GW Columbian College of Arts and Sciences GPAC Submittal Checklist [must be included with your G-PAC proposal]

☐ 1 Name of Course __________________________________________________________________ Department/Program _______________________ Course Number___________________________

Faculty Name_____________________________ Date Submitted___________________________

☐ By checking this box, the faculty understands that for every year a GPAC course runs, it is required that the faculty assess at least one learning outcome, and submit an annual assessment report to their department chair or school director. More information on GPAC assessment can be found here. Semester(s) course is offered (check all that apply): ☐ Spring ☐ Summer ☐ Fall

☐ 2 Oral Communication can be its own, stand-alone GPAC attribute: Students must present at least 2 graded oral presentations that fulfill all of the following learning objectives:

• Significant topic • Clear thesis and persuasive argument • Topical and disciplinary knowledge through well-crafted and audience-appropriate language. • Vocal and physical qualities that augment content and maintain audience interest.

Additional Requirements • Developmental work throughout the semester on presenting orally (Show in syllabus). • At least 15% of the final grade should be based on oral presentations (Show in syllabus). • 10 minutes (ideally more) of individual oral presentations (Show in syllabus). • Rubrics demonstrating how the oral presentations will be assessed (Show in syllabus).

☐ Check here if you are seeking Oral Communication designation.

☐ 3 Check which GPAC distribution requirement your course meets (only select one): ☐ Arts

☐ Humanities ☐ Mathematics or Statistics (may only select Quantitative Reasoning for question 4)

☐ Natural/Physical Science w/lab (may only select Scientific Reasoning for question 4) ☐ Social Science

☐ 4 GPAC Analysis Component Learning Objectives (only select one, note restrictions in Question 3): ☐Critical Thinking (if chosen, these objectives must be listed in your syllabus):

• Analyze and evaluate complex information. • Analyze scholarly literature, in particular its theoretical orientation and sources of support. • Formulate an argument based on the analysis of that scholarly literature and/or data.

☐Creative Thinking (if chosen, one of these objectives must be listed in your syllabus):

• Create an artistic work based on an understanding or interpretation of artistic traditions or knowledge of contemporary context.

• Create a new scientific work based on a set of findings. • Create a new scholarly argument based on a set of findings.

☐Quantitative Reasoning (if chosen, these objectives must be listed in your syllabus):

• Represent mathematical information symbolically, visually, numerically, and verbally. • Articulate precise mathematical definitions and propositions and draw inferences from them. • Use algebraic, geometric, or statistical calculations to solve problems. • Interpret and explain information represented in mathematical forms (e.g., graphs,

equations, diagrams, tables).

☐Scientific Reasoning (if chosen, these objectives must be listed in your syllabus): • Understand the hypothetic-deductive method. • Test hypotheses using data and scientific reasoning. • Understand how probability theory affects interpretation of experimental results. • Understand the difference between causation and correlation.

☐ 5 Check only one GPAC perspective component (if any) your course meets: ☐ Global Perspective (if chosen, these objectives must be listed in your syllabus):

• Analyze an issue in terms of its global implications. • Frame questions, gather evidence, analyze evidence, and draw conclusions about an

issue in terms of its global implications.

☐ Cross Cultural Perspective (if chosen, these objectives must be listed in your syllabus): • Identify and analyze the impact of diverse experiences and/or cultures upon human

behavior, thought, and expression. • Use cultural comparison as a tool for understanding how social, cultural, or economic

contexts shape understandings and behaviors.

☐ Local/Civic Engagement (if chosen, these objectives must be listed in your syllabus): • Analyze a social issue or civic concern. • Propose an intervention or solution based on broader theoretical knowledge. • Balance diverse perspectives in deciding whether to act. • Distinguish the multiple consequences and implications of their actions.

☐ 6 Course Syllabus must include: ☐ Course description (1-2 sentences written in the present tense that includes the themes of the course)

☐ Course prerequisites (if any) ☐ GPAC requirements your course fulfills ☐ Course-specific learning outcomes (covering course content; appropriate to level of course)

☐ GPAC-prescribed learning outcomes of the selected GPAC attribute(s) ☐ Course schedule that lists topics covered in each class meeting ☐ Required textbooks, materials and recommended readings. ☐ Grading breakdown (list what will be counted and percentages) ☐ Statements on university polices to include:

☐ religious holidays ☐ academic integrity code ☐ disability support services (DSS) ☐information on the mental health services ☐ safety and security ☐ average minimum amount of independent learning expected per week

☐ 7 Assignments that assesses GPAC analysis component ☐ Provide full description of assignment, method of assessment/evaluation and state on assignment sheet which

GPAC component is met.

☐ 8 Rubric for assignments that assesses GPAC analysis component (a mere grading scale is not acceptable) ☐ Explain how the rubric is designed to facilitate your assessment of the students in your course ☐ Include a rubric, with a similar level of detail to the attached examples, which clearly shows how the components will be assessed.

☐ 9 Assignments that assesses GPAC additional attributes (if any) ☐ Provide full description of assignment and state on assignment sheet which GPAC attribute is met.

☐ 10 Rubric for assignments that assesses GPAC additional attributes (a mere grading scale is not acceptable) ☐ Explain how the rubric is designed to facilitate your assessment of the students in your course

☐ Include a rubric, with a similar level of detail to the attached examples, which clearly shows how the components will be assessed.

☐ 11 Please list the two measures (direct or indirect/direct) to assess each learning outcome ☐ Direct: ____________________________________________________________________

☐ Indirect/Direct: _____________________________________________________________

EXAMPLES OF EVIDENCE OF STUDENT LEARNING C = evidence suitable for course-level as well as program-level student learning Direct (Clear and Compelling) Evidence of What Students Are Learning • Ratings of student skills by field experience

supervisors • Scores and pass rates on appropriate

licensure/ certification exams (e.g., Praxis, NLN) or other published tests (e.g., Major Field Tests) that assess key learning outcomes

• “Capstone” experiences such as research projects, presentations, theses, dissertations, oral defenses, exhibitions, or performances, scored using a rubric

• Other written work, performances, or presentations, scored using a rubric (C)

• Portfolios of student work (C) • Scores on locally-designed multiple choice

and/or essay tests such as final examinations in key courses, qualifying examinations, and comprehensive examinations, accompanied by test “blueprints” describing what the tests assess (C)

• Score gains between entry and exit on published or local tests or writing samples (C)

• Employer ratings of employee skills • Observations of student behavior (e.g.,

presentations, group discussions), undertaken and with notes recorded systematically

• Summaries/analyses of electronic discussion threads (C)

• “Think-alouds” (C) • Classroom response systems (clickers) (C) • Knowledge maps (C) • Feedback from computer simulated tasks

(e.g., information on patterns of actions, decisions, branches) (C)

• Student reflections on their values, attitudes and beliefs, if developing those are intended outcomes of the course or program (C)

Indirect Evidence of Student Learning (Signs that Students Are Probably Learning, But Exactly What or How Much They Are Learning is Less Clear) • Course grades (C) • Assignment grades, if not accompanied by a

rubric or scoring guide (C) • For four-year programs, admission rates into

graduate programs and graduation rates from those programs

• For two-year programs, admission rates into four-year institutions and graduation rates from those institutions

• Quality/reputation of graduate and four-year programs into which alumni are accepted

• Placement rates of graduates into appropriate career positions and starting salaries

• Alumni perceptions of their career responsibilities and satisfaction

• Student ratings of their knowledge and skills and reflections on what they have learned in the course or program (C)

• Questions on end-of-course student evaluation forms that ask about the course rather than the instructor (C)

• Student/alumni satisfaction with their learning, collected through surveys, exit interviews, or focus groups

• Voluntary gifts from alumni and employers • Student participation rates in faculty

research, publications and conference presentations

• Honors, awards, and scholarships earned by students and alumni

Linda Suskie, Middle States Commission on Higher Education June 14, 2013

G-PAC Oral Communication Rubric

1 2 3 4 Score/Level

Take responsibility fora significant topic witha clear thesis andpersuasive argument

No clear thesisand/or persuasiveargument areevident.

Thesis is evidentbut is descriptive.Argument is notcompletelycoherent.

Thesis is clear anda persuasiveargument isdeveloped aroundthe thesis, thoughit is not verysophisticated orfully rooted inanalysis.

Thesis is clear.Formulates apersuasiveargument that issophisticated anda logicalextrapolationfrom the analysis.

Demonstrate facilitywith topical anddisciplinary knowledgevia well-crafted,audience appropriatelanguage

Language choicesare unclear and donot demonstratefacility with topicaland disciplinaryknowledge.Language is notappropriate to theaudience.

Language choicesare mundane andcommonplace andpartiallydemonstratefacility with topicaland disciplinaryknowledge.Language isappropriate to theaudience.

Language choicesare thoughtful anddemonstratefacility withtopical anddisciplinaryknowledge.Language isappropriate to theaudience.

Language choicesare imaginative,memorable, andcompelling anddemonstrategreat facility withtopical anddisciplinaryknowledge.Language isappropriate to theaudience.

Demonstrate vocalqualities and physicalbehaviors that augmentcontent and maintainaudience interest

Vocal qualities andphysical behaviorsdetract from theunderstandability ofthe presentation.Audience does notappear interested inthe presentation.

Vocal qualities andphysical behaviorsmake thepresentationunderstandable.Audience appearssomewhatinterested in thepresentation.

Vocal qualitiesand physicalbehaviors makethe presentationinteresting andmaintain audienceinterest.

Vocal qualities andphysical behaviorsmake thepresentationcompelling.Audience appearsvery engaged withthe presentation.

G-PAC Oral Communication Rubric - Print View http://rubric.taskstream.com/rubric/print.asp?qyz=Qs3MTmZgO2napgaj...

1 of 1 10/8/2010 10:15 AM

G-PAC: Critical Thinking Rubric

1 2 3 4 Score/Level

Analyze and evaluateabstract information

Information fromsource(s) is onlydescriptive with nointerpretation orevaluation.Viewpoints ofexperts are takenas fact, withoutquestion.

Uses informationfrom source(s)with someinterpretation orevaluation, but notenough to developa coherentanalysis.Viewpoints ofexperts are takenas mostly fact,with littlequestioning.

Information istaken fromsource(s) withenoughinterpretation orevaluation todevelop acoherent analysis.Viewpoints ofexperts aresubject toquestioning.

Information istaken fromsource(s) withenoughinterpretation orevaluation todevelop acomprehensiveanalysis orsynthesis.Viewpoints ofexperts arequestionthoroughly.

Understand andanalyze scholarlyliterature andargument, particularlywith respect totheoretical orientationand sources of support

Information istaken fromsource(s) withoutany demonstrationof understanding.

Information istaken fromsource(s) withsomeinterpretation orevaluation, but notenough to developa coherentanalysis.Viewpoints ofexperts are takenas mostly fact,with littlequestioning.

Information istaken fromsource(s) withenoughinterpretation orevaluation todevelop acoherent analysis.Viewpoints ofexperts aresubject toquestioning.

Information istaken fromsource(s) withenoughinterpretation orevaluation todevelop acomprehensiveanalysis orsynthesis.Viewpoints ofexperts arequestionedthoroughly.

Formulate a logicalargument based onthat analysis

No argument isevident.

Some argument isevident but is notcoherent.

Formulates anargument basedon the analysis.

Formulates anargument that is alogicalextrapolation fromthe analysis.

G-PAC: Critical Thinking Rubric - Print View http://rubric.taskstream.com/rubric/print.asp?qyz=Qs3MTmZgO2napgaj...

1 of 1 10/8/2010 10:14 AM

G-PAC: Creative Thinking Rubric

1 2 3 4 Score/Level

Create a new scientificwork based on a set orfindings OR create anartistic work based onan understanding orinterpretation of artistictraditions or knowledgeof contemporarycontext OR

Reformulates acollection ofavailable ideas orresearch findings.

Experiments withcreating a novel orunique idea,research question,format, or product.

Creates a novel orunique idea,research question,format, orproduct.

Extends a novel orunique idea,research question,format, or productto create newknowledge orknowledge thatcrossesboundaries.

Create a new scholarlyargument based on aset of findings

Lists evidence tosupport theargument, but it isnot organizedand/or is unrelatedto the topic orfocus.

Argument isstated, but issimplistic andobvious.

Organizesevidence, but theorganization is noteffective inrevealingimportantpatterns,differences, orsimilarities.

Argumentacknowledgesdifferent sides ofthe issue.

Organizesevidence to revealimportantpatterns,differences, orsimilarities relatedto the focus.

Argument takesinto account thecomplexities of theissue.

Organizes andsynthesizesevidence to revealinsightful patterns,differences, orsimilarities relatedto the focus.

Argument isimaginative,taking into accountthe complexities ofan issue.

G-PAC: Creative Thinking Rubric - Print View http://rubric.taskstream.com/rubric/print.asp?qyz=Qs3MTmZgO2napgaj...

1 of 1 10/8/2010 10:14 AM

G-PAC: Quantitative Reasoning Rubric

1 2 3 4 Score/Level

Representmathematicalinformationsymbolically, visually,numerically, andverbally

Partially completesconversion ofinformation.Resultingmathematicalportrayal isinappropriate orinaccurate.

Completesconversion ofinformation butresultingmathematicalportrayal is onlypartiallyappropriate oraccurate.

Competentlyconverts relevantinformation intoan appropriateand desiredmathematicalportrayal.

Skillfully convertsrelevantinformation into aninsightfulmathematicalportrayal in a waythat contributes toa further ordeeperunderstanding.

Articulate precisemathematicaldefinitions andpropositions and drawinferences from them(or makes judgmentsor draws appropriateconclusions)

Mathematicaldefinitions andpropositions areimprecise andinferences aretentative and veryelementary.

Mathematicaldefinitions aresomewhat precise,and inferences areplausible but lackinspiration ornuance.

Mathematicaldefinitions areprecise andinferences arereasonable andappropriate.

Mathematicaldefinitions areprecise andinferences areinsightful andthoughtful.

Use algebraic,geometric, or statisticalcalculations to solveproblems

Calculations areattempted but areboth unsuccessfuland are notcomprehensive.

Calculationsattempted areeither unsuccessfulor represent only aportion of thecalculationsrequired tocomprehensivelysolve the problem.

Calculationsattempted areessentially allsuccessful andsufficientlycomprehensive tosolve theproblem.

Calculationsattempted areessentially allsuccessful andsufficientlycomprehensive tosolve the problem.Calculations arealso presentedelegantly (clearly,concisely, etc.).

Interpret and explaininformationrepresented inmathematical forms(e.g., graphs,equations, diagrams,tables

Attempts toexplain informationpresented inmathematicalforms, but drawsincorrectconclusions aboutwhat theinformationmeans.

Provides somewhataccurateexplanations ofinformationpresented inmathematicalforms, butoccasionally makesminor errorsrelated tocomputations orunits.

Provides accurateexplanations ofinformationpresented inmathematicalforms.

Provides accurateexplanations ofinformationpresented inmathematicalforms. Makesappropriateinferences basedon thatinformation.

G-PAC: Quantitative Reasoning Rubric - Print View http://rubric.taskstream.com/rubric/print.asp?qyz=Qs3MTmZgO2napgaj...

1 of 1 10/8/2010 10:18 AM

G-PAC: Scientific Reasoning Rubric

1 2 3 4 Score/Level

Understand thehypothetico-deductivemethod(develops a hypothesison the basis ofobservationsappropriate for thediscipline)

Hypothesis ismissing, OR thehypothesisproposed isunrelated to thescientific issueunder study, is notplausible, or is nottestable.

Proposedhypothesis mayoffer someconnection orrelevance to thescientific issue butthe relationship isvague.

Hypothesis andscientific issueunder study areclearly connected.Hypothesis refutesor defendsestablishedknowledge.

The connectionbetween thehypothesis and thescientific issue isclear. Providesreferences thateither defend orrefute establishedknowledge.

Test hypotheses usingdata and scientificreasoning(design experiment;controls variablesexperimentally; andcollects data)

The method totest hypothesis isnot described ordocumented. Doesnot distinguishbetweenindependent ordependentvariables.

Description ofmethod is general;some proceduralsteps are missing.Variables are notdescribedcompletely; somevariables areclassifiedincorrectly.

Method is welldocumented,making it easy toreproduce usingthe steps provided.Data collectiontechniques arecorrectly identified,described, and/orperformed.

Method is welldocumented,making it easy toreproduce usingthe steps provided.Data collectiontechniques arecorrectly identified,described, and/orperformed. Theapplicability andlimitations of thedata collectiontechniques arediscussed.

Understand howprobability theoryaffects interpretation ofexperimental results(Interprets data; drawsconclusions)

Summarizesresults incorrectlyand provides nointerpretation offindings.

Summarizesresults correctly.Interpretation offindings issimplistic.

Summarizesresults correctly.Acknowledges arange of possibleinterpretations.

Summarizesresults correctly.Acknowledges arange of possibleinterpretations,and discusses theimplications of theresults.

Understand thedifference betweencausation andcorrelation(Interprets data; drawsconclusions)

Provides nointerpretation ofdata. Conclusionsare not relevant tothe hypothesis.

Conclusions aresimplistic.Provides no clearrelationshipbetweenhypothesis andconclusion.Assumes a causalrelationshipbetween theindependent anddependentvariable(s) beingstudied.

Conclusions arebased on the data,and there is a clearrelationshipbetweenhypothesis andconclusion. Doesnot assumecausality; insteadacknowledges arange of possibleinterpretations.

Conclusions arediscussed in detail,are supported bythe data, anddirectly addressthe hypothesis.Providesalternativeinterpretations ofthe findings ordiscusseslimitations of thestudy.

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1 of 1 10/8/2010 10:19 AM

G-PAC: Global Perspective Rubric

1 2 3 4 Score/Level

Analyze an issue interms of its globalimplications

Demonstratesminimal or nounderstanding ofan issue in termsof its globalimplications.

Demonstratespartialunderstanding ofthe complexitiesinvolved inanalyzing an issuein terms of itsglobalimplications.

Demonstratesadequateunderstanding ofthe complexitiesinvolved inanalyzing an issuein terms of itsglobalimplications.

Demonstrates asophisticatedanalysis of anissue in terms ofits globalimplications.

Frame questions,gather evidence,analyze evidence, anddraw conclusions aboutan issue in terms of itsglobal implications

Questions,evidence, analysis,and conclusionsabout an issue donot address theglobal implicationsof the issue.

Questions,evidence, analysis,and conclusionsabout an issuerepresent a limitedunderstanding ofits globalimplications.

Questions,evidence, analysis,and conclusionsabout an issuerepresent anadequateunderstanding ofits globalimplications.

Questions,evidence, analysis,and conclusionsabout an issuerepresent acomplex andsophisticatedunderstanding ofits globalimplications.

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1 of 1 10/8/2010 10:16 AM

G-PAC: Cross Cultural Perspective Rubric

1 2 3 4 Score/Level

Identify and analyzethe impact of diverseexperiences and/orcultures upon humanbehavior, thought, andexpression

Inability tounderstand howdiverseexperiences andcultures affecthuman behavior,thought, andexpression.

Demonstratessomeunderstanding ofhow diverseexperiences andcultures affecthuman behavior,thought, andexpression.

Demonstratesadequateunderstanding ofhow diverseexperiences andcultures affecthuman behavior,thought, andexpression.

Demonstratessophisticatedunderstanding ofhow diverseexperiences andcultures affecthuman behavior,thought, andexpression.

Use cultural comparisonas a tool forunderstanding howsocial, cultural, oreconomic contextsshape understandingsand behaviors

Inability tounderstand howsocial, cultural, oreconomic contextsshapeunderstandingsand behaviors.

Identifiescomponents ofother culturalperspectives butonly demonstratespartialunderstanding ofhow the social,cultural, oreconomic contextsshapeunderstandingsand behaviors.

Adequatelydemonstrates theability to recognizehow social,cultural, oreconomic contextsshapeunderstandingsand behaviors.

Creates asophisticatedanalysis of howsocial, cultural, oreconomic contextsshapeunderstandingsand behavior.

G-PAC: Cross Cultural Perspective Rubric - Print View http://rubric.taskstream.com/rubric/print.asp?qyz=Qs3MTmZgO2napgaj...

1 of 1 10/8/2010 10:16 AM

G-PAC: Local/Civic Engagement Perspective Rubric

1 2 3 4 Score/Level

Analyze a social issueor civic concern

Begins to identifyknowledge (facts,theories, etc.)from an academicstudy/field/discipline thatapply to a socialissue or civicconcern.

Begins to connectknowledge (facts,theories, etc.)from an academicstudy/field/discipline thatapply to a socialissue or civicconcern.

Analyzesknowledge (facts,theories, etc.) froman academicstudy/field/discipline thatapply to a socialissue or civicconcern.

Connects andextends knowledge(facts, theories,etc.) from anacademicstudy/field/discipline thatapply to a socialissue or civicconcern.

Propose an interventionor solution based onbroader theoreticalknowledge

Proposedintervention orsolutiondemonstratessurfaceunderstanding ofany broadertheoreticalknowledge.

Proposedinterventiondemonstrates apartialunderstanding ofany broadertheoreticalframework.

Proposedintervention orsolutiondemonstratesadequateunderstanding of abroader theoreticalframework.

Proposedintervention orsolutiondemonstratessophisticatedunderstanding of abroader theoreticalframework.

Balance diverseperspectives in decidingwhether to act

Demonstratessurfaceunderstanding ofdiverseperspectives indeciding whetherto becomeinvolved in a civicactivity, takepublic action, oraddress a localissue.

Demonstratespartialunderstanding ofdiverseperspectives indeciding whetherto becomeinvolved in a civicactivity, takepublic action, oraddress a localissue.

Demonstratesadequateunderstanding ofdiverseperspectives indeciding whether tobecome involved ina civic activity,take public action,or address a localissue.

Demonstratessophisticatedunderstanding ofdiverseperspectives indeciding whether tobecome involved ina civic activity,take public action,or address a localissue.

Distinguish the multipleconsequences andimplications of theiractions

Has experimentedwith some civicactivities butshows littleinternalizedunderstanding oftheir aims oreffects and littlecommitment tofuture action.

Has clearlyparticipated incivically-focusedactions and beginsto reflect ordescribe howthese actions mayimpactindividual(s) orcommunities.

Demonstratesindependentexperience andteam leadership ofcivic action, withreflective insightsor analysis aboutthe aims andaccomplishments ofone's actions.

Demonstratesindependentexperience andshows initiative inteam leadership ofcomplex or multiplecivic engagementactivities,accompanied byreflective insightsor analysis aboutthe aims andaccomplishments ofone's actions.

G-PAC: Local/Civic Engagement Perspective Rubric - Print View http://rubric.taskstream.com/rubric/print.asp?qyz=Qs3MTmZgO2napgaj...

1 of 1 10/8/2010 10:17 AM