Archived Assessment Report

Learning Outcome (or Gen Ed Essential Skill)	Focus Area
6. Demonstrate organization and/or coherence of ideas, content, and/or formulas	Do students meet level 2 criteria: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained.
7. Produce communication appropriate to audience, situation, venue, and/or context	Do students meet level 2 criteria: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained.

Learning Outcome (or Gen Ed Essential Skill)	Description of Assessment Tool	Population or Courses Assessed	Hypothetical Analysis/Target
6. Demonstrate organization and/or coherence of ideas, content, and/or formulas	The purpose of this assignment is to give students the opportunity to showcase their ability to discuss issues of cultural relativity, ethical reasoning, sustainability. The assignment should involve these three criteria through an assignment that involves both discourse as well as collaboration, teamwork, or constructive feedback.	ANTH 1115, 1160, 1155, 1140, 2130, 2140, 2160, 2265	Level 2: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained.
7. Produce communication appropriate to audience, situation, venue, and/or context	The purpose of this assignment is to give students the opportunity to showcase their ability to discuss issues of cultural relativity, ethical reasoning, sustainability. The assignment should involve these three criteria through an assignment that involves both discourse as well as collaboration, teamwork, or constructive feedback.	ANTH 1115, 1160, 1155, 1140, 2130, 2140, 2160, 2265	Level 2: Issue, cultural context, and value systems are mostly thoroughly and thoughtfully explained.

Learning Outcome (or Gen Ed Essential Skill)	Summary of Results	Reflection on Focus Area	Intepretation of Results
6. Demonstrate organization and/or coherence of ideas, content, and/or formulas	About a quarter of students did not perform satisfactorily for this criteria. Almost half performed satisfactorily. Another approximate quarter of students excelled at this skill.	Yes, the results relate to the question of whether students were meeting the minimum skill for this criteria. The distribution appears to be a bell curve, with most students performing adequately.	About a quarter of students need further support for this skill.
7. Produce communication appropriate to audience, situation, venue, and/or context	About a quarter of students did not perform satisfactorily for this criteria. Almost half performed satisfactorily. Another approximate quarter of students excelled at this skill.	Yes, the results relate to the question of whether students were meeting the minimum skill for this criteria. The distribution appears to be a bell curve, with most students performing adequately.	About a quarter of students need further support for this skill.

6. Demonstrate organization and/or coherence of ideas, content, and/or formulas
Describe the change that was implemented.	Organization of ideas is a basic skill that every student needs to have. We first plan to promote the tutoring center and specifically the writing center more strongly. Secondly, we will devote time early in the semester to organization of ideas. This takes the form of small group work and evaluating what constitutes good work and what can be improved in others. Many of us already do this early in the semester, so we will reiterate these skills mid-semester.
Type of Change
Change in Assessment Approach or Tools?	No, the changes only require a reinforcement of the practices we are already implementing.
What data motivated the change?	About a quarter of students struggle with this skill.
Hypothesis about the effect the change will have?	The planned changes will lead to a decrease in struggling students by half. That is, only one eighth of students will struggle with this skill after receiving a mid-semester refresher in organization and coherence.

7. Produce communication appropriate to audience, situation, venue, and/or context
Describe the change that was implemented.	Appropriate communication is a basic skill that every student needs to have. We will devote time early in the semester to the importance of audience. This takes the form of small group work and evaluating examples of what constitutes good consideration audience and what can be improved in other examples. Many of us already do this early in the semester, so we will reiterate these skills mid-semester.
Type of Change
Change in Assessment Approach or Tools?	No, the changes only require a reinforcement of the practices we are already implementing.
What data motivated the change?	About a quarter of students need further support for this skill.
Hypothesis about the effect the change will have?	The planned changes will lead to a decrease in struggling students by half. That is, only one eighth of students will struggle with this skill after receiving a mid-semester refresher in organization and coherence.

Learning Outcome (or Gen Ed Essential Skill)	Description of Assessment Tool	Population of Courses Assessed
6. Demonstrate organization and/or coherence of ideas, content, and/or formulas	Explain from the perspective of a traditional society the impact that tourism, eco-tourism, commercialism, research, or industry has had on their culture and environment (GenEd Criteria 3a). Based on this information, discuss what you feel is an ethical solution or the ideal solution to the issues at hand (Criteria 2a [program] 3c [GenEd]). Read two of your peers’ remarks and provide thoughtful and collegial feedback of at least 5 sentences each (2 b [program], 3e [GenEd].	ANTH 1115, 1135, 1160, 1155, 1140, 2130, 2140, 2160, 2265
7. Produce communication appropriate to audience, situation, venue, and/or context	Explain from the perspective of a traditional society the impact that tourism, eco-tourism, commercialism, research, or industry has had on their culture and environment (GenEd Criteria 3a). Based on this information, discuss what you feel is an ethical solution or the ideal solution to the issues at hand (Criteria 2a [program] 3c [GenEd]). Read two of your peers’ remarks and provide thoughtful and collegial feedback of at least 5 sentences each (2 b [program], 3e [GenEd].	ANTH 1115, 1135, 1160, 1155, 1140, 2130, 2140, 2160, 2265

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.

1. Contact & Program Identification