Archived Assessment Report
| Program | ANTH 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 students meet level 2 criteria: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Do students meet level 2 criteria: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | Do students meet level 2 criteria: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Do students meet level 2 criteria: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Do students meet level 2 criteria: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 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 | The purpose of this assignment is to give students the opportunity to showcase their ability to discuss issues of cultural relativity, ethical reasoning, sustainability. The assignment should involve these three criteria through an assignment that involves both discourse as well as collaboration, teamwork, or constructive feedback. | ANTH 1115, 1160, 1155, 1140, 2130, 2140, 2160, 2265 | Level 2: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | The purpose of this assignment is to give students the opportunity to showcase their ability to discuss issues of cultural relativity, ethical reasoning, sustainability. The assignment should involve these three criteria through an assignment that involves both discourse as well as collaboration, teamwork, or constructive feedback. | ANTH 1115, 1160, 1155, 1140, 2130, 2140, 2160, 2265 | Level 2: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | The purpose of this assignment is to give students the opportunity to showcase their ability to discuss issues of cultural relativity, ethical reasoning, sustainability. The assignment should involve these three criteria through an assignment that involves both discourse as well as collaboration, teamwork, or constructive feedback. | ANTH 1115, 1160, 1155, 1140, 2130, 2140, 2160, 2265 | Level 2: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | The purpose of this assignment is to give students the opportunity to showcase their ability to discuss issues of cultural relativity, ethical reasoning, sustainability. The assignment should involve these three criteria through an assignment that involves both discourse as well as collaboration, teamwork, or constructive feedback. | ANTH 1115, 1160, 1155, 1140, 2130, 2140, 2160, 2265 | Level 2: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | The purpose of this assignment is to give students the opportunity to showcase their ability to discuss issues of cultural relativity, ethical reasoning, sustainability. The assignment should involve these three criteria through an assignment that involves both discourse as well as collaboration, teamwork, or constructive feedback. | ANTH 1115, 1160, 1155, 1140, 2130, 2140, 2160, 2265 | Level 2: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained. |
| 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 | About a quarter of percent of students did not perform satisfactorily for this criteria. Almost half performed satisfactorily. Another approximate quarter of students excelled at this skill. | Yes, the results relate to the question of whether students were meeting the minimum skill for this criteria. The distribution appears to be a bell curve, with most students performing adequately. | About a quarter of students need further support for this skill. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | not assessed | not assessed | not assessed |
| 3c. Personal and Social Responsibility: Ethical Reasoning | About a quarter of students did not perform satisfactorily for this criteria. Almost half performed satisfactorily. Another approximate quarter of students excelled at this skill. | Yes, the results relate to the question of whether students were meeting the minimum skill for this criteria. The distribution appears to be a bell curve, with most students performing adequately. | About a quarter of students need further support for this skill. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | not assessed | not assessed | not assessed |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | About a quarter of students did not perform satisfactorily for this criteria. Almost half performed satisfactorily. Another approximate quarter of students excelled at this skill. | Yes, the results relate to the question of whether students were meeting the minimum skill for this criteria. The distribution appears to be a bell curve, with most students performing adequately. | About a quarter of students need further support for this skill. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | |
|---|---|
| Describe the change that was implemented. | Intercultural reasoning is a basic skill that every student needs to have. We will devote time early in the semester to the importance of cultural sensitivity. This takes the form of small group work and evaluating examples of what constitutes cultural sensitivity and what can be improved in other examples. Many of us already do this early in the semester, so we will reiterate these skills mid-semester. |
| Type of Change | |
| Change in Assessment Approach or Tools? | No, the changes only require a reinforcement of the practices we are already implementing. |
| What data motivated the change? | About a quarter of students need further support for this skill. |
| Hypothesis about the effect the change will have? | The planned changes will lead to a decrease in struggling students by half. That is, only one eighth of students will struggle with this skill after receiving a mid-semester refresher in organization and coherence. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | |
|---|---|
| Describe the change that was implemented. | not assessed |
| Type of Change |
|
| Change in Assessment Approach or Tools? | not assessed |
| What data motivated the change? | not assessed |
| Hypothesis about the effect the change will have? | not assessed |
| 3c. Personal and Social Responsibility: Ethical Reasoning | |
|---|---|
| Describe the change that was implemented. | Ethical reasoning is a basic skill that every student needs to have. We will devote time early in the semester to the logic of ethics and cross-cultural variations in ethical reasoning. This takes form of including a discussion of ethics in their final projects. To reinforce this skill and to act as practice for the final project, students will conduct an discuss of ethics in their midterm projects as well. |
| Type of Change | |
| Change in Assessment Approach or Tools? | No, the changes only require a reinforcement of the practices we are already implementing. |
| What data motivated the change? | About a quarter of students need further support for this skill and did not meet the level 2 threshold criteria. |
| Hypothesis about the effect the change will have? | The planned changes will lead to a decrease in struggling students by half. That is, only one eighth of students will struggle with this skill after receiving a mid-semester refresher in organization and coherence. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | |
|---|---|
| Describe the change that was implemented. | not assessed |
| Type of Change |
|
| Change in Assessment Approach or Tools? | not assessed |
| What data motivated the change? | not assessed |
| Hypothesis about the effect the change will have? | not assessed |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | |
|---|---|
| Describe the change that was implemented. | Civic discourse is a basic skill that every student needs to have. We will devote time early in the semester to civic discourse. This takes form of including a discussion of ethics and civic duty in their final projects. To reinforce this skill and to act as practice for the final project, students will conduct an discuss of civic duty and its relation to ethics in their midterm projects as well. |
| Type of Change | |
| Change in Assessment Approach or Tools? | No, the changes only require a reinforcement of the practices we are already implementing. |
| What data motivated the change? | About a quarter of students need further support for this skill. |
| Hypothesis about the effect the change will have? | The planned changes will lead to a decrease in struggling students by half. That is, only one eighth of students will struggle with this skill after receiving a mid-semester refresher in organization and coherence. |
| 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 | Explain from the perspective of a traditional society the impact that tourism, eco-tourism, commercialism, research, or industry has had on their culture and environment (GenEd Criteria 3a). Based on this information, discuss what you feel is an ethical solution or the ideal solution to the issues at hand (Criteria 2a [program] 3c [GenEd]). Read two of your peers’ remarks and provide thoughtful and collegial feedback of at least 5 sentences each (2 b [program], 3e [GenEd]. | ANTH 1115, 1135, 1160, 1155, 1140, 2130, 2140, 2160, 2265 |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | not assessed | not assessed |
| 3c. Personal and Social Responsibility: Ethical Reasoning | Explain from the perspective of a traditional society the impact that tourism, eco-tourism, commercialism, research, or industry has had on their culture and environment (GenEd Criteria 3a). Based on this information, discuss what you feel is an ethical solution or the ideal solution to the issues at hand (Criteria 2a [program] 3c [GenEd]). Read two of your peers’ remarks and provide thoughtful and collegial feedback of at least 5 sentences each (2 b [program], 3e [GenEd]. | ANTH 1115, 1135, 1160, 1155, 1140, 2130, 2140, 2160, 2265 |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | not assessed | not assessed |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Explain from the perspective of a traditional society the impact that tourism, eco-tourism, commercialism, research, or industry has had on their culture and environment (GenEd Criteria 3a). Based on this information, discuss what you feel is an ethical solution or the ideal solution to the issues at hand (Criteria 2a [program] 3c [GenEd]). Read two of your peers’ remarks and provide thoughtful and collegial feedback of at least 5 sentences each (2 b [program], 3e [GenEd]. | ANTH 1115, 1135, 1160, 1155, 1140, 2130, 2140, 2160, 2265 |
| 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.