assessment report general education category 11 ... · assessment report . general education...
TRANSCRIPT
0
Assessment Report General Education Category 11: Performance and Participation
Fall 2015 - Spring 2016
Prepared By GECIG Members
Julia Dutove, Human Performance Russell Fricano, Urban & Regional Studies Institute
Amy Hedman-Robertson, Health Science Michael Olson, Music
Steven S. Smith, Theater & Dance
1
Table of Contents
General Education Assessment Process and Timeline …………………………………………… 2
General Education Category Course Instructor Group (GECIG) Formation ……………………. 4
General Education Category 11 Goal Area: Performance & Participation …………………….. 4
General Education Category 11 Goal Area Courses Offered Fall 2015-Spring 2016 …….. 4
Syllabi and Course Materials ………………………………………………………………………….. 6
Assessment Rubric ………………………………………..…………………………………………… 7
Data Collection …………………………………………………………………………………….. 7
Results …………………………………………………………………………………………….. 8
Outcome 1 …………………………………………………………………………………….. 9
Outcome 2 …………………………………………………………………………………….. 10
Outcome 3 …………………………………………………………………………………….. 12
Additional Data Submitted …………………………………………………………………………….. 14
Syllabi Review …………………………………………………………………………………….. 15
Summary …………………………………………………………………………………………….. 16
Discussion and Limitations …………………………………………………………………………….. 16
Recommendations ……………………………………………………………………………………… 17
Appendices
Appendix A Submitted Course Syllabi
Appendix B Submitted Course Assignments and Rubrics
2
Assessment Report
General Education Category 11: Performance and Participation
Fall 2015 - Spring 2016 Data
Report Submitted May 4, 2017
General Education Assessment Process and Timeline
Below text taken directly from https://www.mnsu.edu/assessment/gened/GEAssessIntro.html
General education assessment is conducted through a joint effort of the General Education and Diversity Committee, departments offering general education courses, and General Education Curriculum Instructor Groups (GECIG’s).
A department offering a general education course is responsible for determining the assignment(s) and/or activities within a general education course that best demonstrate the General Education Curriculum Goal being assessed. The department is responsible for using the identified assignment(s) and/or activities to assess the achievement of learning outcomes using the rubric(s) and sampling guidelines established by the General Education and Diversity Committee for the goal area being assessed.
It is recognized that a general education course is only required to address a majority of the general education outcomes established within a goal area. Therefore, it is not expected that all learning outcomes within a goal area will be assessed within each general education course, only the outcomes from the goal area that are relevant to the course.
A department may assess the General Education student learning outcomes within a General Education course at any point in time utilizing the rubric(s) and the sampling guidelines established by the General Education and Diversity Committee. However, a department is required to report assessment results (less than five years old) for each General Education course prior to the scheduled GECIG review of the General Education curriculum goal to which the course belongs.
A department offering a general education course is responsible for submitting the student learning assessment results via an online form to allow the results to be collected across all courses within a goal area. The student learning assessment results collected for all general education courses within a goal area using the rubric(s) established by the General Education and Diversity Committee is aggregated by learning outcome in preparation for General Education Curriculum goal review.
A GECIG is established for each General Education Curriculum goal being reviewed. Each GECIG will be comprised of five faculty members. The GECIGs primary function within the assessment process is to review and analyze the collected assessment results for each learning outcome for the General Education goal being reviewed. The GECIG is responsible for completing the General Education curriculum goal assessment process (review and analyze assessment results, provide interpretation of results, and establish recommendations) and submitting a report to the General Education and Diversity Committee.
The General Education and Diversity Committee is responsible for reviewing the GECIG report and preparing a response. The General Education and Diversity Committee will submit a copy of each GECIG’s report and the Committee’s response to the General Education and Diversity Sub-Meet, the Office of the Provost, Assessment and Evaluation Sub-Meet, Council of Deans, Departments with
3 courses within the general education curriculum, and the University community. The General Education and Diversity Sub-Meet will convene a General Education Curriculum Goal Forum to discuss the review findings and recommendations with the Departments and respective Deans offering courses within the goal areas that was assessed.
The General Education and Diversity Sub-Meet will convene a General Education Curriculum Goal Forum to discuss the assessment findings and recommendations with the Departments and respective Deans offering courses within the General Education curriculum goal reviewed. As a part of the forum, strategies to advance student learning in light of the assessment findings will be discussed.
During the General Education Curriculum Goal Forum convened by the General Education and Diversity Sub-Meet, feedback on the goal area outcomes, the shared rubric(s) used to conduct the assessment, and the established sampling guidelines will be collected. At the completion of each five-year general education assessment cycle the General Education and Diversity Committee will review the assessment process.
General Education assessment is conducted through a joint effort by the General Education and Diversity Committee, departments offering General Education courses, and General Education Curriculum Instructor Groups (GECIGs). See Table A. Table A General Education Assessment Timeline
When What Who September GECIG Established by General
Education and Diversity Committee
General Education and Diversity Committee
By October 15 Final opportunity for Departments to submit assessment results for General Education Curriculum Goal under review
Departments with General Education courses from General Education Curriculum Goal under review
October Assessment results submitted by Departments aggregated and prepared for GECIG
Institutional Research, Planning and Assessment; University Assessment Coordinator
November-February
GECIG reviews and analyzes assessment results submitted by Departments, interprets results, establishes recommendations, and submits report to the General Education and Diversity Committee
GECIG
March General Education and Diversity Committee reviews GECIG report and prepares response
General Education and Diversity Committee
April-May General Education Curriculum Goal Forum
Gen Ed and Diversity Committee with Departments and Deans
4 General Education Category Course Instructor Group (GECIG) Formation
In fall 2016, the General Education and Diversity Committee members asked fellow member Amy Hedman-Robertson to chair the GECIG for category 11. Based upon a review of courses included in category 11, Amy Hedman-Robertson emailed relevant department chairs to request help in recruiting general education course instructors and professors to participate in the GECIG Category 11 Committee. Five committee members were identified.
GECIG Members Julia Dutove, Human Performance Russell Fricano, Urban & Regional Studies Institute
Amy Hedman-Robertson, Health Science Michael Olson, Music Steven S. Smith, Theater & Dance General Education Category 11 Goal Area: Performance & Participation
Description: (Requires 2-3 credits)
Goal: To prepare students for responsible and effective participation in groups and communities. Students will be able to:
(a) Participate effectively in a variety of artistic, education, political, recreational, health and public service, or social service settings;
(b) Interact with others of another culture in its indigenous setting through a structured experience;
(c) Participate cooperatively in group athletic activity or artistic performance.
General Education Category 11 Goal Area Courses Offered Fall 2015-Spring 2016
General Education courses for Category 11 Goal Area indicated in the 2015-2016 Catalog Bulletin are listed below. Using MSU Registrar’s online Course Search feature, fall 2015 and spring 2016 course offerings and enrollment were identified. Courses highlighted in green were offered fall 2015 (n = 16), courses highlighted in yellow were offered during spring 2016 (n = 14) and courses offered both fall 2015 and spring 2016 are highlighted in teal (n = 46). Courses without a highlight (n = 18) were not offered during fall 2015 – spring 2016.
ANTH 280G (3) Engaged Anthropology 7, 11 CDIS 205 (3) Beginning Signing 11 CMST 220 (1-4) Forensics 11 CMST 310 (4) Performance of Literature 6, 11 DANC 123 (2) Beginning Jazz Dance 11 DANC 125 (2) Afro-Caribbean Dance Forms 11 DANC 126 (2) Beginning Ballet 11 DANC 127 (2) Beginning Tap Dance 11 DANC 128 (2) Beginning Modern Dance 11 DANC 223 (2) Intermediate Jazz Dance 11 DANC 225P (3) World Dance in Cultural Persp 8, 11 DANC 226 (2) Intermediate Ballet 11 DANC 227 (2) Intermediate Tap Dance 11 DANC 228 (2) Intermediate Modern Dance 11
5
DANC 229 (1) Kinetic Learning in the Classroom 11 DANC 328 (2) Adv. Modern Dance 11 EEC 222WG (3) Hum Rel. in a Multi Society 7, 11 ENG 242W (4) Intro to Creative Writing 11 EXED 202 (3) Introduction to Experiential Education 11 FILM 217 (4) Introduction to Film Production 6, 11 HLTH 210 (3) First Aid & CPR 11 HP 101 (1) Developmental/Adapted Exercise 11 HP 102 (1) Individualized Exercise 11 HP 103 (1) Fitness for Living 11 HP 104 (1) Adult Fitness 11 HP 105 (1) Beginner & Adv. Beginner Swimming 11 HP 114 (1) Billiards and Bowling 11 HP 117 (1) Aerobic Conditioning 11 HP 130 (1) Self-Defense for Women 11 HP 138 (1) Beginning Horsemanship 11 HP 139 (1) Winter Survival 11 HP 143 (1) Aqua Exercise 11 HP 145 (1) Aquatic Conditioning and Water Polo 11 HP 146 (1) Intercollegiate Bowling 11 HP 147 (1) Intercollegiate Cross Country 11 HP 148 (1) Intercollegiate Softball 11 HP 149 (1) Intercollegiate Volleyball 11 HP 150 (1) Intercollegiate Wrestling 11 HP 152 (1) Intercollegiate Track and Field 11 HP 153 (1) Intercollegiate Swimming 11 HP 154 (1) Intercollegiate Football 11 HP 155 (1) Intercollegiate Basketball 11 HP 156 (1) Intercollegiate Baseball 11 HP 157 (1) Intercollegiate Golf 11 HP 158 (1) Intercollegiate Tennis 11 HP 159 (1) Intercollegiate Hockey 11 HP 161 (1) Intercollegiate Soccer 11 HP 166 (1) Team Game Skills 11 HP 174 (1) Individual Dual Activities 11 HP 175 (1) Fitness Activities 11 HP 176 (1) Lifetime Act I 11 HP 177 (1) Lifetime Act II 11 HP 178 (1) Social, Folk and Square Dance 11 HP 179 (1) Winter Activities 11 HP 180 (1) Introduction to Handball 11 HP 181 (1) Advanced Handball 11 HP 182 (1) Aquatic Skills 11 HP 190 (1) Sport Activities 11 HP 241 (1) Sailing 11 HP 242 (1) Canoeing 11 HP 245 (1) Intermediate Swimming 11 HP 248 (1) Stroke Analysis 11 HP 250 (2) Lifeguard Training 11 HP 252 (2) Officiating Theory 11
6
HP 257 (2) Water Safety Instructor (WSI) 11 HP 291 (2) Concepts of Fitness 11 KSP 220WG (3) Hum Rel. in a Multi Society 7, 11 MSL 210 (1) Army Physical Fitness 11 MUS 101 (1) Concert Choir 11 MUS 102 (1) Women’s Chorale 11 MUS 103 (1) Chamber Singers 11 MUS 104 (1-2) Opera 11 MUS 106 (1) Vocal Jazz Ensemble 11 MUS 111 (1) Wind Ensemble 11 MUS 112 (1) Symphonic Band 11 MUS 113 (1) Pep Band I 11 MUS114 (1) Drum Corps 11 MUS 115 (1) Jazz Ensemble 11 MUS 116 (1) University Orchestra 11 MUS 117 (1) Theatre Orchestra 11 MUS 118 (1) Jazz Combo 11 MUS 119 (1-3) Ensemble 1 NURS 101W (3) Courage/Caring/Team Building 11 POL 101 (3) Intro to Public Life 9, 11 RPLS 278 (3) Leisure and Lifestyle 11 THEA 102 (1-2) Theatre Activity: Acting 11 THEA 103 (1-2) Theatre Activity: Management 11 THEA 105 (1-2) Theatre Activity: Stagecraft 11 THEA 107 (1-2) Theatre Activity: Costume 11 THEA 108 (1-2) Theatre Activity: Lighting 11 THEA 109 (1-2) Theatre Activity: Sound 11 THEA 115 (3) Experiencing Theatre 6, 11 URBS 230 (3) Community Leadership 9, 11 URBS 230W (3) Community Leadership 9, 11
Syllabi and Course Materials Department chairs for the above general education courses received an email requesting syllabi, see Appendix A for syllabi received. Additional materials included in this report include General Education Category 11 Goal Area assignments and grading rubrics that were submitted by instructors. Several instructors provided examples of student work, these were excluded from this report. See Appendix B for assignments and rubrics submitted.
7 Assessment Rubric Table B Assessment Rubric
Does Not Meet Criteria for Beginning
0
Beginning
1
Developing
2
Participate effectively in a variety of artistic, educational, political, recreational, health and public service, or social service settings
Student cannot participate in at least one artistic, educational, political, recreational, health and public service, or social service settings
Student can participate in at least one artistic, educational, political, recreational, health and public service, or social service settings
Student can participate effectively in at least one artistic, educational, political, recreational, health and public service, or social service settings
Interact with others of another culture in its indigenous setting through a structured experience
Student cannot interact with others of another culture
Student can interact with others of another culture
Student can interact with others of another culture through a structured experience
Participate cooperatively in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity
Student cannot participate in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity
Student can participate in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity
Student can participate cooperatively in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity
Data Collection
Based on a five-year assessment cycle, instructors of General Education Category 11 Goal Area Performance and Participation (Civic Engagement) courses were asked to submit assessment results spring 2016 (for academic year 2015-2016). Instructors were provided with sampling size guidelines thus results are not based on entire student enrollment. Sampling percentage guideline for a course with 200 or more students is 50% of student; 75-199 students is 75% of students; and 74 or less students is 100% of students.
Our committee received raw assessment data set (excluding course name, section, and instructor) as well as related course assignments and grading rubrics submitted by instructors from the University Assessment Coordinator. Additional data collection involved reviewing course offerings for fall 2015 and spring 2016 to determine number of general education courses and sections offered, whether they were in-person or online, and student enrollment. Further, our committee put forth a request to department chairs for syllabi of the General Education Category 11 Goal Area courses, and syllabi were reviewed for this report.
Results
8 Table C shows the number of total General Education Category 11 Goal Area courses and sections offered fall 2015 and spring 2016. Eighteen departments represented General Education Category 11 Goal Area. During the fall 2015-spring 2016 academic year, 76 General Education Goal Area 11 courses, 259 sections, were offered. Of those courses, 93% (n=241) were in person, 7% (n=18) online.
The committee did not receive data by course name, only department name, therefore the committee was unable to determine response rate by course. Twelve departments, out of a possible 16 (ANTH and POL excluded), submitted data for General Education Category 11 Goal Area courses. Departments that had the largest percent of enrolled students assessed were Recreation Parks and Leisure Services (98%, n=133), Theater (97%, n=146), and Experiential Education (84%, n=41). Thirty-three percent of departments, 6 out of 16 departments, who offered General Education Category 11 Goal Area courses during fall 2015 and spring 2016 did not provide assessment data.
The percent of students enrolled who were assessed varied considerably, ranging from 0 to 97.8%. Overall, 24.6% (n=1418) of students enrolled in General Education Category 11 Goal Area classes during fall 2015 or spring 2016 were assessed. Twenty-seven percent (n=76) of the General Education Category 11 Goal Area course sections offered during fall 2015-spring 2016 are represented in the report. See Table C.
Table C Number of Courses and Students Assessed
Department
Number of GE Cat 11 Courses Offered fall 2015 - Spring 2016
Number of Total Sections fall 2015 - Sp 16
Number of Sections Offered Face-to-to-Face
Number of Sections Offered Online
Number of Total Students Enrolled
Number (%) of Sections Submitting Data
Number of Students Assessed
Percent of Students Enrolled Assessed
Sampling Size Minimum Met Yes/No
ANTH 0 CDIS 1 16 16 0 399 0 0 0 No CMST 2 4 4 0 59 1 (25%) 8 13.6% No DANC 10 14 14 0 338 7 (50%) 172 50.9% Yes EEC 1 8 8 0 192 0 0 0 No ENG 1 15 15 0 319 9 (60%) 208 65.2% Yes EXED 1 4 4 0 49 4 (100%) 41 83.7% No FILM 1 1 1 0 20 0 0 0 No HLTH 1 25 25 0 661 7 (28%) 192 29% No HP 33 86 77 9 2205 18 (21%) 453 20.5% No KSP 1 8 6 2 183 0 0 0 No MSL 1 2 2 0 39 1 (50%) 10 25.6% No MUS 14 34 34 0 602 0 0 0 No NURS 1 12 8 4 245 2 (17%) 65 26.5% No POL 0 RPLS 1 3 3 0 136 3 (100%) 133 97.8% Yes THEA 6 22 22 0 151 19 (86%) 146 96.7% Yes URBS 1 3 3 3 180 0 0 0 No Total 76 259 241
(93%) 18 (7%) 5758 71 (27%) 1418 24.6%
9 Outcome 1: Participate effectively in a variety of artistic, education, political, recreational, health and public service, or social service settings.
Of the courses submitting data, 71 courses provided data for outcome 1. Seventy-two (n=1026) percent of total students assessed were rated as “developing 2”; 25% (n=358) rated as “beginning 1”; and 3% (n=49) rated as “not meeting beginning criteria”. Assignments used by instructors to assess outcome one were indicated in data set provided, assignments were varied; some instructors provided greater detail than others. Example assignments reported included writing assignments, reflective journaling, online discussions, presentations, records/scores of participation, acting in a theatrical production, observation of skills, attendance records, service learning project reports, face-to-face, and hands on learning. See Table D.1 and D.2 for results.
Table D.1 Outcome 1 Results
Students demonstrating at least Beginning 1 proficiency. 1384 96.58
Proficiency Raw Data (n) Percentage
Beginning 0Student cannot participate in at least one artistic, educational, political, recreational, health and public service, or social service settings. 49 3.42
Beginning 1Student can participate in at least one artistic, educational, political, recreational, health and public service, or social service settings. 358 24.98
Developing 2Student can participate effectively in at least one artistic, educational, political, recreational, health and public service, or social service settings. 1026 71.60Total No of Students Assessed (N ) 1433 100.00
Assessment Rubric #1: Participate effectively in a variety of artistic, educational, political, recreational, health and public service, or social service settings.
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Beginning 0 Beginning 1 Developing 2
Perc
enta
ge
Goal Area 11 - Outcome 1
Proficiency
10 Table D.2 Outcome 1 Results
Outcome 1: Number
Assessed
Outcome 1: Does not meet criteria for
Beginning 0
Outcome 1: Beginning 1
Outcome 1: Developing 2
CDIS (n=0) 0 0 0
CMST (n=8) 0 2 6 DANC (n=172) 2 53 117 EEC (n=0)
0 0 0
ENG (n=213*) 3 22 188 EXED (n=30)
0 0 30
HLTH (n=192) 14 88 90 HP (n-=453) 18 191 244 KSP (n=0)
0 0 0
MSL (n=1*) 0 1 0
MUS (n=0) 0 0 0 NURS (n=65) 0 0 65 RPLS (n=133) 11 1 121 THEA (n=146) 0 0 146 URBS (n=0) 0 0 0 Total (n=1413*) 48 358 1007
*indicates a number that was corrected, slight error (typo/arithmetic error) was found on data reported to Paul Mackie by individual instructors
Outcome 2: Interact with others of another culture in its indigenous setting through a structured experience.
Of the courses submitting data, 13 courses provided data for outcome two. Eighty-three percent (n=207) of total students assessed were rated as “developing 2”; 14% (n=34) rated as “beginning 1”; and 1% (n=9) rated as “not meeting beginning criteria”. Assignments used by instructors to assess outcome one were indicated in data set provided, assignments were varied; some instructors provided greater detail than others. Assignments included reading literature from writers of other cultures and observation of student interaction. Additional assignments reported were literature search and discussion posts, face to face, daily participation skill development, activity leadership assignment, and film screening and journal entry. See Table E.1 and E.2 for results.
11 Table E.1 Outcome 2 Results
Students demonstrating at least Beginning 1 proficiency. 241 96.40
Proficiency Raw Data (n) PercentageBeginning 0 Student cannot interact with others of another culture. 9 3.60Beginning 1 Student can interact with others of another culture. 34 13.60
Developing 2Student can interact with others of another culture through a structured experience. 207 82.80Total No of Students Assessed (N ) 250 100.00
Assessment Rubric #2: Interact with others of another culture in its indigenous setting through a structured experience.
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Beginning 0 Beginning 1 Developing 2
Perc
enta
ge
Goal Area 11 - Outcome 2
Proficiency
12 Table E.2 Outcome 2 Results
Outcome 2: Number Assessed
Outcome 2: Does not meet criteria for Beginning 0
Outcome 2: Beginning 1
Outcome 2: Developing 2
CDIS (n=0) 0 0 0
CMST (n=0) 0 0 0 DANC (n=0) 0 0 0 EEC (n=0)
0 0 0
ENG (n=70) 0 20 50
EXED (n=0)
0 0 0
HLTH (n=0) 0 0 0
HP (n=80) 0 0 80 KSP (n=0)
0 0 0
MSL (n=1*) 0 1 0
MUS (n=0) 0 0 0 NURS (n=15) 0 7 8 RPLS (n=39) 3 1 35 THEA (n=0) 0 0 0 URBS (n=0) 0 0 0 Total (n=205) 3 29 173 *indicates a number that was corrected, slight error (typo/arithmetic error) was found on data reported to Paul Mackie by individual instructors Outcome 3: Participate cooperatively in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity.
Of the courses submitting data, 73 courses provided data for outcome 3. Seventy percent (n=986) of total students assessed were rated as “developing 2”; 24% (n=338) rated as “beginning 1”; and 5% (n=70) rated as “not meeting beginning criteria”. Assignments used by instructors to assess outcome one were indicated in data set provided, assignments were varied; some instructors provided greater detail than others. Assignments included skill demonstration, volunteer work, student response to others’ creative writing, reflective journaling, writing workshops, face to face, hands on learning, daily record of attendance and participation, acting in theatrical production, paper describing participation, effort rubric, chats, group research project, observation, present and lead team building activity, and participate in community service projects. See Table F.1 and F.2 for outcome 3 results.
13 Table F.1. Outcome 3 Results
Students demonstrating at least Beginning 1 proficiency. 1324 94.98
Proficiency Raw Data (n) Percentage
Beginning 0
Student cannot participate in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity. 70 5.02
Beginning 1
Student can participate in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity. 338 24.25
Developing 2
Student can participate cooperatively in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity. 986 70.73Total No of Students Assessed (N ) 1394 100.00
Assessment Rubric #3: Participate cooperatively in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity.
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Beginning 0 Beginning 1 Developing 2
Perc
enta
ge
Goal Area 11 - Outcome 3
Proficiency
14 Table F.2 Outcome 3 Results
Outcome 1: Number Assessed
Outcome 1: Does not meet criteria for Beginning 0
Outcome 1: Beginning 1
Outcome 1: Developing 2
CDIS (n=0) 0 0 0
CMST (n=8) 0 0 8 DANC (n=103) 1 52 50 EEC (n=0)
0 0 0
ENG (n=208) 7 21 170
EXED (n=30)
0 0 30
HLTH (n=192) 13 84 95
HP (n=413) 24 164 225 KSP (n=0)
0 0 0
MSL (n=1*) 0 1 0
MUS (n=0) 0 0 0 NURS (n=65) 0 0 65 RPLS (n=129) 14 6 109 THEA (n=146 0 0 146 URBS (n=0) 0 0 0 Total (n=1294) 68 328 898 *indicates a number that was corrected, slight error (typo/arithmetic error) was found on data reported to Paul Mackie by individual instructors
15 Additional Data Submitted
During the preparation of this report, additional data became available to the committee. Since the data was not submitted electronically through the assessment database, we decided to include it below. Data represents assessment results for URBS fall 2015-spring 2016, which offered two sections of one course, 1 online and 1 face-to-face.
URBS Outcome 1: Participate effectively in a variety of artistic, education, political, recreational, health and public service, or social service settings.
Outcome 1: Number
Assessed
Outcome 1: Does not meet criteria for
Beginning 0
Outcome 1: Beginning 1
Outcome 1: Developing 2
URBS (n=53) 8 3 41
URBS Outcome 2: Interact with others of another culture in its indigenous setting through a structured experience.
Outcome 2: Number
Assessed
Outcome 2: Does not meet criteria for
Beginning 0
Outcome 2: Beginning 1
Outcome 2: Developing 2
URBS (n=53) 8 3 41
URBS Outcome 3: Participate cooperatively in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity.
Outcome 1: Number
Assessed
Outcome 1: Does not meet criteria for
Beginning 0
Outcome 1: Beginning 1
Outcome 1: Developing 2
URBS (n=53) 8 3 41
Syllabi Review: Of the 76 General Education Category 11 Goal Area courses included in the goal area, the committee was able to collect 46 syllabi. Syllabi were reviewed to determine the frequency in which General Education Category 11 Goal Area course outcomes were explicitly included in the syllabi. For 17% of syllabi submitted, the course was identified as a general education course. It was rare (7%) to see the general education course goals listed. In reviewing the syllabi, often course assignments implied participation but the assignments were not directly aligned with specific general education course outcomes. See Table G for results of syllabi review.
16 Table G: Syllabi Review Results
Syllabus explicitly indicated course is Gen
Ed? Yes or No
Syllabus explicitly indicated specific Gen Ed
course goals Yes or No
Syllabus explicitly indicated assignment associated with
Gen Ed course goals Yes or No
8 3 0; but most courses implied participation in
activities/assignments listed n = 46 syllabi
See Appendix A for syllabi received. See Appendix B for the Category 11 Goal Area assignments and rubrics submitted. Several instructors provided examples of student work, these were excluded from this report. Additionally, since only group data was assessed for this report, instructor and course names were removed from syllabi.
Summary
This report includes data analysis of the General Education Category 11 Goal Area data submitted for fall 2015 – spring 2016. Twelve departments, of a possible 16, submitted data included in this report. The percent of students enrolled who were assessed during this academic year varied considerably by department, ranging 0 to 98%. Overall, 25% of students enrolled in General Education Category 11 Goal Area classes were assessed during the said time period. For all three outcomes, assessment results showed that 95% of students met or exceeded Beginning 1 proficiency.
Discussion and Limitations
There was some discrepancy found in some total numbers when analyzing the assessment results. Data for correct total number of students assessed were updated in tables based on analysis.
Regarding when to assess students taking general education courses, the current recommendations for instructors reads: ”A department may assess the General Education student learning outcomes within a General Education course at any point in time utilizing the rubric(s) and the sampling guidelines established by the General Education and Diversity Committee. However, a department is required to report assessment results (less than five years old) for each General Education course prior to the scheduled GECIG review of the General Education curriculum goal to which the course belongs.” Clearer recommendations for when to assess general education course outcomes would likely encourage departments to consistently participate in assessment processes and report results.
17 For courses that submitted data, percent of students assessed ranged considerably from 14% to 98%. Only four departments met the recommended minimum guidelines for sample size. Various sampling sizes were included. To achieve a minimum sample size, current guidelines given to instructors read as:
Course Enrollment (across all sections within an academic year)
Sampling Percentage Guideline
200 or more students 50% of students 75-199 students 75% of students
74 or less students 100% of students
The committee was not able to determine which data sets were from fall, spring or both semesters. Nor was the committee able to identify which courses provided assessment data. Indeed, there is a challenge with analyzing aggregate data, especially for purposes of assessment. Feedback is generalized not tailored.
The number of students assessed per department varied considerably. Data was missing.
It was unknown if courses were instructed by teaching assistants, adjunct fixed term or tenure track faculty. Among instructors, knowledge of the general education program and corresponding goal areas may vary considerably. It could be possible for example, that an instructor is not aware the course is general education, and/or may not be aware of assessment processes and rubrics and how to submit data.
Recommendations
Assessment and Reporting Process
The committee recommends reviewing the General Education Category 11 Goal Area rubric. On the rubric, three levels of performance currently read as “does not meet criteria for beginning,” “beginning,” and “developing.” Compared to other general education goal area rubrics, these levels do not correspond. For example, other goal areas include “proficient” and “advanced.” Many students likely exhibit levels of participation and performance that exceed the “developing” level. It would be helpful if the rubric was updated to reflect more advanced levels of attainment. Further, consideration should be given to what distinction lies between “beginning” and “developing.” When looking closer at the rubric, “beginning” is defined as “student can participate” and “developing” is defined as “students can participate effectively.” The word “can” is passive and instructors would benefit from greater guidance in how to distinguish “perform” from “effectively perform”.
Regarding future general education Category 11 Goa Area assessment processes, the committee has some recommendations. It would be helpful if instructors submitted syllabi in addition to course assignments and rubrics related to assessing General Education Category 11 Goal Area for their courses. Instructors were asked to state the assignment used to determine Category 11 goal area. Responses varied considerably. Some instructors provided great detail as to the assignment; other responses were vague. It would be helpful if instructors were provided options to select for the types of assignments given in their courses so responses could be tallied in a streamlined manner. Or, perhaps, instructors could be asked to provide more specific information regarding their assignments and be shown an example text
18
prior to entering their data in the system. Also, it would be helpful to know the position title for instructors.
The committee recommends greater assessment-related support and services is available to instructors teaching general education courses. Perhaps professional development sessions could be offered on the importance of general education assessment, and assessment processes and recommendations.
Report Submitted by:
Julia Dutove, Human Performance Russell Fricano, Urban & Regional Studies Institute Amy Hedman-Robertson, Health Science Michael Olson, Music Steven S. Smith, Theater & Dance
Assessment Results General Education Category 11: Performance
and Participation Fall 2015 - Spring 2016
PREPARED BY GECIG COMMITTEE MEMBERS
JULIA DUTOVE, HUMAN PERFORMANCE
RUSSELL FRICANO, URBAN & REGIONAL STUDIES INSTITUTE
AMY HEDMAN-ROBERTSON, HEALTH SCIENCE
MICHAEL OLSON, MUSIC
STEVEN S. SMITH, THEATER & DANCE
General Education Category 11 Goal Area: Performance & Participation
Description: (Requires 2-3 credits) Goal: To prepare students for responsible and effective participation in
groups and communities. Students will be able to: Participate effectively in a variety of artistic, education, political,
recreational, health and public service, or social service settings; Interact with others of another culture in its indigenous setting through
a structured experience; Participate cooperatively in group athletic activity or artistic
performance.
Results
Twelve departments, of a possible 16, (75%) submitted data included in this report.
The percent of students enrolled who were assessed during this academic year varied considerably by department, ranging 0 to 98%.
Overall, 25% of students enrolled in General Education Category 11 Goal Area classes were assessed during the said time period.
For all three outcomes, assessment results showed that 95% of students met or exceeded Beginning 1 proficiency.
4
dept. met
samp. size
Eighteen departments represented General Education Category 11 Goal Area.
Outcome 1
Proficiency Raw Data (n) Percentage
Beginning 0Student cannot participate in at least one artistic, educational, political, recreational, health and public service, or social service settings. 49 3.42
Beginning 1Student can participate in at least one artistic, educational, political, recreational, health and public service, or social service settings. 358 24.98
Developing 2Student can participate effectively in at least one artistic, educational, political, recreational, health and public service, or social service settings. 1026 71.60Total No of Students Assessed (N ) 1433 100.00
Assessment Rubric #1: Participate effectively in a variety of artistic, educational, political, recreational, health and public service, or social service settings.
97%
Outcome 2
Proficiency Raw Data (n) PercentageBeginning 0 Student cannot interact with others of another culture. 9 3.60Beginning 1 Student can interact with others of another culture. 34 13.60
Developing 2Student can interact with others of another culture through a structured experience. 207 82.80Total No of Students Assessed (N ) 250 100.00
Assessment Rubric #2: Interact with others of another culture in its indigenous setting through a structured experience.
96%
Outcome 3
Proficiency Raw Data (n) Percentage
Beginning 0
Student cannot participate in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity. 70 5.02
Beginning 1
Student can participate in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity. 338 24.25
Developing 2
Student can participate cooperatively in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity. 986 70.73Total No of Students Assessed (N ) 1394 100.00
Assessment Rubric #3: Participate cooperatively in a group artistic, educational, political, recreational, health and public service, or social service, or athletic activity.
95%
17%
Discussion
There was some discrepancy found in some total numbers when analyzing the assessment results.
Current recommendations for instructors reads: ”A department may assess the General Education student learning outcomes within a General Education course at any point in time utilizing the rubric(s) and the sampling guidelines established by the General Education and Diversity Committee. However, a department is required to report assessment results (less than five years old) for each General Education course prior to the scheduled GECIG review of the General Education curriculum goal to which the course belongs.”
Clearer recommendations for when to assess general education course outcomes would likely encourage departments to consistently participate in assessment processes and report results.
Discussion
Course Enrollment (across all sections within
an academic year)
Sampling Percentage Guideline
200 or more students 50% of students 75-199 students 75% of students
74 or less students 100% of students
For courses that submitted data, percent of students assessed ranged considerably from 14% to 98%. Only four departments met the recommended minimum guidelines for sample size. Current guidelines are below:
Limitations
The committee was not able to determine which data sets were from fall, spring or both semesters. Nor was the committee able to identify which courses provided assessment data. Indeed, there is a challenge with analyzing aggregate data, especially for purposes of assessment. Feedback is generalized not tailored.
The number of students assessed per department varied considerably. Data was missing.
It was unknown if courses were instructed by teaching assistants, adjunct fixed term or tenure track faculty. Among instructors, knowledge of the general education program and corresponding goal areas may vary considerably. It could be possible for example, that an instructor is not aware the course is general education, and/or may not be aware of assessment processes and rubrics and how to submit data.
Recommendations
Helpful if instructors submitted syllabi in addition to course assignments and rubrics related to assessing General Education Category 11 Goal Area for their courses.
Instructors were asked to state the assignment used to determine Category 11 goal area. Some instructors provided great detail; other responses were vague. It would be helpful if assessment instructions provided clearer guidance regarding entering assignment information.
Also, it would be helpful to know the position title for instructors.
The committee recommends greater assessment-related support and services is available to instructors teaching general education courses. Perhaps professional development sessions could be offered on the importance of general education assessment, and assessment processes and recommendations.