Appendix 1: Description and Summary of Faculty Participation
Recognizing the importance of faculty ownership of the university’s academic program and its goals, the academic leadership encouraged broad faculty participation in defining learning outcomes for all Point Loma Nazarene University students. The process involved the following steps:
Since both the General Education Task Force and the Assessment Committee were closely involved in the work of establishing and then measuring EEI’s, their membership is listed below.
| General Education Task Force |
Assessment Committee |
| Hadley Wood, chair: Dean of General Education |
Becky Havens, chair: Vice Provost for Educational Effectiveness |
| Kerry Fulcher, Biology |
Hadley Wood, Dean of General Education |
| Bettina Pedersen, Literature |
Anne-Elizabeth Powell, Library |
| Bill Wood, History |
Barbara Rutledge, Informational Technology Services |
| Caye Smith, Student Development |
Becky Modesto, Student Ministries |
| Dale Shellhamer, Chemistry |
Caye Smith, Associate Vice President for Student Development |
| Keith Bell, Interim Provost |
Cheryl Gaughan, Institutional Advancement |
| Kim Schaeffer, Psychology |
Jesus Jimenez, Mathematical, Informational and Computer Sciences |
| Pat Leslie, Sociology |
Jim Johnson, School of Education |
| Paul Kinsman, Art |
Jim McEliece, School of Business |
| Sandy Foster, Family Consumer Sciences |
Keith Bell, Interim Provost |
| Victor Labenske, Music |
Ron Kirkemo, History and Political Science |
Workshop Participation: August 17, 2004
During a two-hour session faculty sat at tables of eight, and, following the active learning technique of think—pair—square—share, faculty worked on the following questions. All faculty were asked to write down what they felt should be the outcomes of a Point Loma Nazarene University education. Undergraduate faculty were also asked to write down what means of assessment could be used to assess the selected outcomes. Graduate faculty members were asked to write down what the outcomes for all graduate students should be and to clearly differentiate those from the undergraduate goals. At the end of this work time, the faculty participated in a general discussion in an informal report-around. One particularly helpful comment during this faculty discussion was the distinction made between a desire and a goal; while desires represent what we want to have happen, goals are what we think can realistically be achieved.
After the workshop session, all the papers that faculty had worked on were collected and eventually organized by recurring themes into an initial document on General Learning Outcomes. It became apparent, even at this stage, that the desired student outcomes involve the goal of developing competence in a specific discipline and attaining General Education goals. The list was eventually reorganized, as shown below, around knowledge, competencies and values/attitudes.
List from Faculty Workshop of August 17, 2004
Knowledge
Understand biblical material and traditions of interpretation
Understand Christianity, in relation to other faith positions
Understand basic biological processes
Understand self and society
A major area of expertise
Broad understanding of science, history, arts
Know what believe and why
Understand human experience (history, lit, philosophy, arts, science, and social science)
Understand and appreciate diversity, complexity, global situations, and justice
Competencies
Communicate in verbal and written form
Read from variety of disciplines with critical understanding
Critical thinking
Information literacy, technological literacy
Work in a collaborative group
Problem-solving
How to learn = lifelong learning
Life skills
Preparation to be a responsible citizen
Values/Attitudes
Humility in relation to what is not known
Love for neighbor, open to diversity
Thirst for knowledge = desire for lifelong learning
Thirst for wisdom
Service, concern for others
Value whole self (physical, intellectual, emotional, social)
Sense of a vocation
Awareness of the needs of the world
List #2 from Faculty Workshop of August 17, 2004
Graduate goals
Leadership
Deeper dimension to what they do
Deeper Christian perspective
Practice with integrity
Able to generate independently knowledge/skills/product
All the undergrad outcomes
Able to accept responsibility for the education of others
Broader view of serving others at higher organizational levels
Knowledge: specific understanding of information necessary to demonstrate skills in this major focus
How to research in their area of focus
What are the lay issues and questions in this area of focus
Ability—to ask questions and design research for their focus
Communicate regarding this focus area
Demonstrate salable skills in their major field
Communicate clearly
Attitude—how does my participation in this field make the effort better
Depth of knowledge
Increased competencies
List #3 from Faculty Workshop of August 17, 2004
Means of Assessment
alumni giving and involvement
alumni survey (3 to 7 years out)
church involvement, community service and engagement, publications, placement, promotions, continuing education, service assessment, cultural appreciation, citizenship skills, world experience, reading habits, service activities and attitudes
exit paper (K, V, C)
exit interview (K, V, C)
exit examinations
competency in reading, writing, problem solving, working with people, major field, competency in reading, writing, problem solving, working with people, testing /writing mechanism to assess critical thinking/ and integration
standardized exams (GRE verbal) (pre-professional)
intern evaluation (service, attitude, knowledge)
portfolio of PLNU challenges
senior reflection paper compared with freshman paper
final integrative seminar (within major)
some assignments common to all graduates
fulfill outcomes of major
documentation form with specific criteria/guidelines that show competency
entrance and exit comparators = value-added
survey on attitude to gender, class, race, physical
statements of belief for values
value=survey, culminating senior project, interview
practice /understand healthy lifestyle
co-curricular expectations for health
follow-up on health 5-year goals
document projects and portfolios
technology literacy
use writing across the curriculum
service portfolio