1. HAVE STUDENTS HIT A LEARNING WALL? Kara O. Siegert, PhD Special Assistant to the President Institutional Effectiveness & Assessment

2. T ODAY  Brief history  Share assessment results  Discuss strategies we can use to improve student engagement and learning?  Consider meaningful ways that we can use these results to improve the Gen. Ed. program

3. H ISTORY  2006-2009- Course-based assessment of critical thinking, writing, and information literacy  Fall 2007-UAAC made a permanent Faculty Senate committee  Summer 2009 –Alignment of Student Learning Goals with the Gen. Ed. Curriculum & outcomes (Recs. 1, 2, & 4)  Summer 2010-Fall 2010- The Gen. Ed. Assessment Council (GEAC) is created and develops an assessment plan and timeline  Fall 2010 - Faculty Senate approves a course-embedded General Education assessment pilot

4. H ISTORY  Fall 2011-Spring 2014 –Gen Ed Data collected  2011-12 Command of Language (Reading & Writing) Quantitative Literacy  2012-13 Command of Language (Speaking & Listening) Interpersonal Communication Biological & Physical Sciences  2013-14 Information Literacy Second Language OR Culture

5. F UTURE  2014-15 Visual & Performing Arts Literature Civilization Contemporary Global Issues Social & Behavioral Sciences  2015-16 Social Responsibility Humane Values Intellectual Curiosity Aesthetic Values Wellness

6. GENERAL EDUCATION ASSESSMENT RESULTS

7. A SSESSMENT M ETHOD  MyClasses Gen Ed “courses”  Course-embedded writing assignments  Faculty developed rubrics  Faculty raters

8. R ESULTS Gen Ed Goals:  2011-12-Command of Language  Fall 2011: 932 students participated, 199 sampled  Spring 2012: 983 students participated, 182 sampled  Courses included: ENGL 103, ENGL 253, HIST 102, HIST 201, HIST 202, CMAT 101, PHYS 121, CADR 200, PHEC 106  2013-14-Information Literacy & Critical Thinking

9. C OMMAND OF L ANGUAGE -R EADING CriteriaOutcomeGen. Ed. Areas % Met or Exceeded Expectations ReadingEngage in active reading strategies to interpret and summarize content of written works (READING) 2a.1 Reading (as written) IA, IB, IIA, IIB, IIIA, IIIB, IVA, V Fall: 89% Spring: 84% Solve a problem by analyzing the question being asked and identifying the relevant information (PROBLEM) 2a.2 Reading (as written) IVA, IVB, IVC86%

10. C OMMAND OF L ANGUAGE -W RITING CriteriaOutcomeGen. Ed. Areas % Met or Exceeded Expectations Writing Construct thesis-driven arguments that marshal appropriate evidence (EVIDENCE) 2b. 3 Writing : Construct thesis-driven arguments that marshal appropriate evidence and counter-arguments IA, IB, IIA, IIB, IIIB Fall: 58% Spring: 70% Construct thesis-driven arguments that marshal appropriate evidence and counter-arguments (COUNTER- ARGUMENTS) 2b. 3 Writing: Construct thesis- driven arguments that marshal appropriate evidence and counter-arguments IA, IB, IIA, IIB, IIIB Fall: 13% Spring: 17% Synthesize and apply information and ideas in discipline-specific forms of writing (SYNTHESIZE) 2b.1 Writing (as written)IA, IIA, IIB, IIIA, IVA, IVB, IVC Fall: 92% Spring: 86% Select, evaluate, and cite reputable and appropriate sources (SOURCES) 2b.4 ( 4a.2) Writing (as written) IA, IB, IIA, IIB, IIIA, IIIB Fall: 66% Spring: 61% Use sources purposefully to support arguments (SUPPORT) 2b.2 Writing: Use appropriate evidence, organizational patterns, and styles for specific writing tasks IA, IIA, IIBFall: 73% Spring: 72% Demonstrate control of syntax and mechanics (SYNTAX) 2b.2 Writing: Use appropriate evidence, organizational patterns, and styles for specific writing tasks IA, IIA, IIBFall: 84% Spring: 79% Utilize appropriate conventions for discipline-specific forms of writing (CONVENTIONS) 2b.2 Writing: Use appropriate evidence, organizational patterns, and styles for specific writing tasks IA, IIA, IIBFall: 82% Spring: 79%

11. I NFORMATION L ITERACY

12. C RITICAL T HINKING

13. S PEAKING

14. L ISTENING

15. Q UANTITATIVE L ITERACY Fall 2011 & Fall 2012  Course-embedded multiple-choice questions on existing assignments Fall 2011Fall 2012 CourseBIOL 101, MATH 155, PHEC 106, GEOG 104 BIOL 101, MATH 155, PHEC 106 Questions2-4 questions per outcome 2-8 questions per outcome Sample1,111 students (771 first-time, 340 transfers) 1,476 students

16. Q UANTITATIVE L ITERACY OutcomesCorrelations Reliability Fall 2011 Spring 2012 Fall 2011 Spring 2012 Collect measurement data in a scientific manner.16-.51.55.26-.68.7 Accurately analyze and interpret data -.05-.49-.00-.20-.11-.66.27-032 Use quantitative methods to solve problems.10-.30.01-.25. 22-.45.30-.46 Evaluate and draw inferences from mathematical models -.08.00-.19-.17.44 *Reliability values >.70 are typically indicative of strong internal consistency between variables *Correlation values >.70 are typically indicative of a strong positive relationship between variables

17. B IOLOGICAL & P HYSICAL S CIENCES OutcomesBIOL 101CHEM/PHYS 101 CHEM 111GEOG 105GEOG 311PHEC 106CHEM 107 Fall 2012 onlyFall 2012 & Spring 2013 Fall 2012 only Spring 2013 only Use common lab equipment and procedures to collect data. Lab attendance in labs that required the use of equipment. (attending 60% of labs = “meets expectations”) N/A Lab attendance in labs that required the use of equipment. (attending 60% of labs = “meets expectations”)N/A Lab attendance in labs that required the use of equipment. (attending 60% of labs = “meets expectations”) Use terminology and describe basic principles of science. Final Exam (5 questions) Final Exam- 5 questions Chemistry and Geosciences (Final Exam-5 questions) Definition questions (Lab quizzes and exam- 5 questions)N/A Multiple-choice 5 questions on the final Recognize the key elements of scientific investigation such as reliance on evidence, use of inductive reasoning, and control of variables. Evolution (Final Exam- 5 questions) Free response question (scored with rubric)N/A Climate change (Short answer question)N/A Multiple-choice 5 questions on Evaluate and interpret how science relates to contemporary events in everyday life. Evolution (final Exam- 5 questions) Homework assignment essay (scored with rubric) Weathering questions about sea level rising (Short answer question) Final Exam (5 questions) N/A Reflect on and evaluate one’s own health.N/A Nutrition Project (Written reflection on fitness abilities and changes based on pre- and post- test; scored with rubric)

18. B IOLOGICAL & P HYSICAL S CIENCES  Fall 2012  1,271 students (17% of undergraduates)  Included first-time (910)and transfer (352) students  Spring 2013  255 students (3% of undergraduates)

19. B IOLOGICAL & P HYSICAL S CIENCES OutcomesCorrelations Reliability Fall 2012Spring 2013 Fall 2012Spring 2013 Use common lab equipment and procedures to collect data Use terminology and describe basic principles of science. -.14-.36-.10-.52.11-.42.49-.5 Recognize the key elements of scientific investigation such as reliance on evidence, use of inductive reasoning, and control of variables. -.09-.29-.26-.52-.05-.27.24-.30 Evaluate and interpret how science relates to contemporary events in everyday life. -.12-.29.00-.25.07-.19.40 Reflect on and evaluate one’s own health..77-.93.92 88% of students met or exceeded this outcome

20. S UMMARY & D ISCUSSION Future Assessments:  Did the data accurately measure students’ reading and writing ability?  How can results be used to improve the assessment process, student learning, and/or teaching?  What proficiency level should we expect for SU students? Which outcomes should be a priority?

21. S UMMARY How well did the assessment method work?  Did the data accurately measure students’ quantitative ability?  How can results be used to improve the assessment process, student learning, and/or teaching?  What proficiency level should we expect for SU students? Which outcomes should be a priority?

22. 11:45-12:45 HOW CAN THE ASSESSMENT METHODOLOGY BE IMPROVED?

23. 12:45-2:00 HOW DO WE DEFINE PROFICIENCY AND IDENTIFY OUR PRIORITIES FOR THE OUTCOMES ASSESSED THIS ACADEMIC YEAR? WHAT STRATEGIES CAN WE USE TO IMPROVE STUDENT LEARNING AND ACHIEVEMENT OF THIS OUTCOME? HOW CAN WE GET STUDENTS MORE ENGAGED IN THE CLASSROOM AND IMPROVE THEIR LEARNING AND DEVELOPMENT? FOR OUR PRIORITIZED OUTCOMES, WHAT ARE SOME MEANINGFUL WAYS WE CAN USE THE ASSESSMENT RESULTS TO IMPROVE SU’S GENERAL EDUCATION ASSESSMENT PROGRAM.