Archived Assessment Report
| Program | NUTR Science Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Students will assess food waste in their own homes. |
| 2e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Students will evaluate food waste on a local and global level. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Food Waste Lab Sheet | NUTR 1010L | 70% or better proficiency |
| 2e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Food and Nutrition Service Fact Sheet (FNS 101) on Hunger quiz | NUTR 1010 | 70% or better proficiency |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Students showed proficiency in this learning outcome, averaging a 94% over three NUTR 1010L courses. | This lab sheet was chosen directly for this particular learning outcome. | This shows us that students are grasping the concept well. |
| 2e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Students showed proficiency of this learning outcome, averaging 92.4% over the four classes assessed. | This assignment was designed specifically for this learning outcome. | Students seem to be grasping the concept well. |
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | |
|---|---|
| Describe the change that was implemented. | No changes planned. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No. |
| What data motivated the change? | Students performed well, showing mastery of the topic. |
| Hypothesis about the effect the change will have? | Would like to see if similar results are achieved in another semester. |
| 2e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | |
|---|---|
| Describe the change that was implemented. | The Department Chair will send out a reminder email to all nutrition faculty prior to the start of the Spring 2025 term. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No. |
| What data motivated the change? | Three of the seven NUTR 1010 sections forgot to include this assignment in their courses. |
| Hypothesis about the effect the change will have? | We hope that the email reminder will trigger faulty to add the assignment to their syllabi and courses. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Same. | All NUTR 1010L courses. |
| 2e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Same. | All NUTR 1010 courses. |
| 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.