiatives to Undergraduate General Education Learning Objectives." @default.
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