1. Lib Ed Assessment and the First Year Experience
Risa L. Faussette
The American City FYE Coordinator
ProVisions Presentation
February 19, 2013

2. Organizing The American City FYE
Citizenship
First Year Liberal Education Course
Library Workshop
Writing Center
Service Learning
Peer Tutors
Workshops
Culminating Experience
or End of the Year Project
Critical Thinking Pedagogy Interdisciplinary Integration
Active Learning
Urban Theme
Fulfilling the Saint Rose Mission
The College delivers distinctive and comprehensive liberal arts and professional programs that inspire our graduates to be productive adults, critical thinkers, and motivated, caring citizens. Our engagement with the urban environment expands the setting for educational opportunities and encourages the Saint Rose community’s energetic involvement and effective leadership in society.

3. Critical Thinking Pedagogy
The Six Facets of Critical Thinking
Analytical reading
Process-based writing
Inquiry
Interpretation
Argumentation
Synthesis and the strategic use of evidence
These skills are the basis for course learning objectives and assessment

4. Formative Assessment of Student Learning
Liberal Education
Objective – L03
Critical Thinking
Objective – FYE L03
Historical Knowledge
The College of Saint Rose graduate demonstrates historical knowledge, the ability to analyze that knowledge, and an emerging perspective on historical, cultural, and political influences which contribute to local and global change
Historical Skills
Students will be able to analytically interpret primary sources and scholarly literature that pertain to historical change
Students will be able to craft a precise thesis based on their ability to synthesize the main points of a collection of sources
Students will construct historical arguments based on their ability to strategically incorporate evidence from primary and secondary sources

5. Interpreting Scholarly Literature Analyzing Primary Documents
Analytical Reading
Interpreting Scholarly Literature
Analyzing Primary Documents
identifies thesis of scholarly publications
discerns the main points of the reading
locates supporting evidence and examples for each main points
makes connections between readings
identifies key issues and main points
distinguish between fact and opinion
shows understanding of author’s intent or goals
relates primary source to specific historical context in which it was written

6. From Analytical Reading to Thesis-Driven Argumentation
Main Point
Examples 1, 2, 3,
Examples 4, 5, 6, 7
Examples 8, 9,10
Thesis
Examples 11, 12,13
Examples 14, 15,16, 17

7. Using a Rubric to Assess Argumentation
Crafting a Thesis-Driven Argument
position stated – thesis statement
position defended – sustain a persuasive argument
logic, digression
Organizing a Thesis-Driven Argument
well-developed paragraphs
topical sentences
overall cohesion & flow of argument
smooth transitions between paragraphs
Evidence
strategic use of evidence
ability to synthesize details, draw conclusions
sufficient evidence from required documents
appropriate and accurate documentation

8. Liberal Education and Student Success
Upperclassmen or grad students who are student teaching or serving as interns visit the FYE class
They emphasize the skills they are using in the field
Students who have secured jobs recently discuss how their academic skills created professional opportunities

9. Fall 2012 Student Survey and Assessment Results
In High School most students submitted Social Studies assignments that were 1-2 pages. Their Social Studies reading assignments ranged from 1-2 pages to 1 textbook chapter. 50% had written a paper (usually for English) that was more than 6 pages.
Are you able to analytically read? 23 YES
Are you able to interpret primary and secondary documents? 23 YES
Are you able to craft a precise thesis for writing assignments? 22 YES, 1 NO
Are you able to demonstrate increased ability to construct historical arguments based on your ability to analyze, organize, and strategically incorporate primary sources and scholarly publications?
20 YES, 3 NO
Did your writing improve? 23 YES
Cohorts A&B:N= to [Avg Change]
HIS to ENG to [Avg Change]

10. Key Assessment Questions for the FYE Lib Ed Curriculum
Can an integrated interdisciplinary liberal education curriculum allow us to measure student proficiency in key transferable skills? Yes
Can we verify the extent of student learning of these transferable skills and identify teaching techniques that improve academic growth? Yes
Do students perceive how academic mastery of key transferable skills prepares them for success in the classroom, community, internships and, eventually, careers? Yes