Goal 1 - Liberal Arts
Provide a strong undergraduate liberal arts foundation.
The challenge is to prepare students to be informed citizens equipped to navigate a rapidly changing employment landscape by providing an education grounded in the human experience, and designed to empower individuals to deal with complexity, diversity, and change. Through a liberal arts education, students prepare for success in a global economy and for informed citizenship, developing a sense of social responsibility, as well as strong and transferable intellectual and practical skills that help students think critically and analytically, work with and understand quantitative and other forms of information, communicate effectively in written and oral forms, and understand and effectively engage with people whose backgrounds and experiences are different from their own.
Association of American Colleges & Universities (AAC&U) Values Institute and Rubrics
Goal by 2022
Highest level amongst Comparison Flagship Universities (CFUs)
AAC&U scores with UND having a participation rate at or above CFUs
2018 – establish benchmark, 2019 – establish goals through 2022 based on annual straight line level of improvement required to achieve goal
Goal 1 Action Steps
1.1: Determine student liberal arts skills at the University of North Dakota (UND) through direct and indirect measures. Contextual assessment will be used in goal setting (i.e., action step 1.2).
Measurement 1.1.1: National Survey of Student Engagement (NSSE)
Measurement 1.1.2: Existing Essential Studies (ES) data
Measurement 1.1.3: Initial scoring of ES sample by Association of American Colleges & Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) Institute for comparison to ES assessment
- Understanding of how students perceive and report their educational experiences at UND.
- Understanding of historical trends and identification of areas for targeted improvement.
- Understanding of comparison to internal assessment of student learning goals as well as how we compare with other participating institutions.
1.2: Following establishment of contextual assessment, make comparisons to similar institutions of key liberal arts learning outcomes through participation in the AAC&U VALUE Institute and indirect measures.
Measurement 1.2.1: Targeted improvement for AAC&U VALUE Institute scoring and comparisons with other institutions.
Measurement 1.2.2: Targeted improvement for NSSE scores on specific themes related to learning outcomes.
- Comparison of our student learning goal outcomes to other institutions.
- Comparisons of internal and external assessment of our student learning goal outcomes.
- Ability to see changes in how students perceive and report their educational experiences at UND.
- Ability to identify to prospective employers and other stakeholders (parents, prospective students, legislators, etc.) the skills UND students gain and possess as a result of their UND experience.
1.3: Document current High Impact Practices (HIPs) as defined by AAC&U including measures of quality and equitable access. Increase student engagement in HIPs across undergraduate academic careers with a goal of at least 3 per student.
Measurement 1.3.1: All HIPs will be identified by a HIPs coordinator in consultation with associate deans or deans of each college, by June 30, 2018, document baseline use.
Measurement 1.3.2: Equity will be measured using the Assessing Equity in High-Impact Practices Toolkit developed by the Center for Urban Education at the University of Southern California by a HIPs coordinator (who will evaluate equity with a working group).
Measurement 1.3.3: Equity will be improved upon until met by HIPs courses.
Measurement 1.3.4: The measure of quality will be whether specific HIPs meet AAC&U characteristics as determined by a HIPs coordinator (with assistance from a working group).
Measurement 1.3.5: HIPs will be identified on student transcripts.
Measurement 1.3.6: The number of HIPs completed by students will increase annually until we reach the goal of at least 3 HIPS in each student’s undergraduate career.
Measurement 1.3.7: Improvement in NSSE data specific to “deep learning” as related to HIPs learning experiences
- Ensuring equity in HIPs helps to promote a strong liberal arts foundation for all students
- Ensuring the HIPs we offer are, in fact, high impact helps to improve the performance of all student groups in the classroom while also supporting the preparation of students for a rapidly changing employment landscape and complex world
- Identifying HIPs helps students to both choose courses wisely and easily identify their experience to potential employers after graduation
- Providing students with intellectually rich educational experiences to positively impact their growth as human beings and informed citizens
1.4: Ensure students gain academic breadth that is the hallmark of a strong liberal arts education through development of guided academic pathways (double majors or majors/minors or certificates) with careful attention to avoid extending degree completion time (four-year goal).
Measurement 1.4.1: Increase number of students declaring double majors, majors/minors, certificates and/or engaged in guided pathways
Measurement 1.4.2: Increase number of students graduating with double majors, majors/minors, certificates and/or guided pathways
Anticipated Benefit(s): Providing guided pathways will encourage students to take courses outside their primary major, allowing them some breadth of perspective across their education - a hallmark of a strong liberal arts foundation
1.5: Provide faculty and staff programming/workshops through Teaching Transformation and Development Academy (TTaDA) to support student skills related to learning outcomes which demonstrate a strong liberal arts education (e.g., active learning, high impact practices)
Measurement 1.5.1: Targeted improvement on responses to Faculty Survey of Student Engagement (FSSE)
Measurement 1.5.2: Compare FSSE and NSSE combined data on teaching methods and reflective and integrated learning
Measurement 1.5.3: Increase percentage of faculty and staff who participate in TTaDA training each year across colleges
Measurement 1.5.4: Improvement in teaching practices, when necessary, through strategy developed by TTaDA
Measurement 1.5.5: Ensure the programs offered by TTaDA are effective as measured by faculty satisfaction responses
Anticipated Benefit(s):Ensuring faculty and staff have the professional development to engage students in active ways will help to lead to additional HIP and active learning classrooms