Learning Goals Responsible Citizenship

[no dialogue] >>Stephen Lucas: Okay. Well, good afternoon. [chatter] Thank you for coming out. This is our fifth workshop on the revised university learning goals, the fourth one on one of the actual goals. And today's goal is on responsible citizenship. And so, that's been led by Dr. Debra Reid and her band of merry civic responsible citizenship people here. So, they have really been wrestling with this for the past year and a half, so we really appreciate them. Before we get started, just a couple of reminders. One is that you've got a big, thick set of handouts there. One of those is the newsletters we've been putting out, and that has on the back a lot of links to different resources, not only for this workshop but for all the other workshops, including the learning goals webpage, which has all the handouts and videos, and everything from all the workshops. So, if you've missed anything or misplaced handouts, they're all up there in PDF form. And then, one reminder that, boy, it's hard to believe, next Tuesday will be our last workshop. Seems like we just started. And that will be Tuesday from 10 to noon in this room. And this will be on the brand new learning goal. We had one brand new learning goal, and this one is on quantitative reasoning. And this is going to apply across the curriculum, so even if you're not in the College of Sciences, we want you here to see what kind of expectations and support we're going to give you to infuse quantitative reasoning across the curriculum, as well. So, having said that, Dr. Reid, you're on. >>Debra Reid: Thank you, Stephen, very much. And thank you all for coming. We really appreciate the good level of participation that has, you know, been visible among the attendees at these different workshops. Today, responsible citizenship, which the newsletter will explain, was stated in almost its entirety in the general education description previously, but wasn't really itemized in the way that we've tried to itemize it, which can help clarify the agenda, both of the curriculum and the co-curriculum, but also provide foundations, starting points for faculty in all disciplines and students across the campus in striving to attain four big picture goals. And one of those relates to diversity in its broadest terms, one to ethical reasoning and professional standards, one to issues of civics and civic engagement, and then the last being this purposeful awareness of transfer of knowledge in lifelong learning. And so, what we've done today is sort of divide us up so you do not have to just listen to me. I'll give a broad overview, and then talk a bit about diversity. And then we'll, Karla and Anita will discuss this ethical piece, ethical reasoning, and Melinda in the Political Science Department will talk about physics, physics, don't we wish, civics. And then, we're going to break into some groups and do conversations, which will include Carrie and Rachel, who will talk about purposeful transfer. But that will be within our group context. So, we'll be part formal, but majority informal today. And then, with reporting back. So, the, I'm not going to tell you what this says, but I do want to provide a little overview. This worksheet, this, sorry, newsletter for our workshop has in it the overview, bits and pieces about major changes and the encouragement to, yeah, to not freak out at the breadth of this goal as we approach it. The second page has definitions, and these are ones that we've consolidated in a way to make the topics manageable. And then, the third page has some explanations about teaching strategies and a very modest thing on assessment. And the backside, a few references. Think of the workbook that is another handout, the thick handout, as the supplement to that. And again, I'm not going to go page by page through it; that would be awful to have to sit through. But there's more explanation, in terms of rationale for the learning goal and definitions. And then, it's broken up into these four learning goals with more specificity about teaching methods and assessment suggestions. [no dialogue] So, a quick overview. The Association of American Colleges and Universities has really led in helping colleges for decades, since the early 1970s, come to a purposeful understanding of responsible citizenship. This has a long history that begins in the World War II era and the Cold War after World War II, and the ideas of citizenship education. So, this is nothing new. And it's also something that's very broadly attempted, so EIU is not unique in any way, shape, or form in its effort to try to help students think purposefully and be aware of their role as responsible citizens, educated individuals in a diverse world. It's, the magnitude of it is overwhelming because, if you look at this little, simple list of things that are considered important in liberal education, this learning goal relates to three of the large, of three of the four large topics. And enough said on that. If you want to learn more about LEAP and liberal education, you can go to the website and, you know, be overwhelmed as we all are with the potential for this. In terms of employer expectations, responsible citizenship is also approximately half of what employers have been, have gone on record as saying that they're looking for. So, and then, all the other learning goals, the other ones, writing and reading, speaking and listening, quantitative reasoning, and critical thinking, are the other half. So, yeah, there's a lot in this goal. We'll not cover it today; we're just getting started. So, here's the four things explicated as they are in the revised and recently adopted learning goals, as of January. And these will take effect in the fall. Catalogue changes reflect this in the incoming freshman class, and I guess transfer students will be the ones that will follow this catalogue. I tried, because I'm a visual learner, I tried to graph out how this goal relates to all the others, and how we are quite purposeful in what we're trying to do, which is emphasize the transfer of knowledge and skills across the curriculum. So, that's my attempt. Thinking about ethical reasoning, not as the peak of a pyramid, but just another skill based on knowledge that students master, along with reading and writing, and speaking and listening, quantitative reasoning. Critical thinking I put at the bottom specifically because I think we all perceived of it as the foundation for building everything, all the rest of it. And then, practice occurs in these diversity/ethical reasoning professional standards and transfer of knowledge areas. So, that's how I tried to graph it out, in terms of some maybe more understandable, or at least visual model. The handbook outline of, or yeah, the basic outline of the table of contents is there, too. So, if you want to flip, not flip through it now, but as you're working in breakout sessions, if you find yourself flipping through it, the table of contents is at the front of it, back of the front page. And that's basically it. So, we're dividing up these three in three more components. One being teaching strategies, the next being assessment related things, and then there's a comprehensive bibliography at the end that's annotated. So, this goal also attempts to engage all disciplines. It's not a liberal arts and sciences goal. it's a goal that hopefully will involve every college, because it's a goal that's not just a general education goal; it's a university goal, university learning goal. And the little introductory statement about the goal emphasizes that. So, students, graduates, make informed decisions based on knowledge of the physical and natural world, and human history and culture. It's not really a throwaway line; it's meant purposefully to indicate the critical nature of knowledge as it can be applied through the various parts of this goal. There's a lot of research in the ways higher education inadequately wrestles with this. There is a fair amount of information about best practices to blend knowledge and skills at the higher level. And there's a current emphasis on trying to bridge information from K-12, and make it through 15 or 16, or 20, thank you, yes. And EIU is involved in this state, in a purposeful effort to try to make it, what would it be then, P-20? No pressure there. [chuckles] And I've gone on record as saying that the responsible citizenship goal will also allow Eastern to take advantage of its unique situation here in the rural Midwest, specifically rural Illinois. But then, trying to be a critical thinker, we're not just, we don't just have a footprint in rural Central Illinois, the largest soybean producing county in the nation, or I mean not the nation, but the state. But we also have a footprint on, in different towns around Central Illinois and in Chicago through continuing education. So, and the online programs that we have. We are a campus that exists in many places. We have a lot of unique attributes that this goal can help emphasize. Abilities in rural places to engage with diverse student bodies, multidisciplinary, interdisciplinary. The sky's the limit. Our biggest problem is trying to be reasonable in what we can do and what, yeah, I think that sums that up. So, here's the cultural diversity section. And briefly, EIU has had a diversity definition that helped explain its diversity graduation requirement since '99, and then that was modified in '04-'05. This definition is that approved definition that helps guide the general education requirement, because every student at Eastern has to satisfy one cultural diversity class. The bits of pieces in italics are things that have arisen since that approved definition received approval at the CAA level. Things that relate to health, status, age. So, you know, it's a good example of how we're trying to build on what has been successful in the past, but also be mindful of the need to sometimes revise and continue to improve. And this is, so this is what will be guiding the diversity component of the responsible citizenship goal. And then, I think, we won't open it up for questions now, but when we break into our breakout sessions, this will be, the group that wants to talk about diversity will talk about it with me, and we'll talk about teaching strategies and assessment potentials. We have some questions that will guide us. But that's the definition that we'll be mindful of as we talk. And then, I think I'd like to turn it over to, oh I have, oh well yeah, but we can look at those when we break out into our groups. Those that aren't, thank you Karla, those that aren't, aren't interested, who would rather sit in with a different group than diversity, the workbook has the teaching strategies and assessment, some assessment strategies, too. So, you're not going away empty-handed if you choose to sit in a different group. And so, now I'll turn it over to Karla Sanders and Anita Sego, who will talk about the ethics learning goal. And I think Anita, want to... yep. Anita Sego is in health studies. [no dialogue] >>Anita Sego: I think what we're really looking at is kind of bridging your field with the gen ed, and looking at ethical reasoning altogether. So, we're looking at them not only being able to identify "what's right or wrong," but how to make decisions and how to transfer that skill. I tend to teach freshmen or seniors, and what I find is they can parrot things very, very well. And even in my senior graduate course, I'm like, so what do you think? And they'll go, what do you want us to think? And I'll say, I know what I think; what do you think? So, for this one we spent a lot of time looking at the personal, professional, disciplinary, and civic contexts. So, we tried to put everything together from all the other learning goals. So, we're looking at what's right and wrong, and how they start. In health, we talk a lot about their lens, and we're constantly looking at different target audiences. And everything that we do as a health educator is based on our own personal experiences and our own personal beliefs, and we have to learn to look outside of that and figure out how that affects our judgment and our ability to tell right and wrong. So, we're looking at how they take their personal, how that works as whatever field that you're in. And in health, we have CHES, it's our certification, and we have a health code of ethics. So, we spent a lot of time looking at the different majors and their different codes of ethics, so that it is applicable to each of us. I could use my CHES, and I can state all my health field, and for most of you, you go, eh, what does that mean to us? But it appeared when we did our research that almost every major we have here has its own professional organization, and it has its own professional code of ethics, so that the assessments and assignments can be tailored to what you do. We are looking mostly on the gen eds as a starting point, but no matter what class that you teach, there's something that you can do ethically. I'm constantly updating my rubrics; I'm one of those rubric people. And I'm looking at a new rubric for my critical thinking, we do a position paper, it's one of the last papers they write as seniors. And the new rubrics that I've been looking at even have ethics right in the writing rubrics; that's one of the sections. So, particularly Melinda and I had a lot of conversations about ethical writing, and we talk about that. And I think our students get that part of it, that we shouldn't cheat, that we make them go through the IRB process. But they don't always get how those same skills transfer to the decisions that they make for case studies or for job decisions, or for the human resources. And so, we kind of went more global with this one. Do you want to go to the... and I'm going to do the same thing. We do have a really nice resource center, but we can talk about that later. And then, your packet has some wonderful sample rubrics, and it does talk about the syllabus. And again, we did, everything that we looked at was syllable assignments and assessments to try to give you a head start for anything that you're doing. Karla, do you want to add anything to that? >>Karla Sanders: Well, the website that you see up there has case studies, sorry, the website that you have up there has case studies and things for almost every single discipline. Some of you may have used it already. And it, you know, we were overwhelmed by the amount of information that is available. They even have campus ethics as a separate topic that we're going to use for university foundations this year. So, to talk about sort of things like plagiarism in general, drinking, getting along with your roommate, how we all interact with each other as humans. And there's bio-ethics, environmental sciences, business cases. So, there's all sorts of examples up there. In your packet, you will have a rubric that one of our colleagues in the School of Business uses for a 4000 level class. You have a rubric that we use for 1000 level University Foundations, and then there's also some information and a rubric from the MBA program. So, we've tried to give you different levels so that you can see what they're doing and adapt that. Deb's got it up here. Over on the side where it says focus areas is where you're going to find the case studies. They've set it up so you can print it and give it to your students, and have them read the case studies related to the various topics. And then, there's also information for you, and there's a whole section on ethical decision making. So, how we make our decisions, how we take our values, and whether it's professional ethics or personal values, and how we apply that to our decision making. And then, you know, you can incorporate that with, as Anita said, any topic that you're working with in your courses. [no dialogue] >>Melinda Mueller: Alright, I'm going to talk about the civics component. And I think we can make the argument that physics is indeed civics; we all contribute to it. This is something that's really challenging, in terms of coming up with a definition. And I know in the Political Science Department, when global citizenship was first introduced our reaction was, well how do we measure it? Because, most of the time we do see our students become good citizens, but it might be a decade after they've left. And so, it's latent. And there's a challenge there in that. But the definition that we have developed comes primarily from the AAC&U, and from a workbook on teaching civic engagement with McCartney. I like the focus in this, and we like the focus in this on the community; the community could be anything from the global community, down to the campus community. So, civics can be really broadly integrated into all of the disciplines. And that there is a great focus on gaining skills. We do this pretty well. Our students take history, political science, sociology, economics, psychology courses, social sciences. But also, in the humanities, the fine arts, the sciences, business education. Anywhere where we're gaining content knowledge, we're learning how the world works. And that contributes to our knowledge of civics. And I suspect that even though we can't assess that really well, we are probably doing that fairly well. Where we are hoping to expand are in two areas. One is encouraging the students to learn about where their values come from, learn about where other people's values come from. That opportunity for reflection, for development, for having dialogues, deliberate dialogues with classmates, with other people in the community. All of those things will help our students have a better sense of where they come from. And we can do that in a wide variety of courses, not just in your traditional social science courses. The other thing we hope to build on are opportunities for civic engagement. Some of us have programs that require some form of civic engagement, but sometimes that can seem overwhelming, like how do I develop a service learning program in my class? Well, you need to talk to Rachel. But sometimes it can seem like this huge barrier. Yet, there are ways that we can both horizontally and vertically integrate civic learning into our classrooms. Whether it is in one class experience, whether it's throughout all four years, the more we build this, the more the students I suspect will go out and remain active in their civic life when they graduate. That's really an ultimate goal. So, we've collected a lot of examples of how we can do that. Everything from going to observing some sort of civic action occurring, that would be, you know, rather passive form of civic engagement but still important, but also formal service learning, volunteerism. I'm just hearing about students that got back from alternative spring break. All of that feeds into actual, real experiences that students are having. If we can then move towards letting them integrate that back into the classroom and reflect on it, we become, we'll end up with a much more dynamic experience for them. There are also programs that we haven't done a whole lot that I think we can build on. This last summer I taught the American government class in the summer institute program. And one of the things that I did with Michael Gillespie, who was teaching the soc class, and Cameron Craig, who taught cultural geography, was require students to do presentations that all three classes attended. So, we did poster presentations, we picked a theme of higher education. My class did the politics of higher ed, Michael's did the sociology, Cameron's did higher ed around the world. It was a really cool experience for a group of freshmen to come in and see how different disciplines approach these projects, how we study these problems, how much we overlap, and then how much of this can make, how we can make a difference, whether they want to make a different on campus, or they want to make a difference internationally. I think we can think about some cross-curricular activities, co-curricular opportunities like alternative spring break, even programs like Constitution Day can be really rich opportunities for students to expand their civic learning opportunities. So, that hope is that we can, by more dialogue, by our group discussion today, begin that process of learning how we can better teach students to develop their values, and then actually engage and act in those values. [no dialogue] [unclear dialogue] >>Carrie Johnson: Alright, I'll talk first, and then I'll turn it over to you. Okay, I stole it; I'm a hog with the mic all the time. I just want to point out I work with adult learners, and adult learners when they come into a classroom, they want to know what they're going to learn that will benefit them in their lives. How is this applicable to their lives? Most traditional students aren't asking that question. So, we need to be more intentional and more strategic on how we can help them realize how these things connect to their lives. So, when we talk about things like authentic assessments, the projects, the debates, the role playing, those kinds of things, those are the ways that students can connect things to their lives in order to be responsible citizens. And to really learn, they need to be able to take the information out of the classroom. They need to not only use it here, but what Melinda was saying about 10 years down the road. They need to be able to transfer that into their lives. And so, there's a lot of projects that we can do as instructors that will help them do that. We have one in your packet. Angelo and Cross have a wonderful book on assessing across the disciplines, and they give an example of a psychology professor who taught a unit on human learning. And at the end of the learning, he said, at the end of the unit he suggested to his students to write on a card what they had utilized in their lives that, as a result of that unit. Well, about two-thirds of the students were able to give examples. One-third couldn't, and their response was you didn't ask us to do this when you taught the unit. This led to a discussion. They generated more ideas. But as a result of this, this professor said I need to be more strategic. I need to intentionally say to my students when I'm teaching a unit, these are the things that I want you to look for. How can we do this? How can we use this in our lives? And human learning's a perfect example of things that you could use. When I was doing some research a few years ago on people who taught adults and taught traditional students, I interviewed a variety of faculty across the disciplines. And I interviewed a consumer chemistry professor. She was a chemistry professor, but she taught consumer chemistry. And she talked about how different it was when she taught her adult students. And she mentioned that when she was discussing an issue, some of her students took such an interest in water treatment that they actually wrote letters to the editor. And she said I would never see that with my traditional students. And she was so excited about this. And we probably won't see that with our traditional students unless we suggest that, unless we say alright, we know that this is a concern in our community; how can we deal with those kinds of issues? Finally, something hit me this weekend. My daughter is a very good student here, although she hates school. How she earns the grades she does, I don't know. But she had a very big event Saturday with her sorority. And if Ellie could major in Greek life, she would major in Greek life. Well, we went out after the event. The event was Saturday in Effingham. It was a red dress gala where they raised money for women's heart health. And this was an amazing event organized by the women in the sorority. The parents were invited, and we were out in Effingham, we were at a conference center. They raised over 6,000 dollars Saturday night. They had a speaker who was an alum, who unfortunately had a dear friend who was a student here who suffered cardiac arrest. They could not revive her quickly enough, so she suffered brain damage, very severe from what I understand. Here was a situation where these women were raising money, they were organizing an event, they were connecting it to the outside world. And the next morning, she's like, I hate school. But really, she doesn't hate school, because she's studying hospitality. All the things that she wants to do is related to this. She just doesn't see it. And it's important that we make these connections. I'm embarrassed that she doesn't see it, but it's important that we make these connections for these kids. And so, when we talk about service learning, this is a perfect example and a perfect lead-in for Rachel. >>Rachel: Well, thank you. Good afternoon, everyone. My name is Rachel Fisher, and I'm the director of our Student Community Service Office here on campus. And this is really before we go into breakouts almost the commercial break, to just let you know that our office is here. And we talk about service learning, it truly is in its base level the opportunity to give students a direct experience with the issues they're learning in the curriculum. And I want to tell you that I am ready to partner with you. We work with many faculty, and we arrange very much based on the needs that you have in your classroom of what that level of service learning will look like. As simple as a five-hour commitment to volunteer anywhere, just remember some of those direct experiences to bring back, or as far as creating a lab component that is a specific weekly event that we work with you to ensure that whatever goal you're having for that class, we incorporate into an after school experience, if it's elementary education, as an example. So, I encourage you to, as I think the theme of today is don't be overwhelmed, know there are resources, and certainly for service learning or volunteerism, a connection into that classroom and beyond, I would be absolutely delighted to speak and to share some of those pieces. So, thank you for your time. [no dialogue] >>Debra Reid: Thank you, thank you. So, if you do have your workbook with you. And your, I would say flip to the last third. And there'll be a page called Application Transfer: Adult and Lifelong Learning Co-Curricular. Evidence of our inability to use one word to describe this fourth of our goals. I point this out because we won't be talking about this particular section of the workbook in our breakout sessions. But this is representative of what you'll find in each of the other three sections. We have a brief overview of potential for transfer through assignments. An example of transfer, and this is a very modest one from a gen ed, where I've asked students to create a primary source by going out and interviewing a family member in an oral history interview, formal, and then to present on that to their classmates. The idea of transfer comes in because they're taking what they've learned in their speech classes, their communication studies classes, and then applying that in a content specific exercise. So, I'm trying not to cop out by, you know, by saying I'm not teaching speech, but by emphasizing that the standards they learn in one class need to then be transferred purposefully to another context and another public presentation. So, what you have is a rubric that still needs much refinement that looks at the history side of that presentation. Well, and then on the other side of the rubric I create would be the speech rubric, that's the standard one for EIU. So, that's one little, modest example of that idea of transfer, making purposeful for students who are traditional students the need to think about lifelong learning. And then, I'm sorry, transfer of knowledge, and then lifelong learning is on the other side, which summarizes some of the things that Carrie said. Rachel created the service learning handouts, so that in three pages provides a wonderful overview to that office and its resources, as she's explained, along with some resources that you can look into. There are more in the bibliography that's at the end, too. And then, because I think we just need to know this, co-curricular projects, co-curriculum, EIU has a formal, standardized co-curriculum. And the Office of Student Development had come up with some outcomes that they used to guide their freshman orientation programs. And it was done by a group of folks back in about '06. And so, it's in here for you to reference. And think about the things that you're doing in your classes that really do have a direct connection to this larger goal, now one of our identifiable goals, right? Transfer of knowledge, application in different contexts. Yeah, assessment, how do you assess this? I don't know how many times you may have heard someone say, well I'm not going to assign my students to go to a talk, you know, in the evening because it's not relevant to the coursework. There are ways that you can structure an activity that, you know, maybe once a semester that students have to go out to engage somehow in some way. And I have a rubric that can show you how to do that. So, if anybody's interested in that, after our breakout sessions we can pull that up. We also have your names, so we will be able to email you some material from a rubric book that we couldn't really, in terms of copyright compliance, just copy and hand you, but we can distribute them, you know, as the need and interest arises. But yeah, so lots of resources out there to make this happen. Carrie and Rachel are going to circulate amongst us as we work in our breakout sessions. So, if you're wanting more information on that very important part of this learning goal, that's how we'll provide it. Otherwise, we will divide up into our respective, the three: diversity, ethics, and civics. And we have some questions that will hopefully guide us. Each group can pay attention to these as they meet. So, how would you incorporate the objectives of any one of these to your courses? Some folks may have great ideas, and we can all share and learn. Or if we come up with a loss, and we want, you know, to have a discussion about what in the world we can do, we'll be there for you. Because that's our job, is to try to help provide opportunities, examples, and resources to make this actually happen and be effective. We can also have 10 to 15 minutes talking about the transfer, very purposeful transfer from a class in a discipline to another class in a totally different discipline, or to the co-curriculum. And then, we'll report back as a whole. What I'd like to see us do in the next, say, hour, let's talk about the first one, incorporating objectives into our courses, and then we'll have a report back. And then, we'll go into the discussion about transfer of skills, and we'll report back. And then, we'll save the last, oh 40 minutes or so to talk about assessment, which is the big elephant in the room, and that we, yeah, want to talk more about with everybody. Kay? So, I would say anybody who wants to talk about diversity will come up here and sit around the tables. [no dialogue] Would you like to talk about ethics? >>Karla Sanders: Well, I'm here, so let's talk about ethics up here, and then civics will circle up in the back. [no dialogue] >>Debra Reid: So, any of us could continue to talk, but I think we should open this up now if anyone has any questions, and that might then take us down a path that we want to go. So, I didn't know if anybody did have any questions. [no dialogue] Hoping for early release, I know. Frequent strategy. [unclear dialogue] >>Anita Sego: I just wanted, I guess, to advocate. Most of the discussion we had about ethics that I added came from a seniors major course that I teach, so we have that one-hour class. But I do think we all have to put critical thinking and ethics. And one of the things that I've noticed in my courses is that the increase in transfer students has changed the amount of preparation that the students have for my advanced level courses. And so, we've had to kind of go back and think of the core things that we want our health educators to have when they leave, and add in what we feel are some freshman and sophomore level things into our junior/senior classes just to make sure that they do leave here with what we think a well educated citizen should have. So, I do think that our challenge is even greater as we get more and more transfer students, because they don't have the sequencing, and I don't know about your departments, but our department collaborates pretty well. And we do have a sequencing of skills, and we talk about who teaches what in what section, and where we layer it, and where we enhance it. And so, when they transfer in, they don't have the same skills. And so, I just wanted to remind or comment that as we see an increase in transfer students, which I think will maybe continue to be the trend, we have to look or re-evaluate... It isn't? It looks, it is for our major. >>Karla Sanders: It may be for your major, but we've had a bit of a dip. >>Anita Sego: Well, because we have a lot more. And because we are so sequenced, then we have to go and make up skills that they aren't quite ready for yet. So, and then, when you look at citizenship that makes the difference, as well. [no dialogue] >>Debra Reid: Yeah, if I could address transfers just for a little bit. We all, you know, in the pie in the sky classroom, all of our students come in at the 2000 level, sophomore level if it's a 2000 course, and so on and so forth. But transfers are a major part of the challenges, in terms of how do you structure assessment that is assessing what you're trying to assess at a certain level when you've got students with different, yeah. We all... Transfers are essential and highly sought, but they come in many different packages. And how do we create assessment, curriculum and assessment that relates to that. And that means, I mean, often thinking about that, we think community colleges are stagnant and dedicated to general ed. But they're not. They're going through their own real energized period of trying to develop what they call pre-major coursework. So, it's even deemphasizing gen ed at the community college level. They may come better prepared to be, you know, in whatever your discipline is, but maybe with less of a gen ed background. So, it's a real moving scenario out there. And one of the things that strikes me, in one of your handouts is an effort on the part of social sciences to try to identify where students are in different social science skills. Common Core grade 8, Common Core grade 12. It would be probably useful if we think about where would a transfer student in a community college career, you know, are they entering at a benchmark level that's our year 14, for example? So there's, as you can see, there's a lot more questions than there are answers. And getting a team of people together to think about and prioritize these is incredibly important. Yeah, good. Any other questions? There are other handouts that we didn't go over. Some of them, the executive summary of our global citizenship survey, that's one instrument that indicates what we do at the university level for assessment. And it was revised, and this was the first time that the revised version was summarized. Much more information appears at the CASL website. You can find all sorts of interesting reading material there. That's in your, how to get there is in your packet. [no dialogue] We have, we'll have to, yeah, we'll have to revise it again, now that we've revised our learning goal. Anybody interested in forging on with that could join or ask to join CASL. Recruitment plugs, merciless recruitment plugs. [no dialogue] It's very much a work in progress. So, in order to help you think about what you do at the classroom level, in terms of exercises and assessment projects, the American Association of Colleges and Universities has these value rubrics; that's in your workbook. You can take these and modify them to suit your needs. These are not all of them. There are others for creative thinking, as well as critical thinking, and yeah, writing, speaking. But those are the ones that most relate to what we do. And one side states rationale, glossary, critical terms; the other side is an example of a rubric, totally able to be modified by whoever wants to use it. And then, if you do not know, I brought a couple books that have proven to be indispensable as I keep thinking about this. And one of them is this Classroom Assessment Techniques book, CATS we call, I guess they call it that, too. it's not, yeah, 50 plus, well 50 ways of devising everything from five-minute write activities at the end of a lesson, to full blown semester-long projects that allow you to determine what are your learning objectives, theoretically tie them to our university learning goals, and then once you've got your objectives clearly defined for your course, then how do you develop activities and assessment to measure, yeah, success. It's a fairly incredible book. Those of you who are teachers probably know about it. Many of us who don't have any formal education training can find these things indispensable. And then, there's a book, Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. This is a real simple, brand new edition, it's a new edition, second edition, 2013. But it's a very straightforward, and I don't mean simple as simple, I mean easy to use, even I can do this, guide to making rubrics. And I have copied about five examples, everything from assessing those, you know, go out and listen to a lecture and relate it to your learning goals, to the full blown project in a philosophy sequence of courses that deals with ethical reasoning. So, I mean, we could go on, but we won't. Because, our goal is to leave you wanting more. And we hope that that's how we've ended today. We will be here for questions if anyone is so inclined. And thank you from the bottom of our heart for participating in this. And hopefully it's the start of many more conversations. Thank you. [applause] [no dialogue]