Archived Assessment Report
| Program | AIML Flex 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 | Students will be assessed through reflective essays, intercultural communication analyses, group projects, and presentations that showcase their intercultural reasoning and competence. Additionally, their ability to apply these skills in real-world scenarios and contribute positively to diverse communities will be evaluated. Students will gain a appreciation of other cultures and learn to respect other's differences. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Students will be assessed through written reflections, ethical case analyses, class discussions, and presentations that showcase their ethical reasoning and critical thinking skills. Additionally, their ability to apply these skills in real-world scenarios and contribute to constructive dialogue on ethical issues will be evaluated. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | Students will be assessed through reflective essays, intercultural communication analyses, group projects, and presentations that showcase their intercultural reasoning and competence. Additionally, their ability to apply these skills in real-world scenarios and contribute positively to diverse communities will be evaluated. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Students will be assessed through group projects, peer evaluations, reflective essays, and presentations that demonstrate their collaboration skills, teamwork, and understanding of value systems. Additionally, their ability to apply these skills in real-world scenarios and contribute positively to collaborative endeavors will be evaluated. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Students will be assessed through debates, civic project presentations, reflective essays, and evaluations of their engagement in local or global civic initiatives. Additionally, their ability to apply civic knowledge and discourse skills in meaningful ways to address societal challenges will be evaluated. |
| 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 | Quizzes, AI project cycle worksheets, Module Assignments | AIML2010, AIML2120, AIML2110 | The threshold will be 75% completion of the assigned work. Students will be assessed on the substance of the module assignments. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Quizzes, AI project cycle worksheets, Module Assignments | AIML2010, AIML2120, AIML2110 | The threshold will be 75% completion of the assigned work. Students will be assessed on the substance of the module assignments. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | Quizzes, AI project cycle worksheets, Module Assignments | AIML2010, AIML2120, AIML2110 | The threshold will be 75% completion of the assigned work. Students will be assessed on the substance of the module assignments. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Quizzes, AI project cycle worksheets, Module Assignments | AIML2010, AIML2120, AIML2110 | The threshold will be 75% completion of the assigned work. Students will be assessed on the substance of the module assignments. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Quizzes, AI project cycle worksheets, Module Assignments | AIML2010, AIML2120, AIML2110 | The threshold will be 75% completion of the assigned work. Students will be assessed on the substance of the module assignments. |
| 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 | 85% of students fulfilled the requirement, completing discussions, reflective essays, and ancillary assignments. These tasks demonstrated their engagement with intercultural reasoning and competence as well as collaboration and civic discourse. | The results strongly support the focus area goal. Students are clearly being exposed to and engaging with the principles of Personal and Social Responsibility: Intercultural reasoning and intercultural competence. The high completion rate and the substance of their work indicate that the curriculum aligns well with the intended outcomes. | This shows us that students are effectively building intercultural reasoning and competence through course activities. They are applying these skills in both theoretical and practical contexts, demonstrating an appreciation for cultural diversity and the ability to engage in meaningful civic discourse. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | 80% of students successfully completed the assessment, demonstrating engagement with written reflections, ethical case analyses, class discussions, and presentations. These activities highlighted their understanding of sustainability and its intersection with both natural and human worlds. | Yes, the results strongly support the original focus area goal. The completion of these assignments indicates that students are developing the skills needed to critically analyze and engage with issues of sustainability. | This shows us that the majority of students are effectively developing their ethical reasoning and critical thinking skills related to sustainability. The activities allow students to connect theoretical knowledge with practical implications, fostering a deeper appreciation for sustainable practices in both natural and human contexts. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | 87% of students successfully completed the assessments, which included reflective essays, intercultural communication analyses, group projects, and presentations. This demonstrates that most students are engaging effectively with the material on ethical reasoning. | The results strongly support the original focus area goal, confirming that students are developing skills in ethical reasoning and applying these skills in real-world scenarios. The high completion rate shows alignment with the program's learning outcomes. | This shows us that the majority of students are successfully mastering ethical reasoning and demonstrating the ability to apply these concepts in diverse contexts. The variety of assessment tools seems effective in promoting critical thinking and practical application of ethical principles. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | 84% of students successfully completed group projects, peer evaluations, reflective essays, and presentations, showcasing their collaboration skills, teamwork, and understanding of value systems. This indicates that a majority of students are engaging in and benefiting from collaborative learning activities. | The results support the focus area goal by demonstrating that collaboration is being effectively integrated into the coursework. The group projects and peer evaluations, in particular, highlight students' abilities to work together, share responsibilities, and understand diverse perspectives. | This shows us that students are developing key collaboration skills and learning to function effectively in team environments. The high completion rate suggests that most students are gaining practical experience in teamwork, a critical skill in both academic and professional settings. However, there is room to support the remaining 16% of students who may struggle with collaboration or teamwork dynamics. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | 81% of students successfully completed debates, civic project presentations, reflective essays, and civic initiative evaluations. This indicates that a majority of students actively engaged in assignments related to civic discourse, knowledge, and engagement on both local and global levels. | The results support the focus area goal by demonstrating that most students are applying civic knowledge and discourse skills effectively. Their participation in debates and presentations highlights their ability to address societal challenges meaningfully and engage in constructive dialogue. | This shows us that students are gaining a solid understanding of civic discourse and its importance in addressing societal issues. However, the remaining 19% of students who did not meet the threshold may need additional guidance or support to fully develop these skills. The results also suggest that assignments emphasizing real-world civic engagement are positively received and |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | |
|---|---|
| Describe the change that was implemented. | Add more experiential learning opportunities, such as cultural exchange projects or virtual interactions with diverse communities, to enhance intercultural competence. There will be targeted feedback on reflective essays to help students deepen their understanding of intercultural reasoning and competence. Optional workshops or modules on effective intercultural communication will be developed to support students who are struggling with the material. Regular review and updates of the assignments will be implemented to address emerging global issues related to sustainability, ethical reasoning, and civic discourse. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes, the changes will require adjustments in assessment tools. The addition of experiential learning activities (e.g., cultural exchange projects, virtual community interactions) will necessitate new forms of assessment to evaluate students' participation and learning from these experiences Reflective essays will need to be more focused on applying intercultural competence in practical contexts, so more targeted and specific feedback will be required. New rubrics or methods to assess the depth of learning, rather than just completion, will likely need to be developed to capture students' understanding more accurately, |
| What data motivated the change? | The data shows that 85% of students completed the required tasks (discussions, reflective essays, and ancillary assignments) and demonstrated their engagement with intercultural reasoning and competence. However, a portion of students did not meet the threshold, indicating a need for further support and deeper engagement in these areas. The need for more hands-on learning and specific support for struggling students is highlighted by the data. |
| Hypothesis about the effect the change will have? | The incorporation of experiential learning opportunities and targeted support will help deepen students' understanding and application of intercultural competence by giving them more real-world, immersive experiences. This will likely improve both the depth and quality of their learning. Regular updates to assignments will ensure that students are exposed to the most current global issues, enhancing their ability to apply ethical reasoning, sustainability, and civic discourse in a meaningful way. Providing additional resources and feedback will help students refine their intercultural communication skills, thus raising their competence levels. |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | |
|---|---|
| Describe the change that was implemented. | The department plans to implement several changes aimed at improving student outcomes related to sustainability and ethical reasoning. These changes will include the integration of more interactive components, such as group projects that tackle real-world sustainability challenges and partnerships with local organizations to provide students with practical experience. Additionally, targeted support will be offered to students who are struggling with the material, including office hours and supplementary resources. The department will also incorporate guest lectures from professionals working on sustainability issues to offer real-world insights and keep students engaged with current trends. Furthermore, case studies and assignments will be regularly updated to reflect emerging sustainability challenges, ensuring the content stays relevant and aligns with global issues. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | These changes will likely require modifications to the assessment approach and tools. Specifically, more interactive and practical assignments, such as group projects and case studies based on current sustainability issues, will need to be introduced. These will require new assessment criteria to evaluate not just completion, but the depth of engagement with sustainability principles and real-world problem-solving. Additionally, rubrics may need to be adjusted to assess collaboration and application of ethical reasoning in practical scenarios. |
| What data motivated the change? | The data motivating these changes shows that while 80% of students successfully completed the assessment and demonstrated engagement with sustainability principles, 20% did not meet the threshold. This highlights the need for additional support for students who may not have fully grasped the complexities of sustainability, as well as the importance of providing more hands-on and interactive learning opportunities to deepen their understanding. |
| Hypothesis about the effect the change will have? | The hypothesis behind these changes is that by increasing the level of interaction with real-world sustainability issues and offering more targeted guidance, students will develop a deeper and more practical understanding of sustainability. Group projects, in particular, will foster collaboration and allow students to apply their theoretical knowledge to actual challenges. Guest lectures and updated case studies will ensure that students remain connected to contemporary issues, further enhancing their engagement with the material and the quality of their critical thinking on sustainability topics. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | |
|---|---|
| Describe the change that was implemented. | Based on the results, the department plans to implement several changes to improve student outcomes in ethical reasoning. To address the 13% of students who did not meet the threshold, the department intends to introduce more case-based learning activities, where students will analyze and discuss complex ethical scenarios. These activities will provide students with opportunities to engage in deeper critical thinking about ethical dilemmas. Additionally, workshops or seminars featuring guest speakers who specialize in AI ethics will be organized to offer real-world perspectives and further enhance students' understanding of the subject. More targeted feedback will be provided on assignments to help students develop deeper insights into ethical reasoning, and peer review sessions will be implemented to encourage collaborative discussion and critique of ethical dilemmas presented in their work. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | The changes will likely require modifications to the assessment approach. The introduction of case-based learning activities and peer review sessions will necessitate new forms of assessment to evaluate not just completion but the depth of engagement and critical thinking demonstrated by students. Additionally, rubrics may need to be updated to assess the quality of ethical reasoning and the ability to apply these principles in complex scenarios, rather than just assessing completion of assignments. |
| What data motivated the change? | The data motivating these changes shows that 87% of students successfully completed the assessments, indicating that the majority are mastering ethical reasoning. However, the 13% who did not meet the threshold highlight a gap that needs to be addressed. By offering more interactive and varied opportunities for learning, the department aims to support those who may not have fully engaged with the ethical reasoning content or who may have struggled with applying ethical principles in diverse contexts. |
| Hypothesis about the effect the change will have? | The hypothesis is that the planned changes will improve outcomes by providing students with more opportunities to engage deeply with ethical dilemmas and receive more targeted support. Case-based learning will offer practical scenarios where students can directly apply ethical reasoning in real-world contexts. Workshops and guest speakers will expose students to diverse perspectives and challenges in the field of AI ethics, while peer review sessions will allow students to refine their ideas and critically evaluate each other’s work. These activities should foster a deeper, more nuanced understanding of ethical principles. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | |
|---|---|
| Describe the change that was implemented. | In response to the results, the department plans to implement several changes to improve outcomes in collaboration skills, teamwork, and value systems. To ensure more equitable participation in group projects, the department intends to implement structured team roles and rotating responsibilities within group projects. This will help ensure that all students contribute meaningfully to the team’s work. Additionally, team-building exercises will be introduced at the start of courses to foster trust and improve communication among students. Peer feedback will be incorporated into grading to give students the opportunity to evaluate each other’s contributions and teamwork skills. Workshops and resources on conflict resolution and effective collaboration techniques will be made available to students. Reflective discussions will also be encouraged, where teams analyze their collaboration processes and identify areas for improvement. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | These changes will require some adjustments to the assessment approach and tools. The introduction of structured team roles and rotating responsibilities will necessitate new assessment methods to evaluate not just the completion of group projects, but also the quality of individual contributions and teamwork. Incorporating peer feedback into grading will also require the development of rubrics and tools to assess collaboration skills and participation. Additionally, the introduction of reflective discussions will require a mechanism to assess students' ability to critically evaluate their own and others’ contributions to teamwork. |
| What data motivated the change? | The data motivating these changes shows that 84% of students successfully completed group projects, peer evaluations, reflective essays, and presentations. While this is a strong completion rate, it indicates that 16% of students may be struggling with collaboration or teamwork dynamics, and they may need additional support to improve their engagement in these activities. This gap underscores the need to provide more structured and intentional strategies to improve collaboration and teamwork outcomes for all students. |
| Hypothesis about the effect the change will have? | The hypothesis behind these changes is that by providing more structure, resources, and opportunities for reflection, students will be better able to engage in and contribute to their group projects. Structured roles and team-building exercises will encourage balanced participation and help students develop trust in their teams, which should increase their effectiveness in collaborative work. Peer feedback and workshops on conflict resolution will further improve the quality of collaboration by allowing students to address interpersonal issues and refine their teamwork skills. Reflective discussions will also help students evaluate their own performance and understand the importance of effective collaboration in achieving shared goals. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | |
|---|---|
| Describe the change that was implemented. | To improve outcomes based on the results, the department plans to implement several changes aimed at enhancing students’ civic discourse and engagement. These changes will include incorporating mentoring sessions and peer-led discussions to provide additional support to students who may struggle with civic engagement activities. More real-world examples and case studies of civic engagement will be included to help students connect theoretical knowledge with practical application. Workshops and resources focused on effective public speaking, argumentation, and persuasive writing will be offered to assist students in preparing for debates and presentations. Additionally, the department will collaborate with local or global organizations to offer students hands-on opportunities for civic engagement, further reinforcing the real-world significance of the skills they are learning. Smaller, low-stakes practice debates or discussions will also be introduced early in the course to help students build confidence and gradually develop their skills in civic discourse. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | These changes will require some adjustments to the assessment approach. The inclusion of mentoring sessions, peer-led discussions, and real-world civic engagement opportunities will necessitate new assessment methods to evaluate not only the completion of assignments but also the quality of participation and the ability to apply civic knowledge in real-world contexts. Additionally, the introduction of low-stakes practice debates will require more formative assessments to gauge students’ progress in developing their civic discourse skills throughout the course. |
| What data motivated the change? | The data motivating these changes is the 81% success rate in completing assignments related to civic discourse and engagement, indicating that a significant portion of students are engaging with the material. However, the remaining 19% who did not meet the threshold suggest that additional support is needed, especially for students who may be struggling to connect with or apply civic knowledge effectively. This gap emphasizes the need for strategies that can better support all students in developing their civic discourse skills, particularly in a variety of civic contexts. |
| Hypothesis about the effect the change will have? | The hypothesis is that these planned changes will improve outcomes by providing more structured support and opportunities for practice. Mentoring sessions and peer-led discussions will offer students a chance to receive personalized guidance and build confidence in civic discourse. The inclusion of real-world examples and case studies will help bridge the gap between theory and practice, making the material more relevant and engaging. Workshops on public speaking and persuasive writing will equip students with the necessary tools to communicate their ideas more effectively in debates and presentations. By offering more low-stakes opportunities for practice, students will have a chance to refine their skills in a less pressured environment, which will improve their performance in higher-stakes assignments. |
| 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 | Brightspace | AIML2010, AIML2120, AIML2110 |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Brightsapce | AIML2010, AIML2120, AIML2110 |
| 3c. Personal and Social Responsibility: Ethical Reasoning | Brightspace | AIML2010, AIML2120, AIML2110 |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Brightspace | AIML2010, AIML2120, AIML2110 |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Brightspace | AIML2010, AIML2120, AIML2110 |
| 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.