Signature Assignment:What are they and what are they for?Fall 2018Adapted from:Dr. David HubertAssociate Provost for Learning Advancement, Salt Lake City Community CollegeFaculty Member, AACU Institute for GE Assessment

SeaWolf Studies

DetermineAssessmentTools and CycleGERSIGEAGE SubCommCreate nGERSIGEAGE SubComm

Maintaining a Robust and Evolving GE ProgramGE Courses:facultyAssessment:faculty working groups,IGEA/ASPIRE,GE Sub, Faculty GovCourse Approvals/Placement:GE SubComm

What is an SSU Signature Assignment? addresses two or more learning outcomes is “cool” in that it sparks student intellectual curiosity, relevant to theirlives, results in a product they can showcase, is enjoyable involves student performance on something other than a test-essays, art galleries, projects, presentations, lab reports, service learning journals,websites, posters, creative writing, creative combinations, etc. counts toward a student’s grade graded in ways that tie in with programmatic assessment that can be donelater includes the GELOs and associated rubrics, how it will be graded, and ingeneral the learning experiences to be engaged accompanied by a student reflection*Combines a learning experience AND evidence for authentic assessment.*

SSU GE learning outcomes associated with EO1100 distribution courses, with overlays, and withWASC core competenciesA1 Oral Communication1. Communication2. LiteracyA2 Written Communication1. Communication2. LiteracyA3 Critical Thinking1. Communication2. Literacy3. ArgumentB1 Physical Science4. Quantitative Reasoning5a. Disciplinary KnowledgeB2 Life Science5a. Disciplinary KnowledgeB3 Lab4. Quantitative ReasoningB4 Quantitative Reasoning4. Quantitative ReasoningB Nat. Science & Quant. Reasoning Upper Division3. Argument4. Quantitative Reasoning5b. Interdisciplinary Knowledge9. Creative Problem-SolvingQR Core CompetencyCT Core CompetencyC1 Arts5a. Disciplinary KnowledgeC2 Humanities5a. Disciplinary KnowledgeOverlay requirementsC Arts & Humanities Upper Division3. Argument5b. Interdisciplinary Knowledge10. Creative ExpressionCT Core CompetencyD Social Sciences5a. Disciplinary KnowledgeD Social Sciences Upper Division3. Argument5b. Interdisciplinary Knowledge9. Creative Problem-SolvingCT Core CompetencyE Lifelong Learning & Self Development5b. Interdisciplinary KnowledgeEthnic Studies6. Diverse Cultural CompetenciesAmerican Institutions7. Civic EngagementGlobal Awareness6. Diverse Cultural Competencies11. Global AwarenessSustainable Development8. Sustainable Development9. Creative Problem-SolvingGWAR/WIC1. CommunicationWC Core Competency

Professional Development Workshop How to create a Signature Activity based on GELOs Different types of Student Reflections and related promptsWhy Professional Development?1. Get into curriculum-design mindset.2. Meet new people outside of your program.3. Opportunity to hear (and share) the ideas of others.4. Will prolly learn something even despite best efforts not to.5. Model life-long-learning for our students.

Creating a Signature ActivityPilot Workshop:Fall 2018 A1 Instructors Ed Beebout (Communications) Sara Kassis (Engineering) Erica Tom (Hutchins) Doyle Ott/Alexis McNab (Theater Arts)GE SubCommittee Kim Hester-Williams (AMCS) Kaitlin Springmeir (Library) Heather Smith (Psychology) Aja LaDuke (Education)IGEA/ASPIRE Carmen Works (Chemistry) Andy Wallace (Philosophy) V. Liptak (Academic Programs) Karen Moranski (Academic Programs) Jane Sutanonpaiboon (Business)Executive Committee Melinda Milligan (Sociology) Laura Krier (Library)GERS Suzanne Rivoire (Computer Science)

CRITICAL THINKING VALUERUBRICfor more information, please contact [email protected] thinking is a habit of mind characterized by thecomprehensive exploration of issues, ideas, artifacts, and eventsbefore accepting or formulating an opinion or conclusion.Evaluators are encouraged to assign a zero to any work sample or collection ofwork that does not meet benchmark (cell one) level performance.*SSU rubrics to bedeveloped by facultyworking groupsCapstone4Milestones3Explanation of issuesIssue/ problem to be consideredcritically is stated clearly and describedcomprehensively, delivering all relevantinformation necessary for fullunderstanding.Issue/ problem to be consideredcritically is stated, described, and clarifiedso that understanding is not seriouslyimpeded by omissions.Issue/ problem to be consideredcritically is stated but description leavessome terms undefined, ambiguitiesunexplored, boundaries undetermined,and/ or backgrounds unknown.Issue/ problem to be consideredcritically is stated without clarification ordescription.EvidenceSelecting and using information to investigate apoint of view or conclusionInformation is taken from source(s) withenough interpretation/ evaluation todevelop a comprehensive analysis orsynthesis. Viewpoints of experts arequestioned thoroughly.Information is taken from source(s) withenough interpretation/ evaluation todevelop a coherent analysis or synthesis.Viewpoints of experts are subject toquestioning.Information is taken from source(s) withsome interpretation/ evaluation, but notenough to develop a coherent analysis orsynthesis.Viewpoints of experts are taken asmostly fact, with little questioning.Information is taken from source(s)without any interpretation/ evaluation.Viewpoints of experts are taken as fact,without question.Influence of context and assumptionsThoroughly (systematically andmethodically) analyzes own and others'assumptions and carefully evaluates therelevanceof contextswhenpresentingaposition.Identifies own and others' assumptionsand several relevant contexts whenpresenting a position.Questionssomeassumptions. Identifiesseveral relevant contexts whenpresenting aposition.Maybemoreawareof others'assumptions than one's own (or viceversa).Shows an emerging awareness of presentassumptions (sometimes labels assertionsas assumptions).Begins to identify some contexts whenpresenting a position.Student's position (perspective,thesis/hypothesis)Specific position (perspective,thesis/ hypothesis) is imaginative, takinginto account the complexities of anissue.Limits of position (perspective,thesis/ hypothesis) are acknowledged.Others' points of view are synthesizedwithin position (perspective,thesis/ hypothesis).Specific position (perspective,thesis/ hypothesis) takes into accountthe complexities of an issue.Others'pointsof viewareacknowledgedwithin position (perspective,thesis/ hypothesis).Specific position (perspective,thesis/ hypothesis) acknowledgesdifferent sides of an issue.Specific position (perspective,thesis/ hypothesis) is stated, but issimplistic and obvious.Conclusions and related outcomes(implications and consequences)Conclusions and related outcomes(consequences and implications) arelogical and reflect student’s informedevaluation and ability to place evidenceand perspectives discussed in priorityorder.Conclusion is logically tied to a range ofinformation, including opposingviewpoints; related outcomes(consequences and implications) areidentified clearly.Conclusion is logically tied toinformation (because information ischosen to fit the desired conclusion);some related outcomes (consequencesand implications) are identified clearly.Conclusion is inconsistently tied to someof the information discussed; relatedoutcomes (consequences andimplications) are oversimplified.2Benchmark1

What is Self-Reflection?“Highly productive and creativeindividuals think about their ownthinking while they are thinking. Thisprocess, called metacognition, allowspeople to engage in a valuableconversation with themselves, exploringtheir background, questioning andcorrecting their thinking in the process,and pursuing the dynamic power oftheir minds.”—Ken Bain,What the Best CollegeStudents Do. (2012)

Types of Reflection Reflection in Action: thinkingabout the action while in theprocess of doing it. This is howwe deal with uncertainty,instability, and value conflict. How are we doing on the action?What do we need to do? Reflection on Action: thinkingabout the action after anexperience is over. How did action turn out? How wasour process?Reflection allows students to make connections between concepts within the action,across the class, across their major, across their degree as a whole, with theircommunity, and within themselves as they grow and change.

Reflecting with Others Affirms the value of one’s experience Offers alternative meanings and ideas which can broaden the field ofunderstanding Supports one’s self-discipline and provides a sense of personalresponsibility.- Carol Rodgers, Benefits of Reflection in Community (2002)

Formative and Summative Reflection inSignature Assignments What reflection IN action prompts would you use and when/where inthe assignment would you include them? What reflection ON action prompts would help students makeconnections? How might you use Reflection in Community?Reflection Prompts, Salt Lake Community College

Making Connections Across General EducationCompositionHistoryPolitical icsBiologyMAJORDanceSociologyLIFE

Connection to Self Over TimeSelf at Beginning of CollegeSignature Activity and ReflectionSignature Activity and ReflectionSignature Activity and ReflectionSignature Activity and ReflectionSignature Activity and ReflectionSignature Activity and ReflectionSignature Activity and ReflectionSignature Activity and ReflectionSelf at End of College

SampleReflection Rubric* SSU rubrics to bedeveloped by facultyworking /teachingresources/Student-Reflection-Rubric.pdf

DRAFT Assessment Ideafaculty give signatureassignmentsUpdate GE programGE program reviewfaculty working groupsapply rubric(s) for a GElearning outcome andanalyze datafaculty development, recertify GE classes,

SSU GE learning outcomes associated with EO 1100 distribution courses, with overlays, and with . (Psychology) Aja LaDuke (Education) IGEA/ASPIRE Carmen Works (Chemistry) Andy Wallace (Philosophy) . across their major, across their degree as a whole, with their comm