Objectives established Student learning …intraweb.stockton.edu/eyos/gens/content/docs/2011 Summary...

2012 SUMMARY OF

ASSESSMENT IN THE SCHOOL OF GENERAL STUDIES

Academic Tutoring Center

Objectives established Student learning outcomes defined

Measurements established

Implemented Results analyzed Changes made

Established for some objectives To be piloted in fall 2012 for others

Fall 2012

See Narrative

Demographic Data Analysis Fall 2012

2012 SUMMARY OF


AFRICANA STUDIES

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OBJECTIVES ESTABLISHED

STUDENT LEARNING OUTCOMES DEFINED

METRICS/MEASUREMENTS ESTABLISHED

IMPLEMENTED RESULTS ANALYZED

CHANGES MADE

√ √ (Capstone Seminar) √ (Intro Course) √ (Middle level Courses) √ Portfolio Assessment

√ √ √ √

√ √

Fall 2011

√ √

Spring 2012

• Yes • Renewed focus on higher order

thinking skills. • Comment: Second assessment

needed in courses other than Intro/Capstone with focus on course ELO alignment with program ELOs.

• New prerequisite for senior seminar

• Portfolio assessment forthcoming

2012 SUMMARY OF

ASSESSMENT IN THESCHOOL OF GENERAL STUDIES

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OBJECTIVES STUDENT LEARNING OUTCOMES METRICS/MEASUREMENTS IMPLEMENTED RESULTS CHANGESESTABLISHED DEFINED ESTABLISHED ANALYZED MADE

√ BASK 1101 √ √ √ Recommendations for future made. + new rubrics and scaleto assess student process.

BASK 1102 √ Piloted (Spring 2010) √ • Analysis of research papers positive in sourcing but not yet fully satisfactory in IDEA, organization and logic construction.• Search underway (Fall 2011) for standardized reading test to be used for pre-post testing.

• New effort (Fall 2011) to increase internal instrument validity.

BASK 1203 √ √ √ Reduced ELOs to areas such asproblem solving/probability.

BASK 1113 Fall 2011 Pilot Spring 2012

BASIC SKILLS PROGRAM

2012 SUMMARY OF


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√ √ √ √ √ • Recommendation made (on academic honesty)• Rubrics on writing and critical thinking now common on IDEA forms.• Syllabi reviewed to assure common ELOs.• Needs for change under discussion (Fall 2011) based on results of second bullet.


√ √ (Overall minor) √ √ Yes (Spring 2010)

√ Cluster A Courses √ √ Ongoing√ Cluster B Courses √ √ Ongoing • More electives offered.

• Greater emphasis on interpreting research in research focused courses.• Added: Information literacy rubric.• Student portfolio required as of Fall 2012.

FRESHMEN SEMINAR PROGRAM

HOLISTIC HEALTH

2012 SUMMARY OF


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√ Ongoing Ongoing AlumniIncluding pre-post test pre-post

pilot in Test"Perspectives on 2011-12

Genocide" 2011-12


Establish ELOsin 2011-12(First yearof minor)

HOLOCAUST & GENOCIDE STUDIES

INTERNATIONAL STUDIES

2012 SUMMARY OF


JEWISH STUDIES

LATIN AMERICAN/CARIBBEAN STUDIES

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CHANGES MADE

√ √ √ Instructors to provide evidence of course ELO/Minor ELO alignment in Spring 2012 (Delayed one semester by medical leave half-time coordinator)





CHANGES MADE

√ √ √ Instructors to provide evidence of course ELO/Minor ELO alignment in Spring 2012 (Delayed one semester by medical leave half-time coordinator)

2012 SUMMARY OF


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√ √ For BASK 1203 only For BASK 1203 only √BASK 1113 Finalizing 2011 Developing Fall 2011 Fall 2012 Spring 2013

1. Certain professors will place more emphasis on probability & statistics.

2. In order to align better with course objectives, future tests will omit items on factoring, & add items on percent change. 3. Future assessments will focus on a smaller number of objectives (percents, understanding and communicating about graphs, the problem solving process, and probability) in order to drill more deeply into these areas.

CSIS 1206 Developing Summer 2011 Developing Summer 2011 Fall 2011 Spring/Summer 2012

GEN 1126 √ √ √ √ Prerequisite for MATH 1100 will remove GNM 1125 and keep GEN 1126 effective Spring 2012

GEN 1135 Developing Summer 2011 Developing Summer 2011 Fall 2011 Spring/Summer 2012

GNM 1125 Developing Spring 2012 Developing Spring 2012 Fall 2012 Spring/Summer 2013

MATH 1100 √ √ Spring 2011 Fall 2011MATH 2215 √ √ Spring 2011 Fall 2011

√ √ √

QUAD PROGRAM

BASK 1203 √

TABLE 5: WGSS Minor Learning Outcomes Summary

Minor Objectives Established Student Learning Outcomes Defined

Rubric or Other Measures to Gauge Learning Outcomes

Analysis

WGSS Minor (as a whole)

1) WGSS Mission, Goals & Learning Objectives WGSS faculty selected 6 IDEA goals and learning objectives of essential or important significance to the WGSS minor and its mission. These core objectives are tied to WGSS’s mission. Faculty approved the mission, goals, and learning objectives in September 2010. 2) WGSS selected 4 Five-Year Goals: WGSS Five Year Academic Program Review Goals. Faculty approved the 4 Five-Year 2010-2015 goals in December 2010.

WGSS Mission, Goals & Learning Objectives 1) WGSS faculty revised the IDEA language to craft specific learning outcomes aligned with the broader IDEA objectives and WGSS’ mission. These specific learning outcomes are used to evaluate the final project/portfolio. Faculty approved the mission, goals, and learning objectives in September 2010.

WGSS Portfolio Guidelines 1) To measure the student learning outcomes WGSS faculty will use the Portfolio Rubric to evaluate the students’ demonstration of competency in the 6 learning outcomes. Spring 2011: Assessment Committee formed and elected. Faculty approved the portfolio guidelines in March 2011. 2010-2011 Coordinator Priorities set by Five-Year Goals.

1) 2015*: The portfolio is a new requirement for the minor, starting Fall 2010. Previous assessment in WMST focused on the Seminar’s capstone project. WGSS will return to end outcome assessment once minor cohorts begin to complete the portfolio. 2) 2010-2011 Progress & Results (Five-Year Goals, 2010-2015) *Assessment of portfolio expected in 2015 (before next 5 Year Academic Program Review).

Women’s, Gender and Sexuality Studies Coordinator’s Report, 2010-2011

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TABLE 6: “Perspectives” Learning Outcomes Summary

Course(s) Objectives Established Student Learning Outcomes Defined


Analysis

GAH 2358/ GSS 2358: “Perspectives on Women”

“Perspectives on Women” Core Themes and Learning Objectives Aligned with IDEA 1) WGSS faculty selected 3 essential or important goals and objectives. Instructors teaching “Perspectives” as a W2 should also include “Developing skill in expressing oneself orally or in writing” as important or essential. Faculty approved the objectives in September 2010. 2) Assessment of the introductory core course aligns with the College’s 2020 Strategic Theme focused on Engagement. Future assessments may align with the Global Studies Theme, as POW courses carry an International/Multicultural attribute

“Perspectives on Women” Core Themes and Learning Objectives Aligned with IDEA 1) For the 4 objectives WGSS faculty identified 7 student learning outcomes aligned with the broader IDEA objectives and the three Core “Perspective” Themes: 1) Commonalities and Differences, Continuities and Changes in Women’s Experience; 2) Gender and Sex; 3) Feminisms. These specific learning outcomes will be used to evaluate a range of course assignments/projects.

1) IDEA Group Report Ordered (Summer 2010) and Received (Spring 2011) IDEA Measure: Benchmark IDEA Group Summary Report-POW will be compared with another IDEA Group Summary Report (to be ordered in Summer 2014). 2) IDEA Measure 2: To measure one of the student learning outcomes (“Developing a clearer understanding of and commitment to, personal values”) “POW” faculty voluntarily add the following three questions to their IDEA forms:

1. To what extent did the course ask you to participate in a community-based/activist project? (Likert scale)

2. To what extent did the course give you experience solving complex, real-world problems? (Likert scale)

3. This course encouraged you to engage in communities beyond the classroom? (Likert scale)

1) IDEA Group Summary Report Assessment. IDEA Group Summary Report indicates other areas require assessment before the next 5 Year Academic Program Review. 2) Pilot: Kristin Jacobson’s Fall 2010 POW Assessment. IDEA results comparison with NSSE results for Stockton and nationally for questions 1K and 11M (data collection on-going).


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TABLE 7: “Seminar in Feminist Theory” Learning Outcomes Summary

Course Objectives Established Student Learning Outcomes Defined


Analysis

GIS 3614 “Seminar in Feminist Theory”

GIS 3614 “Seminar in Feminist Theory” Core Learning Goals Aligned with IDEA Objectives 1) WGSS faculty selected 4 IDEA goals and objectives instructors will likely select. These core objectives are tied to WGSS’s mission and course learning outcomes. Faculty approved the objectives in September 2010. 2) Assessment of the Seminar core course aligns with the College’s 2020 Strategic Theme focused on Learning.

GIS 3614 “Seminar in Feminist Theory” Core Learning Goals Aligned with IDEA Objectives 1) For the 4 goals and objectives WGSS faculty identified 8 student learning outcomes aligned with the broader IDEA objectives and course learning objectives. These specific learning outcomes will be used to evaluate the final project/portfolio.

1) IDEA Measure: IDEA Group Summary Report-Seminar: use summary report to provide a benchmark for future assessments. 2) Portfolio Assessment (see WGSS Minor): use portfolio assessment to gauge successful completion of course learning objectives.

1) IDEA Group Summary Report Assessment. Previous assessment in WMST focused on the Seminar’s capstone project. WGSS will return to end outcome assessment once WGSS minor cohorts begin to complete the portfolio. 2) Assessment of portfolio expected in 2015 (before next 5 Year Academic Program Review).


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TABLE 8: WGSS Designated Courses Learning Outcomes Summary

Course(s) Objectives Established Student Learning Outcomes Defined


Analysis

WGSS Designated Courses

WGSS Mission, Goals & Learning Objectives 1) WGSS faculty selected 6 IDEA goals and objectives of essential or important significance to the WGSS minor and its mission. Cross-listed courses are not expected to cover all 6 IDEA objectives. They should cover at least one of the first four. These core objectives are tied to WGSS’s mission. Faculty approved the objectives in September 2010. 2) Fall 2011: Apply for assessment funding to measure how our current electives cover content related to our three areas of emphasis: women, gender, and sexuality.

WGSS Mission, Goals & Learning Objectives 1) WGSS faculty revised the IDEA language to craft specific learning outcomes aligned with the broader IDEA objectives and WGSS’ mission. These specific learning outcomes are used to evaluate the suitability of a course for cross listing in WGSS. Faculty approved the objectives in September 2010.

1) Women’s, Gender and Sexuality Studies (WGSS) Application for Course Consideration 2) WGSS Application: To measure the suitability of courses for cross listing with WGSS, faculty fill out the Course Consideration form and explain how their course addresses two or three of the following topics: women, gender, and/or sexuality and engages feminist practice. Long-term Plan for WGSS Designated Courses Assessment:

1. Evaluate all cross listed courses with IDEA Group Report;

2. Evaluate syllabi of all/sample of designated courses; assess course connections with one or more of the minor’s stated goals.

3. Focus group with graduating minors about designated courses.

2) AY 2011-12 Assessment Focus.

2012 SUMMARY OF


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√ √ √ √ √ • Satisfactory completion of senior seminar by Fall 2012 for all minors.• Student must demonstrate proficiency or mastery of > 5 high level writing ELOs in portfolio.• Monitoring, expository & research proficiencies.


√ √ BASK 1101 √ √ √ *Recommendation for future made√ GEN 1120 √ √ √ *Recommendation for future made√ GSS 2121 √ √ √ *Recommendation for future made

*(see coordinator report 2011 narrative)

√ W2 courses W2 courses will be the focus ofassessment in AY 2011-12.

WRITING PROGRAM

WRITING MINOR

2012 SUMMARY OF


GENERAL EDUCATION REFORM TASK FORCE

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CHANGES MADE

√ √ √ Pilot Fall 2010 Spring 2011 • New informal logic/critical thinking courses offered by working group of faculty; pilot testing scheduled to for AY 2011-12, to be followed by wider faculty training and subsequently more course offerings once pilot results are analyzed.

• Plan in place, recently funded with Strategic Initiative funding, to add up to 12 courses incorporating critical thinking courses each year so that, over time, all students will enroll in at least one, possibly more, of these courses. Courses will use CLA instrument to gauge improvement.

• Pre-post testing of student preparedness for primary GIS goal of integration and synthesis underway Spring 2012.

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