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College of Liberal Arts

College of Liberal Arts. September 18, 2014. 2014-2015 Overview. Fall 2014 Review the Curriculum November 3 Deadline Submit Recommendations for Curriculum Revision to the Office of the Dean Spring 2015 Revise the Curriculum March 2 Deadline

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College of Liberal Arts

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  1. College of Liberal Arts September 18, 2014

  2. 2014-2015 Overview • Fall 2014 Review the Curriculum • November 3 Deadline • Submit Recommendations for Curriculum Revision to the Office of the Dean • Spring 2015 Revise the Curriculum • March 2 Deadline • Submit Course Revisions and Proposals to the Undergraduate Curriculum Committee and Office of the Dean

  3. Moving ForwardJSU Planning and Assessment Department • AY ‘15 Academic Assessment Presentation – PowerPoint @ http://www.jsums.edu/dpa/forms/ • University Priorities (slide 5) • Priority 1: Review and restructure academic programs. • Departmental Missions (slide 13) • Student Learning Outcomes (slide 15) • What do you want students to know, think, or do when they have completed the program? • 3-5 SLO’s • SLOs should be measurable • Reflect outcomes of the curriculum

  4. University Guidelines • General Graduation Requirement – 124 hours* • General Education Requirement – 40-47 hours • Foreign language requirement (6 hrs) may have been met • Major Requirement – 30-39 hours • Concentration Requirement – 12-18 hours • Electives – any level if requirements for the course have been met • With a maximum of Gen Ed, Major, & Concentration hours, 20 hours remain for electives – Liberal Arts Education Benefit *Justification required for any deviance (Sources: JSU 2013-2015 Catalog and Ms. Patricia Sherriff-Taylor)

  5. Fall 2014 Overview

  6. Agenda for Today • Each Department to Report(< 5 minutes) • Mission Statement • Student Learning Outcomes (SLOs) for Majors • Plan to Review the Catalog • Identify faculty team • Use SLOs to sort through courses 1 at a time • Identify mechanism to help map courses • Examples available, i.e., Bloom’s Taxonomy grid

  7. Catalog Review ProcessConsider Each Course

  8. Bloom’s Taxonomy

  9. Plot Each Course on a Grid or GraphWhat kind do we need?

  10. Whatever works for you

  11. Review Your Findings:Any Clusters or Gaps? • If courses are clustered • Are they similar in content? • Is a skill being repeated rather than practiced and reinforced? • Identify courses that may need • Revisedcourse descriptions – note 1-2-sentence rationale for each • RevisedSLOs – note 1-2-sentence rationale for each • Might courses be taught online? – briefly note ideas • If a gap occurs • What content may need to be covered? • What skill may need to be introduced, practiced, or reinforced? • Identify courses that may • Move into the gap with revision – note 1-2-sentence rationale • Need to be proposed – note 1-2-sentence rationale • Require additional expertise – note 1-2-sentence rationale • Might courses be taught online? – briefly note ideas

  12. October 16th Meeting Report Findings 1. Total Number of Courses _____ • _____ Have Not Been Taught • _____ Have Been 2. Summarize Findings • Of those courses that have not been taught • How many need to be deleted or updated? Require new expertise? • Of those courses that have been taught • How many need to be revised? Briefly share why. • How many need to be developed? • How many could be taught online? • What faculty development opportunities may be needed?

  13. A Template will be provided for your Nov. 3 report. Thank you!

  14. CLA OverviewAdvising Form Standardized 2013 • Art • Oct. 2012 – 124 hrs • Criminal Justice & Sociology • Fall 2009 & July 2007 – 122 hrs • English & Modern Foreign Languages – 4 Concentrations • June 2007 – 124 hrs • History & Philosophy • Aug. 2007 – 122 hrs • Mass Communication – 3 Concentrations • June 2013 – 124 hrs • Military Science • not a major • Music – 8 Concentrations • Aug. 2007 – 121 hrs • Political Science – 1 Concentration • Aug. 2012 – 124 hrs • Psychology • July 2007 – 124 hrs • Speech Communication & Theatre • No date – 123 & 122 hrs

  15. Review Your CatalogOne Course at a Time • Has it been taught in the last 4-5 years? Yes / No • If No • Should we delete it? Yes / No • If no, do we need to revise it? And, could it be taught by faculty in our department? • If no, do we need to consider hiring someone to teach it? • If Yes – Plot Course on a Grid • Example - Bloom’s Taxonomy Grid in Sept. handouts • Do we need more than one grid or graph? One for content & one for skills? • What helps you see how students achieve SLOs? • Review Your Findings: Note any Clusters &/or Gaps • What course[s] need to be revised? Why? • What course[s] need to be developed? Why? • Do we need a new faculty line? Additional resources? Why? • Record decision about each course in a 1-2 sentence rationale • Relate each rationale to an Overall SLO

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