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Model-3A-Evaluation---PLU---Pacific-Lutheran-University-

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					Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
GUIDELINES I.1. Heritage & Mission a. Academic rigor
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FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left ARTICULATES ALIGNMENT WITH GUIDELINES

ALIGNS WITH GUIDELINES

Difficult to know without program oversight and evaluation. Faculty teach within content areas and are likely to bring high standards.

Framing language references challenge and implies rigor through the "capitalization of strengths" from each division

b. Attention to large questions of value and meaning Seen in subject matter, particularly Religion requirement. FYEP courses and capstone courses likely engage these issues but this is not certain without programmatic intentionality and oversight. Not clearly articulated.

c. Engagement in the world In the Diversity Requirement only. Not a strong or recurrent component. Not clearly articulated.

d. Concern for the whole person Occurs with attention to mind, body and spirit as provide through scientific Not clearly articulated. analysis, artistic endeavor, religious study, physical activity component etc.

e. Importance of the liberal arts and sciences Not strong. Since this model follows the distribution of the divisions at PLU it is heavy on professional school skills, values and tools with a smaller proportion committed to social sciences, humanities and natural sciences. Claims a basis in liberal education as part of the ANAC philosophy.

Pacific Lutheran University

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Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
click & drag right GUIDELINES (I.1. continued) f. Respect for disciplines as the basis of knowledge

FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left ARTICULATES ALIGNMENT WITH GUIDELINES

ALIGNS WITH GUIDELINES

This does this inadvertently since the divisions house disciplines but it is not particular to all disciplines. Not all disciplines would be represented for each student.

Fairly well articulated in that the "unique" contributions of the divisions (but not each discipline) are well stated and the intent of the model itself demands such a respect (even as some disciplines would be missed by some students).

g. Attention to vocation Not clear. Likely to occur in the FYEP and in capstone. Requires intentionality and oversight. Not clearly articulated.

I.2 a. Relation to mission Not strong.

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ARTICULATES ALIGNMENT WITH GUIDELINES

Not clearly articulated. Relation to ANAC status (rather than mission) is the basis but the mission is mentioned in relation to the overall set of skills, values and abilities the model provides.

I.3 a. Emerge from the tradition of Lutheran Higher Education

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ARTICULATES ALIGNMENT WITH GUIDELINES

No. Not clear how the university structure relates to Lutheran Higher Education. There is an 4 credit religion requirement retained however.

Not clearly articulated.

b. Congruent with the tradition of Lutheran Higher Education Some attention paid to religion and liberal education. Not clearly articulated.

Pacific Lutheran University

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Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
GUIDELINES I.4 a. Attention to global issues
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FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left ARTICULATES ALIGNMENT WITH GUIDELINES

ALIGNS WITH GUIDELINES

Not imbedded or intentional beyond the Diversity expectation. Two courses, one with a global focus are required.

The diversity requirement is clearly noted but its purpose is not linked to the overall model.

b. Attention to social diversity and justice No. Only by chance. No.

c. Attention to care for the earth No, only by chance. No.

I.5. a. Acknowledge location No.

ALIGNS WITH GUIDELINES

ARTICULATES ALIGNMENT WITH GUIDELINES

No.

II. Academic and Curricular Guidelines II.1. a. Embody the ILO's ALIGNS WITH GUIDELINES ARTICULATES ALIGNMENT WITH GUIDELINES

It would be assumed that courses within each school or division would attend to these in general. The descriptions of the unique contributions of each division are expressed. Hard to know without program oversight.

Descriptions of some divisions include some elements of these such as leadership, service and expression. T

(II.1. Continued) Pacific Lutheran University

ALIGNS WITH GUIDELINES page 3 of 10

ARTICULATES ALIGNMENT WITH GUIDELINES Fall 2006

Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
click & drag right GUIDELINES b. Embody the Principles of General Education

FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left

The design allows for specific skills, abilities, knowledge and values to be The framing language explains this in terms of the unique contributions of delivered through different divisions. each division and the skills or values provided by each.

c. Embody the J-term rationale There is simply a requirement. Specifics are not clear. Not applicable

II.2. a. Be coherent

ALIGNS WITH GUIDELINES

ARTICULATES ALIGNMENT WITH GUIDELINES

If one does not question its overall logic it is coherent within itself.

This is clear. Courses are taken from each division to gain the exposures as identified.

II.3. a. Include clear rationale

ALIGNS WITH GUIDELINES

ARTICULATES ALIGNMENT WITH GUIDELINES

The rationale is quite clear. It aims to demonstrate the 'purposeful integration of liberal education, professional studies and civic engagement' in order to prepare students for lives of thoughtful inquiry, service and care.

Rationale is clearly written in framing language.

II.4. a. Attend to clear and creative expression

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ARTICULATES ALIGNMENT WITH GUIDELINES

Yes, through the arts requirement and writing requirement as well as writing and communication that one would assume occurs across disciplines.

Yes, this is articulated in the description of each division's contribution under Art as well as in the Writing requirement.

(II.4. continued)

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Pacific Lutheran University

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Fall 2006

Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
GUIDELINES b. Attend to computation
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FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left

Yes, through the math requirement.

Yes to the degree that the math requirement is understood as such.

c. Attend to critical reflection Assumed in all coursework as well as in FYEP inquiry seminars. Hard to know without oversight. Not clearly articulated.

d. Attend to discernment and formulation of values Assumed in religion requirement as well as other course content across disciplines. Values are expressed as part of some of the divisional descriptions and implied in many. This could be clearer.

e. Attend to interaction with others Hard to determine. The idea of human interaction is engaged intellectually but actual interaction is assumed through pedagogy in all divisions. Not articulated in framing language.

f. Attend to understanding world from various perspectives As part of the Diversity requirement with one course demanding a global Not clearly articulated outside of the Diversity requirement. focus. Otherwise it is assumed and difficult to know without oversight and evaluation.

Pacific Lutheran University

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Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
click & drag right GUIDELINES II.5. a. Provide exposure and respect for range of disciplines and

FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left ARTICULATES ALIGNMENT WITH GUIDELINES

ALIGNS WITH GUIDELINES

methodologies

Again this is assumed since the purpose is to gain exposure from distinct divisions that house distinct disciplines. The "depth" requirement would heighten exposure to an area outside of one's major.

The framing language says that students are exposed to a wide range of disciplines. However, these may actually be limited depending on courses chosen.

II.6. a. Develop richly interactive and mutually supportive relationship between gen. ed. and majors

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ARTICULATES ALIGNMENT WITH GUIDELINES

This would seem a potential strength for professional school students but Stated as part of the Integrative Capstone. may not be for other students. It is difficult to predict without knowledge of specific contributions that would be offered by each division. Could happen.

II.7. a. Use variety of appropriate pedagogies

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Assumed to be the case given range of exposure.

Not specifically stated but may not need to be.

II.8. a. Engage students intellectually in program goals and content

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In so much as students taking of courses equates to engagement this is Again this relates to the rationale statement which seems strong. true. Students are taking both liberal studies and professional courses as the program goals identify as important.

Pacific Lutheran University

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Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
click & drag right GUIDELINES II.9. a. Stimulate faculty as scholars

FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left ARTICULATES ALIGNMENT WITH GUIDELINES

ALIGNS WITH GUIDELINES

Impossible to know.

Seemingly not applicable.

b. Stimulate faculty as teachers Impossible to know. Seemingly not applicable.

(II.9. Continued) c. Stimulate faculty as university citizens Not sure how it would.

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Seemingly not applicable.

III. Practical Guideline III.1. a. Is financially responsible ALIGNS WITH GUIDELINES N/A No. Staffing the professional schools with the required FTE to deliver courses for all students is unrealistic. "Depth" requirement might be difficult to predict and staff. ARTICULATES ALIGNMENT WITH GUIDELINES

Pacific Lutheran University

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Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
click & drag right GUIDELINES III.2. a. Is marketable and attractive to quality students

FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left ARTICULATES ALIGNMENT WITH GUIDELINES N/A

ALIGNS WITH GUIDELINES

III.3. a. Provide for transfer entry

Probably not. But may be as marketable as any other distribution and students might feel the better understand the configuration of the university. If all courses can essentially "double dip" with major, diversity, FYEP etc. then the overall size of the core is potentially very small making it potentially attractive to some professional school students of high quality. ALIGNS WITH GUIDELINES N/A The model is not clear on how it attends to transfer students and establishing equivalencies for the professional school requirements is unlikely.

ARTICULATES ALIGNMENT WITH GUIDELINES

III.4. a. Able to succinctly and clearly communicate purposes and goals Yes.

ALIGNS WITH GUIDELINES N/A

ARTICULATES ALIGNMENT WITH GUIDELINES

(III.4. Continued) b. Advisors can understand and articulate rationales One would think so.

ALIGNS WITH GUIDELINES N/A

ARTICULATES ALIGNMENT WITH GUIDELINES

Pacific Lutheran University

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Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
GUIDELINES III.5. a. Provides for assessment
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FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left ARTICULATES ALIGNMENT WITH GUIDELINES N/A

ALIGNS WITH GUIDELINES

There seems no glaring reason why it would not with a qualified person overseeing it.

III.6. a. Provides for on-going supervision program assessment

ALIGNS WITH GUIDELINES N/A Seems reasonable that it would.

ARTICULATES ALIGNMENT WITH GUIDELINES

III.7. a. Has commitment of institutional resources

ALIGNS WITH GUIDELINES N/A Not applicable at this point. Highly unlikely reality.

ARTICULATES ALIGNMENT WITH GUIDELINES

Pacific Lutheran University

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Evaluation Instrument for General Education Models
MODEL: Distributive by Division Model 1
click & drag right GUIDELINES OTHER COMMENTS (use alt-enter for carriage return; enter alone to end input; to edit, click on cell, then click and edit in "=" box at top)

FOR BOTH ALIGNMENT & ARTICULATION (EACH GUIDELINE) a) Mark the evaluation scale b) Provide comment/ rationale click & drag left

PREPARED BY: (signature) (date)

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Pacific Lutheran University

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Description: Model-3A-Evaluation---PLU---Pacific-Lutheran-University-