Archived Assessment Report
| Program | NATV Humanities Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final 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. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | |
|---|---|
| Describe the change that was implemented. | Continue to focus on intercultural and interspecies resposibility in NATV curriculum |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No |
| What data motivated the change? | Reports from faculty who teach NATV 1150 |
| Hypothesis about the effect the change will have? | Students will continue to understand how Native Studies helps them develop a sense of intercultural and interspecies responsibility. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | |
|---|---|
| Describe the change that was implemented. | Continue focusing on intercultural and interspecies responsibility. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | no |
| What data motivated the change? | reports from NATV 1150 faculty |
| Hypothesis about the effect the change will have? | n/a |
| 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 | Do 80% or more of the students demonstrate an understanding of Native American Studies as a standalone discipline? | NATV 1150 |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Same | All NATV 1150 |
| 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 |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | All faculty report that 80% or more of the students demonstrate an understanding of Native American Studies as a standalone discipline that teaching about social and intercultural responsibility. | ||
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | All faculty report more than 80% of students demonstrate knowledge of Sustainability and the natural and human worlds. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
No
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
Just a renewed committment to teaching about our relationships to the land and to each other, something that is integral to the discourse of Native American Studies.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
As a department, Native American Studies is doing a good job of guiding student understanding of the shortcomings and the promises of living up to these social responsibilities.
Describe any external factors affecting the program or affecting assessment of the program.
n/a