Archived Assessment Report
| Program | HUMN 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 | Are students able to identify and critically assess various examples of cultural expression? |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Are students able to engage is civic discourse and clearly share their gained knowledge regarding the various local and/or global expressions presented in the course? |
| 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 | Written student response to prompt. | HUMN 1105 D01 HUMN 1110 101, D01, D02 | Ability to define and demonstrate comprehension of concepts (text, context, subtext) with criteria assessed at three levels. Additional collected data includes date of assessment and online vs F2F. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Written student response to prompt | HUMN 1105 D01 HUMN 1110 101, D01, D02 | Ability to describe and explain how concepts (text, context, and subtext) aide in intercultural understanding and promotes social responsibility via the Humanities. with criteria assessed at three levels. Additional collected data includes date of assessment and online vs F2F. |
| 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 | Students were generally successful, scoring mostly 2s and 3s, in defining and demonstrating comprehension of the concepts. Assessment was conducted late in the term and data was collected for online section. | Students were asked "How does the study of the Humanities, using these concepts and others, improve one’s understanding of cultural expressions and improve one’s ability to engage in civic discourse related to the area examined in the Humanities." This addressed the Assessment outcome of Intercultural reasoning and intercultural competence. Students were generally able to articulate and explain this connection. | Not all sections of the HUMN offerings were assessed. However, students assessed were competent and often skilled at addressing the prompt. They generally scored well (mostly 2s and 3s on our scale). |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | The students demonstrated a strong ability to describe and explain how the concepts of text, context, and subtext can aide in intercultural understanding and how these concepts/skills can promote social responsibility via or within the Humanities. They were able to engage with the idea of civic discourse and share their gained knowledge regarding the various local and/or global expressions presented in the course. | The results supported our hypothesis and demonstrated how the three (related) concepts are important to the Humanities and can support an understanding of various/intercultural knowledge and promotes social responsibility. | The results demonstrated our hypothesis and how the three (related) concepts are important to the Humanities and can support an understanding of various/intercultural knowledge and promotes social responsibility. However, the application of intercultural understanding and social responsibility more broadly is not measured by our tool or assessed in the courses. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | |
|---|---|
| Describe the change that was implemented. | 100% participation of faculty to assess and collect data in future terms. Consider a better articulated prompt. Pre-assessment discussion with faculty on rubric. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | We will consider edits of the prompt may be useful and a better measure of student skill and understanding. Additionally faculty can discuss how the concepts are taught in the courses. |
| What data motivated the change? | More data will be more helpful. |
| Hypothesis about the effect the change will have? | In addition to more data, possible edits of the prompt may be useful and a better measure of student skill and understanding. Faculty should be in agreement on how to use the rubric. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | |
|---|---|
| Describe the change that was implemented. | 100% participation of faculty to assess and collect data in future terms. Consider a better articulated prompt. Pre-assessment discussion with faculty on rubric. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | We will consider edits of the prompt may be useful and a better measure of student skill and understanding. Additionally faculty can discuss how the concepts are taught in the courses. |
| What data motivated the change? | More data will be more helpful. |
| Hypothesis about the effect the change will have? | In addition to more data, possible edits of the prompt may be useful and a better measure of student skill and understanding. Faculty should be in agreement on how to use the rubric. |
| 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 | not yet created | unsure |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | not yet created | unsure |
| 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 | 2nd round not completed | ||
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | 2nd round not completed |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
n/a
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
This assessment process did not lead to any long term changes in our HUMN courses.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
This assessment demonstrated that most of our Religious Studies students can articulate ways in which the assessed concepts may contribute to the understanding and analyzing ideas of community.
Describe any external factors affecting the program or affecting assessment of the program.
Our first round of the Assessment was never completed because the coordinator at the time did not create/implement the tool. In this Assessment, not every class was assessed.