Active Inquiry Assessment FLC
At California State University, Chico, over 100 courses, from a multitude of disciplines—from Anthropology to Philosophy to Agriculture, target Active Inquiry as a SLO. Each course has approached the development and testing of Active Inquiry in its own individual way.
This year the General Education Curricular Advisory Board (CAB) needed to begin assessing how well our GE program––not individual courses—is instilling the skill of Active Inquiry in our students. Important questions must be answered:
- The definition of Active Inquiry in the Executive Memo 10.01 is very general, so what exactly do we understand Active Inquiry to be?
- What does mastery of Active Inquiry look like?
- What are legitimate and effective ways to evaluate acquisition of this skill?
- What data (evidence) can we collect at the course level, without adding unneeded work to either students or instructors, to assess Active Inquiry?
- What sort of rubric or scoring process would allow fairly quick, objective, and consistent evaluation of the data (evidence)?
A group of seven individuals were charged with answering these questions over the course of the 2013-14 academic year. Participants in this FLC took part in an intensive, year-long process, meeting monthly and communicating frequently in between. At each step we have tried to gather input and feedback from our colleagues, and we hope that this collaborative site will continue that process. We are reporting here what we have found out and the conclusions we have drawn, yet we know that more will become clear as the assessment process continues.
Active Inquiry Assessment FLC Google Site
Best regards from the Active Inquiry FLC:
Martin Van Den Berg (PSYC)
Celina Phillips (AGRI)
Eric Gampel (PHIL)
Diana Flannery (HCSV, Gender & Sexuality Pathway Coordinator)
Lindsey Briggs (HCSV)
Art Sanchez (PSYC)
Sara E. Cooper (ILLC)