Archived Assessment Report
| Program | RELG Humanities Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 1a. Critical Thinking: Problem Setting | Describe and explain how religious literacy aides in intercultural understanding and promotes social responsibility |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | In Religious Literacy, Stephen Prothero writes, “religious literacy refers to the ability to understand and use in one’s day to day life, the basic building blocks of religious traditions–their key terms, symbols, doctrines, sayings, characters, metaphors, and narratives” (Prothero, 15. 2007). In your own words, in at least two detailed paragraphs, introduce the importance of religious literacy and how the academic study of religion contributes to it and benefits learners in academic, community, and professional settings and aides in intercultural understanding and competence. Consider how religious literacy promotes social responsibility in these settings. Please provide at least one specific example. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Describe and explain how religious literacy aides in intercultural understanding and promotes social responsibility |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 1a. Critical Thinking: Problem Setting | Written Student responses to prompt | RELG 1110 102,105, 301, D01-D05 RELG 1120 D01, D02 RELG 2110 D01 RELG 2135 101 | Students should be able to describe and explain how religious literacy aides in intercultural understanding and promotes social responsibility drawing on examples from textbook and module readings as well as coursework, lectures, and assignments. Students who are assessed later in the semester should score higher on the three criteria. We will consider online vs F2F data. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Two or more detailed paragraphs on the prompt above. | RELG 1110 102, 105, 301, D01-D05 RELG 2110 D01 RELG 1120 D01, D02 RELG 2135 101 | Students should be able to successfully describe and provide examples about the benefits of religious literacy in academic, community, and professional settings and aides in intercultural understanding and competence. Consider how religious literacy promotes social responsibility in these settings. Students assessed later in the term will most likely perform better. Data on online vs F2F students will be noted. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Written student responses to prompt | RELG 1110 102,105, 301, D01-D05 RELG 1120 D01, D02 RELG 2110 D01 RELG 2135 101 | Students should be able to describe and explain how religious literacy aides in intercultural understanding and promotes social responsibility drawing on examples from textbook and module readings as well as coursework, lectures, and assignments. Students who are assessed later in the semester should score higher on the three criteria. We will consider online vs F2F data. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| 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.