GE FSI Framework

Recent Publication Shares Framework and Results from CAT’s Assessment of the General Education Foundations of Scientific Inquiry (GE FSI) Program

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The Center for the Advancement of Teaching (CAT) developed a holistic assessment framework for UCLA’s General Education Foundations of Scientific Inquiry (GE FSI) courses. This comprehensive approach combines faculty engagement and student input to ensure the alignment of individual course outcomes with overall program objectives. CAT collaborated closely with faculty teaching GE FSI courses to identify course learning outcomes that align with the GE FSI program goals. Complementary to that process, CAT administered pre- and post-course surveys to students to gather information regarding students’ (1) course learning experiences, (2) scientific literacy skills, and (3) attitudes toward science after GE FSI courses. Instructors were also given the opportunity to consult with the team to learn more about how specific aspects of their learning outcomes, teaching practices, and course assignments impact student learning. An overview of the assessment plan and general outcomes were recently published in The Journal of General Education, which includes preliminary findings that showcase the benefits of a holistic approach for achieving a broad range of goals (as shown in the image below). The article is now available online and can be accessed via the following link.

GE FSI Framework

 

 

GE FSI by Major

Committee Update on GE FSI Assessment Project

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GE FSI Responses
GE FSI by Major

UCLA Center for the Advancement of Teaching members Roshini Ramachandran, Assistant Director of Curricular Initiatives; Adrienne Lavine, Associate Vice Provost; and Marc Levis-Fitzgerald, Director of the Center for Educational Assessment, met with the GE Foundations of Scientific Inquiry (FSI) steering committee, which consists of faculty representatives from the Undergraduate Council, Faculty Executive Committee, GE Governance Committee, and GE FSI ad hoc committee. The group met to discuss progress on a project to assess UCLA’s GE FSI curriculum, with a focus on the recent UCLA-wide survey administered in Fall 2019 by CAT to collect information regarding students’ attitudes towards science (over 5000 respondents). Survey results showed that UCLA students generally have positive attitudes towards science and the utility of science in their lives, but differences can be seen in the attitudes of STEM major students, non-STEM pre-health students, and non-STEM non-pre-health students.