DRAFT Penn State Altoona Academic Division and Faculty Senate’s Institutional Goals Fall 2006
As part of college-wide assessment activities, the Chancellor of Penn State Altoona decided to engage various stakeholders in developing a preliminary set of institutional goals. This activity has been completed with the College Advisory Board, the Staff Advisory Council, and the Alumni Society Board, the Student Government Association (SGA), and finally was replicated with the four academic Divisions and the Faculty Senate in Fall 2006. The results from the different stakeholders will be used to develop a comprehensive set of goals for Penn State Altoona graduates. Data from the National Survey of Student Engagement (NSSE), the Faculty Survey of Student Engagement (FSSE), alumni surveys, and other assessment instruments will be used to measure the College’s progress in achieving these goals. As an initial review of progress on the goals identified by the faculty, a table at the end of the report compares the goals to students’ evaluation of these areas in their coursework from the 2005 NSSE results for Penn State Altoona. In order to develop a full sense of faculty goals for graduates from Penn State Altoona, it was determined after consultation with the Chancellor, Associate Dean, and Division Heads to hold focus groups for each of the four divisions, and a fifth focus group drawn from the Faculty Senate. The institutional goals materials including: a copy of Penn State Altoona’s Mission and Vision statements, a description of Penn State’s General Education goals, Penn State Altoona’s Plan for Assessment, a goals worksheet, and a short article on assessment from the Office for Planning and Institutional Assessment were distributed to faculty prior to the focus groups, which were held in October and November, 2006. Also included was a worksheet which asked the participating faculty members to review the materials and develop a short list of institutional goals for Penn State Altoona. I. Division of Arts and Humanities The focus group for the Division of Arts and Humanities was held on Monday, October 23, 2006 at 9:00 am. Two faculty members were present and a third emailed their list of goals. Arts and Humanities Goals Faculty Member 1 Goals Gather information in traditional and modern way Analyze bodies of information Communicate effectively Think critically and self-reflectively Analyze texts from an educated, egalitarian perspective and be able to craft a cogent argument Work from a perspective of cultural diversity Seek out opportunities for cultural and intellectual growthas opposed to living passively Think from a position of social and political literacy Act as a self-starter, a problem-solver Group B B A B B C D G D
Faculty Member 2
1
DRAFT Faculty Member 3 Demonstrate knowledge in their chosen field Readily engage in and willingly embrace life-long learning opportunities Be responsible and caring citizens Problem solving and innovation Ethical grounding Ongoing commitment to excellence F D G B I
Arts and Humanities Summary Group A B C D E F G H I J Goals Communicate effectively in written and oral forms; also listen well Think critically and develop problem solving skills Develop understanding/appreciation of diversity Develop life-long learning habits Develop general knowledge, esp. math and science Develop and apply specific knowledge (majors) Understand role and participate in community at local, state, national, and global levels. Develop citizenship skills. Function well in team environments Develop and apply ethical reasoning Develop technology and information technology skills # 2 3 1 2 0 1 2 0 1 0
This group mentioned communicating much like previous groups. However, there was a broader focus in terms of the need for students to communicate and express themselves through means beyond oral and written methods such as through painting and dance.
II. Division of Business and Engineering The focus group for the Division of Business and Engineering was held on Thursday, November 2, 2006 9:30-10:30 am. There were six faculty members present. Business and Engineering Goals Faculty Member 1 Goals Communicate effectively Understand the importance of being a good leader vs. being a good manager Work and function as part of a team Solve problems and make decisions Be technology proficient Understand the importance of servant leadership (social responsibility) Think critically and develop/design solutions to complex problems Communicate effectively both orally and in writing Group A
H B J G B A
Faculty Member 2
2
DRAFT Understand their role in their local, national, and global community Know what it is to be a life-long learner Use technology effectively Understand how to effectively operate in a team environment Apply broad/specific knowledge Communicate effectively (written and oral) Adapt and learn new things (life-long learning) Apply high standard of professional ethics Utilize contemporary information technology tools Apply strong analysis and problem solving capabilities Capabilities/Aptitudes/Abilities Basic US history, culture and structures (substitutions may be made for non-US students) Basic US/World geography Rules of grammar Principles of healthful living Moral principles and as appropriate ethical principles Skills/Proficiencies (Level of expertise) Read/listen with high levels of understanding Write/speak clearly, informatively and persuasively Think logically and creatively Applies creativity in relevant domains Gather, integrate analyze and cite information from written and electronic sources Use basic math to solve practical/everyday problems Apply moral and as appropriate ethical principles Able to work effectively in diverse teams Sets goals/manages resources to accomplish goals Participates in/leads local/regional/national/global organizations Characteristics/Qualities/Traits Integrity Appreciates differences among people Zest for life-long learning Appreciates at least one form of artistic creation Experiences Suffering/triumph I would direct the panel to the ABET objectives and outcomes for ET graduates, many of the broad objectives and outcomes apply for all graduates of Altoona College I would establish a minimum standard in mathematics, chemistry, physics and engineering. Perhaps a component of the freshman seminar course could cover these topics Graduates of Altoona College should be able to enter into G D J H A D I JD B
Faculty Member 3
Faculty Member 4
A A B J E I H G
I C D
Faculty Member 5
A, B,D, H, I E
3
DRAFT graduate programs without delay through standard course selections in undergraduate programs Graduates of Altoona College should have developed an appreciation of life-long learning and the various avenues to achieve this objective To maintain employability in a rapidly changing work environment through skills taught during their courses in any undergraduate program offered through Altoona College Graduates of Altoona College should as required become involved in community activities and service. Good citizenship and all it entails should be addressed through normal coursework while attending Altoona College
D
G
Business and Engineering Summary Group A B C D E F G H I J Goals Communicate effectively in written and oral forms; also listen well Think critically and develop problem solving skills Develop understanding/appreciation for diversity Develop life-long learning habits Develop general knowledge, especially in math and sciences Develop and apply specific knowledge (majors) Understand role and participate in community at local, state, national, and global levels. Develop citizenship skills. Function well in team environments Develop and apply high moral and ethical standards Develop technology and information technology skills # 5 5 1 5 2 0 4 4 3 4
Other interesting elements that were raised by one faculty member each include creativity, preparation for graduate school, and applying knowledge. These faculty members spent time discussing their concern with the current generation’s seeming lack of preparation with regards to basic skills including a broad knowledge of history, geography, and math skills that can be applied in everyday life.
III. The Division of Mathematics and Natural Sciences The focus group for the Division of Mathematics and Natural Sciences was held on Thursday, November 9, 9:00-10:00. There were five faculty members present, and one faculty member later met individually with the Coordinator of Assessment. Mathematics and Natural Sciences Goals Goals Able to learn on their own (critical thinking) Perform basic skills required within major Speak effectively (especially in terms of major/effective vocabulary) 4
Faculty Member 1
Group B F A
DRAFT Write effectively (especially in terms of major/effective vocabulary) To function at a basic level- that is, have gained practical skills through undergraduate research and internships (marketable) Communicate and work effectively with others Think critically Communicate ideas in written and oral form Gain general knowledge Develop useful skills in specialty area Appreciation of diversity Learn how to learn Expository writing skills Basic research skills Ability to analyze information critically Ability to find patterns in data, make inferences, and create algorithmic solutions Basic mathematical, algebraic, and statistical skills Basic acquaintance with history, philosophy, literature and art Basic acquaintance with the life and physical sciences Basic knowledge of American governance, political philosophy and economy Basic understanding of human diversity Student Goals Skills, attitude, and motivation for life-long learning High level of technology skills Fluent knowledge of foreign languages Accepting, aspiring for and encouraging diversity and tolerance in order to be able to participate in globalized cross-cultural interactions in the world Understanding how the whole multifaceted system of human-environmental interaction works College Goals Provide knowledge and skills about renewable energy and renewable energy technologies, energy efficiency, “green” chemical processes and industries Expose students to evaluating sustainability indicators, assessing ecological footprint, creating virtual reality of alternatives and scenarios Work on corporate responsibility and environmental ethics, public transparency and new culture of accountability Collaborate on how to communicate human-environmental interactions to the lay public and politicians etc. Look at poverty and human health as outcomes of human A
Faculty Member 2
Faculty Member 3
A, H B A E F D C A C B E E E E E D C F D
Faculty Member 4
G
5
DRAFT and technological impacts on environment Set own high standards of constant and transparent monitoring of efficient energy use, recycling, water conservation, low thermostat settings, healthy diet and build chain of local suppliers, reduce transportation cost, lower use of fertilizers and pesticides, etc. This new vision and action of Altoona would turn it from a mini replica of UP to a unique and attractive place for education far ahead of many other institutions and its time. An intensive integrative collaboration among faculty, students, staff and community could make a bold and farsighted vision happen! Knowledge Immediate discipline or sub-discipline- Students given thorough introduction to body of knowledge defined by discipline or specialty Broader discipline and related areas- Student has good understanding of extended discipline and associated skills College level- Student connects specialized knowledge to broader issues of informed and civil debate, critical thinking, as well as broader moral and ethical issues Career Immediate job market- Student can achieve competitive placement in his/her chosen field Extended market, career path- Student can respond to new career opportunities in broader profession Student can contribute to efforts involving a diverse and international team Read, write, and effectively communicate. Think critically and understand the process of science. Yes, even non science majors. Everyone does not need to be a scientist but a responsible citizen must understand the process of science. Have the skills and passion for continued life long learning An awareness and respect for diverse global cultures, individuals, and the planet. Have a solid background of knowledge within their major and the ability to APPLY the knowledge. Understand of the importance of active community and global involvement.
Faculty Member 5
F
F B, G
D, H A B, E
Faculty Member 6
D C F G
Group A B
Mathematics and Natural Sciences Summary Goals Communicate effectively in written and oral forms; also listen well Think critically and develop problem solving skills 6
# 3 4
DRAFT C D E F G H I J Develop understanding/appreciation of diversity Develop life-long learning habits Develop general knowledge, esp. math and science Develop and apply specific knowledge (majors) Understand role and participate in community at local, state, national, and global levels. Develop citizenship skills. Function well in team environments Develop and apply high moral and ethical standards Develop technology and information technology skills 4 5 3 5 3 2 0 0
One faculty member emphasized an array of goals linked to changing the focus of the college to environmental knowledge and practices. Two faculty members raised issues of applied skills, and their link to employment. This group discussed domain-specific knowledge more than other groups.
IV. The Division of Education, Human Development, and Social Sciences The focus group for the Division of Education, Human Development, and Social Sciences was held on Thursday, November 16, 9:00-10:00. There were five faculty members present with another participating via conference call. A seventh faculty member emailed their list of goals. Education, Human Development, and Social Sciences Goals Goals Learning- Be employed in positions consistent with their Faculty Member 1 academic preparation within 6 months following graduation. Innovation - Continue their professional development following graduation. Student-Centered Development - Demonstrate effective speaking, listening and writing. Citizenship - Develop a system of personal values based on accepted ethics that lead to civic and social responsibility. Community - Demonstrate involvement in both their professional and local community. Write and speak well- good grammar, spelling, etc. with Faculty Member 2 clearly stated ideas Have good general knowledge of a variety of topics and greater knowledge of major area Work well in teams- figure out how to manage conflicts, distributes tasks, etc. Have adequate quantitative skills and be comfortable with technology Seek answers to questions, know how to do research, evaluate information Be open-minded to various points of view Be life-long learners, continually seeking new knowledge Faculty Member 3 and understanding about their discipline and use that 7
Group D D A G, I G A E H E, J B C D
DRAFT understanding in their respective fields Accept civic responsibility and show respect for individuals, cultural, religious or racial differences Think critically and analytically Function in the technological world Communicate effectively through technology, writing and speaking Use critical thinking and research skills to engage in lifelong learning and be able to assess the relative value of multiple information sources in modern society Communicate effectively both orally and in writing Create effective research designs to assess the impact of decisions they make in the workplace ALTERNATIVE FORMULATION: apply quantitative and qualitative empirical methods to creating and understanding knowledge within their discipline Explain how their discipline fits into the broad context of community, both locally and internationally Participate effectively in civic life Apply theories and knowledge of their discipline to everyday activities Live as knowledgeable, informed, literate human beings by maintaining active citizenship and leadership roles in their families, professions, organizations, and communities. Contribute to the economic and cultural development of their home communities Cultivate respect for life-long learning in their families, professions, organizations, and communities Communicate effectively through reading, writing, listening, speaking, viewing and visually representing Foster collaboration and interdependence among peoples of diverse cultures and backgrounds and develop respect for cultural diversity Acquired standards of excellence in any field of human endeavor A sense of human superiority/know a good person when you see him Get a job and have the desire/skills to seek further personal development for future/continuous growth/promotion Critically assess social and political happenings at local, state, national and international levels and have the skills/knowledge/willingness to participate actively in these arenas Maintain moral/ethical integrity in all actions Teach others what you have learned Understand how knowledge in the disciplines is created. 8
C, G B J A B, D
Faculty Member 4
A E
G G
Faculty Member 5
G
G D A C, H
Faculty Member 6
E
D G
I E
Faculty Member 7
DRAFT Use their knowledge to help others. Develop a civic literacy. Recognize that education transforms ideas, not reinforces ideas. E G
Group A B C D E F G H I J
Education, Human Development, and Social Sciences Summary Goals Communicate effectively in written and oral forms; also listen well Think critically and develop research and problem solving skills Develop appreciation for diversity Develop life-long learning habits Develop general knowledge, especially math and sciences Develop and apply specific knowledge (majors) Understand role and participate in community at local, state, national, and global levels. Develop citizenship skills. Develop teamwork skills Develop and apply high moral and ethical standards Develop technology and information technology skills
# 5 3 3 5 4 0 6 2 2 2
A number of the faculty members pointed to the importance of applying knowledge. This group had a heavy emphasis on community involvement and civic responsibility.
V. Penn State Altoona Faculty Senate The focus group for the Penn State Altoona Faculty Senate was held on Thursday, November 30, 9:00-9:45. There were five faculty members present. Faculty Senate Goals Senate Member 1 Goals Communicate effectively and cogently (pertinently?) in general, and specifically in their field of study Make rational and ethical decisions Recognize the benefits of other people’s knowledge/opinions/biases Understand how to solve problems (by various means) Be creative Benefit society in their field(s) of study Analyze problems and situations logically and critically using a variety of skills and abilities (numerical, theory from disciplines) and be able to construct effective, reasoned solutions and/or plans Communicate effectively orally, written, and via other means Group A I C B F, G B, E
Senate Member 2
A
9
DRAFT Work effectively with others either in groups or as a loosely affiliated agent Should have a well developed sense of where they and their values/beliefs stand in relation to their culture/country/rest of the world Be engaged and effective citizens Should be able to explicitly use their own values and honestly communicate these and their use in making decisions Apply their knowledge and skills to making good decisions as global, national and local citizens (community involvement and service) Value diversity in all its forms As the hard questions (reasoned skepticism) and be willing to take the ethical “high road” Effective communicator at all levels (discipline level, public, employment) Become life-long learners Benefit society Demonstrate competency in 9 ability areas cited by effective gen ed program Have skills necessary to successfully enter job market in designated area of choice of major and discipline (preferably in local area, if applicable and appropriate) Knowledge of personal strengths and weaknesses/limitations as related to working in chosen discipline and in other areas of life Have (at a minimum) necessary skills to continue study in appropriately chosen discipline (or related disciplines) at any institution or in any other manner Have skills/desire to continue development in chosen discipline in any fashion/ have ability to seek out and utilize resources which enable continued learning and development A plan…realistic and flexible that allows for failures but also means to turn failures into successes, appreciate life is hard and accepting and working through challenge is the spice of life Be able to critically determine what is B.S. and what’s not Effectively plan and execute broadly conceived written arguments. Formally this goal should be achieved in the university-wide freshman writing requirement Recognize and effectively plan and execute disciplinespecific writing tasks. Formally this goal should be achieved in the university-wide junior-level writing requirement Understand theories and practices of field and apply these theories and practices in professional settings. Formally, this 10 H C
G I
Senate Member 3
B, G
C I A D G A, B E
Senate Member 4
D
E, F
D
Senate Member 5
A
A
E
DRAFT goal should be achieved in coursework, fieldwork, and internships Demonstrate proficiency in basic computer literacy, including word processing, file maintenance, file retrieval and distribution over a network, internet browsing and research, and web-based communication methods. Formally, this goal may be achieved through freshman orientation, the integration of technology in a variety of coursework, various campus workshops, or access to technology assistance Recognize service to be an important component of formal G education
Group A B C D E F G H I J
Faculty Senate Summary Goals Communicate effectively in written and oral forms; also listen well Think critically and develop problem solving skills Develop understanding/appreciation of diversity Develop life-long learning habits Develop general knowledge, esp. math and science Develop and apply specific knowledge (majors) Understand role and participate in community at local, state, national, and global levels. Develop citizenship skills. Function well in team environments Develop and apply ethical reasoning Develop technology and information technology skills
# 5 3 3 2 3 2 3 1 3 0
Members of the Senate seemed to mention decision making in their discussion of the goals more than other groups. When this was mentioned to them, the discussion changed focus to the importance of students taking comfortable risks. VI. Summary of Faculty Goals Goals from individual faculty members were coded from A to J in order to develop themes from the five focus groups. A summary was prepared for each focus, and then these summaries were collated into the table below. In this table, the goals were then ranked ordered from highest to lowest. When the responses are added up across the five focus groups, the goals seemed to breakdown into 3 tiers. The first tier includes communicating effectively (23 response), developing life-long learning habits (22 responses), developing critical thinking and problemsolving skills (20 responses), and understanding and participating in community and developing citizenship skills (20 responses). The second tier includes functioning well in a team environment (13 responses), developing general knowledge (12 responses), developing understanding/appreciation for diversity (12 responses), developing high moral and ethical standards (11 responses), and developing technology and information technology skills (10 responses). It is worth noting that the information technology goal was often included with other goals. Finally, developing specific knowledge, especially through the major, was ranked lowest with 7 responses.
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DRAFT
There were a number of goals that only received individual responses. For example, one faculty member in Business and Engineering and one in the Senate group mentioned creativity or artistic interests. One faculty member in Business and Engineering and one in the Senate group mentioned preparation for graduate school as an important goal. A number of faculty in Business and Engineering, Mathematics and Natural Sciences, and Education, Human Development and Social Sciences mentioned the ability to apply knowledge, or learn in applied settings (internships, research, etc.).
Group A
D B
G
H E
C
I J
F
Summary of Faculty Focus Groups A&H B&E MNS EDHDS S Communicate effectively in 5 5 3 5 written and oral forms; also listen well Develop life-long learning 5 5 5 5 habits Think critically and 5 5 4 3 develop problem solving skills Understand role and 4 4 3 6 participate in community at local, state, national, and global levels. Develop citizenship skills. Function well in team 4 4 2 2 environments Develop general 0 2 3 4 knowledge, especially in math and sciences Develop 1 1 4 3 understanding/appreciation for diversity Develop and apply high 3 3 0 2 moral and ethical standards Develop technology and 4 4 0 2 information technology skills Develop and apply specific 0 0 5 0 knowledge (majors) Goals
Senate 5
Total 23
2 3
22 20
3
20
1 3
13 12
3
12
3 0
11 10
2
7
The goals listed by the faculty representatives closely link to both internal and external documents related to student outcomes. For example, this list hit several of the goals listed under Penn State’s General Education program. Penn State’s General Education program should enable students to: (1) acquire knowledge through critical information gathering - including
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DRAFT 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 disciplines; (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. As a group the faculty’s goals include numbers 1 (acquire knowledge through critical information gathering- technology and listening were mentioned), 2 (analyze and evaluate knowledge, including quantitatively), 6 (effective communication), 7 (share knowledge independently and collaboratively), and 8 (respect for diversity). In Fall 2005, the AACU has followed up on its list of outcomes for liberal education with a report, “Liberal Education Outcomes: A Preliminary Report on Student Achievement in College.” In this report, the AACU used data from the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE) to provide an initial assessment of achievement of the goals of liberal education. In order to provide an initial assessment of the goals developed by the faculty members, data from Penn State Altoona’s seniors as reported in NSSE in 2005 are listed below. This information is based on students’ self-reporting of their engagement, and does not directly measure their involvement in these activities. Examining the results of this initial review of goals, the goals of communication skills, both oral and written, were emphasized in coursework “quite a bit” or “very much” for 76% of respondents. Working effectively with others and thinking critically and analytically were emphasized in coursework “quite a bit” or “very much” for over 80% of respondents. Learning on one’s own was emphasized in coursework “quite a bit” or “very much” for 65% of respondents. Solving complex real-world problems, developing a personal code of values and ethics, and understanding people of other racial and ethnic backgrounds were emphasized in coursework “quite a bit” or “very much” for over 50% of respondents. The lowest ranked items were contributing to welfare of your community (33%) and voting in local, state, and national elections (31%).
Goals Develop strong oral and written communication skills.
Develop leadership, teamwork, and social skills.
Measures (NSSE 2005-Seniors) Writing clearly & effectively- Very little2%; Some-22%; Quite a bit-42%; Very much-34% Speaking clearly & effectively- Very little-2%; some-23%; Quite a bit-42%; Very much-34% Work effectively with others-Very little6%; Some-11%; Quite a bit-44%; Very much-39%
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DRAFT
Develop critical thinking, analysis, and problem-solving skills.
Thinking critically & analytically-Very little-1%; Some-12%; Quite a bit-42%; Very much-44% Solving complex real-world problemsVery little-6%; Some-42%; Quite a bit31%; Very much-22% Developing a personal code of values & ethics- Very little-10%; Some-32%; Quite a bit-36%; Very much-22% Contributing to welfare of your community-Very little-20%; Some-47%; Quite a bit-22%; Very much-11% Voting in local, state, or national elections-Very little-27%; Some-42%; Quite a bit-21%; Very much-10% Understanding people of other racial & ethnic backgrounds-Very little-13%; Some-32%; Quite a bit-33%; Very much22% Learning effectively on your own-Very little-4%; Some-31%; Quite a bit-35%; Very much-30% Talked about career plans with faculty member or advisor-Never-11%; Sometimes-45%; Often-27%; Very Often-18%
Develop personal and professional integrity.
Develop sense of civic responsibility, and respect and appreciation for diversity.
Develop basic life skills, including job hunting, fiscal management, life-long learning, and commitment to health and wellness.
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