Archived Assessment Report
| Program | GNDR Social Behavioral Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Do at least 80% of the students demonstrate intercultural reasoning and intercultural competence? |
| 3b. Personal and Social Responsibility: Ethical Reasoning | Do at least 80% of the students demostrate ethical resoning? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | This is an individual assignment where students have to compare the conditions of women in lower socio economic status receiving State aid in two secular nations (US and India) and one theocratic nation (Bangladesh) and discuss if the State secularism is better for women in lower socio economic status. | GNDR 2110 DO 1 82382 | Analysis of the data to see if 80% or more students could demonstrate intercultural reasoning and competence. |
| 3b. Personal and Social Responsibility: Ethical Reasoning | An individual assignment where students have to compare the status of women from lower socio economic status who receive State aid in two secular nations (The USA and India) versus one theocratic nation (Bangladesh). | GNDR 2110 DO 1 82382 | The analysis will demonstrate if the students were able to to apply ethical reasoning with regard to the advanatage or disadavantage of how minority women of lower socio economic status in secular versus theocratic states. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | In Spring 24 a total of 20 students were assessed. Of those 20, 18 students (90%) demonstrated intercultural reasoning and intercultural competence.’ | The assessment data supports the focus area as 90% of the assessed students demonstrated intercultural reasoning and intercultural competence. | This shows us that 90% of students who take the course have the ability to engage in intercultural reasoning and are interculturally competent, which surpassed expectations. |
| 3b. Personal and Social Responsibility: Ethical Reasoning | ‘In Spring 24 a total of 20 students were assessed. Of those 20, 18 students (90%) demonstrated intercultural reasoning and intercultural competence.’ | The assessment data supports the focus area as 90% of the assessed students demonstrated intercultural reasoning and intercultural competence. | This shows us that 90% of students who take the course have the ability to engage in intercultural reasoning and are interculturally competent, which surpassed expectations. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | |
|---|---|
| Describe the change that was implemented. | Since I am the only one in the Department, the entire decision is on me. There are the ways I plan to improve outcomes based on the results: I have to make sure my assessment tool is clearly aligned with learning objectives, use a variety of assessment methods, |
| Type of Change |
|
| Change in Assessment Approach or Tools? | It may require a change in the assessment tool that is more aligned to the learning outcomes. |
| What data motivated the change? | Provide detailed feedback to students, so that they can go on improving, analyze the previous works to identify areas of improvement, and update the assessment tool on a regular basis. |
| Hypothesis about the effect the change will have? | It will help the learner to fulfill what their specific needs are and where they need to put in more effort. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.