Archived Assessment Report
| Program | NATV Humanities 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 more than 80% of students demonstrate knowledge of intercultural reasoning and intercultural competence? |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Do more than 80% of students demonstrate knowledge of Sustainability and the natural and human worlds? |
| 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 | A rubric will be used to ascertain the percentage of students that demonstrate intercultural reasoning and intercultural competence. | NATV 1150 | 80% |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | n/a | NATV 1150 | 80% |
| 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 | Yes | Yes | Most of the students show competency in the focus area. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Yes | Yes | Most of the students show competency in the focus area. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| 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.