Archived Assessment Report
| Program | ECON 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 |
|---|---|
| 3c. Personal and Social Responsibility: Ethical Reasoning | Show how ethical reasoning can be applied to the concept of supply/demand. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Show how personal and social responsibility can be applied to the concept of supply/demand. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3c. Personal and Social Responsibility: Ethical Reasoning | We will use a quiz in Brightspace for our tool. | ECON 2120 Microeconomics | A score of 80% or higher on the quiz. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | We will use a quiz in Brightspace as our tool. | ECON 2120 Microeconomics | A score of 80% or higher on the quiz. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3c. Personal and Social Responsibility: Ethical Reasoning | As we move into this assessment cycle, the ECON faculty have decided to explore some important trends and issues that are impacting student learning, particularly in our online courses. Many of our faculty members have noticed that students seem to perform better in online courses than in face-to-face settings. This has led us to suspect that students might be utilizing AI-driven resources to support their learning, which could be helping them perform better on assessments. Given this, we’re dedicating this cycle to researching how AI tools are influencing student outcomes and understanding how these technologies might be shaping the way students engage with course content. With hopes of identifying more authentic assessments that students won't need to use AI to complete. In addition to this, faculty will also be taking time to reflect on what the state’s general education essential skill of communication means in the context of economics. We’re thinking through how communication plays a role in our discipline and how our students can best demonstrate their ability to communicate economic ideas and analysis, whether in written or spoken form, and with diverse audiences. This is an important conversation for us, and it’s something we’ll be exploring further to ensure that we are fostering the right skills in our students. Through these efforts, we hope to deepen our understanding of how our students are learning in an evolving landscape, and we’re committed to using these insights to continue improving our curriculum and assessment practices. | n/a | n/a |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | See 3.c | n/a | n/a |
| 3c. Personal and Social Responsibility: Ethical Reasoning | |
|---|---|
| Describe the change that was implemented. | Continued department discussions on influence of AI |
| Type of Change |
|
| Change in Assessment Approach or Tools? | TBD |
| What data motivated the change? | Online test scores vs face-to-face test scores |
| Hypothesis about the effect the change will have? | TBD |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | |
|---|---|
| Describe the change that was implemented. | See 3.c |
| Type of Change |
|
| Change in Assessment Approach or Tools? | TBD |
| What data motivated the change? | See 3.c |
| Hypothesis about the effect the change will have? | TBD |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 3c. Personal and Social Responsibility: Ethical Reasoning | TBD | TBD |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | TBD | TBD |
| 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.