Shoreline Community College Self Study 2001-02
DOCUMENT CODE: 2.18d
DOCUMENT DESCRIPTION: Shoreline's Annual Outcomes Assessment Report--2001-2002 contains descriptions of 16 faculty assessment development projects funded with the State Outcomes Assessment allocation through the grant award process conducted by the Institutional Effectiveness Committee. Extensive appendices contain examples of project output. This document is also available at http://intranet.shore.ctc.edu/intranetiear/assessment_report.htm
IEAR 8/01 1 Shoreline Community College ANNUAL OUTCOMES ASSESSMENT REPORT—2001-02
Assessment Liaison/s Phone Email Jim James 206-546-6949 [email protected] Pam Dusenberry 206-546-4626 [email protected]
Note: This report is available electronically at: http://intranet.shore.ctc.edu/intranetiear/assessment_report.htm
A. Highlights of Major Assessment Activities/Projects
For the fourth year, a major portion of Shoreline's Assessment allocation was dedicated to faculty assessment development efforts through an RFP process coordinated by the Institutional Effectiveness Committee. Remaining funds supported the Office of Institutional Effectiveness, Assessment and Research and the Assessment Liaison .
For 2001-02 funds were awarded to 9 faculty projects representing 4 of the 6 Shoreline academic divisions:
Global Awareness General Education Outcomes Assessment Team Project, Tim Payne, Adam Sowards Intra-American Studies & Social Sciences, [email protected], [email protected] Portfolio Assessment of Outcomes in the Visual Arts, Mike Larson, Humanities, [email protected] Quality Guidelines for Online Teaching & Learning, Diana Knauf, Intra-American Studies & Social Sciences, [email protected] Information Literacy Assessment, Gary Parks, Humanities, Joanna Tillson Library/ Media Services, [email protected], [email protected] Follow-up Performance of Students who have Completed Developmental English & ESL Courses, Aura Rios-Erickson. Humanities, Sally Rollman, Business Administration, [email protected], [email protected] Interdisciplinary General Education Outcomes Assessment Team Project, Pam Dusenberry, Humanities, [email protected] Revision and development of outcomes and student assessment tools for individual VCT courses, Mary Bonar, Dick Davis, Humanities, [email protected], [email protected] Assessment and Coordination of the Interdisciplinary Studies Program, Neal Vasishth, Humanities, [email protected] English Offerings General Education Integration and Assessment Project, Paul Cerda, Humanities [email protected]
IEAR 8/01 1 B. Examples of Educational Improvements Made/Actions Taken
General Although the number of faculty projects dropped from 16 in 2000-01 to nine in 2001-02, projects tended to be somewhat broader in scope and to involve more faculty per project. Four of the nine projects addressed assessment aspects of Shoreline's newly revised General Education Requirements.
Global Awareness General Education Outcomes Assessment Team Project o The “Global Awareness General Education Outcomes Assessment Team Project”, undertaken in the 2001-02 academic year, involved faculty members in several academic disciplines in discussing the process of assessing student performance of the Global Awareness General Education Outcome. A team of instructors from History, Economics, Political Science and International Studies met five times during the year to collaboratively discuss how faculty members in the Social Sciences are currently assessing student performance of Global Awareness outcomes. It is our intention that the work we have done here will be useful to faculty members in many academic disciplines as they globalize their curricula.
Our initial goals for the project included the following:
1. build an interdisciplinary understanding of how student achievement of Global Awareness Outcomes can be described and assessed, 2. create evaluation criteria for the Global Awareness General Education Outcome that could be applied across disciplines, 3. compile samples of outcomes that might be used in constructing MCOs, 4. compile a notebook of interdisciplinary assessment tools usable in a variety of disciplines, 5. build an increased awareness among faculty about each other’s disciplines, and 6. evaluate the effectiveness of this project in assessing student achievement of Global Awareness General Education Outcomes.
A more thorough discussion of each of these points follows. o Additional project detail is contained in Appendix A.
Portfolio Assessment of Outcomes in Visual Arts Foundation Art Courses: Drawing series ( Art 105, 106, 107), 2-D Design (Art 109), Ceramics Series (Art 201, 202, 203) and Painting series (Art 256, 257, and 258) o Continuity with diversity established as a departmental value. Creation of a valuable resource of assessment material resulted from the direct collaboration with tenured and associate faculty responsible for delivery of content. o The discussions have provided a framework for common portfolio assessment tools related to outcomes. Differences in perspective offered by each course sequence were discussed and documented.
IEAR, 8/01 2 o The review of outcomes and assessment activities in these sequences will provide a framework for updating MCOs for the affected courses. o Course specific outcomes were identified and clarified in a more complete fashion than in the MCO where they are merely listed. Hopefully this process will result in a resource that complements and is more effective than the MCOs. Presently MCOs focus mainly on general education outcomes. o The necessary requisites of the facility for group and individual critique in painting and drawing classes were documented. Critique is a fundamental tool of assessment in these classes. o Optional spaces for the 2-dimensional design course have been identified and will not impact the content nor the budget. o A departmental policy emphasizing in-hand return and limiting the time of storage for student work is now being considered o Direct collaboration with tenured and associate faculty responsible for delivery of content, brought about the exchange and collection of assessment material supporting both continuity and diversity in instruction. o Course specific outcomes were identified and clarified in a more complete fashion than in the MCO where they are merely listed. o Assessment strategies for both individual and class assessment that support the dynamics of teaching and learning activities were discussed, but are not necessarily part of the grading process,. o The review of outcomes and assessment activities in this sequences will provide a framework for updating MCOs for the respective courses. o Additional project detail is contained in Appendix B.
Quality Guidelines for Online Teaching & Learning o PROJECT GOAL The major goal of this project was for a group of faculty familiar with and committed to the online learning program to propose a set of guidelines for teaching online and hybrid courses at Shoreline Community College. At present, no clearly stated standards exist at the college for online offerings. It is important that guidelines be established to ensure the distance-learning program provides a uniformly high standard of online course delivery.
o PROJECT ACTIVITIES WORKING RETREAT: EXPLORING GUIDELINES FOR QUALITY TEACHING AND LEARNING IN AN ONLINE CONTEXT, 10/18-19/2001
Team members Diana Knauf and Betsey Barnett participated in this working retreat sponsored in part by the State Board of Community and Technical Colleges and WAOL with funding from the U.S. Department of Education’s Learn Anywhere Anytime Project.
IEAR, 8/01 3 The retreat was designed to expose those involved in providing online learning to a wide variety of existing standards for online learning. We were provided with advance readings, and spent the majority of the retreat attempting to hammer out the basics necessary for quality online education.
The retreat provided us with an excellent opportunity to begin a reading list for our own campus. The results of the conference were recently released as the proposed guidelines for WAOL courses.
o RESEARCH Work on Shoreline’s campus did not begin until Winter quarter as it was decided that the input of the Distance Learning Specialist was vital. Karin Roberts was hired after a rigorous selection process in which three team members participated. She has proved invaluable in the process of creating the guidelines, so the team is very pleased we waited until she had arrived on campus.
In early Winter, the entire team was asked to read a set of introductory readings including some of the information Betsey and I learned at the working retreat, but also current writings in applicable journals (see Resource Documents list at the end of this document).
Once the introductory readings had been discussed, the group read about existing standards at other educational institutions with a more critical eye. All members found this research to be helpful in determining what might be important versus what was superfluous, what fit our system versus what did not, and lastly to begin to articulate what was most appropriate for Shoreline Community College. Given prospective expansion of the distance-learning program to incorporate eArmy, we attempted to cover ground at the course level, but also the program as a whole.
o TEAM MEETINGS The team met on a regular basis over the Winter and Spring quarters to discuss the research readings, formulate and edit guidelines and share information about online teaching and learning. All group members found the meetings to be vital in the formulation of guidelines, but also as a tremendous opportunity to discuss online teaching and gain excellent inputs for improvement. It reinforced the importance of time for online instructors to meet and share ideas, whether that is online or face-to- face.
o GUIDELINES The attached draft of Quality Guidelines for Online Teaching and Learning for Shoreline Community College (Appendix C) is the result of group discussion on the basis of our past research and the informal polling of colleagues. It was the original hope that these guidelines would be complete and have been reviewed by campus constituencies by the end of the academic year. Given responsibilities of individual team members, involvement in the revision of Master Course Outlines, Curriculum
IEAR, 8/01 4 Committee and Self-Study projects, this proved impossible to complete. Plans for completion of this portion of the project are outlined below.
The guidelines are designed to pinpoint three major areas of concern: Course Design, Online Learning Program Support, and Evaluation and Assessment.
Course Design guidelines focus on the process of creating and maintaining online courses: what instructors need to consider, as well as effective pedagogy for online delivery. Special attention is given in this section as to what will create the best learning environment for students. Thus, orientation to online learning and syllabus contents are covered, as well as the expectations for a minimum level of interactivity in online offerings.
Online Learning Program Support considers what factors are necessary to create and maintain a consistent and successful distance-learning program that serves the needs of students in an efficient and professional manner. The section is divided into three main areas. Institutional Support outlines college-wide expectations to insure an ongoing and effective Distance Learning program. The Faculty Support area outlines what faculty requires to teach online effectively, and the Student Support area highlights the necessary components to insure student success in online education.
Evaluation and Assessment needs to occur on two levels. One level examines the program in its entirety. The proposed guidelines entail regular review and revision to insure that students’ needs over the course of degree completion can be successfully met. The second level is at the individual course. Guidelines for reviewing individual courses are also suggested and are designed to blend in with existing procedures. By considering evaluation and assessment at both levels, the team believed that the college would be more likely to maintain a high quality distance- learning program.
The team is confident that the guidelines address almost all of the specific objectives we set for ourselves. Of course, near completion of the project has generated multiple new ideas of tasks to be accomplished in the area of online teaching and learning.
o Additional project detail is contained in Appendix C.
Information Literacy Assessment o In this project we launched a pilot assessment related to some of the college’s new Information Literacy (IL) General Education outcomes. Although we did not collect as much information to analyze as was hoped, the project was successful in that we developed a survey instrument and tested implementation and reporting processes that can be used as starting points for future information literacy projects. o The first step involved collaboration among ourselves to determine which IL outcomes to assess. We selected a set of outcomes related primarily to identifying and accessing relevant resources, the kinds of outcomes taught in classes such as Eng 102, Library 150, as well as the library orientation given by librarian faculty.
IEAR, 8/01 5 o Next, we devised a 16 question survey, with questions in multiple choice and short answer format that could be used to assess student knowledge and learning in these outcomes. This survey was created in Word format and was then placed on the Blackboard Course Management System’s survey function. The Blackboard mounting allowed us a user-friendly web-based interface for students as well as the ability to collect quick percentage information on responses to multiple choice questions. o Percentage of responses for multiple choice questions is available immediately for two sections, the ones that used Blackboard (Parks), and we will compare pre and post data for these courses. We also devised a point-based scoring rubric for the verbal answer questions and have implemented it for the two sections surveyed on Blackboard. We have already discussed these preliminary findings among ourselves, and will report/discuss in the appropriate programs in the fall (English and LMC) without, however, the illusion these sections speak to the general campus situation. o Jim James of the Office of Institutional Research and Assessment is working with us to set up a data collection template for the paper-based surveys, and we will report these data as available. o Based on our discussions of initial findings and responses, as well as information provided by students in a final “feedback” questions offered on the survey, we have drafted some revised survey questions to be used in the next phase of the project. o The most important accomplishments of this project were to create and pilot the survey, to revise survey questions based on findings, to generate preliminary findings that will be shared as such with appropriate programs, and to identify issues to resolve, such as the hurdle in gaining wider faculty participation in relevant classes. o Additional project detail is contained in Appendix D.
Follow-up Performance of Students who have Completed Developmental English & ESL Courses, o Our project provided information to support the concerns around pre-requisite checking and classroom performance. o We found that about half of the students who enroll in classes do not meet the communication requirements necessary to perform well in class. o Students who met the communication requirements for a class tended to perform better than those who didn’t. o Students who completed the communication pre-requisites more than six months prior to enrolling in the class tended to perform poorly in class. o Faculty interviews confirmed that most faculty do not check for pre-requisite compliance.
o Faculty said that the earliest they could identify students at risk was after the first or second test. o Faculty indicated that an important reason why students fail in classes is that they do not have the basic reading and writing skills necessary to do well in the class. o Additional project detail is contained in Appendix E.
IEAR, 8/01 6 Interdisciplinary General Education Outcomes Assessment Team Project o Taking part in IGEA helped the 14 participating faculty to integrate assessment of SCC's General Education Outcomes into their courses. o It also helped faculty more deeply understand the outcomes themselves and their relevance to course content. o It helped faculty to clearly communicate performance expectations to their students resulting in clear cases of improved student performance of the Gen Ed Outcomes and of specific course outcomes. o This project produced three notebooks ("Good IGEAs"), each containing assignments with assessment rubrics and sample student work that measure student performance of each of three Gen Ed Outcomes: Communication, Multicultural Understanding, and Information Literacy. The notebooks provide a resource for the entire faculty where they can see diverse examples of ways to assess the Gen Ed outcomes across the subjects and programs. o The Good IGEAs Notebooks also provide evidence that SCC faculty are assessing the Gen Ed Outcomes across the curriculum. o Faculty who participated report an increased appreciation of the work of other faculty. They say that seeing how other faculty incorporate the outcomes into their course content and assignments was important for their own work and for understanding what and how others teach. o The Good IGEAs notebooks provide a beginning compilation of what student performance/achievement of the Gen Ed Outcomes looks like. It could start the campus-wide discussion of how we will provide performance-based evidence that our students have achieved the Gen Ed outcomes. o Additional project detail is contained in Appendix F.
Revision and development of outcomes and student assessment tools for individual VCT courses Prepress Sequence (VCT 122, 123), Computer Graphics Sequence (VCT 131, 132, 133), Desktop Editing Sequence (VCT 264, VCT 265), Multimedia Sequence (VCT 207, 208), Digital Imaging Sequence (VCT 129, VCT 229) o Collaboration with tenured and associate faculty responsible for delivery of content in VCT courses and defined sequences. Collection of outcomes specific to each course from each faculty member creates a resource supporting core outcomes and strategies that define each course as well as diverse perspectives and approaches. Continuity and diversity established as a value. o Course specific outcomes were identified and clarified in a more complete fashion than in the MCO were they are merely listed. Hopefully this process will result in a resource that complements and is more effective than the MCOs, which focus mainly on general education outcomes. o Interrelationships of outcomes and assessment strategies in VCT courses as a whole were considered at a program level. Common outcome areas, based on technical skills and creative problem solving/concept development were reviewed and documented. Differences in perspectives offered by each course sequence were discussed. It is hoped that these discussions may provide a framework for developing an outgoing
IEAR, 8/01 7 exit assessment tool for the achievement of overall VCT outcomes specific to the course and its relationship to the sequence. o Assessment strategies for both individual and class assessment that support the dynamics of teaching and learning activities, but are not necessarily part of the grading process, were discussed. o The review of outcomes and assessment activities in these sequences will provide a framework for updating MCOs for these courses. o The on-line interactivity is a model for just-in-time technology updates. o Additional project detail is contained in Appendix G.
Assessment and Coordination of the Interdisciplinary Studies Program o Hosted interdisciplinary experts from other schools and the Washington Center as presenters for our campus community. These presenters discussed the criteria for making a successful interdisciplinary program and shared methods of assessment used in interdisciplinary courses. o Provided several faculty workshops on course development in collaboration with Professional Development o Collected methods of assessment from a variety of Interdisciplinary Studies courses taught at Shoreline in 2001/2002 academic year. o Created set of outcomes specific to interdisciplinary courses. o Assessed the strengths and weakness of the program at the beginning of the year and created set of goals for the program o Additional project detail is contained in Appendix H.
English Offerings General Education Integration and Assessment o No report submitted
C. Current Issues/Concerns General Substantial progress has been made in attracting new faculty participants in assessment development. A large and growing collection of quality, faculty-developed assessment products and procedures is available for classroom use and for guidance to other faculty wishing to enhance their approaches to assessment. Along with the products is a growing cadre of faculty with interest and experience in assessment development, who are important assessment resources to their colleagues. However, much remains to be done to complete the Shoreline Strategic Plan requirement for a well- defined assessment procedure for each course in the College Catalog. Shoreline Community College will continue to invest its assessment resources through its well- established grant process in support of ultimately achieving that end.
Global Awareness General Education Outcomes Assessment Team Project
o Build an interdisciplinary understanding of how student achievement of Global Awareness Outcomes can be described and assessed.
IEAR, 8/01 8 Perhaps to no one’s surprise, this goal turned into a point of contention amongst team members. While team members seemed entirely committed to the ideal of global awareness, there was some difference in interpretations of “assessment” versus “evaluation” and the appropriate tools and processes for each. It is clear to all team members that these simple words can evoke unexpected responses and confusion. There was also some uncertainty as to the appropriate scope of this project. Team members recognized the general Social Science bias in the group, and expressed a desire that the discussion include faculty members outside of the Social Sciences in future projects.
Yet despite some of these “speed bumps” in the process, the team was able to complete a project that will provide valuable information to colleagues in other disciplines. And in that process, we each took away a better understanding of the interdisciplinary nature of Global Awareness. The process of discussing Global Awareness among different faculty in different disciplines was valuable to all involved, and is clearly the way these types of conversations should continue. In that process, each team member gained better understanding of the other’s discipline…we all grudgingly agreed that learning History is important, that the world does not necessarily revolve around the economy, and that there may be some science in Political Science!
o Create evaluation criteria for the Global Awareness General Education Outcome that could be applied across disciplines.
This was perhaps the most overly-ambitious goal of our project. Early in the process the team expressed a general concern that the conversation should include faculty from other academic divisions. While everyone agreed with that sentiment, coordinating a group so large and inclusive was well beyond the scope of this project. The primary difficulty in creating evaluation criteria that could be applied across disciplines was the team’s reluctance to speak for colleagues in disciplines not represented by our team. Our recommendation is that future project would make efforts to include faculty in all instructional divisions when creating evaluation criteria for Global Awareness outcomes.
Having said this, the team was still successful in demonstrating many examples of assessment and evaluation tools and how these different activities relate to Global Awareness General Education Outcomes. These examples are compiled in “A Notebook of Interdisciplinary Global Awareness Assessment Tools” found in section B of this report.
o Compile samples of outcomes that might be used in constructing MCOs.
This can be found in Appendix A, “Samples of Global Awareness General Education Outcomes.”
IEAR, 8/01 9 o Compile a notebook of interdisciplinary assessment tools usable in a variety of disciplines.
This can be found in Appendix A, “A Notebook of Interdisciplinary Global Awareness Assessment Tools”
o Build an increased awareness among faculty about each other’s disciplines.
This is addressed in item 1 above.
o Evaluate the effectiveness of this project in assessing student achievement of Global Awareness General Education Outcomes.
This project was successful in achieving many of its initial goals, and was a rewarding experience for faculty participants. Our hope is that the most important result of these projects will also be achieved: an enhancement in the Global Awareness of our students. However, that is a result that we have not yet tried to quantify. More work could be done in measuring student learning, retention of concepts, and ability to succeed in more advanced classes. We encourage future projects to consider further quantification.
All participants agree that another area that could reap future rewards is to continue the level of communication and understanding amongst faculty members various academic disciplines across campus. And for all involved, there were insights and new ideas about how to become more effective global educators. Team members benefited from openly discussing and listening to each other’s views and teaching methods. Our conclusion is that a more inclusive group composed of faculty across academic disciplines could expect even higher levels of success.
Portfolio Assessment of Outcomes in Visual Arts o Current MCOs are not course specific and are dysfunctional. o Creativity and assessment – relationships, limitations and boundaries. o Overuse of facilities by Community Ed and Art Clubs o Turnover and transitioning of associate and tenured faculty respectively. o Fine Arts Department, Humanities Division and budgeting issues. o New courses and multi-discipline offerings, class size limits. o Safety and HazMat issues of responsibility in the studio.
Quality Guidelines for Online Teaching & Learning o EVALUATION According to the project evaluation plan we set for ourselves, the majority of goals have been accomplished while others are left to do. The guidelines are complete, but still in draft form, as they should be when we present them to various constituencies (in no particular order): the Office of Instruction, Curriculum Committee, Technology Support Services, the Federation, the Faculty Senate, and the Blackboard Users Group (online teaching faculty). It is hoped
IEAR, 8/01 10 that presentations to some constituencies will occur over the Summer, while others will have to wait until the return of faculty in the Fall.
Rationales for each of the guidelines are clear and based on sound research of existing standards and current commentary.
A list of resource documents is provided at the end of this report, and additional resources are being compiled by Karin Roberts, Distance Learning Specialist in Technology Support Services for use by faculty in the future.
Sample evaluations are not provided with this report. As with any project proposal, our goals exceeded our capacity. While each team member has informally evaluated his/her own offerings according to the proposed guidelines, it seemed inappropriate to evaluate courses given the draft nature of the document. It is hoped a formalized evaluation can be developed once the Guidelines have been finalized.
The proposed guidelines include existing procedures here at Shoreline, as well as elements the team believes are necessary to create quality online teaching and learning. When the reactions, suggestions and revisions suggested by various constituencies are incorporated, the team believes the Quality Guidelines for Online Teaching and Learning at Shoreline Community College will be ready for presentation to the entire campus community.
The entire team is grateful to have had the opportunity to work on such a meaningful project. We all learned a great deal, both from our readings, and from our interactions with each other. The chance to talk pedagogy and online strategy was priceless, and working on the Guidelines gave us the opportunity to “think big” about online teaching and learning. . Information Literacy Assessment o Many faculty feel inundated with survey requests as well as other information, so the response to our invitation to (voluntarily) take part in the information literacy survey, broadcast to all Eng 102 instructors, produced responses from only faculty. However, these three participants (Parks, Murphy, and Kerns) allowed survey implementation in four sections of English 102, one of them an online course.
o Elena Bianco was able to implement the survey in a Health Occupations class that she visited for a library orientation. This left us with five different classes to pilot the survey in. However, because of inconsistencies in faculty participation, pre and post (i.e., early quarter and late quarter) information was only collected in three classes (two of Parks, and Kerns).
Follow-up Performance of Students who have Completed Developmental English & ESL Courses,
IEAR, 8/01 11 o Pre-requisite checking, enforcement and compliance are issues that the college is starting to address. Our project focused on checking communication pre-requisite compliance versus class performance. We selected three entry-level courses of the Business Division’s professional technical programs. These courses were Accounting 101, Bus. Adm. 152, Bus. Adm. 252, and CIS (Computer Information Science) 105. o Although our project was targeted to finding information about students in the professional-technical programs of the Business Division, our results are applicable campuswide. o Our results indicated that students become at-risk if their prerequisites are not checked at the time of their registration. Consequently, they are allowed to register for courses they are not prepared to handle. o Faculty are unable to identify at-risk students in their classes until the second or third week of the quarter, which is late for intervention. This may result in the student being forced to drop the class. o This study highlighted the fact that our college accepts test scores with no time limit parameters. Our study showed a considerable difference in performance for students whose ASSET test scores in reading and writing were older than six months prior to registering in the courses being analyzed.
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IEAR, 8/01 12 Interdisciplinary General Education Outcomes Assessment Team Project
o One important difficulty is that as the faculty work to integrate assessment of Gen Ed outcomes into their courses, the outcomes themselves clearly need to be revised--some in small ways, others in major ways. However, this is nearly impossible because changing them now would mean revising hundreds of Master Course Outlines and seeing each one individually through the course change process. However, NOT making changes to the outcomes means they stay less usable. It would be useful to develop new systems by which the Gen Ed outcomes could become more fluid and flexible. o The "easy" way to ensure that students meet Gen Ed outcomes as they graduate from SCC is to identify certain classes that teach to each of the outcomes and require students to take a specified number of them. However, this approach discourages performance-based assessment of student learning--the ideal way to ensure that students are learning what we say they should. This seems to be the direction that SCC is heading. The participants and manager agree that an on- going process should be developed whereby faculty and other members of the campus community regularly look at student performance of the outcomes across the curriculum. This process builds a much more solid and consistent implementation of the outcomes. o Another closely related concern raised by the participants was around Master Course Outlines (MCOs) and the process for writing and revising them to ensure integration of the Gen Ed outcomes. It is unwieldy, to put it politely. For the most part, faculty find obtrusive and unhelpful the process of adapting their course content to address most or all six of the Gen Ed outcomes.
Revision and development of outcomes and student assessment tools for individual VCT courses Prepress Sequence (VCT 122, 123), Computer Graphics Sequence (VCT 131, 132, 133), Desktop Editing Sequence (VCT 264, VCT 265), Multimedia Sequence (VCT 207, 208), Digital Imaging Sequence (VCT 129, VCT 229) o Continuity of Instruction: The same courses are taught by different tenured faculty and associate faculty. Creating a resource of outcomes and assessment strategies and tools will help create continuity in the instruction and development of these classes. o Program Assessment: The VCT program is currently considering expanding the creation of certificates of completion for modules of related study. This assessment project will provide a framework for portfolio assessment at a program rather than just a course level. o Resource and space needs: The articulation of outcomes and assessment activities will help define the space and resource needs of the facility and coursework. They will also help to define appropriate use of program facilities as contract classes and just-in-time training. o Updating of MCOs: Dialog and review of outcomes and assessment strategies will aid in revising and rewriting out-of-date MCOs.
IEAR, 8/01 13 Assessment and Coordination of the Interdisciplinary Studies Program o In the previous year(2000-2001), the Interdisciplinary Studies Program did not have any leadership and the committee did not convene. As a result, the college had been lacking in any type of study of current methods of assessment and the creation of new ways of assessment. Enrollment in these courses were also down. Faculty participation was also down. Hence, this year(2001-2002), the committee spent a lot of time gathering support from faculty, administration and staff. Setting up the infrastructure of the Program was a priority. Thus, the groundwork for assessment research has been laid and discussions have been initiated; the creation of new and specific assessment tools are still works in progress. o Because many of the faculty are new to team teaching and interdisciplinary instruction, much more professional development in regard to assessment/outcomes is needed. .
IEAR, 8/01 14 D. Budget Summary
CATEGORY AMOUNT SPENT NOTES/COMMENTS Salaries and benefits: (indicate NA for “not applicable”) 1) assessment liaisons 1) (see Prof. Dev. below) 2) institutional researcher 2) $18,300. 2)also serves as liaison 3) clerical support 3) $2,000. 3) support for OA3 in 4) other (please specify) 4) N/A scanner operation and 5) total salaries/benefits 5) $20, 300 scan form development.
Assessment project costs (faculty $26,950. stipends/reassigned time, mini- grants, instrument costs, scoring costs, etc.)
Professional development costs $243.69 (travel, consultants, workshops, resource materials, etc.)
Support costs (supplies, printing, $19.42 postage, etc.)
Other: (optional) NA
IEAR, 8/01 15 APPENDICES
IEAR 8/01 16 17
APPENDIX A
Global Awareness General Education Outcomes Assessment Team Project, Tim Payne, Adam Sowards Intra-American Studies & Social Sciences, [email protected], [email protected]
Project Participants:
Bob Francis Dongwa Hu Jim Jory Kenny Lawson Terry Taylor
A. “A Notebook of Interdisciplinary Global Awareness Assessment Tools”
The following is a notebook containing examples of a variety of tools currently used by faculty in addressing Global Awareness General Education outcomes. This notebook was designed with the objective of providing guidance for faculty across the disciplines in ways to improve their Global Awareness assessment practices. Our team identified several different tools or learning activities we use in our classes that relate to Global Awareness Outcomes.
These Assessment/Evaluation tools include the following categories:
In-class assessments Group discussion and interchange between instructor and student groups Homework assignments Research projects and term papers Role playing assignments, contests and games Group discussion questions Exams, and Extracurricular activities
What follows is;
Part I: The Global Awareness General Education Outcomes,
Part II: The Assessment/Evaluation tools used in different classes, including a brief description of each tool listed above, samples of each of the tools listed above, and the Global Awareness General Education Outcomes these tools might address, and how.
IEAR, 8/01 17 18
Part I: Global Awareness General Education Outcomes
Students will demonstrate understanding and awareness of issues related to, and consequences of, the growing global interdependence of diverse societies by integrating knowledge from multiple disciplines. Students will describe how social, cultural, political, and economic values and norms interact.
I. Recognize the value and significance of artistic and religious expressions in various world cultures.
II. Articulate the values and beliefs that influence humans in seeking identity and meaning within their culture.
III. Describe the impact of global interdependence on local cultures including those within the United States.
IV. Identify the origins of the events that have lead to contemporary global conflict, competition, and cooperation.
V. Demonstrate awareness and knowledge of the economic forces that have led to the interdependence of national economics and the imbalance of distribution of wealth.
VI. Demonstrate knowledge of the impact of global interdependence on the natural world.
IEAR, 8/01 18 19
Part II: Assessment/Evaluation tools used in different classes
1. In-class assessments
Classroom assessment exercises are a method of providing the instructor immediate feedback of students’ competency. These exercises are usually short (1-4 minutes), in-class exercises. Designed for use during the discussion of a topic, the responses to these exercises can be quickly checked (usually not graded) by the instructor, allowing students to demonstrate their global awareness.
Sample a: (from ECON 201)
Foreign Exchange Market
For the most part, the exchange rate between U.S. dollars and the Euro is floating. What effect will each of the following events have on the Euro value of the U.S. dollar (does the dollar get stronger/appreciate or weaker/depreciate)?
a. The French government bans the import of American movies.
b. Americans learn that drinking red wine imported from France will prevent heart disease.
c. An American mutual fund purchases stock in Renault, a French auto manufacturer.
d. New York foreign exchange speculators believe the Euro is going to depreciate in the next few hours.
Sample b: (from ECON 200)
Comparing Economic Systems
Directions: Given each characteristic listed below, place an X in the column of the economic system(s) displaying that characteristic.
IEAR, 8/01 19 20
Characteristic Traditional Market Economy Command Economy (Capitalism) Economy (tribalism) (Socialism) No central government exists Limited government involvement in economy Government ownership of resources (especially capital) Private ownership of resources (by individuals)
Typically agrarian (non-industrial) with low economic output
Group discussion and interchange between instructor and student groups 2.
Students are assigned to discussion groups of 3-5 students in which they exchange ideas about a given course topic. Students can be asked beforehand to do some research or reading on a theme related to global awareness that will serve as preparation for the discussion groups. For example, in my classes students are required to keep a weekly journal in which they reflect personally about given global issues. Students are then asked to draw from their individual journal entries to engage in a discussion with their assigned group of classmates. The instructor provides specific questions or simply asks the students to discuss a general issue. Students meet in groups for some limited amount of class time (approx. 20-30 minutes) to share opinions, encounter alternative viewpoints, and receive feedback from students in their group. This exercise provides an opportunity for a fairly relaxed and informal peer-to- peer assessment of each other’s opinions and comprehension. For the remaining class time the instructor asks the respective groups to share the highlights of their conversation and to compare their experience and accounts with other groups. This allows a group-to-group assessment in which groups are encouraged to clarify ideas, elaborate on concepts, and defend points of view in front of other groups. The instructor uses this
IEAR, 8/01 20 21
opportunity to correct mistakes in interpretation or understanding, to guide discussion in a fruitful direction, or to raise questions for further reflection.
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Global Awareness Outcomes I-VI. This assignment addresses any of the global awareness outcomes depending on the content of course materials. On-line discussion boards represent a method or mode of instruction rather than addressing any substantive content area. On-line discussion, however, can be particularly useful in getting students to discuss, reflect, and think about global issues especially at the introductory level. On-line discussion allows a level of anonymity that helps to foster experimenting, sharing, and contesting ideas about the world and other cultures.
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Sample a: (from INTST 201)
VIDEOS Four (4) online discussion-board postings that critically respond to an assigned video in this course. Each of the postings is worth a maximum of 25 points. General guidelines: . Postings should be fairly substantial (minimum of 250 words) and should also express some original or creative thought within the context of the assigned course materials. . Relate the material presented in videos to the material presented in this class. You must demonstrate knowledge and understanding of course materials. This means you will need to address directly and explicitly at least one of the assigned reading or class presentations. Arguments using general descriptions of class subject matter will be considered insufficient. Quote your sources and analyze those quotes. . Do not merely summarize or describe the video. Provide some of your own critical commentary. Explain why you find parts of the video compelling, convincing, controversial or flawed. Posts that combine both summary and analysis will be reviewed favorably. . Provide nuance, creativity, and insight to your argument. Compare and contrast various aspects of the relevant information and/or consider and refute possible counter-arguments. Posts that combine all the above elements will be considered outstanding. Additional requirements:
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. One of your four postings must be in response to another student’s posting. This does not mean that you simply respond with your off-the- cuff opinion—as always, you are required to demonstrate knowledge of course materials and to make appropriate connections to these materials. In short, respond to your fellow students by drawing explicitly from evidence, data, and knowledge learned in this course. . DUE DATES: 1st posting due by Friday of the 3rd week 2nd is due by Friday of the 5th week 3rd is due by Friday of the 7th week 4th is due by Friday of the 9th week There are no exceptions to these deadlines!!
Directions to access the online discussion board: At the start of your course, you will need to create a Blackboard account and “enroll” in the online classroom for this course. Instructions are found on the distance learning website at: http://elmo.shore.ctc.edu/distance/getstartedblackboard.htm.
There's also a tutorial on using Blackboard communication features at http://elmo.shore.ctc.edu/discussiontutorial/
All videos are available for viewing in the Library Media Center, Room 958.
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3. Homework assignments and take-home essays
Various types of homework assignments can be used to assess the Global Awareness outcomes. The take-home essay and short answers are common homework assignments that apply and extend what is discussed in class. When doing such assignments, you learn not only the subject matter but also how to solve problems.
Sample a: (from ECON 201)
The World of International Finance
Read the article and (find more articles related to the same topic if it is necessary) discuss the following questions.
1. How can the value of the dollar be both good and bad for Americans at the same time?
2. Weak dollar will benefit some groups (Please list the groups)
3. Weak dollar will hurt some groups (Please list the groups)
4. If dollar decrease in value against our major trading countries, how will this affect the balance of trade?
5. If dollar continues to depreciate against other major currencies, how will this affect the US stock market and consumer confidence?
6. Why did the Japanese government intervene the foreign exchange market to buy US dollar?
Sample B: (from ECON 201)
The World of International Finance
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1. If United States interest rates increase, how will this affect the exchange rate between United States dollars and German marks? What will this do to the cost of a summer trip to Europe?
2. If the dollar increases in value against the Japanese yen, how will this affect the balance of trade between the United States and Japan?
3. Why do governments intervene in the foreign exchange market by buying and selling currencies?
4. Why have a group of European countries adopted a single currency?
5. How do international financial crises emerge?
Sample C: (from INTST 201)
INTST 201/International Political Economy Spring 2002 Analytical Memo #4
Directions: Answer the following question in essay form, limiting your answer to four (4) typewritten double-spaced paragraphs. This memo answer is to be turned in on Wednesday June 5 at the beginning of class.
In answering the question, you must refer to at least 3 of the following sources (make reference using endnotes):
RP #5 GI #38 GI #7 GI #5 RP #22 RP #21
Question:
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What are some of the challenges posed by global environmental degradation and population growth that especially impact women in the world? How would changing the treatment of women potentially address these challenges?
Sample d: (from ECON 201)
Directions: Answer the following question in essay form, limiting your answer to three (3) typewritten paragraphs. This essay answer is to be turned in on Tuesday January 18 at the beginning of class.
Question: Unless you were "clueless in Seattle" last December, the WTO (World Trade Organization) meetings created quiet a stir of controversy. According to the articles "A Citizen's Guide to the World Trade Organization" and "Schools Brief: Trade Winds", different economic philosophies have different views about the benefits and costs of trade between nations. What are some of the arguments given in the articles in favor of free (unregulated) trade? What are some of the arguments opposed to free trade?
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4. Research projects and term papers
Term papers and research projects are traditionally assigned in college classes to acquaint students with the basic research methods of a discipline. The term paper allows a level of detail much greater than most survey courses would allow on a particular issue. Papers are also valuable in allowing students to compare different interpretations of events or historiographical controversies. Students will typically encounter indexes and finding aids in libraries or approach librarians for assistance in finding information. Increasingly a great deal of material can be found online or in electronic databases. Students will use a number of scholarly monographs as well as articles from peer- reviewed journals. In historical research students may also take advantage of printed primary source materials or even manuscript sources for the really ambitious. Students will learn the methods of citation unique to particular disciplines. They gain experience in identifying and formulating a thesis and using evidence to support their views.
Variations on Term Papers:
Often in the quarter system there is inadequate time to research a complete 10-15 page paper without extraordinary effort. It is possible to teach some of the same skills required for research paper writing in shorter more focused assignments. Examples appended to this report include a review assignment for either a book or an article and an annotated bibliography.
Printed Resources for paper writing:
William Kelleher Story, Writing History: A Guide for Students, Oxford: The University Press, 1999.
Jacques Barzun and Henry F. Graff, The Modern Researcher, New York: International Thomson Publishing, 1992.
Sample A: (From BA 201)
B. A. 201 Introduction to International Business Instructor: James N. Jory, Jr. Case Study Guidelines
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1. Purpose: This course requires case studies as part of the course. The case method is a tried and tested method of teaching and learning in most business schools. The purpose of a case study is to aid you in (a) learning how to apply some of the knowledge and principles, (b) developing your analytical skills, and (c) refining your verbal skills. These are three essential skills for the present and the future, which you will need in order to survive economically and advance organizationally. In addition, the case study is a source of extra credit for the student, i.e., the proverbial carrot driving one to learn.
The case method is an invaluable learning aid because it bridges the gap between theory and application (reality). They present real-life illustrations of the international business scene. Cases provide a vicarious experience of being involved in international business, and they inculcate some pressure on the student to analyze a situation, sift through the facts, and then apply the pertinent principles in arriving at specific recommendation (s).
2. Format:The paper must be typed, double-spaced and no less than four (4) full pages, nor more than ten (10) pages in length. Style and format shall be in conformance with and governed by either (a) K. Turabian, A Manual for Writers (4th ed., 1973, or a later edition), or (b) Gibaldi & Achtert, MLA Handbook for Writers of Research Papers (3rd. edition), (New York; 1988).
3. Structure: The paper must be structured into five parts:
I. Introduction : A three to four sentence description of the overall issue or problem. This should probably be written last.
II. Factual Setting/Backgroun d: A detail summary of the salient facts from the case, which are germane to your analysis. Relevant data are information while irrelevant data are minutia.
III. Issues : The issues must be stated in question forms.
IV. Analysis: Each issue raised should be addressed separately in a separate section by a discussion of the applicable marketing concepts and principles and facts.
V. Conclusion/Recommendation: This is reserved for your thoughtful Recommendations based upon your analysis above. This is an area for your creativity. General, vague recommendations, like "get to know the customer better," or "do some market research," will result in the loss of points!
4. Observations: Students who prepare their case studies on a short time frame, i.e., the night before it is due, expose themselves to two hazards. First, they are short-changing their own education, which is not the obtaining of points or grades, but rather is the acquisition of information (concepts, principles, facts, doctrine, etc.) and the development of the ability to process and analyze such information and to express it in an intelligible form. The development of such skills takes time and effort, which can not occur, optimally, in an academic "blitzkrieg." Despite some students' success with this approach in the past, it has been shown to be hazardous to one’s "academic health" in this course to attempt to repeat prior, random successes.
Second, it is usually very obvious to the grader which case studies have received a "kiss and a promise" treatment, and the grade is usually commensurate.
One of the most common student mistakes in case studies is to write in conclusory language. For example, the student expresses an opinion without any correlation to pertinent facts and applicable concepts, or even an explanation. Each student should strive to explain fully the various aspects (facts and concepts) of the issues on paper. No grader can read a student's unexpressed ideas or thoughts, or his/her mind. The most common flaw in this generation of students is that each one
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has an opinion and is quite willing to express it. Please understand: I am not the least bit interested in your opinions, but I am keenly interested in your thinking.
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Sample B: (From BA 201)
BA 201 Introduction to International Business
OUTLINE AND STRUCTURE OF AN INTERNATIONAL BUSINESS PLAN
This is an outline of a suggested structure of an international business plan. A typical business plan will include--but not necessarily be limited to--this structure. Keep in mind that as no two businesses are exactly alike, business plans will also vary greatly. Every business plan will reflect the unique character and nature of the business it describes.
The chief difference between a “domestic” and an international business plan is a section describing foreign market’s social, cultural, political and economic conditions that might have an impact upon the success of the introduction of the product and the company. I. Title page
A. Name of company [Include all student names] B. Time period covered by plan C. Date of preparation
II. Table of contents
A. Executive summary B. Country Background/Analysis C. Company Background D. Sales and marketing plan E. Manufacturing plan F. General and administrative expense plan G. Organizational plan H. Financial plan/schedules I. Appendix III. Executive summary
A. Goals in Foreign Market 1. Financial 2. Nonfinancial B. Country Analysis 1. History/Political 2. Demographics 3. Economics 4. Social/cultural C. Strategies 1. Sales and marketing 2. Product development 3. Manufacturing
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4. General and administrative expenses 5. Organizational 6. Financial IV. Country Analysis A. History and Politics B. Demographics C. Economics D. Social and Cultural V. Sales and marketing plan A. Market analysis B. Competitive analysis C. Product positioning D. Who will generate sales? E. Advertising, promotion, and distribution V. Manufacturing plan A. Production and operations function 1. Production scheduling 2. Inventory (product line and product) 3. Resource acquisition schedules A. Capital expenditures VI. General and administrative expense plan A. Service levels B. Cost control VII. Financial plan A. Summary of operating and financial schedules B. Schedules 1. Pro forma sales (shipment) projection 2. Pro forma income statement 3. Department budgets 4. Pro forma balance sheet 5. Pro forma operational cash flow statement 6. Pro forma schedule of cash receipts and disbursements 7. Pro forma performance statistics
VIII. Appendices
(NOTE: An optional component is an organizational plan which would contain an organizational chart, resumés of key personnel, and the firm's managerial style.)
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Sample C: (From HIST 111)
Option B - Research Paper
You must select a topic and have a meeting in my office no later than Friday, January 18, 2002. By Friday, March 1, 2002 you must present a draft version of your paper with a bibliography of no fewer than eight sources (historical and political monographs and articles from scholarly journals) and also primary source documents. Under normal circumstances, textbooks and reference works would not be cited in a research paper. Sources should be cited using The Chicago Manual of Style or Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations. In some cases MLA style may be acceptable. Internet sources should be attributed using the style guide found at: http://www.h-net.msu.edu/~africa/citation.html
The paper is due Monday, March 11, 2002. No late papers will be accepted! (If you fail to complete any part of the assignment (this includes the initial meeting, rough draft / bibliography etc. ) by the due date you will need to complete Option A for course credit.) A paper earning a grade of C or lower will be added to the final average using the Option A point scale. The paper should be from 10 to 15 pages long, typed (double spaced), with documentation of sources and bibliography.
Option B - Research Paper __
Name ______
Course ______Class time ______
Proposed Title: ______
First Conference DATE ______
Initials ______(In Room 5343) No later than January 18, 2002
Preliminary Bibliography DATE ______Initials
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______No later than February 15, 2002
Additional Conferences:
Rough Draft DATE ______Initials ______No later than March 1, 2002
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5. Role playing assignments, contests and games
Role playing assignments and exercises give students the opportunity to apply knowledge and global awareness in simulations of real world situations. These types of activities can reinforce knowledge by putting students in situations in which they face real-world problems and challenges, experiencing what it is like to live in someone else’s shoes
Contests and games can be structured so that students compete against each other individually or against student teams of 3-5 students. Popular TV quiz show formats— e.g., Jeopardy, Wheel of Fortune, and Hollywood Squares—can be adapted in the classroom and are a fun, interactive way to assess students’ global awareness. Students are given an opportunity to hear responses and to get immediate verbal assessment of their level of comprehension. Students (or student teams) can also be asked to write the questions themselves prior to the contest, which encourages them to prioritize the importance of information.
Sample a: (from ECON 201)
Exchange Rate Controls in a Developing Country
You are about to participate in an experiment n foreign exchange trade, which will last several periods. You are all citizens of the country Shore, which is a developing country. Your country’s currency is called the dolphin. Each of you represents a firm that engages in trade with the United States. Half of you export a good to the U.S., and the other half import a good from the U.S. Your private information slip tells you whether you are an exporter or an importer. I represent the government of Shore, which has established an official exchange rate of 2 dolphins for on dollar.
Exporters. Exporters may sell one good to the U.S. each period, at a price of $100. However, an exporter may choose to sell no goods in a period. An exporter who sells a good to the U.S. will then trade his $100 proceeds on the foreign exchange market for dolphins. Each exporter has a cost of producing his good, in dolphins, which is given on his private information slip. Exporters may each have a different cost of production, since each produces a different good. An exporter’s profits in a period are the amount of dolphins he/she gets in exchange for his/her $100, minus the cost of production. Therefore, an exporter wishes to trade his/her $100 for the greatest amount of dolphins as he/she can get. The more dolphins he/she receives, the higher the profit.
Importers. Importers may buy one good from the U.S. each period, for a price of $100. In order to buy the good, the importers must first acquire $100 on the foreign exchange market. Each import has a price, in dolphins, at which they can sell the good they import. This price is given on the importer’s private information slip. Importers may each have a different price at which they can sell their good; since each imports a different good. An importer’s profit in a period is the difference between the price in dolphins he/she gets for his/her good and the amount of dolphins he/she pays on the foreign exchange market for the $100 required to import his/her good. An importer therefore wishes to pay as few dolphins as possible for
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Trade At Official Rate. At the beginning of each trade period, exporters decide whether they will sell at good to the U.S. An exporter who does not sell a good to the U.S. will have no activities for the trade period. An export who sells a good to the U.S. will have $100 to sell on the in the foreign exchange market. Once all exporters have decided whether or not to sell a good, the foreign exchange market opens and transactions must be made at the official rate of $1:2 dolphins.
Parallel Market Exchange. In a new set of transactions possibilities are expanded when a parallel market is allowed to exist after the closing of the official market. To insure that some trades must take place at the official rate the government will select 4 exporters to trade at the official rate. After the official market closes the remaining traders will engage in at double oral auction.
1. Who is hurt by the official exchange rate? Explain.
2. Who is helped by the official exchange rate? Explain.
3. Did the official exchange rate help or hinder international trade?
4. Explain why a country would try to overvalue its currency.
5. Suppose the government tried to shutdown the parallel market. What might you expect to happen? Why?
Sample b: (from POLSC 203)
GlobalSim (Simulation of International Relations)
Global Awareness Outcome III. Describe the impact of global interdependence on local cultures including those within the United States.
Students simulate interdependence, as they are required to engage in sustained interaction with other countries. Students are forced to confront the need to make compromises, consider how their activities affect others, and how others’ activities affect them.
Global Awareness Outcome IV. Identify the origins of the events that led to contemporary global conflict, competition, and cooperation.
Students intensively negotiate with other “countries” during the six-week simulation. Students earn points by passing their agendas, which is best accomplished by making alliances and building trust with other countries. Students learn the difficulty of representing both their societies and trying to cooperate with others. Moreover, in the case of the GlobalSim assignment, voting and points are weighted according to the power of the various countries in the simulation. Students learn quickly the significance of power imbalances and inequalities in the global system.
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Global Awareness Outcome V. Demonstrate awareness and knowledge of the economic forces that have led to the interdependence of national economies and the imbalance of distribution of wealth.
A significant portion of the content for the simulation is focused on the problems of international economics and who “wins” and who “loses” in the movement towards increased interdependence of national economies.
Global Awareness Outcome VI. Demonstrate knowledge of the impact of global interdependence on the natural world.
A week of the simulation is devoted to exploring international environmental issues.
Pol S 203—Intro to International Relations Spring 2002, Lawson
GlobalSim: A Simulation of International Negotiation and Conflict
Week One Select your country and submit your selection on the course website by Monday, April 8th Step 1: Select and Research a Country
Atlas Assignment: Browse maps 1-10 and Data Tables (Part VIII)
Online Resources:
. A good place to start is by browsing the Countries and Regions section of the World Bank’s website. This site will give you an overview of various regions and some general data and background of specific countries.
. An exceptional resource with detailed country information is the Economist’s Country Briefings. You’ll find information about given countries, including political forces, economic structures, and links to recent news articles. Not all countries are covered.
. The CIA World Factbook is also a good reference source for obtaining data and general information.
Select your country and submit your selection on the course website by Monday, April 8th
Week Two Step 2: Formulate a table that ranks your country relative to others
Compare the power and status of your country. Measure the levels of the following:
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Wealth Power Development/Quality of life
Identify 3 indicators (i.e., measures) for each of the above items (9 total) that help to demonstrate the power and status relative to other states. Possible indicators can be found in Part VIII of the Student Atlas. The online resources listed in Step One are also excellent sources of data.
Step 3: Short narrative (1-2 pages) of your country
Based on the research and information you collected, write a short narrative that describes the following:
The historical and social context of your country Political stability and governing structures Level of economic development and welfare
Week Three Step 4: Identify 3 items for action (1-2 pages)
Identify three key problems that face your country that you would like to see resolved. Propose possible solutions to the challenges your country faces.
Step 5: Formulate strategic plan to realize broad goals (1-2 pages)
Develop a general strategic plan that outlines the actions, tactics, and resources you will utilize to achieve your objectives. Think about the kinds of actors that you can make alliances with, the kinds of compromises that you might make, and the sorts of actions you might take appropriate to your goals. Creativity is encouraged, but your strategy should be logically consistent with your position and status in the international system.
Step 6: Assignment of negotiating teams
You will be assigned to a negotiating team based on (1) the country that you’ve researched, and (2) the need to represent a range of countries/regions.
Week Four Individual country portfolio--DUE Monday!! Step 7: Draft a 1-2 page strategic plan to formulate and realize shared goals.
Prepare a team plan to achieve shared goals. Compare your individual plan with your team plan and discuss whether and why there might be differences in your planned tactics and strategy.
Step 8: Intelligence activities and alliance formation. Debriefing paper (1 page)
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Begin collecting information from other countries in the simulation. Find out what some of their priorities are likely to be and begin to anticipate their positions on important issues. If possible, strike alliances and bargains with other teams to combine your voting strength. After you’ve sought to make these connections, write a 1 page debriefing paper in which you identify the obstacles and difficulties of international cooperation and negotiation.
Weeks Five-Ten Steps 9-14: Class negotiations including a 1-2 page briefing in six general categories
Research issues according to the topics and schedule listed below. Your briefing paper should present some basic research and outline the position of your team. Assess whether certain programs and policies are adequate to meet your needs, whether international institutions and practices tend to serve or thwart your interests, propose solutions to problems you face, etc.
Topics/Schedule for class negotiations: . Week 5: Economic Development and Inequality . Week 6: Population Growth and World Hunger . Week 7: Global Environment . Week 8: International Security I: Terrorism and Arms Trade . Week 9: International Security II: Nuclear Proliferation and Arms Control . Week 10: Human Rights
The assigned readings and resources in this class should be utilized. The Student Atlas, in particular, can help to provide information specific to your country and region. You are also encouraged to do some original Internet research to complete these steps. Policy research centers, advocacy groups, and government websites are likely places to find useful information. The Global Issues text provides many useful web resources that roughly correspond to the major issues above (see pp. 4-5). You will also benefit from library research and contact (via telephone, e-mail, etc) with policy specialists, interest groups, and government officials. Keep records of your research and include these materials in your portfolio (see grading and assessment procedures below).
Each week your team will have an opportunity to place an item on the agenda to address a specific course of action or policy for a given international challenge or controversy. . You will need to provide a justification for a particular issue to be debated and outline what it is you hope
to accomplish. A proposed agenda item must include the following:
Statement of the problem Proposed solution or course of action Suggested consequences of non-action vs. proposed action
Proposed agenda items must be posted to the Global Simulation Command Center by Tuesday of the week in which the topic is assigned. Each proposal is worth 3 points. You will be given class time on Wednesday to defend your proposal. An online vote will be taken no later than Wednesday to approve 3
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agenda items for further consideration. Approved agenda items are worth an additional 2 points. In-class debate and negotiation will take place on Friday. Your goal will be to convince other teams and countries to adopt policies and positions that match your team’s priorities. Successful agenda items that are passed by a vote of the class will be awarded an additional 5 points. So, there is a total of 10 points that can be earned each week based on the quality and persuasiveness of your agenda items. The maximum number of points awarded for this activity is 30.
In addition to Agenda items, you are also encouraged to submit Actions and Events (also found in the Global Simulation Command Center). Actions and Events are policies or actions that your team has decided hypothetically to undertake. Examples would be to declare war, impose economic sanctions, etc. You MUST have approval from the instructor before an Action can be posted. Your action should anticipate upcoming issues and topics. Approval will be based on a 1-2 page written defense of the action and consistency with existing political conditions and historical realities. You can post up to two Actions and Events during the simulation, worth 5 points each.
Week Eleven Team portfolio--DUE Monday!! Step 12: Class Debriefing and Discussion
The class will review and assess their work over the course of the quarter.
Grading and assessment procedures:
A. Portfolios Prepare a portfolio (or notebook) to keep careful track of your research and written work for this simulation. Never throw away your work and always keep copies. Students are responsible for maintaining their portfolios until the dates due. Include written assignments, research notes and materials, and other items that demonstrate your effort to address the questions and issues of this project. You are required to prepare two such portfolios: The first represents your individual research and preparation. The second part will consist of your team’s efforts. Each of these is detailed below:
• • Portfolio I. Individual research and preparation: This part of your portfolio will consist of steps 1-5 will be due in class on Monday, April 22. You should turn in your portfolio including all the written work that is required in these steps. Each step is worth a maximum of 5 points and will be graded by me. Written work that answers the questions and completes the assignment will generally receive a score of 4. Exceptional work that shows organization, creativity, and a high degree of effort will be given a score of 5. Work that shows only minimal effort, that is incomplete, or that
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does not demonstrate comprehension or understanding of basic issues will receive scores of 3 and below.
• • Portfolio II. Team project work and negotiation simulation: This part of your portfolio will be the collective effort of your team and will consist of steps 7-14. Each step is worth a maximum of 5 points and will be graded according to the same criteria outlined above. It will be due in class on Monday, June 3rd. You will NOT turn in an individual portfolio. Groups are responsible to coordinate their efforts and ensure that the team portfolio is complete and organized effectively. Each group is encouraged to appoint a team secretary to manage this effort.
B. Team Assessments
In addition to your portfolio, fellow classmates and team members will assess your team and individual efforts for Steps 7-14. An assessment form will be distributed in class on Monday, June 3rd. You will be asked to rank the efforts and effectiveness (1) of the various teams and (2) of the members of your own team.
C. Grade Breakdown
Individual Portfolio Required inclusions: Step 2 Table measuring your country’s power 5 points Step 3 Country narrative 5 Step 4 Items for action 5 Step 5 Strategic plan 5 Total points: 20 points
Team Portfolio Required inclusions: Step 7 Team strategic plan 5 Step 8 Alliance/intelligence debriefing 5 Steps 9-14 Briefing papers (6 total) 30 Steps 9-14 Agenda & Action items 40 maximum possible Total points: 80 points
Assessment Overall team effort (rated by class teams) 10 Individual effort (rated by team members) 10 Overall team effort (rated by Instructor) 15 Individual effort (rated by Instructor) 15 Total points: 50 points PROJECT TOTAL: 150 points [30 percent of total class grade]
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6. Group discussion questions
Group discussion comprises a vital part of course instruction. It involves students integrally in the learning process and provides the opportunity for students to test ideas and receive feedback from instructors and students. Frequently, instructors provide a set of questions beforehand, so student can prepare answers. Other times, the discussion questions are provided in class for a more spontaneous discussion. Instructors can assess the discussion informally through verbal feedback or more formally through participation grades.
Sample a: (from HIST 241)
Questions (excerpts) Unit 1 1. 1. How did the European settlers respond to their encounters with the peoples and places of America? 2. What was America’s position in the Atlantic world during the colonial period? 3. Many of the first European colonizers in North America were military veterans. What impact did this have on their relations with Indian peoples? 4. Why did Spain so quickly become the dominant colonial power in North America? What advantages did it enjoy over France and England? 5. Tens of thousands of European immigrants came to America in the eighteenth century, but they tended to settle only in certain colonial regions. What destinations did they favor and why? 6. Why did England, Spain, and France renew their competition for North America in the eighteenth century?
Unit 2 1. How did the new nation seek to enhance its international status? 2. 2. Explain the causes and consequences (international and domestic) of American trouble with France. 3. 3. Explain the causes of the war.
Unit 3 1. What were the international implications of America’s westward expansion in this period?
Unit 4
1. What were the most important international implications of the Civil War?
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Sample B: (from HIST 242)
Questions (excerpts) Unit 1
1. How was America’s global position changing as its economy developed?
Unit 2 1. What was new about American imperialism? 2. Compare and contrast American foreign policy in Latin America and Asia. 3. What were the major arguments for and against U.S. entry into the Great War? 4. Explain the components and importance of the Fourteen Points. 5. Characterize the nature of interwar diplomacy. 6. Describe and explain the slow erosion of American neutrality 7. Characterize Big Three Diplomacy. Identify the key conferences and decisions made during them that affected the postwar world. What other decisions were made to shape the postwar world?
Unit 3 1. How did the cold war develop after World War II and how did it end? 2. What or who caused the Cold War? Support your answer. 3. Define the following and understand their context(s): Containment: Truman Doctrine: Marshall Plan: 4. How and where did the Cold War become a “hot” war? 5. What was the significance of the Korean War to U.S. foreign policy? 6. Describe and assess Eisenhower’s domestic and foreign policies. 7. Where were there “hot spots” in the Cold War during Eisenhower’s Administration? Why? What was the American response? What were the results? 8. Assess Kennedy’s foreign policy. 9. Explain U.S. policy concerning Vietnam. How did it change over time? 10. How did President Nixon’s approach to Vietnam differ from his predecessors? 11. What foreign policy problems affected President Carter? 12. How does the new immigration compare to previous episodes of immigration? 13. Assess the Reagan Administration’s foreign policy.
Sample c: (From BA 201)
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BusAd 201 (Introduction to International Business)
D. ABSOLUTE ADVANTAGE Assume that in Tahiti 10 units of resource can produce either 2 tons of bananas or 6 tons of pineapples. Also assume that in Fiji 10 units of resources can produce either 1 ton of bananas or 3 tons of pineapples. (See the graph below.) Please answer the statements below.
COUNTRY: BANANAS PINEAPPLES
Tahiti 2 tons 6 tons
Fiji 1 ton 3 tons
Work out the economic “gains” for the consumers of these two nations. What is the “gain” for the producers?
COMPARATIVE ADVANTAGE Assume that in Japan 10 units of resource can produce either 2 tons of rice or 6 autos. Also assume that in the USA 10 units of resources can produce either 1 ton of rice or 4 autos. (See the graph below.) Please answer the statements below in mathematical form (Yes, oh, my gosh, you will have to use numbers!)
COUNTRY: RICE AUTOS
Japan 2 tons 6 autos
USA 1 ton 4 autos
Work out the economic “gains” for the consumers of these two nations.
What is the “gain” for the producers?
Sample d: (From INTST 285)
Country Studies Using the text “Student Atlas of World Politics”
Exercise 1: Politics: War and Conflicts
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Identify your country on a world map and split into regional groups: Africa, Middle East and Asia (See Map 23 on p. 36-7) o Questions: 1. Since WWII, have there been conflicts in your country or a neighboring country? 2. If so, when did the conflict start? Who were the major “belligerent” countries involved? What issue caused the conflict? 3. What issues or lingering effects might arise due to such conflicts? (See maps on p. 39-42) o Questions: . Is your country in or near a “flashpoint” (an area of intense conflict)? What is the issue involved? What is your country’s interest in the issue? Exercise 2: Political Systems (See Map 12 on p. 24) o Questions: 1. How is the political system of your country classified? 2. What does that mean (see description below map on p. 24) 3. What kinds of issues might arise due to the political system of your country? Exercise 3: Environment (See Maps 59-62, p. 82-85) o Questions: 1. What are some of the most important environmental concerns facing your country and other countries in your region? 2. What issues might arise due to these problems? Exercise 4: Economics (See Map 31 and Map 32 on p. 50-51) Split into groups based on national income per capita (or relative wealth per capita)\ o Questions: 1. What issues might arise due to the wealth or income of countries like yours? 2. According to Map 38 (p. 57), how reliant is your economy on the export of primary products? What issues might arise from this? Exercise 5: Social/cultural (See Map 20 on p. 33) o Questions: 1. What percentage of your country’s population is minority? What issue
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2. What issues might arise from this?
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7. Exams and quizzes
Traditionally, exams and quizzes are the most common form of evaluation in education. Instructors design such assessment tools to determine whether and how well students understand the material of a particular course or section of the course. Quizzes, in particular, can be excellent assessment tools to provide students feedback before their exams. Periodic tests, too, can be a form of feedback when cumulative exams are assigned at the end of terms. Many times, quizzes or exams directly evaluate whether students have met one of the Global Awareness outcomes.
Sample a: (from BA/ECON 201)
BA 201 (Intro. to International Business) FINAL EXAM: Part II
III. ESSAY QUESTION (50 points)
As the Senior Vice-President of Strategy and International Operations at Cascade Corporation, which has major product lines in household appliances and power tools, you have just been assigned the task of preparing a memorandum for the Board of Directors’ next meeting to consider the globalization of the firm.
After analyzing ALL information available, which should include your text, abstract articles, lectures, and, at least, ONE INTERNET INFORMATION SOURCE on this assignment (Be sure to include the URL address for the site within your answer.), and the information contained in the case about your major competitor, Electrolux, located on page 190 of your text, please discuss the benefits and detriments for Cascade Corporation of pursing a globalization strategy.
Your recommendation should address the following issues: a) The nature and role of technology and technological change on the global economy b) An analysis of Cascade’s present choices for competitive advantage; b) Your analysis (not your opinion!) of the direction of the U.S. economy, the global economy, an explanation of globalization and its impact, including, but not limited to international trade patterns, areas/regions of economic growth, finance, demographic trends, energy issues, the future role and impact, if any, of the WTO, and political trends, which might affect your firm’s future, etc. c) The present impact, if any, of the recent merger trend in the USA and in the global economy, and; and, finally, d) A recommended long-term competitive advantage strategy for Black& Decker with sufficient detailed reasoning to support your recommendation
EXTRA CREDIT If you use an unassigned article from the IB Reader in this answer (Be sure to show it in the text of your answer!), then you can garner ten (10) extra credit points.
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Sample b: (From BA/ECON 201)
Bus Ad 201 Introduction to International Business Quiz #2
I. Instructions: This quiz is Open Book and Open Notes and it is timed: 20 minutes. This quiz consists of ten (10) multiple-choice questions, each worth four (4) points. You must record your name, BA 201, Quiz#2, and your answers on a Scantron card with a No.2 pencil.
II. Multiple Choice Questions: 1. When cost pressures are low and pressures for local responsiveness are low, a(n) ______strategy is the most appropriate. A.Multidomestic. B.Transnational. C.Global. D. International. E. None of the above.
2. The value of a currency is determined by: A. The interaction of the supply and demand of that currency relative to the demand and supply of other currencies. B.A consortium of international currency traders. C.The World Trade Organization. D.Negotiations between the central banks of the leading industrial powers of the world. E. Strong government intervention.
3. According to the video "McDonalds in the World (Parts I and II)", McDonalds used a ______strategy. A.Global. B.Multidomestic. C.International. D. Transnational. E. None of the above.
4. The Bretton Woods system of fixed exchange rates: A. Has continued to be in force since it was adopted B. Collapsed in 1973. C. Collapsed shortly after it was adopted. D. Collapsed shortly after it was adopted, but was reinstated and is in effect today.
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E. None of the above.
5. According to our textbook, a firm’s ______allow it to reduce the costs of value creation and/or to create value in such a way that premium pricing is possible: A. Special attributes. B. Discriminate attributes. C. Indigenous properties. D. Core competencies. E. None of the above.
6. When the dollar buys more francs on the spot market than the 30-day forward market, we say the dollar is selling at a ______. Conversely, when the dollar buys fewer francs on the spot market than the 30-day forward market, we say the dollar is selling at a ______. A. Premium, discount. B. Handicap, bonus. C. Discount, premium. D. Subsidy, handicap. E. None of the above.
7. The Bretton Woods system had an Achilles’ heel: The system could not work if its key currency, the US dollar, was: A. Overvalued. B. Undervalued. C. Under speculative attack. D. Subject to a high US inflation rate. E. None of the above.
8. If Honda noticed that the unit costs of Honda Accords went down as the number of Accords produced went up, Honda would be realizing the benefits of ______. A. Captured savings. B. Volume synergies. C. Economies of scale. D. Core competencies. E. Rent effects.
9. PPP theory predicts that changes in ______will result in a change in exchange rates: A. Relative prices. B. Interest rates. C. Unemployment rates. D. Statutory prices. E. None of the above.
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Sample c: (from HIST 111)
History 111 Shoreline Community College Study Questions for the Final Exam
Select one (1) of the following questions to prepare in advance of the exam. Be sure to include references to readings, films, lab sources, and lectures that are relevant to the question. The in-class portion of the final will also include multiple choice and short answer questions dealing with the Readings, lectures, and lab assignments. In particular you will be asked to prepare an in class essay based on primary source material found in Discovering the Western Past - the topic choices will include:
A. Legal and Political evolution in the Middle Ages B. The increasing importance of cities in the High Middle Ages C. The Changing Role of the Church (Religion) in the Middle Ages
Take Home Essay Questions
1. What were the specific contributions of Christianity, the Byzantine Empire, and Germanic traditions to the developing medieval civilization? How was the growth of Islam a significant influence, and what was its remarkable appeal to people?
2. Why was the development of monasticism in Europe coenobitic rather than eremitical? In your answer, be sure to distinguish between these two varieties. Did monasticism play a role in European society and economics? What was Saint Benedict's Rule, and what was its significance? Why did Benedictine monasticism succeed?
3. On Christmas Day in the year 800, Charlemagne was crowned as "Holy Roman Emperor." In what ways are these words both appropriate and inappropriate for Charlemagne's realm? In what ways was it "Holy?" In what ways was it "Roman?" In what ways was it an "Empire?" In what ways was it none of these?
4. What were the effects of the Viking, Magyar, and Muslim threats? What were the motives of the invaders, and what areas did they affect? What was feudalism, and what was the significance and function of the fighting man in feudal society? Be sure to discuss the various theories about the origins of feudalism.
5. Were the Crusades a positive or negative event? Provide arguments for both sides of the issue, and then explain your own conclusions. (You will need to explain
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fully the reasons for the Crusades and their results.)
6. Discuss the life of a medieval serf. What was the role of "those who work" in medieval society? Describe life on the manor for the serf. In your discussion, consider the agricultural methods he used and how they compare to modern techniques. Describe a typical medieval manor. Do you think it was an efficient arrangement? What advantages did it have and why do you think it was adopted? Be sure to discuss the origins and antecedents of medieval manors.
7. What explanations have been proposed for the rise of towns, and which do you find most plausible? Why? How did the rise of town life contribute to the "commercial revolution?" Be sure to discuss the activities of groups like the Hanseatic League and their contribution. What was town life like? What were the groups and their functions within towns?
8. Pope Innocent III wrote, "The Creator of the universe set up two great luminaries in the firmament of heaven; the greater light to rule the day, the lesser light to rule the night. In the same way... he appointed two great dignities; the greater to rule over souls, the lesser to bear rule over bodies. These dignities are the pontifical authority and the royal power." Discuss the relationships and controversies between these competing authorities from 600 A.D. to 1417. How did the spiritual concerns of the Papacy lead it into conflict with secular rulers.
9. Although the medieval period was considered by some to be a "Dark Age," the textbook and video that we viewed in class shows that, to the contrary, there were numerous cultural intellectual and artistic accomplishments. Write an essay in which you discuss the achievements of the medieval period.
10. Discuss the development of medieval universities. Describe student life and the nature of medieval universities. How did they contribute to the society at large? How did they reflect the expansion of knowledge? How do these universities compare to modern universities? In what way was literature going off in a new direction in the 14th and 15th centuries?
11. The late middle ages were a time of disease, war, and moral decline. How did these factors come together to challenge the political, religious, and social assumptions of the medieval age? In your essay be sure to deal with the conflicts of church and state and those who advocated church reform.
Sample d: (from HIST 242)
Final Exam
Part One (90%): Please answer one of the following essay questions.
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1. How and why has the federal government changed between 1877 and the present. Be sure to consider its change in domestic and international spheres.
2. What has been the relationship between reform movements and wars in the 20th century? Consider (at least) the Progressive movement and World War I, the New Deal and World War II, and the Great Society and Vietnam.
3. How and why did the United States grow as a world power? How did American goals for the world evolve during the last 120 years?
Sample e: (from INTST 201)
INTST 201/International Political Economy Spring 2002 FINAL EXAM (TAKE-HOME): 100 possible points
Directions: Answer the each of the following questions in essay form, limiting your answer to four (4) typewritten double-spaced paragraphs per question. This exam essay answer is to be turned in on Thursday June 13 at 11:00 am in room 1812.
1. Lawson’s Question (35 possible points)
“One of the clear trends in the world political economy of the late 20th century was the processes of both integration and disintegration were transpiring simultaneously in nearly every region.” (P&P, p. 443)
In this class, we have reviewed several movements towards greater regional integration (including NAFTA and the European Union). Explain whether, on balance, regional integration represents a fragmentation of the world political economy or a further interdependence and integration of global markets. In your answer, be sure to provide concrete examples found in the readings relating to at least 3 of the following 4 regions: Europe, North America, the Middle East, or Asia. To demonstrate your knowledge of course materials, incorporate a minimum of three of the following readings listed below:
1) P & P text, Chapter 6, Chapter 17 2) Readings 11, 12, 13, 24, 17, 18, Reading Packet 3) Article # 15, 20, 21, 22, GI Reader
2. Jory’s Question (35 possible points)
In essay form discuss in detail the various possible definitions of globalization, which one makes the most analytical sense to you, and why, and then discuss and analyze the role that MNCs have played in the globalization process. Please be sure to demonstrate
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your mastery of the subject area by incorporating references to the following readings from the course:
a) A Survey of Globalization, Economist (Sept. 29, 2001), Reading Packet #4\ b) P & P text, chapters 2 (pp. 51-54); 3 (pp. 99-107),4 (149-150); 7; 13 c) One Internet source on globalization of your choosing d) Article #14, 15, 16, 17, 18, 35, GI Reader e) Class handouts
3. Payne’s Question: (30 possible points)
Read the following articles to address the following question: 1. RP # 21; 23; 22; 14; 15 2. GI # 13
Imagine that after completing this course, you land a new job as the United States Representative on the United Nations Committee for Sustainable Development. With the goal of creating global sustainable development, outline the major features of your Sustainable Development Plan (SDP) for the world. Your plan should address the roles of; (1) the market (2) governments (3) international bodies like the World Bank and WTO (4) non-governmental organizations (NGOs) dedicated to environment, population and development Does your plan adhere primarily to the principles of one IPE perspective (Realist, Classical-liberal, or Structuralist), does it contain a mixture of perspectives, or does it operate on principles outside of the three perspectives of IPE?
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8. 8. Extra-curricular activities
Many opportunities exist for increasing a student’s global awareness outside of the classroom activities. Students may gain opportunities as members of various student clubs and organizations with international interests. These clubs sponsor events such as guest speakers, an international video series, and international cultural celebrations. Shoreline’s International Studies Program will assist the college, through promotion and coordination when needed, in providing students opportunities to be exposed to a variety of international perspectives. Students should be able to experience cultural events (such as films, music and dinning), academic presentations (such as lectures, discussions and guided readings) and political events (such as rallies, presentations and information fairs).
In addition to Shoreline events, students should be made aware of events at neighboring colleges (such as the Jackson School at University of Washington), local organizations such as the World Affairs Council, and other off campus venues.
Sample a: Video Series
WP&DSS Spring 2000 Video Series: Economic Globalism In the 21st Century
March 31 “Running Out of Time” Are you overworked? This provocative and entertaining documentary Fri. @ 12:30 explores the growing problem of “time famine” in America, and Room 170 examines the problem, consequences and solutions to overworking.
April l7 "Challenge to America Series: In very human ways, this program shows the stakes of the global economic Friday @ 12:30 Old Ways, New Game" competition for individual Americans and for the nation. It also shows how Library Media Center major American companies are faring in their battles with Japanese and Room 170 German competition.
April 14 "Challenge to America Series: This program explores the systemic differences between the individualistic Friday @ 12:30 The Culture of Commerce" capitalism of America and Britain and the communitarian capitalism of Japan
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Room 170 and Germany, which embrace more collaborative relations between labor and Management, government and business, and even among businesses. April 21"Showdown in Seattle: In December 1999 the world came to Seattle. This program features a non- Friday @ 12:30 Five Days that Shook corporate perspective and in-depth analysis ;you won't find anywhere else. Room 170 the WTO" The issues of the WTO and a reflection of the week's events are discussed.
April 28 “The Myth of the Liberal Media” Is the free press really “free”, or is it for sale to the highest bidder? Do Fri. @ 12:30 liberals really control what the news reports, or are corporations and Room 170 powerful money interests dictating what and how news is covered.
May 5 “Roger and Me” Academy award winning documentary about General Motors moving its Fri. @ 12:30 factories to Mexico, leaving its American workers and their factory town Room 170 of Flint, Michigan to decay. (“ eye opening and hilarious”—student review) (90 minutes) May 12 “Surviving the Bottom Line:” This PBS series explores the impact of the increased global competition Fri. @ 12:30 Running with the Bulls" on American workers, and reveals the costs of globalization as well as Room 170 possible alternatives to sacrificing workers in the name of ‘free trade”.
May 19 "Inside Burma: Land of Fear” Burma has been a secret country since a brutal military dictatorship seized Fri. @ 12:30 power in 1963. With the support of foreign investors, this regime has forced Room 170 work from slave laborers and political prisoners while imprisoning a popular democratically elected president. (Gold Award Winner, Worldfest)
May 26 "Sustainable Development in Can we save global land for healthy forests and farms? This slide Fri. @ 12:30 Thailand" :Tim Payne presentation demonstrates that peasant farmers, no- profit groups, and even Room 170 Professor of Economics and Buddhist monks in a relatively poor country can create sustainable solutions. International Studies June 2 “Planet Neighborhood” A video demonstration of how active citizens in several American Fri. @ 12:30 Community” communities have addressed challenges of urban blight and environmental Room 170 decay, creating cleaner, economically vibrant and more livable communities. (part three in series)
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WP&DSS will conduct business and planning meetings immediately after the presentations on 3/31, 4/28, & 5/19.
Lecture and Video Series Sponsored by The Worldly Philosophers’ and Dismal Scientists’ Society and Shoreline Student Programs Shoreline Community College, 16101 Greenwood Ave. North, Seattle, WA 98133 USA Planet Earth
Sample b: campus event The worldly philosophers' and dismal scientists' society And Model Arab league club present: WTO Forum What is the world trade organization? Why is it so controversial? Who are the winners and losers from global free trade? How does it impact your life?
Find out more about the WTO from SCC professors and students at these events:
"Free trade winners Monday, Nov. 15 and losers" 9:30-10:20 am, PUB Philosophy and Economics come together
"Preparing for the Tuesday, Nov. 23 Seattle round" 12:30-2:30 pm, PUB Canteen Philosophy student presentations
"Aftermath of the Tuesday, Dec. 7 Seattle round" 12:30-2:30 pm, PUB Canteen Video documentary of events and protests
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C: “Samples of Global Awareness General Education Outcomes” for Master Course Outlines (MCOs)
As this report makes clear, many of our courses meet Global Awareness requirements. Since the new General Education requirements have been adopted, however, few of our courses have gone through the curriculum updating process using the new Master Course Outline. We could have included language from MCOs written under the old form that fit the new outcome, but we believed such inclusion would be artificial. We are confident that as instructors update courses, the Global Awareness outcome will be a prominent feature in many MCOs. Below is an example of a MCO for International Studies 101: Survey of Contemporary Global Issues. This new course demonstrates how central the Global Awareness outcome can be. Moreover, the specific outcomes offer one example of appropriate language that might be employed in other courses. Of course, this example serves only as one approach.
COURSE INFORMATION
Course Name: INTST 101 ML Credits: 5 Dept # Alpha Au Code
Title: (Limit to 48 Survey of Contemporary Global Issues characters) Transcript Title: (Limit to 24 characters) Global Issues
Effective Quarter of Change: A232
Description: ( Limit to 320 characters including spaces and punctuation. Do not include title, prerequisites or grading options. Combine lecture/lab descriptions.)
A survey of contemporary global issues and their historical origins drawing on knowledge and methodologies from multiple disciplines. Issues presented by faculty members from diverse academic fields will foster awareness of challenges facing different societies in an age of global interdependence.
Prerequisites: Placement in English 100 or higher
Will registration require instructor approval? Yes No X
Grading Option(s): X Mandatory Decimal Mandatory P/0.0 Mandatory Student Option P/NC
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DEGREE/TRANSFER INFORMATION (Check all that apply.)
Degree/Certificate: x AS X AAS AAAS Certificate
Transfer: (Complete: College or University,Course # and Grey Area) To as Grey Area
To as Grey Area
General Education Outcomes: Communication Quantitative Multicultur Skills Reasoning al Understandi ng
General Global Awareness
Related Instruction: Communication Quantitative Human Skills Reasoning Relations
Degree Requirements: Humanities IntraAmeric Social X an Studies/ Science
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COURSE OUTCOMES AND COMPETENCIES
General Education Outcomes: (Delete all General Education Outcomes that are not included in this course. Below each remaining General Education Outcome, type in BOLD the specific outcome for this course.)
QUANTITATIVE REASONING Students will demonstrate college-level skills and knowledge in applying the principles of mathematics and logic.
I. Perform basic arithmetical and algebraic computations
Identify different units for measuring human well being such as income, death rates, birth rates, literacy rates etc. in class and portfolio projects.
Evaluate national data and recognize orders of magnitude when comparing data across nations in class and portfolio projects.
II. II. II. Use and manipulate quantitative information to draw conclusions.
Demonstrate differences between countries by comparing national data found from a variety of sources in class and portfolio projects.
Construct methods of comparing nation-states level of development based on national data from a variety of sources in presentations and portfolio projects.
Recognize when data does not seem to agree when making international comparisons.
III. III. III. Communicate clearly using quantitative information.
Describe countries’ level of development in a variety of ways so as to demonstrate an understanding of political, economic and social development in portfolio projects.
Illustrate political, economic, social, and environmental issues in ways that effectively communicate those issues to professors and students during presentations and in portfolio projects.
COMMUNICATION Students will read, write, speak in, and listen to college-level English. Effective communication incorporates awareness of the social nature of communication and the effects of ethnicity, age, culture, gender, sexual orientation and ability on sending and receiving oral, non-verbal, and written messages.
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I. I. I. Listen to, understand, evaluate and respond to verbal and non-verbal messages.
Identify and paraphrase presentations made in class in discussions, journals and essays.
II. II. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.).
Analyze readings for global social, political, economic and environmental context in discussions and journals.
III. III. III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes.
Develop a coherent level of analysis in essay and discussion in order to compare countries using the issues of globalization.
IV. IV. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments.
Demonstrate a clear understanding of global issues in written research projects, journals and exams.
V. V. V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material.
Describe countries and issues through inclusion in research projects, postings in discussion boards, web pages and other forms.
VI. VI. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Implement methods of self-assessing the effectiveness of communication in presentations and discussions.
MULTICULTURAL UNDERSTANDING Students will demonstrate understanding of issues related to race, social class, gender, sexual orientation, disabilities and culture and the role these issues play in the distribution of power and privilege in the United States.
I. Demonstrate awareness and knowledge of contemporary culture in the context of comparative US history as it relates to race, social class, gender, sexual orientation, disabilities and culture.
A. A. A. Articulate concepts of culture and cultural identity.
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Identify ways in which cultures interact with the issues of globalization in group exercises and essays.
III. Function effectively in multicultural settings. A. A. A. Use appropriate communication strategies to work through differences.
Recognize methods of communication used by diverse cultures and demonstrate the ability to overcome potential cross-cultural miscommunication in class exercises and on exams.
B. B. B. Make judgments and decisions by considering as many points of view as possible.
Articulate ways that different cultures view similar problems associated with globalization in class exercises and on exams.
C. C. C. Recognize individual power and privilege.
Define power and privilege in different social systems in discussion and portfolio projects.
Analyze the ways in which political, economic and social systems gain and use power and privilege in discussion and portfolio projects.
IV. Demonstrate awareness, knowledge, and skills in creating greater equity and social justice. A. A. A. Identify the benefits of multicultural understanding for personal and global survival and growth.
Compare and contrast the concept of equity and social justice within a variety of social, political and economic contexts in discussion and portfolio projects.
INFORMATION LITERACY Students will access, use and evaluate information in a variety of formats, keeping in mind social, legal and ethical issues surrounding information access in today's society.
I. Define and articulate a need for information.
Identify and construct methods for comparing countries and issues associated with globalization in student portfolios.
II. Locate, access and use information from a variety of sources.
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Demonstrate the ability to find information from a broad variety of sources in student portfolio and national research project.
IV. Critically evaluate information and its sources.
Use information gathered for national research project(s) that demonstrate an evaluation of the information for bias, currency and accuracy.
V. Use information, considering the economic, legal, ethical and social issues surrounding its access and use.
Avoid violating academic standards when constructing research projects.
GENERAL INTELLECTUAL ABILITIES Students will think critically within a discipline, identify connections and relationships among disciplines, and use an integrated approach to analyze new situations.
I. Think critically within a discipline:
Discuss and demonstrate an understanding of discipline related analysis in discussion, exams and journals.
II. Identify connections and relationships among disciplines:
Compare and contrast different disciplines analysis of similar/identical issues in discussion, exams and journals.
III. III. III. Use an integrated approach to problem solving in new and potentially ambiguous situations.
Using the tools and skills presented in class from various discipline experts, demonstrate an ability to analyze contemporary issues engendered by globalization in discussion, research project, journals and exams.
Recognize and articulate the value of, and contradictions between, various discipline-specific analysis in discussion and journals.
Give examples of contradictions and recognize ambiguity when analyzing contemporary global issues from different discipline perspectives in journals, discussions and on exams.
GLOBAL AWARENESS Students will demonstrate understanding and awareness of issues related to, and consequences of, the growing global interdependence of diverse societies by integrating knowledge from multiple disciplines. Students will describe how social, cultural, political, and economic values and norms interact.
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Describe, assess, and appreciate the duality of the human condition (individual versus community) and interpret how this duality has led to a variety of religious and artistic expressions across cultures and nations in discussion, portfolio projects and on exams.
Evaluate the role of culture in influencing how humans express meaning and seek fulfillment as they confront the cross-cultural conflicts that arise due to globalization using discussion and reflective journals.
Articulate and analyze cultural expressions in literature, film, art and music in discussion, journals and exams.
Examine, analyze, and interpret the political, economic, social, and environmental origins of globalization in discussion, journal and exams.
Examine, describe, and analyze the positive and negative impacts of globalization on local cultures and communities in discussion, journals and exams.
Compare and contrast the globalization process on international conflict, competition and cooperation in discussion, portfolio projects and on exams.
Analyze and assess the impact of globalization on the distribution of wealth and power between and among various national institutions (states, non-state organizations, corporations, etc.) in discussion, journals and exams.
Evaluate the impact of globalization on the local resources and cultures in discussion, journals and exams.
Analyze and evaluate the environmental degradation associated with the forces of globalization in discussion, portfolio projects and exams.
Specific Course Outcomes: (Type in all outcomes and competencies that are specific for this course and not related to General Education Outcomes.)
Identify and combine a variety of disciplinary perspectives in creating a broad and more holistic view of the many forces and impacts of globalization.
Course Content/Major Course Topics: (List or outline major topics)
Economics of globalization Global income and wealth distribution Impact of globalization on culture and religion Global fusion of art, music, film and literature Globalization’s impact on women, people of color, indigenous people Nation-state sovereignty and power of multinational corporations Population, food and environment The impact of globalization on local communities Development and underdevelopment Ethnic conflicts Human rights—universalism versus relativism Global tourism
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Technology Colonialization and decolonialization Political rights and terrorism Cross-cultural communications History of global interdependence Nationalism versus internationalism The role of non-governmental organizations (NGO) in globalization Media and globalization of information
Assessment Tools: (Mark those that apply) x Essay Test Performance Test Performance X Projects(s) x Multiple Choice x Portfolio x Paper(s) X Oral Presentations(s) Test
Other: (describe)
<
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APPENDIX B
Portfolio Assessment of Outcomes in the Visual Arts, Mike Larson, Humanities, [email protected]
Contributors: Bruce Amstutz D. Michael Larson Natalie Niblack Sam Scott APPENDIX Section One
Project Overview
This project began as an effort to identify the variety of assessment processes used by the faculty-at-large for the grading of student work and the evaluating of the learning process in the Art Department at the college and further, to develop and document tools that can be used in the assessment of Fine Arts foundation courses. Originally three tenured faculty and three associate faculty were enlisted to participate. The format would rely heavily upon the three tenured faculty members to lead in the collection and assimilation of information and practices within their areas of expertise. The material collected within each of the three major areas would then be presented to the other two tenured faculty in small group meetings for discussion. The discussion groups could then explore the possibilities of transferring practices from one discipline area to another and by this exploration document crossover applications of tools presently used in one area and suitable for use with modification in another. There were five areas of coursework, 2- dimensional design, drawing, painting, ceramics and photography. The first two areas, design and drawing would be collaboratively developed by Amstutz and Larson and the last area would be independently developed by the photography department senior faculty member. Unfortunately the photography department underwent some administrative changes Winter quarter and had to opt out of the effort. The ceramics area was to be led independently by Amstutz and the painting area independently by Larson. The loss of the photo department left the operatives at four, the two tenured faculty and two of the senior, associate faculty. The associates were from the ceramics and painting areas and were Sam Scott and Natalie Niblack, respectively.
Amstutz and Larson began the process by reviewing the existing MCOs for each of the areas of concern. This procedure revealed shortcomings in the MCO format and in the lists of outcomes themselves. Interrelationships of outcomes and assessment strategies in 2D Foundation courses as a whole were considered at a program level. Common outcome areas, such as basic design elements and composition principles, and assessment strategies that are essential parts of all foundation courses, such as group critiques, were reviewed and documented. Differences in perspective offered by each course sequence were discussed. It was determined that there is a need for developing more course specific outcomes and to eliminate or limit the use of the generic GenEd language and
IEAR, 8/01 63 64 rely upon the vernacular of the discipline for clarity in the assessment or measurement of learning. The discussion resulting from these sessions has established a plausible framework for the development of a useful form for the writing of MCOs and it will more closely relate to the assessment tools both used and proposed for each of the courses examined. Concern is high among the faculty regarding the revision and rewrite of outdated MCOs. In the past the Humanities Division made a concerted effort for uniformity disregarding specifics of content areas. The faculty look forward to an MCO form that is more suitable for Fine Art foundation work and that facilitates the assessment processes. The second tier of discussion sessions began with Larson and Amstutz sharing their respective views and practices in the drawing series. What is important and what is assessable and when, as well as to what degree. Intent is a critical element to determine before any assessment tool can be attempted. Both rely heavily upon observation practices in their daily class activities. They also rely heavily upon class critiques where all students display their work collectively on a tack surface in the room and openly discuss their own work and that of their peers. This practice provides an opportunity for the instructor to view the class as a whole and to assess the progress generally regarding the content of the planned activity. Individual critiques are not as universal in the first class, but are a regular form of assessment in the second, third and forth classes in the series. Other considerations for assessment are midterm and term drawing portfolios, assigned objectives in drawings, series drawings developing a concept, discussion of master drawings and written evaluations of drawings by student and/or by teacher. The content of the discussions in this series of four drawing courses set the format for the other course discussions with the associate faculty involved in the respective disciplines of ceramics and painting.
Three sessions in all were held for both ceramics and for painting. In each case the associate faculty shared with the tenured faculty their practices and views on teaching/learning and assessment. The discussions considered both a programmatic and a student orientation to the course materials. When the MCOs were considered it was universally felt that they were of little or no value in developing the curricular content of the respective courses due to the generic language used in the writings. In short, the MCOs are not content specific enough to be useful.
Amstutz and Larson also gathered and shared the information related to the 2- dimensional design course. In this foundation course, the framework for a basic assessment tool and a new form for the MCOs are forming. There are established elements and principles that can be applied to any and all art coursework. These are the fundamentals of the Fine Arts and will afford a solid backbone for assessment practices in all foundation work. It should be noted that these elements and principles are the content of the 2-D coursework. Determining the degree to which each is applicable to other courses is yet to be determined by the faculty. There is however a consensus that it can be determined and set for each of the courses involving 2-dimensions.
In all, eleven courses were examined starting from the MCOs and finishing with examples of content that include actual assignments and exercises from the faculty as
IEAR, 8/01 64 65 well as, their respective tools for assessing the learning and teaching they are engaged with in the classroom. From these efforts several things evolved that were not intended: first and perhaps the most interesting is that continuity through disparity is considered a value by the department. Its ok to be different as long as there is continuity to the program. Secondly, some new considerations are being developed for the facility and its use in respective class areas that will bring about more flexibility in scheduling and in offerings for the 2-dimensional design class. Issues regarding the facility use by others and HazMat concerns are surfacing and lastly and perhaps the most directly related to the purpose of the grant and the most important is the development of a resource file that addresses content, delivery, assessment and grading practices in use class by class for the eleven classes examined. There are many other side notes and issues that have been surfaced and are of value, as well as the new or rejuvenated rapport that has been developed by the participating faculty.
APPENDIX Section Two The following materials were collected, compared and considered as practiced, in the process of assessment of the teaching/learning activities in the classroom. They are entered by class and by instructor.
Spring 2002 Instructor: Bruce Amstutz Office: 2052 Visual Arts Bldg Room 2068 Phone: 546 5822 Sec. 02: T,TH 9:30 am to 12:20 am Office Hours: T, W 3:30 - 4:30pm
Course Description An introduction to drawing. Intensive drawing from observation to develop skills in visual perception and expression and the sense of form.
Course Objectives To involve the student in a dialogue with the visible world using the vocabulary and grammar of the elements of form in drawing, i.e., line, shape, value, texture, space, and composition. To introduce the student to the contribution of different drawing materials to form and expression. To develop an awareness of process and decision-making in the creation of expressive relations of form. To develop skills of analysis and verbal expression in order to contribute to positive critical dialogue. To make acquaintance with both traditional and contemporary drawing.
Course Format and Requirements Class time will be spent in directed drawing assignments focusing on the still life and the
IEAR, 8/01 65 66 nude model and frequent “critiques” of student drawing. The student will also be introduced to drawings from the history of art that demonstrate basic concepts and possibilities in drawing. Weekly homework projects and exercises will be given to expand and personalize the concepts covered in class and to explore new directions. Each student is required to maintain a portfolio including all drawings done in class and all drawing done as homework. Students in 106 and 107 will be expected to perform at a higher level of understanding and skill in daily drawing assignments and homework. In addition, special projects will be given which require more individual research and development. Attendance during regular scheduled class time is an essential part of the course. Concepts and experiences introduced in class are difficult to make up. Students are expected to show up on time, to be prepared for work, and to stay to the end of the class period. Personal conduct in class will conform to the requirements of mutual respect for individuals and the preservation of an environment of learning.
Grading Students will select work they feel best represents their assimilation of the concepts and experiences introduced in class and submit them for review and grading at mid-quarter and again at the end of the quarter. Art 105: While the mid-quarter and final reviews will each be worth 50% of the final grade, this total can be modified up or down by as much as .2 grade points by performance on weekly homework and by class participation. Homework will be given each week and will be graded with a plus, check, minus, or 0. Art 106 / 107: 50% of the total grade will be determined by the midquarter and final reviews of in class work, and 50% will be determined by performance on a major drawing project to completed outside of class time. Grading will be according to the numerical system described in the college catalogue.
Plagiarism Policy - While students are encouraged to help each other, the actual submission of another persons work as one's own will result in loss of credit for the project as a minimum for all involved and will be grounds for the consideration of a failing grade for the course. approximate cost $50
Required Portfolio Large newsprint pad, "rough" – 18" x 24" Large white drawing pad, "all purpose drawing" – 18" x 24" Sketch pad of white paper for homework – 14" x 17" Vine charcoal – #2 extra soft or soft – (9-10 sticks) Compressed charcoal black, square (“Koh-i-nor”)
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Pencils – HB,2B,4B,6B Ebony pencil Erasers – Kneaded and “Pink Pearl” Sumi ink or India ink – small bottle black Pack of 16 Crayolas
Recommended Pens – 2 or 3 nibs, with pen holder Brush – one medium size round watercolor, sizes 6 to 10 Conte – #3, square sticks, black, white, or browns, or other drawing materials for experimentation Drawing box or tackle box or “Art Bin” Drawing board and clips – Upson board or Masonite
Supply Stores Dakota Art Store - 6110 Roosevelt Way N.E. (206-523-4830) Artist and Craftsman Supply - 4350 8th Ave. N.E. (206-545-0091) University Bookstore - 4326 University Way N.E. (206-634-3400) Utrect Art Supply Center - 1124 Pike (206-382-9696) Seattle Art Supply Center - 2108 Western Ave. (206-625-0711) Daniel Smith - 4150 1st Ave. S. (206-223-9599) Shoreline Bookstore
Notes:
Mid-quarter review
Final review
Comments: Grade
Organization of the whole page Measuring of angles, proportions, and convergence Fore, middle, and background ( movement in space) Positive and negative space shape awareness Line quality Value Gesture Focus, emphasis Personal involvement, effort, and/or expression ------
SHORELINE COMMUNITY COLLEGE
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DRAWING - Final Review Drawing 105, 106, 107
Please review your work from the beginning to the end of the course and select 8 drawings that best show your level of mastery and understanding of the following basic concepts and skills introduced in class:
Organization of the whole page Measuring of angles, proportions and convergence Fore, middle and background (movement in space) Positive and negative space shape awareness Focus, dominance and subordinance Line quality Value Gesture Personal involvement and effort
Include at least: One ink drawing One value drawing One figure drawing One gesture drawing, in addition to a figure drawing above One homework drawing from the second half of the quarter One drawing from the last figure session, the last day of class
All drawings should be selected before class starts (except, of course, the drawing from the last day.) Be sure your name is on the back of each drawing. Number each drawing on the back Paper-clip all drawings together.
Due: June 10, Monday, last day of class
SHORELINE COMMUNITY COLLEGE
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DRAWING - Midquarter Review Drawing 105, 106, 107
Please review your work from the beginning of class until the end of this week and select 7 drawings that best show your level of mastery and understanding of the following basic concepts and skills introduced in class:
Organization of the whole page Measuring of angles, proportions and convergence Fore, middle and background (movement in space) Positive and negative space shape awareness Line quality Contour Focal point Personal involvement and effort
Two of these should be contour drawings selected from your homework . At least one of these drawings should be from the class sessions in which you worked in ink. All drawings should be selected before class starts. Be sure your name is on the back of each drawing. Paperclip all drawings together.
Due Thursday ------
E. Syllabus - ART 105,6, 7, & 265
Instructor: Mike Larson Office:Visual Arts Building 2056 Tel/FAX: 546-4798 / 546-5877 email: [email protected] Hours: As posted and by appointment (see programs manager - 2057)
Description: First year drawing series, beginning course. No academic experience required. Introduction to organizing and developing the drawing surface. Graphite, Conte and charcoal are the major tools, liquid and color media are also introduced. Students will be required to work up to six additional hours beyond the class period each week. Course Objectives:
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to understand drawing as a process. to understand material resources relate to product outcome. to demonstrate understanding of the principles and elements of art. to apply visual comparative assessment skills. to differentiate between literal and figurative work. Grading: P/z option, audit, incomplete, and the standard G.P.A. grades are all available. All work is evaluated on an individual basis related to assignment and the student’s progress. Comments regarding the work are given during critiques and during 3 personal work evaluations (individual critiques) and a final portfolio of required, selected works. Plagiarism policy for the class is consistent with the College policy stated in the SCC Catalog.
Chronology: (tentative) Week 1 Orientation and introduction to visual skill development. Week 2 Demonstrations and studio work with concepts of composition Week 3 Control of the composition - scale, proportion and surface Week 4 Value as subject matter - First review Week 5 Developing Contrast and Pattern Week 6 Structure, Mass and gesture Second Review Week 7 Human scale - Emphasis and relief Week 8 Human form - Skeletal to figure Third Review Week 9 Figure drawing Week 10 Figure drawing - Final Portfolio
Text: (text required / recommended readings and texts)
Attendance: Attendance is expected and absences cannot be made up. Lectures, discussions and information passed during class time is not re-visited for students not in attendance.
Final Exam: Thursday 7:30 AM as scheduled for class meeting.
MATERIALS LIST
4B or softer drawing pencil
18”x24” Newsprint (naked 100 cnt. ). rough surface
Art gum eraser and a kneaded eraser,
Chamoix cloth
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19” x 24” Sketch Vellum, 90# 40 ct.
Journal book (no larger than 9” x 12” preferred is the 6” x 9” size)
Modeling Clay (plasticene) 1 or 2 sticks
Conte crayons black, sanguine natural, & white ( 2B all )
3 Charcoal sticks (large & soft )
2B Compressed charcoal stick
12 ct. set Char Kole
Medium drawing stump or stomp
No. 8 Bamboo brush ( sumi type)
Black India ink or carbon ink
Glue stick
Scissors
Rex or equal 22” x 28” drawing board w/clips
23” x 31” cardboard portfolio
NOTE: First three boldface items for Wednesday morning class. ------
2-D Design / Art 109 Instructor Bruce Amstutz Office 2052 Visual Arts Bldg Room 2006 Office Phone 206-546-5822 Sec. 01: Tuesday and Thursday, 9:30 - 12:10 am Office Hours M-Th 3:30 to 4:30
Course Description Beginning studio work in two dimensional art structure. Preparation for further work in design related course work. Course Objectives To develop an awareness and appreciation of the fundamental elements and principles of organization that constitute the language of two dimensional visual design.
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To participate in the design process through the combination and manipulation of visual elements with regard to unifying principles of visual organization. To develop skills and standards of craft in the use of design tools and materials. To use the verbal language of design to participate in critical dialog and analysis. To acquire basic skills and understanding for the appreciation of design and for further creative work in design related courses. Course Format, Basic Requirements and Grading The elements and principles of two-dimensional design are presented in an analytical framework through lecture and demonstration and in-class exercises. Students apply and explore design fundamentals through hands-on projects as well as through participation in regular critical analysis and review of these projects. Weekly composition studies involve creative problem-solving and exploration in the application of design principles. Weekly color and value studies require careful and accurate perception, judgment and craft in the representation of color and value relationships. The final project will give the student the opportunity to synthesize learning in both composition and color. Craft is emphasized in all projects in as much as it supports the design intention. As there is a strong emphasis on hands-on-learning, students should be prepared to put a significant amount of time in on projects outside of class time. While time will be provided in class for work on projects, students should expect to spend a minimum of 6 hours a week outside of scheduled class hours to satisfactorily complete projects. Students are required to keep a sketchbook for notes and process drawings for projects in order to receive credit for the course. Attendance is taken each day and students are expected to show up on time to each class and to work productively until the end of the period. Class attendance and participation will be taken into account in grading and may move the final grade up or down as much as .1 point. If you must miss class please discuss this with the instructor, ahead of time if possible, and make arrangements to review the notes of fellow students for the time missed.
Grading There will be no midterm or final exam. One third of the course grade will be based on composition studies, one third on color and value studies, and one third of the grade will be based on the final project. The final course grade will be adjusted as indicated above for class attendance and participation. Grading will be according to the numerical system described on page 31 in the current college catalogue. Plagiarism: While students are encouraged to share ideas and influences and to help each other in the learning process, all projects turned in for grading are to be original work. Students turning in work which does not represent their own effort and thinking will not receive credit for that project.
Required Black construction paper (12x18) White construction paper (9x12 okay Bristol paper, (11x14, 20 shts,100lbs) Sketch book for notes and studies (approx. 9x 12)
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X-acto knife and extra blades Glue sticks Metal straight edge ruler (12 to 18 inches) Pencils ( 3H, HB, 2B) Inexpensive drawing compass White eraser Tape ( scotch, masking, or painter’s tape) Brushes - one or two soft “flat” synthetic brushes, from 1/4 to 1/2 inches wide Acrylic Paint: Cadmium Red Light (Liquitex brand) Acra Magenta (Liquitex brand) Cobalt Blue (Liquitex brand) Cerulean Blue (Liquitex brand) Cadmium Yellow light (Liquitex brand) Black White Palette knife (inexpensive plastic one is fine) Paint palette (inexpensive plastic one is fine) Plastic wrap Portfolio for carrying and storing paper and projects Recommended Container for carrying supplies Plastic cutting matt Paper towels or tissues for clean up Band-aids Recommended Texts Art Fundamentals-Theory and Practice by Ocvik, Stinson, Wigg, Bone, Cayton Design Basics by David A. Lauer and Stephen Pentak Principles of Form and Design by Wucius Wong Design -Principles and Problems by Paul Zelanski and Mary Pat Fisher (currently out of print) Supply Stores Dakota Art Store - 6110 Roosevelt Way N.E. (206-523-4830) Artist and Craftsman Supply - 4350 8th Ave. N.E. (206-545-0091) University Bookstore - 4326 University Way N.E. (206-634-3400) Utrect Art Supply Center - 1124 Pike (206-382-9696) Seattle Art Supply Center - 2108 Western Ave. (206-625-0711) Daniel Smith - 4150 1st Ave. S. (206-223-9599) Shoreline Bookstore ------2-D Design ART 109 Amstutz Composition Studies
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Shape and Pattern Studies Similarity and Anomaly
similarity shape varies similarity shape is a through process of shaping variation of a class of shapes anomaly
Goal In the repetition pattern unity is assured not only through the regularity of the grid structure, but through repetition of the same shape. In these next studies diversity of shape as well is introduced. Shapes may be different and yet be related by similarity. Anomalous changes contrast with the overall pattern and can create a sense of focus in a design. Method Use the same format for the following exercises as in part 1: a 4x4 or 5x5 unit 1 grid structure of 1 /2" unit shapes centered on a 9"x 9" format. a. Methods of making shapes that involve less control than we have been using result in shapes that are similar but not identical. Some examples may include tearing, applying paint with a dry or wet brush, smearing or finger painting, or combinations of all of these. Create a set of units shapes for one design that features similarity using some of the above methods or any that you can think of yourself. Do not use color as an element of contrast or variation. Pay particular attention to the different kinds of edges that these processes create. Try to combine contrasts of edges in your design ( Where the unit shape contacts the unit structure the edge should be sharp and clean). b. Shapes can be different but be related conceptually by association as similar kinds of shapes. Examples are geometric shapes, letter forms, leaf shapes etc.. Create one design in which the shapes are related in this manner. Make sure that the use of a recognizable figure shape does not cause you to overlook the “left over” ground shape. c. Make one design which features an anomalous difference in the pattern.
Review and Grading: Due at the beginning of class Thursday. Be sure your name is on the back of each piece.
------Syllabus ART 109 • Spring
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Instructor: Mike Larson Office: Visual Arts Building 2056 Tel/FAX:206 546-4798 / 206 546-7855 email: [email protected] Hours: M-Th 9AM & 3:30PM or by appointment
Description: This course is a foundation design course focusing on 2-D principles of art and design. Students work with the elements of line, shape, value, color, space, texture, and form as well as the principles of harmony, balance, emphasis, variety and unity. Students are required to complete exercises, assignments and projects involving the creation of form for both the functional and the nonfunctional aspects of design. There are 300 minutes of class time each week as well as an expectation of approximately the same amount of time for outside activities related to the class. Projects are designed to bring focus to one or more of the elements and principles and to illustrate their organizational presence in visual art. A strong emphasis is placed upon the contrasts of color as an applied element in art. Studies will include the interrelationships of conceptual, relational and functional design. All work is completed on the two-dimensional surface and for the most part can be accomplished in the classroom.
Course Objectives: • To recognize, discuss and use elements and principles of art. • To develop solutions for visual problems of design. • To use the variety of media introduced in the class. • To demonstrate an understanding of contrasts in color. • To demonstrate an understanding of design processes discussed. • To manage time, material, and equipment constraints of the classroom in the completion of design projects. • To demonstrate an understanding of three levels of design (conceptual, relational, and functional).
Grading: Student grades are based upon the 4.0 numeric grading scale, however students may opt for a P/Z credit value based upon a minimum achievement level of 2.0 for the earned Pass. Less than a 2.0 average will receive no credit for class work. Exercises, Assignments, Journals and Projects are all assessed and evaluated during class critiques and/or are submitted to the instructor, awarded a numeric grade and returned to the student. There may be pop quizzes on the respective material and will contribute the grade. It is the student’s responsibility to note and record comments made during critique. The successful student will participate with questions and suggestions during open critique. The basis for the final grade is the aggregate totals and the level of participation during the class critique sessions.
Chronology:
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Week 1 Orientation, safety, lockers, room use, gallery walk, slides, etc. Week 2 Exercise 1, Exercise 2 & readings. Week 3 Exercise 3 & Exercise 4, Readings and research/ Studio work. Week 4 Assignment 1 Studio work and report due. Week 5 Assignment 2 Studio work Week 6 Assignment 3 Studio work and report due. Week 7 Studio work. Week 8 Assignment 4. Week 9-10Final Project
Text: (required)
Principles of Visual Form Author: Wucius Wong Publisher: John Wiley and Sons Isbn: 0471285528
Readings from the library and handouts
Attendance: Attendance is expected and absences cannot be made up. Lectures, discussions and information passed during class time is not re-visited for students not attending.
Final Exam: The final exam scheduled for this class will be on June 7th at 3:00 PM
Materials List Materials are quite costly and may be as much as $85.00 per student, but are necessary to adequately address the contents of the class. If you have difficulty meeting these material requirements please discuss the situation with the instructor. Don’t PANIC!
Some materials will be supplied; the remaining materials are the student’s responsibility.
Pencils - 2H and 4B, Art Gum Erasers. Journal book (no larger than 9” x 12” preferred is the 6” x 9” size). 6 acrylic colors as shown in class (no substitutes). #6 or #7 round camel hair or sable or sabline brush, a #0 or #00 sabline brush. a bottle of rubber cement and a glue stick . x-Acto knife ( #11 blade and a #1 handle), a pair of scissors. a ruler (prefer. a steel straightedge at least 15" in length). Ruling pen and compass set.
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8 – 12 color markers (inexpensive water base).
There will be a variety of papers and boards required for assignments. The quantity is dependent upon individual project needs - most boards and papers will be available at the bookstore or locally for a couple of dollars cost and students will be notified at least a class session in advance of need.
Most of the above materials are available at the bookstore, or may be found locally at other art supply stores.
ASSESSMENT PROCESSES FOR 2-D DESIGN Mike Larson / Art 109
“To design is to plan and organize. To order and relate, and to control. In short, it embraces all means opposing disorder and accident. Therefore it signifies a human need and qualifies mans’ thinking and doing.” Josef Albers
The above quotation by Albers is used as a foundation for the teaching of design for 2- dimensional space. The assessment process should qualify that relationship.
Class Critiques by all members of the class: • Students present their work for review by the class and the instructor. The students are asked to establish their intent and to discuss strategies used in their design process. Class members are encouraged to question each other and to establish a dialogue regarding the design strategies used. • The dialogue provides opportunity for instructional review of the vocabulary and the general assessment of the class as well as, individual performance. • Instructor general commentary with specific questions provides for follow up assessment of the individual and the class overall. Project Assessment by the instructor: • Individual assessment based upon the criteria of the project as established in a brief or problem statement outlining the goals or outcomes of the specific curriculum segment attempted. • During studio or lab time instruction is provided on an individual basis allowing for assessment on a one-to-one basis and providing opportunity to consider the skill building processes of the class in general. • At the completion of the project a written critique and in some cases a visual is developed to “ show “other potential solutions within the context of the problem Written Responses by the students: • Quizzes are given for cognitive assessment • Reports on gallery or museum visits are used to assess both cognitive and affective learning.
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Final assessment by the instructor: • Written outline is provided the individual student at the end of the term. establishing the student’s performance on each of the projects and the related grade. • A secondary assessment may be made for students opting to re-submit work after modification based upon written critique on the original work.
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APPENDIX C QUALITY GUIDELINES FOR ONLINE TEACHING AND LEARNING Outcomes Assessment Project, 2001-2002 PROJECT MANAGER: Diana E. Knauf
TEAM MEMBERS Betsey Barnett Robert Francis Doug Reid Karin Roberts
QUALITY GUIDELINES FOR ONLINE TEACHING AND LEARNING AT SHORELINE COMMUNITY COLLEGE Draft – 6/21/02
I. COURSE DESIGN
A. Course Development
Established standards are used for course development, design, and delivery. Instructional design incorporates principles for reading and writing on the web. The course is designed to require students to engage in analysis, synthesis, and evaluation as part of course and program requirements. Online learning activities provide the learner with all information pertinent to the learning opportunity, such as course prerequisites, modes of study, evaluation criteria, and technical needs. Learning outcomes will be consistent for both distant learners and on-campus students. Faculty will define learning outcomes and evaluation criteria in course materials. Instructional design and learning activities are designed to fit teaching/learning requirements and clearly defined learning outcomes. Course content, instructional methods, technologies and context complement each other. The course is designed to produce opportunities for interaction. Faculty will facilitate involvement by all class members and encourage respect for diverse perspectives. The method of delivery for new courses is part of the Master Course Outline process and documentation. New courses will be evaluated in the following ways before being offered: content will be reviewed by the department, while course construction and technical layout will be reviewed by a committee of Distance Learning experts.
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B. Orientation to Online Learning
Students are advised about the distance learning program to determine: They possess self-motivation and commitment to learn online. They have access to minimal technology required by course design. They possess the language skills needed for online course completion. Students have access to online information about the classroom management system. Students have access to orientation sessions for the classroom management system. Discussion Board instructions and etiquette are provided. Drop Box instructions are provided. Instructions for WordPerfect Users are provided. Assessment instructions are included.
C. Syllabus The syllabus is a required component of all online classes. The syllabus must contain, in addition to those specified by college policy, the following items: Detailed information on how to contact the instructor. Minimum course requirements (attendance at on-campus sessions, written assignments, examinations, grading criteria, etc.). Technical requirements and compatibility needed by students to support learning activities (i.e., Internet access, video cassette player, computer capabilities, etc.). Clearly defined course outcomes, goals and objectives. Required texts/readings. Assignments include specific instructions, established due dates and manageable steps. Assessment methods are based on clearly defined outcomes. Dates of required examinations.
D. Interactivity Interactivity is a necessary component of online offerings. Interactivity can be accomplished in one or more of the following ways: Chat Rooms: A Chat Room can be asynchronous (students join and leave a continuous discussion) or synchronous (students are required to join and participate together at a fixed time) online discussion activity. Threaded Discussion: An asynchronous discussion is started around a stated topic and the participants respond to the topic and to entries made by others. List Serve: Questions or notices are posted by any participant and are automatically sent to all participants’ mailboxes.
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E-mail: Individual access is a critical component for private communications between students and faculty and for delivery of written assignments, critiques and assessments. Collaborative learning activities: Students work in online groups to plan, construct, and complete online projects and assignments.
E. Strategies for Effective Online Teaching Navigation of the class site is intuitive. Faculty expectations are clearly articulated to students. Online learning efforts provide flexible opportunities for interaction. Student interaction with faculty and other students is an essential characteristic and is facilitated through a variety of methods. Students are instructed in the proper methods of effective research, including assessment of the validity of resources. Assessment methods used are appropriate to the course and learning methods employed. Feedback to student assignments and questions is constructive and provided in timely manner.
II. ONLINE LEARNING PROGRAM SUPPORT
A. Institutional Support
Shoreline CC will insure that coordination of online learning activities is consistent with the overall mission of the college. The college will insure that policies regarding online learning are integrated into the college’s overall policy framework. Online learning initiatives are backed by a college-wide commitment to quality and effectiveness. The college will insure that its curricular policies incorporate the needs of online learning. The college will maintain a the financial and administrative commitment to maintain online learning programs for degree completion. Shoreline CC has a long-term technology plan. The technology delivery system is as fail-safe as possible. A centralized system provides support for building, maintaining and upgrading online education technology, infrastructure and software. The college will support the faculty and learner services necessary to ensure a successful learning environment.
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The college will work towards creating administrative and support systems (registration, advising, assessment, etc.) compatible with learning delivery systems to ensure a coherent and complete online learning environment. The college will facilitate research and development of online learning. The college will provide professional development and support of faculty and staff involved in online learning. Technologies employed assure the integrity, accuracy, validity, and security of the information shared in the learning activities. Technology systems are fully accessible and understandable to learners, and can support the learning goals. Distance Learning courses are subject to the same evaluative processes as face-to- face courses.
B. Faculty Support
The college, in concert with the Federation, will develop clear policies to address such issues as workload, compensation, intellectual property rights, and faculty evaluation. The college will provide ongoing technical assistance to faculty in course development, maintenance and evaluation. Faculty members are assisted in the transition from classroom teaching to online instruction and are assessed during the process. Instructor training and assistance is provided to all who offer online courses in the form of full-time, on-site resource persons knowledgeable in online course delivery and pedagogy. The college provides access, time, and financial support for regular professional development relating to online course design, delivery and evaluation. Faculty members are provided with resources to deal with issues arising from student use of electronically accessed data.
C. Student Support
Students receive information about programs, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services. The Shoreline Student Handbook will be available and readily accessible to students online. The college provides a learner support system including technology and technical support. Students will have convenient access to technical assistance regarding course management software including online and face-to-face training. The college will provide online access to library and information resources.
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The college will provide online training and information to aid students in securing material through electronic databases, interlibrary loans, government archives, news services, and other sources. The online learning program will comply with the Americans With Disabilities Act. The college will provide online access to advising and counseling. Access to support services is convenient, consistent, efficient, and responsive to learner needs.
III. EVALUATION AND ASSESSMENT
A. Program Level Evaluation and Assessment
The college routinely reviews the effectiveness of the distance-learning program to assure alignment with institutional priorities and educational objectives (Strategic Plan and General Education Requirements, for ex.). The Office of Instruction will evaluate the depth, breadth, and completeness of the online offerings of the college to insure adequate opportunities for degree completion. Data on enrollment, retention, costs, and successful/innovative use of technology are used to evaluate overall program effectiveness. Online learning programs organize learning around demonstrable learning outcomes, assist the learner to achieve those outcomes, and assess learner progress by reference to those outcomes. Assess distance learning technologies to insure that they are used in a way that facilitates the achievement of intended learning outcomes. The online learning program will be regularly evaluated to ensure compliance with the Americans With Disabilities Act. Student support systems are reviewed regularly to ensure their currency and effectiveness. Distance learning courses are evaluated on a regular basis for effectiveness; evaluation results are utilized for improvement. The college will maintain a systematic evaluation of the content, process, and support systems involved in online learning activities. Systematic evaluation shall include learning outcomes, retention, use of resources and service to core constituencies. Systematic evaluation will include periodic review of curriculum for compliance with the college’s General Education Outcomes. Faculty participating in online learning will routinely evaluate the support services provided. Students participating in online learning routinely evaluate the overall program, including support services. Communication between administration, faculty, Distance Learning support services is assessed for clarity, timeliness and effectiveness.
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B. Course Level Evaluation and Assessment
Course content is evaluated at the department level. Course design is evaluated by Distance Learning experts such as the Distance Learning Specialist. Instructional materials are reviewed periodically to ensure they meet program standards. Learning outcomes are described in observable, measurable, and achievable terms. Intended learning outcomes are reviewed regularly at the departmental level to ensure clarity, utility, and appropriateness, as in face-to-face offerings. Assessment of learning is timely, appropriate, and responsive to the needs of the learner. The college will provide a voluntary online course evaluation survey. Course instructors are subject to the evaluative procedures established for all curricular offerings.
D R A F T
RESOURCE DOCUMENTS
Documents used in developing Quality Guidelines for Online Teaching and Learning for Shoreline Community College
Barker, K. Creating Quality Guidelines for On-Line Education and Training: Consultation Workbook. http://www.FuturEd.com
Chamberlin, W.S. (2001, December). Face-to-face vs. cyberspace: Finding the middle ground. Syllabus. www.syllabus.com
Distance Education - Guidelines for Good Practice. May 2000, the Higher Education Program and Policy Council of the American Federation of Teachers.
Gilbert, S.W. (2002, January). Achieving the embarrassment level. Syllabus. www.syllabus.com
Guidelines for the Evaluation of Electronically Offered Degree and Certificate Programs, draft. Commission on Higher Education.
Guiding Principles for Distance Learning in a Learning Society. The Center for Adult Learning and Educational Credentials, American Council on Education.
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Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy, T.M. (2001). Seven principles for effective teaching: A practical lens for evaluating online courses. Assessment. http://horizon.unc.edu/TS
Guiding Principles for Distance Learning in a Learning Society, The Center for Adult Learning and Educational Credentials, American Council on Education. http://www.acenet.edu/programs/CALEC/Guides&Principles/distlearn.html
Moore, B. & Rousso, E. (2001). Principles for Designing and Evaluating the Quality of Online Courses.
Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs. Western Cooperative for Educational Telecommunications. http://www.wiche.edu/telecom/principles.htm
Quality Learning Principles and Distributed Education: Notes From a Retreat. State Board for Community and Technical Colleges and the Communications Technology Center, Palisades Retreat Center, January 1997.
Quality on the Line – Benchmarks for Success in Internet-Based Distance Education – National Education Association, April 2000. Prepared by: The Institute for Higher Education Policy, 1320 19th Street, NW, Suite 400, Washington DC 20036
Quality on the Line – Principles/Guidelines for Quality Distance Education – National Education Association, April 2000. Prepared by: The Institute for Higher Education Policy, 1320 19th Street, NW, Suite 400, Washington DC 20036
Sonwalkar, N. (2001, December). The sharp edge of the cube: Pedagogically driven instructional design for online education. Syllabus. www.syllabus.com Standards Update (2002, April). www.syllabus.com
Statement of the Regional Accrediting Commissions on the Evaluation of Electronically Offered Degree and Certificate Programs, draft. Commission on Higher Education.
Valleley, C. (2002, February). One person’s experience with distance education. The Ebbtide. Shoreline Community College.
Washington Technical and Community Colleges Online Consortium: Standards for Course Development. http://www.waol.org/info/faculty/04/csDevelopment.html
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APPENDIX D
Information Literacy Project Joanna Tillson ([email protected]), Elena Bianco ([email protected]) , and Gary Parks ([email protected])
Initial Research Knowledge Survey
1. When looking for broad information about a topic, which of the following is generally the most effective search technique? _____ A key word search. _____ Referencing a subject list. _____ A Library of Congress search.
2. The best place to find the full text of an article from a magazine, journal or newspaper is: _____ The online catalog. _____ A web search engine such as google.com or askjeeves. _____ A periodical database. _____ The Reader's Guide to Periodical Literature.
3. Which expression below, when entered into a search index screen, is most likely to produce an efficient search for articles or references on salmon habitat? _____ [salmon habitat] _____ salmon AND habitat _____ salmon habitat
4. Which of the following resources is more likely to contain information that is current / up to date? Select all that apply. _____ Web site. _____ Newspaper / magazine article. _____ Book. _____ Subject encyclopedia.
5. Which of the following are resources is more likely to contain information that is outdated? Select all that apply. _____ Web site. _____ Newspaper / magazine article. _____ Book. _____ Subject encyclopedia.
6. Which of the following resources would be useful for an overview of a research topic? Select all that apply.
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_____ Web site. _____ Newspaper / magazine article. _____ Book. _____ Subject encyclopedia.
7. Which of the following resources is more likely to be "fleeting"-- there one day and gone the next? Select all that apply. _____ Web site. _____ Newspaper / magazine article. _____ Book. _____ Subject encyclopedia.
8. Which of the following resources is more likely to be influenced by advertising? Select all that apply. _____ Web site. _____ Newspaper / magazine. _____ Book. _____ Subject encyclopedia.
9. Which of the following resources is likely to offer more depth and analysis? Select all that apply. _____ Web site. _____ Newspaper / magazine. _____ Book. _____ Subject encyclopedia.
10. Which of the following statements about documentation of Internet resources is true? _____ Because so much information is available on the Internet, guidelines for documenting borrowed material are more relaxed than for print resources, but the guidelines are definitely in effect.
_____ The citation formats for Internet information are similar to print-based resources, and the guidelines for when to document Internet resources are exactly the same as for print-based resources.
_____ It is O.K. to quote directly from the Internet without using quotation marks as long as the rest of the documentation system is used.
_____ Because of the many types of information available on the it, Internet information can be documented in a variety of ways, even in the same paper.
11. Which of the following might appear in a paper as a correct MLA (Modern Language Association) citation? Select all that apply.
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_____ (Jones 99) _____ ("Star Wars") _____ ("Star Wars," by Byun, p. 13) _____ (Jones, p. 99) _____ ("Star Wars" 5, 10-12) _____ (1) _____ (Bianco, 1997)
12 Match each term with the phrase / definition that best describes it.
Match Question Items Answer Items 1. search engine A. good way to find magazine, newspaper, and journal articles 2. book catalog B. good place to go in the initial stages of a research project, when broad background is needed 3. periodical database C. best place in most libraries to find videotape resources 4. reference works D. searches the Internet; often returns too many listings to use
13 What are the main differences between a subject search and a key word search? Answer in 3-4 sentences.
14. What are the main factors to consider when evaluating the credibility and usefulness of an information resource? Answer in up to 5 or 6 sentences.
15. Let's say you are writing a paper on the portrayal of the military in the news media. Briefly describe how you would design your search for information on this topic. Include in your description what types of resources you would consult, key concepts related to the topic, subjects or terms you would use to search with, how you would use these concepts, subjects and terms in your information search, and other relevant aspects of your process. Answer in 6-10 sentences.
16. List any terms or concepts mentioned in this survey that were unfamiliar to you or that you feel the need to learn more about.
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APPENDIX E
Project Title: Communication Assessment Project
Project Managers & e-mail addresses:
Sally Rollman, Faculty – Business Administration Division Room 1417 (206) 546-4692 E-mail: [email protected]
Aura Rios Erickson, Faculty Advisor – Humanities Division Room 5324 (206) 546-4566 E-mail: [email protected]
Part A
A detailed overview of the project including the purpose, the number and nature of participants, and the specific activities and processes in which they engaged. Highlight both successes and challenges encountered in the course of your project.
Purpose of the project: The purpose of this project was to determine whether or not completion of required English and/or ESL courses and ASSET test scores in Communications had any correlation to class performance.
Participants:
Sally Rollman and Aura Rios Erickson designed the project, wrote the project proposal, and shared results with faculty and administrative groups.
Aura Rios Erickson analyzed transcripts of 279 students who completed selected entry-level courses to determine if prerequisites had been taken, if students were successful in the courses, and what ASSET scores students had.
Sally Rollman interviewed faculty and analyzed results of Aura’s analysis.
Faculty interviewed included:
Carla Hogan Acctg. 101 Anita McEntyre Acctg. 101, BA 152, BA 252 Russell Rosco CIS 102 and CIS 105
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Phyllis Topham CIS 105 Elaine Tuttle Acctg. 101 and BA 252
Part B
COMMUNICATIONS ASSESSMENT PROJECT
Data Analysis Report
F. Purpose
The purpose of this project was to determine whether or not completion of required English and/or ESL courses had any correlation to class performance. This study is being undertaken because of our commitment to students’ success in communication. Our focus in this study is on professional-technical students within selected Business Administration programs.
Activities Prior to Start of Project
I (Sally Rollman) teach Bus Adm 152 Fundamentals of Business Communications, a general education communications requirement for students in several professional technical certificate programs. I noticed that students’ abilities and competencies in communications seemed to cover a very wide range. For at least one year, I looked at their ASSET test scores and at their transcripts to see what, if any, developmental and ESL courses they had taken prior to entering this class. I looked at transcripts for ESL students with Aura Rios Erickson since she understood the ESL curriculum so well. This helped me recommend a prerequisite English requirement and minimum ASSET test scores to see if these made a difference in students’ performance. It also led me to track students in other entry-level professional technical courses.
We convened an initial group to help us in the development of this project. This group was called “The Communications Assessment Task Force” and included the following individuals:
Berta Lloyd , Director of Professional Technical Education Donna Miller Parker, Director of Essential Skills Programs Pam Dusenberry, English Department Faculty Carla Hogan, Business Division Faculty Karen Polsgrove, ASSET Test Coordinator. Thalia Saplad, Director of CEO Program
We developed a plan for our activities during Winter and Spring Quarters. This is included in the Appendix.
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G. Process
For our study, we selected required entry-level courses for some of the Business Division’s technical programs. These courses included:
Accounting 101 Practical Accounting Bus. Admin. 152 Fundamentals of Business Communications) Bus. Admin. 252 Professional Communications Computer Information Systems (CIS) 105. Computer Applications
A total of 279 student transcripts and registration records were analyzed. It was a small sample compared to the overall enrollment figures for the Business Division’s programs. However, we discovered important patterns that determine student performance.
We selected daytime classes and reviewed class rosters for three consecutive quarters for the classes listed here. We looked at records starting Fall 2000, Winter 2001, and Spring 2001 respectively.
We started our analysis based on the hypothesis that “students who test into or enroll in English/ESL 100 or English 101 will tend to be successful in class.”
Success in class was defined as “those students who achieved a 2.6 grade or above.” Students at risk were defined as “those students who did not complete the class or who did not test into English 100, ESL 100 or above.”
Findings
Our results supported our initial hypothesis regarding success in student performance.
The number of students who met the communication requirements and attained higher grades was higher in ten out of the eleven class rosters that we reviewed.
”Meeting communication requirements” means that they either tested into or completed English 100, ESL 100, or English 101 .
Students who had completed the required communication requirement either by testing or completing the English/ESL course within six months of taking the entry-level course (Acctg 101, BA 152, BA 252, or CIS 105) tended to perform better than others who did not.
In six out of the eleven classes reviewed, students who had completed the communication requirement achieved less than 2.6 grades for the course. A common pattern among these students was that they had completed their communication requirement more than six months prior to taking the entry-level class.
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Some students who did not complete their communication requirement did perform successfully in the entry-level class, but this number tended to be smaller than those who completed their communication requirements and performed successfully.
Interviews with faculty showed that most faculty do not check for prerequisites. Only one faculty tested for communication skills at the beginning of a quarter.
Faculty said they would like more information about Asset scores and whether students have had prerequisites when they receive class lists at the beginning of a quarter.
Faculty said that the earliest they could identify students at risk in their classes was after the first or second test. Reporting of Findings to Campus
We presented our results to the following committees and faculty groups:
Student Success Committee Faculty Senate Council English Department Faculty Business Division Faculty Advising and Counseling Staff
We also presented our findings and recommendations to the following individuals:
Berta Lloyd, Director of Professional-Technical Education Donna Miller-Parker, Director of Essential Skills Program Karen Polsgrove, ASSET Test Coordinator
Feedback from these committees and faculty groups:
Student Success Committee:
This committee recommended that more courses within the Business Division be reviewed using the same methodology. Committee members had specific questions relevant to English/ESL program performance that our project could not provide. The committee recommended that we present our results to the Advising/Counseling Staff as well as to the Faculty Senate Council.
Advising and Counseling Staff
The Advising and Counseling staff recommended that our results be presented to the Faculty Senate Council for review.
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They requested that once the new ASSET test criteria is accepted, the ADC from the English Department be involved in the Advisory Orientation for fall quarter. They requested that more English 080 sections be available during new student orientation to help student comply with their communications requirement. They requested that we advocate for the implementation of a campuswide student retention program. The Director had reservations about a minimum of 2.6 being used as the grade point average determined to mean “successful completion” of a course.
Faculty Senate Council
The Faculty Senate commended us for structuring a study that quantified prerequisites (ASSET test scores and English/ESL courses). They encouraged us to continue our study of prerequisites related to academic or transfer courses in the future.
H. Recommendations
Program faculty who work with entry-level business administration, accounting, and CIS courses may want to consider implementing a communication requirement. Students should be required to either test into or complete either English 100, ESL 100, or English 101.
Faculty in other professional-technical programs may want to establish prerequisites based upon the findings of this study.
Current ASSET test scores should be required prior to taking entry-level business courses such as the ones here. “Current test scores” means taking the ASSET test no longer than six months before enrolling in college.
Students who have not recently met this requirement should be advised to take entry-level communication courses prior to taking any other entry-level business courses (within their first two quarters). This requirement would allow students who are having difficulty with their communication skills to obtain the necessary help they need before being able to enter the program.
A systemwide process should be established to enforce compliance with course pre-requisites through placement or testing. Our college does not have an effective system in place to enforce or monitor compliance, but we see this as critical. When a student tries to register for an entry-level class and doesn’t have the prerequisites or Asset test score, there should be a flag that comes up.
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Faculty need to be aware of students who are at risk earlier in the quarter. Faculty need to be informed about students who have not met prerequisites or whose Asset scores do not qualify them for a class at the time they receive their class lists. Faculty should not be expected to go on-line to check prerequisites on their students.
Faculty who have been interviewed about this say that it takes about two weeks or until after the first test to identify students at risk.
Some faculty members give an inventory or pretest during the first week of a quarter to assess performance of communication skills, but this is the exception. There is no standardization among faculty in the testing method being used.
If instructors are going to be able to take an active role in referring at-risk students to Shoreline’s student support services, then information about Shoreline’s student support services should be distributed to faculty as close to the beginning of the quarter as possible so they can make this list available to their students. This is particularly critical for new faculty members and for all associate faculty members.
ASSET test scores should appear on class lists at the beginning of the quarter and also on class lists for the tenth day.
Challenges
Basic levels of reading and writing skills need to be defined.
Students need training in professional technical programs in as few quarters as possible so they can get employment. This means that identifying their level of communication skills at the time they enter Shoreline is imperative so that these skills can be improved during the time they attend SCC
Greater numbers of ESL and developmental students are taking professional- technical programs, all of which have a communications requirement. These students often struggle with this requirement. They often put off taking required communications courses until the very end of their program for this reason. Advisors need to help students who may be at risk and advise them of campus resources (tutoring and academic skills center) available to them for support.
Faculty in professional-technical programs, together with advisory committee members and practitioners in their fields, need to identify communication skills needed for entry into their programs.
There is a need for faculty in more professional-technical programs to become involved in research similar to what has been done in this project.
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There may be a need for a better assessment tool than the ASSET Test.
SAT and Compass test scores need to be included in future analysis of students entering entry-level professional-technical courses.
Future Research: What’s Next?
Use this information and expand it as a basis for future research and planning in conjunction with the Student Success Committee.
Look at other professional-technical programs (eg. Cosmetology, CNC, VCT, etc.) in the same way as we have looked at selected Accounting, Business Administration, and CIS courses in this initial study to see what patterns emerge that relate to communication prerequisites and Asset test scores.
Report to Student Success Committee and solicit their feedback; report to Communications Standards Committee which includes the Director of Professional Technical Programs and Director of ESL and Developmental Programs; report to Advising and Counseling faculty; and report back to faculty in Accounting, Computer Information Systems, and Business Administration programs who participated in this study. (Some of this has already been done)
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Part C
COMMUNICATION ASSESSMENT PROJECT RESULTS OF QUESTIONNAIRE FOR PROFESSIONAL-TECHNICAL FACULTY IN BUSINESS ADMINISTRATION DIVISION
Business Division Faculty Interviewed
Carla Hogan Acctg. 101 Anita McEntyre Acctg. 101, BA 152, BA 252 Russell Rosco CIS 102, CIS 105 Phyllis Topham CIS 105 Elaine Tuttle Acctg. 101, BA 252
How many second-language students in each or your classes?
CIS 102 Over 50% CIS 105 About 5%. Sometimes up to 50%. BA 152 From 10% to 20% BA 252 From 10% to 20% BA 175 13% in day section; 10% in evening section
How well prepared are students to take your class?
They are usually prepared to take the class (CIS 102) Communication problems in CIS 105 and CIS 106 and Programming Level 1. Approximately 10% or more of the students lack the personal discipline to attend class regularly and complete regular homework assignments. In BA 175 Business Math, over 90% are prepared in both sections this quarter.
What does it take to succeed in your class?
Doing the homework Spending time outside of class Communication skills Students need to be able to read at a solid English 100 level for CIS 105. They need time to invest in the class. The ability to read and understand spoken English The ability to make basic entries and save on the computer
What is the main problem students have in performing well academically in your class?
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Motivation Having some basic literacy or study skills Reading comprehension Language Time Stresses in their personal lives Strength in logic for CIS 105 and 106 The reading, writing, and computer skills of students from other countries hold them back.
What do you think is the retention rate from the first class list until final grades are given out?
In CIS 102, usually 10% drop out. In CIS 105, about 20% drop out. In programming (Level 1)-CIS 172, retention rate is 60% to 70% In CIS 105, about 70% (not as many ESL). In BA 152, about 80% In BA 252, about 90%
How soon can you tell if a student will fail?
Usually by the second or third week. About mid-quarter I have a strong sense Weak students at first bad test and bad attendance
What type of help are you able to provide to students?
Office hours Meet before or after class Business Computer Study Center Group tutoring Hard to form study groups Give a lot of exercises Keep office hours—e-mail and phone contacts
Do you think you are meeting the needs of most of your students?
Yes I hope more than half but not all.
What type of assistance do you think might be helpful for students who are at risk of failing?
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Early identification of problems with content or college Business Computer Study Center—is more structured environment to learn Group tutoring works well Keep an emphasis on communication skills—slower pace Financial aid rules should be improved. Go see instructor; contact is important.
Does your class have a language prerequisite?
Yes CIS 105 Asset Reading score of 40 and Math 080 or equivalent BA 152 Asset Writing score of 37 or English 90 or ESL 99 BA 175 Math 060 or Asset Math score of 34 BA 252 English 100 or BA 152 or Asset Writing score of 45
No Acctg. 101, CIS 102
If so do you check for prerequisite compliance?
Only one teacher checked prerequisites for Asset scores. I don’t identify if students are ready. I think it would be difficult to remove them after they have already registered. One communications teacher gave a test during the first week to assess skill levels.
How do you check?
Ask what programming they have had before this class. Ask students to bring a copy of their Asset test scores or a printout of their work at Shoreline that shows they have taken the prerequisites.
ADDITIONAL COMMENTS
Identify ESL students on class list because they often won’t speak up in class. Show Asset scores on class list Show grades for prerequisites on class list Show on class list that prerequisites have not been taken Be at English 101 level before enroll in CIS 105 More sections of Eng 080 at orientation and registration. Code suggestions. Students who have taken English 101 are used to reading and writing at the college level. Tutors are miracle workers. We need more of them. When their test scores are really low (below 50), they are usually missing language or computer skills.
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Part C
SUMMARY OF ANALYSIS DONE ON STUDENTS’ TRANSCRIPTS FROM SELECTED PROFESSIONAL-TECHNICAL COURSES WITHIN BUSINESS ADMINISTRATION PROGRAMS
Editors Note: This section consists of a series of charts which require about 7.5mb of additional space. A copy of the report containing these charts may be requested by sending a ZIP disk to:
Jim James Shoreline Community College 16101 Greenwood Ave. N. Shoreline, WA 98133
They may also be viewed on the web at:
IEAR, 8/01 99 Table for Creating Chart Fall 2000 ACCTG 101 BUSAD 152 BUSAD 252 CIS 105 Total Fundamental Professional Practical Computer of Business Communicati Accounting Applications Requirement (*) Grade (**) Sub Total Communicati Sub Total ons Sub Total Sub Total No Risk (**1) 7 3 13 11 34 Met (*1) 11 6 15 20 52 With Risk (**2) 4 3 2 9 100 18 With Risk 8 4 5 6 23 Not Met (*2) 11 11 14 8 44 No Risk 3 7 9 2 21 Total 22 17 29 28 96
Winter 2001 ACCTG 101 BUSAD 152 BUSAD 252 CIS 105 Total Fundamental Professional Practical Computer of Business Communicati Accounting Applications Requirement (*) Grade (**) Sub Total Communicati Sub Total ons Sub Total Sub Total No Risk (**1) 9 6 8 13 36 Met (*1) 17 14 18 24 73 With Risk (**2) 8 8 10 11 37 With Risk 3 6 6 0 15 Not Met (*2) 10 8 8 3 29 No Risk 7 2 2 3 14 Total 27 22 26 27 102
Spring 2001 ACCTG 101 BUSAD 152 BUSAD 252 CIS 105 Total Fundamental Professional Practical Computer of Business Communicati Accounting Table for Creating Chart Applications FallRequirement 2000 (*) Grade (**) Sub Total Communicati Sub Total ons Sub Total Sub Total No Risk (**1) 8 6 11 25 Met (*1) ACCTG 101 20 BUSAD 152 10 BUSAD 252 CIS 105 15 Total 45 With Risk (**2) 12 Fundamental4 Professional 4 20 Practical Computer With Risk 3 of Business6 Communicati 6 15 Not Met (*2) Accounting 9 11 Applications 16 36 Requirement (*) No GradeRisk (**) 6 Sub Total Communicati5 Sub Total ons Sub Total 10 Sub Total 21 Total No Risk (**1) 7 29 3 21 13 11 31 34 81 Met (*1) 11 6 15 20 52 With Risk (**2) 4 3 2 9 18 Total (Fall 2000 ~ SpringWith 2001) Risk 8 4 5 6 23 Not Met (*2) 11 11 14 8 44 No Risk ACCTG3 101 BUSAD7 152 BUSAD9 252 CIS 2105 21Total Fundamental Total 22 17 Professional 29 28 96 Practical of Business Computer Communicati Accounting Communicati Applications Winter 2001 ons Requirement (*) Grade (**) ACCTG 101Sub Total onsBUSAD 152Sub Total BUSAD 252Sub Total CIS 105Sub Total Total No Risk (**1) 24 Fundamental15 Professional21 35 95 Met (*1) Practical 48 30 33 Computer 59 170 With Risk (**2) 24 of Business15 Communicati12 24 75 Accounting Applications Requirement (*) WithGrade Risk (**) 14 Sub Total 16 Sub Total 11 Sub Total 12 Sub Total 53 Not Met (*2) 30 Communicati 30 ons 22 27 109 No Risk (**1) 169 146 118 1315 3656 Met (*1) 17 14 18 24 73 Total With Risk (**2) 8 78 8 60 10 55 11 86 37 279 With Risk 3 6 6 0 15 Not Met (*2) 10 8 8 3 29 Requirement (*) (*1)No Risk Met = Students that tested7 or completed ESL 100 or ENG2 090 2 3 14 Total (*2) Not Met = Students that did not meet27 Asset Test requirement or22 did not complete ESL 10026 or ENG 090 27 102 Grade (**) (**1) No Risk = Students who got a grade equal to or higher than 2.6. Spring 2001 (**2) With Risk = Students who got a grade less than 2.6. ACCTG 101 BUSAD 152 BUSAD 252 CIS 105 Total Fundamental Professional Practical Computer of Business Communicati Accounting Applications Requirement (*) Grade (**) Sub Total Communicati Sub Total ons Sub Total Sub Total No Risk (**1) 8 6 11 25 Met (*1) 20 10 15 45 With Risk (**2) 12 4 4 20 With Risk 3 6 6 15 Not Met (*2) 9 11 16 36 No Risk 6 5 10 21 Total 29 21 31 81
Total (Fall 2000 ~ Spring 2001) ACCTG 101 BUSAD 152 BUSAD 252 CIS 105 Total Fundamental Professional Practical of Business Computer Communicati Accounting Communicati Applications ons Requirement (*) Grade (**) Sub Total ons Sub Total Sub Total Sub Total No Risk (**1) 24 15 21 35 95 Met (*1) 48 30 33 59 170 With Risk (**2) 24 15 12 24 75 With Risk 14 16 11 12 53 Not Met (*2) 30 30 22 27 109 No Risk 16 14 11 15 56 Total IEAR, 8/01 78 100 60 55 86 279
Requirement (*) (*1) Met = Students that tested or completed ESL 100 or ENG 090 (*2) Not Met = Students that did not meet Asset Test requirement or did not complete ESL 100 or ENG 090 Grade (**) (**1) No Risk = Students who got a grade equal to or higher than 2.6. (**2) With Risk = Students who got a grade less than 2.6. 101 Part D
WORK PLAN FOR COMMUNICATIONS ASSESSMENT OF ESL AND DEVELOPMENTAL STUDENTS IN PROFESSIONAL/TECHNICAL PROGRAMS
For Winter-Spring Quarters 2002 I. By Sally Rollman and Aura Rios Erickson January 3, 2002
The purpose of this communications assessment project is to follow up on the performance of students who have completed Developmental English and ESL courses as they progress into selected Professional/Technical programs at Shoreline Community College.
Determine completion rates and level of success of these students in the following courses (one day section only):
Acctg. 101 Fall 2000 Winter 2001 Spring 2001
Bus Adm 152 Fall 2000 Winter 2001 Spring 2001
Bus Adm 252 Fall 2000 Winter 2001
CIS 105 Fall 2000 Winter 2001 Spring 2001
How many ESL and developmental students completed these courses?
What was their level of success (gpa)?
Did they continue in their professional/technical program (retention)? We will report on their completion rate and level of success as they continued in their programs, but not whether they finished the program.
Interview the following faculty in these programs to determine the communications skills necessary for success in their classes and determine patterns of ESL and developmental students. We will try to determine with these faculty members what level of English is necessary to succeed in these classes. IEAR, 8/01 101 102
Carla Hogan Accounting Stuart Trippel Accounting (associate faculty)
Phyllis Topham Computer Information Systems (CIS) Susan Kolwitz Computer Information Systems (CIS)
Karen Toreson Business Technology and CIS Elaine Tuttle Business Administration and Bus Tech (associate faculty)
This Work Plan includes meeting with the Communications Skill Standards Taskforce and the Student Effectiveness Committee throughout the quarter. We will also meet with Faculty Senate and ISC to report findings based on our interviews of faculty in selected programs and our analysis of students’ performance and retention in selected courses within their professional/technical programs.
Because our grant proposal was funded at the 50% level, we will not include the following activities outlined in the original proposal:
1. We will not look at these populations of students within the Business Technology and Cosmetology Programs. 2. We will not look at whether students obtained final employment upon completion of their professional/technical programs. 3. We will not look at whether they completed their programs.
TASKS
1. Finalize the interview instrument 2. Schedule interviews with faculty 3. Summarize responses to interview questions 4. Report on findings to related committees 5. Use the HP 3000 to come up with lists of ESL and developmental students in selected classes 6. Determine if they completed the classes and their GPA 7. Determine if they progressed into other classes within their program. 8. Determine if they completed these other classes and what their performance level was (GPA) 9. Report on these findings to related committees during the project and at the completion of the project 10. Keep track of time needed to perform these tasks (estimate of 50 hours each) 11. Write a final report of our findings for the Institutional Effectiveness Committee
IEAR, 8/01 102 103 DATES AND TIMELINE
Meeting #1 on Thursday, January 3, 2002, to prepare this work plan and study the requirements of the grant proposal
Weekly meetings in person, on the phone, and/or through e-mail; estimate is 5 hours each week for Aura and for Sally.
Final Report: No later than May 10, 2002—perhaps by end of Winter Quarter 2002
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APPENDIX F
INTERDISCIPLINARY GENERAL EDUCATION OUTCOMES ASSESSMENT PROJECT
APPENDICES
A. Project Introduction Proposal Three General Education Outcomes B. Project Overview and Methods Participants Activities Evaluation C. Project Conclusions Findings Recommendations D. Communication Outcome Notebook Meeting Statements Assignments, Rubrics, and Sample Student Work By Academic Division E. Information Literacy Notebook Meeting Statements Assignments, Rubrics, and Sample Student Work By Academic Division F. Multicultural Understanding Notebook Meeting Statements Assignments, Rubrics, and Sample Student Work By Academic Division
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A. PROJECT INTRODUCTION
Project Title: Interdisciplinary General Education Outcomes Assessment Project (IGEA)
Project Manager & e-mail address: Pam Dusenberry, [email protected]
PROJECT PROPOSAL J. K. The purpose of the Interdisciplinary General Education Outcomes Assessment Team Project is to pilot and develop a process for assessing student performance of General Education Outcomes. The primary goal of the first year (2001-02) is to demonstrate how the faculty are currently measuring student work in Communication/Reading, Information Literacy and Multicultural Awareness outcomes. The project will create notebooks containing examples of assignments and evaluation criteria as a reference for all faculty. In addition, the process we develop will be a pilot for ongoing measurement of student achievement of all General Education Outcomes and for continuous program improvement. L. M. Project Goals 7. to build an understanding, shared across disciplines and programs, of how students demonstrate Communication/Reading, Information Literacy and Multicultural Awareness Outcomes. 8. to create evaluation criteria for these three General Education Outcomes within each discipline represented in the project. 9. to incorporate outcomes, assignments and criteria into MCOs for classes taught by the faculty taking part in the project. 10. to gather and examine examples of student work that demonstrate the selected General Education Outcomes in different disciplines. 11. to develop a process for using student achievement data for program improvement. 12. to build among faculty an increased understanding of and respect for each other’s disciplines 13. to evaluate the effectiveness of this project to determine its utility for ongoing measurement of how well students achieve the General Education Outcomes N. In 2001-02, three of the six approved General Education Outcomes will be addressed by this project: Communication/Reading, Information Literacy and Multicultural Awareness. For each outcome, a team of 6-7 faculty from across the disciplines will be formed. These teams work for the year on creating a notebook or guidebook for each outcome. Each notebook will contain these elements: the General Education Outcome of focus a general list of criteria for assessment of the outcome across disciplines sample MCOs that incorporate discipline-specific outcomes wording and assessment methods
IEAR, 8/01 105 106 a set of assignments from each represented discipline a set of evaluation criteria tailored to each assignment (rubric) three or more examples of student work for at least one assignment from each discipline with rubric evaluations attached In addition, the coordinator of the project will compile these elements: a process for using this student outcomes achievement information in program and course improvement criteria for assessing the usefulness of this project a final report describing the project and evaluating its efficacy and offering recommendations from the participating faculty.
The teams should continue after 2001-02, and expand to cover all General Education Outcomes, with the goal of adding to and refining the Notebooks. The college might consider making the teams semi-permanent as part of the governance structure to perpetuate the college's efforts to assess student achievement of all General Education Outcomes.
To evaluate this project, participating faculty will document their learning in narrative form. Also, a numerical evaluation measure will be developed to quantitatively assess the perceived effectiveness and usefulness of the procedures and products of the project. In addition, faculty in related disciplines will evaluate the notebooks that each outcome group produces for their effectiveness and usefulness in guiding assessment of the General Education Outcomes in their disciplines.
THREE GENERAL EDUCATION OUTCOMES ADDRESSED IN THIS PROJECT
COMMUNICATION
Students will read, write, speak in, and listen to college-level English. Effective communication incorporates awareness of the social nature of communication and the effects of ethnicity, age, culture, gender, sexual orientation and ability on sending and receiving oral, non-verbal, and written messages.
I. Listen to, understand, evaluate and respond to verbal and non-verbal messages.
II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.).
III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes.
IEAR, 8/01 106 107 IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments.
V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material.
VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
INFORMATION LITERACY
Students will access, use and evaluate information in a variety of formats, keeping in mind social, legal and ethical issues surrounding information access in today's society.
I. Define and articulate a need for information. A. Identify an information need. B. Formulate questions based on the information need. C. Identify key concepts and terms that describe the information need.
II. Locate, access and use information from a variety of sources. A. Identify existing and emerging information resources. B. Select and use the most appropriate tools and strategies for accessing needed information. C. Use information to accomplish a specific purpose. D. Apply information retrieval and selection skills and concepts to emerging technologies.
III. Identify the basic principles of how information is produced, stored, organized, transmitted and accessed. A. Identify basic concepts of information organization, in online, print and other formats. B. Identify the basic structural features of an information system and how they are used. C. Evaluate the effect of emerging technologies on information production, storage, organization, transmission and access.
IV. Critically evaluate information and its sources. A. Extract relevant information from a source.
IEAR, 8/01 107 108 B. Evaluate online and print sources for objectivity, authority, accuracy, and currency.
V. Use information, considering the economic, legal, ethical and social issues surrounding its access and use. A. Identify the role of information in personal, professional and academic areas. B. Discuss the changing nature and role of information and information access and privacy issues in society. C. Use information ethically and legally, considering issues such as plagiarism and copyright.
Multicultural Understanding
Students will demonstrate understanding of issues related to race, social class, gender, sexual orientation, disabilities and culture and the role these issues play in the distribution of power and privilege in the United States.
I. Demonstrate awareness and knowledge of contemporary culture in the context of comparative US history as it relates to race, social class, gender, sexual orientation, disabilities and culture. A. Compare histories of diverse peoples in the US. B. Articulate concepts of culture and cultural identity.
II. Using awareness and knowledge about multiculturalism and various groups in the United States, identify issues of power and privilege that exist in all interactions. A. Students will describe personal and institutional biases, emotional responses, behaviors, practices and language that impact individuals and groups. B. Students will describe specific benefits and costs to individuals and groups directly related to race, social class, gender, sexual orientation, disability and culture.
III. Function effectively in multicultural settings. A. Use appropriate communication strategies to work through differences. B. Make judgments and decisions by considering as many points of view as possible. C. Recognize individual power and privilege.
IV. Demonstrate awareness, knowledge, and skills in creating greater equity and social justice. A. Identify the benefits of multicultural understanding for personal and global survival and growth. B. Adapt constructively to situations in which race, social class, gender, sexual orientation, disability and culture affect people's experiences.
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IEAR, 8/01 109 110 B PROJECT OVERVIEW
PROJECT PARTICIPANTS
To launch to project, the manager solicited participation from members of the various divisions on campus. She visited division meetings to explain the project and posted informational messages on the faculty listserv. Sixteen faculty participated during Winter Quarter, 2002, and fourteen continued in Spring.
Eight other faculty contributed assignments and student work. Here is a list of faculty who participated and descriptions of their work:
FACULTY MEMBERS TOTAL DESCRIPTION OF WORK (LIST) STIPEND COMPLETED Eizabeth Barnett, $400.00 Attended bi-weekly meetings winter and Intra-American Studies spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Outcome Notebook. Elena Bianco, 400.00 Attended bi-weekly meetings winter and Library spring quarters to review assignments, rubrics and student work for the Information Literacy Outcome Notebook. Donna Biscay, 400.00 Attended bi-weekly meetings winter and English As a Second spring quarters to review assignments, rubrics Language and student work for the Communication Outcome Notebook. Steve Bogart, 400.00 Attended bi-weekly meetings winter and Mathematics spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Outcome Notebook. Sue Christensen, 75.00 Contributed assignment, rubric and sample Nursing student work to the Information Literacy Outcome Notebook Rachel David, Contributed assignment to the Multicultural Women's Studies Understanding Outcome Notebook Linda Forst, Contributed assignment to the Criminal Justice Communication Outcome Notebook Shalin Hai-Jew, 400.00 Attended bi-weekly meetings winter and Communications spring quarters to review assignments, rubrics and student work for the Communication Outcome Notebook. Dongwa Hu, 400.00 Attended bi-weekly meetings winter and Economics spring quarters to review assignments, rubrics and student work for the Multicultural
IEAR, 8/01 110 111 Understanding Outcome Notebook. Christine Landon, Contributed assignments to the Intra-American Studies Communication and Multicultural Understanding Outcome Notebooks Lee Libby, Contributed assignment to the Criminal Justice Communication Outcome Notebook Steve Malott, 200.00 Attended bi-weekly meetings winter quarter Music to review assignments, rubrics and student work for the Information Literacy Outcome Notebook. Kristin Marra, 400.00 Attended bi-weekly meetings winter and English As a Second spring quarters to review assignments, rubrics Language and student work for the Multicultural Understanding Notebook. Patricia McDonald, 400.00 Attended bi-weekly meetings winter and Education spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Outcome Notebook. T. Sean Rody, 400.00 Attended bi-weekly meetings winter and English spring quarters to review assignments, rubrics and student work for the Information Literacy Outcome Notebook. Terry L. Taylor, 400.00 Attended bi-weekly meetings winter and History spring quarters to review assignments, rubrics and student work for the Information Literacy Outcome Notebook. Joanna Tillson, 400.00 Attended bi-weekly meetings winter and Library spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Outcome Notebook. Barbara Van Droof, 75.00 Contributed assignment, rubric and sample Nursing student work to the Information Literacy Outcome Notebook. Art West, 75.00 Contributed assignment, rubric and sample Physics student work to the Communication Outcome Notebook. Lauren Wilson, 400.00 Attended bi-weekly meetings winter and English As a Second spring quarters to review assignments, rubrics Language and student work for the Information Literacy Outcome Notebook. Jane Winslow, Contributed assignments to the Film and Cinema Communication Outcome Notebook Brooke Zimmers, 400.00 Attended bi-weekly meetings winter and Speech Communication spring quarters to review assignments, rubrics IEAR, 8/01 111 112 and student work for the Communication Outcome Notebook.
PROJECT BI-WEEKLY MEETINGS
Three interdisciplinary teams were formed, one each for the Communications, Information Literacy, and Multicultural Understanding General Education Outcomes. Meetings lasting an hour and a half were held approximately every two weeks.
Meeting Dates: Communication Team: 2/20, 3/6, 3/20, 4/18, 5/2, 5/16, 5/30, 6/13 Information Literacy Team: 2/15, 3/1, 3/15, 3/21, 4/30, 5/9, 5/23, 6/6 Multicultural Understanding Team: 2/13, 2/27, 3/13, 3/20, 4/3, 4/17, 5/1, 5/15
At the Winter meetings, faculty brought assignments and assessment rubrics from their own classes. Each team examined the assignments and rubrics in light of the Gen Ed Outcome it addressed. The teams discussed how well assignments assess the given outcome and how well rubrics provide evaluative feedback to students on their performance of the outcomes.
At the spring meetings, faculty examined assignments and rubrics contributed by faculty outside the teams. Some faculty on the teams also brought student work that illustrated performance at three levels: exceeding standards, meeting standards, and not meeting standards. The sample student work is included in the Notebooks themselves; it is not available in this electronic document.
Each meeting generated a list of "Meeting Statements" summarizing the discussions. (These are included in full later in the appendices in each of the Notebooks.) A SAMPLE MEETING STATEMENTS page is included here.
IGEA Communication 2/20/02 Meeting Statements
1. The purpose of this Interdisciplinary Gen Ed Outcomes Assessment project is to look at assessment of student learning in the classroom as part of the learning process. In other words, we are interested in looking at assignments that not only give information about how well students are performing the outcomes, but also to give students feedback that is instructional in nature, that helps them to improve their performance of the outcome. For this reason, the group recommends that the criteria for evaluation of an assignment always be handed out to students as part of the assignment.
2. An observation about rubrics: sometimes an evaluation of student work assumes that the work meets all criteria and earns full points and that points are deducted as a result of the evaluation. Other times, the work has to earn points as the evaluation of the work is carried out. In other words, sometimes it is enough that the assignment is completed with all elements present. At other times, the quality of the work is the focus of the evaluation. It is in this setting that rubrics are most valuable.
IEAR, 8/01 112 113 3. In big, project-based assignments, good student self-assessment asks students to identify the biggest challenges and surprises, the advice students would give others undertaking the project, and similar large-scale or big- picture reflective questions.
4. The relationship between student and teacher is part of assessment: a) we get non-objective information that influences our assessment and b) we give feedback in informal ways that has the impact of more formal assessment.
5. Big, burning question: What is the relationship between assessment and grading?
The teams also decided on a format for a cover page to accompany each assignment to be included in the notebooks. The cover page provides a quick reference that identifies the subject and course, the type and context of the assignment, and the outcomes addressed. A SAMPLE COVER PAGE is included here.
Assignment Cover Sheet IGEA: Communication
Discipline: Communications
Course: English 272: Writing for the Web
Instructor: Shalin Hai-Jew
Course Prerequisites: English 101
Assignment Title: Mid-Project Assessment
Assignment Description: Students assess their progress on a quarter-long project in which they develop a web page for a campus service or program.
Student Population: Students have various computer and web-design skill levels and for the most part are able writers.
Assignment Timeframe: Students get this assignment at the beginning of the quarter and turn it in at mid-quarter.
Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
O. Other Outcomes Addressed Information Literacy: General Intellectual Abilities: IEAR, 8/01 113 114
IEAR, 8/01 114 115 PROJECT EVALUATION
Participating faculty filled out an evaluation form at the end of Spring 2002. Their comments are reproduced here in full, organized by evaluation item.
Interdisciplinary Gen Ed Outcomes Assessment Project Faculty Reflection and Evaluation Compiled Responses (six faculty responding)
1. What were the benefits of participating in the IGEA Project?
I got concrete, tangible, rubrics that I am using and revising as a result of my participation in this project. The discipline of coming to meetings and being required to develop products to present at the meetings helped me focus on what exactly I want students to show me in the assignments I ask them to do. Talking to other faculty about their assignments and their rubrics influenced my thinking about my own assignments. In addition, I saw that faculty who participated in this project grew substantially in their understanding of the multicultural outcomes, and how to achieve those goals for students.
Meeting with colleagues to discuss pedagogy. Seeing how other disciplines approach student work.
The opportunity to see other approaches to classroom assignments and discuss possible applications of the outcomes.
It gave me a greater understanding of the Gen Ed. Requirements and other instructors’ approaches to meeting them within assignments.
Participating in this project had many benefits. I was given the opportunity to work closely with master teachers that mentored me in my first quarters at SCC. Although I did have prior knowledge about assessment tools and how they should be utilized to improve the curriculum and not only to assess student’s knowledge, this opportunity was excellent. I was able to change theory into practice and utilize the knowledge that I had before. The notebooks being compiled will be very beneficial to future instructors that come to SCC.
I gained valuable pedagogical information from my involvement with this project. The most significant insights came from sharing with my colleagues ways to assess—that is, assessment in general. We discussed rubrics, our philosophy about grading, how our relationship with the students affect assessment and our assignments. Seeing what other professors do in the classroom, hearing their reasoning behind the merits of their assignments, and simply “talking pedagogy” was enlightening, rewarding, and enjoyable. It is what college-level “meetings” should be!
IEAR, 8/01 115 116 We so rarely get to engage in this type of conversation and it is crucial to our development as quality instructors.
This was a wonderful chance to learn about outcomes, assignments and grading from other instructors. I'm always going to use a rubric in the future and I suspect it will force me to be more clear about what I expect from assignments.
I've been quick to espouse "multiculturalism," but I haven't taught a credit course at SCC and hadn't thought much about how to interpret and achieve the multicultural outcomes. Now I'm more aware of the goal’s enormity and of its applicability to everyone on campus, not just students. Yet thoughtfulness is needed lest in our good intentions we bring about alienation instead of understanding; the issues are highly personal and can be highly threatening. Perhaps alienating a few is inevitable.
2. Did participating on this project cause you to think differently about the Gen Ed outcomes or the outcome you worked on in particular? If so, how?
I have been working on outcomes assessment for more than 15 years. Specifically, I was on the team that developed the General Education Outcomes we have now. I am more than familiar with every word, every nuance, and every comma in the GenEd outcomes. I wouldn’t have expected that I could gain more knowledge and skills in this area. However, I did gain useful insight into how others perceive the sentences we wrote in the GenEd outcomes.
It made me look at the outcomes more closely.
In some ways I think I broadened my view of what applies to the outcomes
Yes, I feel that I understand the information literacy requirement as a whole, and by extension can understand the other requirements. I have a greater understanding of how I can give my students, who are pre-college, the skills to be able to meet these requirements in the future. Additionally, I am more committed to addressing the requirements in my own courses.
Yes, participating in this project has definitely affected my thoughts on how the Gen Ed Outcomes can be successfully integrated into my curriculum. As a first year instructor, I feel that I was given the chance to work very closely with the Gen Ed Outcomes and with colleagues committed to their implementation, which will directly impact how they are utilized in my lessons. In addition, the assessment tools created were very helpful in making my first year’s courses run smoother for myself and my students, with clear expectations for all.
Yes, It caused me to question the general education outcomes! I am still unclear about the intentions of the outcome. I think the outcomes are what we want the students to be able to IEAR, 8/01 116 117 demonstrate upon leaving SCC; however, they seemed to be used more as a standard for writing Master Course Outlines and less as a standard for assessing the students learning. Are we assessing the outcome? How do we know? More importantly, my experience with the Communication outcome is that the outcome is written for a particular course (namely ENG 101 with a little cultural sensitivity rolled in). The outcome is narrowly defined making the task of fitting the outcome difficult if it doesn’t fit all parts of it. See Pam’s notes from our meetings for a more complete description of our “beefs” with the outcome. My biggest pet-peeve is using “verbally” to mean “orally”. They mean markedly different things (written forms are verbal!) and this is problematic for a gen. Ed. Outcome.
3. How does this project benefit the college as a whole (or not)?
I see several key benefits to this project: 1. It provides compensation for faculty to do useful work, which they would otherwise due for free. 2. It makes a space for faculty to talk with other faculty about their work 3. It keeps outcomes assessment foregrounded, which is a difficult task given all the demands on faculty time.
It brings people together to discuss teaching. Something the college distinctly lacks
It allows those who are interested to see examples of how the standards can be applied in specific class settings.
It creates a body of knowledge and understanding shared by a group – albeit small - who, hopefully, can help start a process of the whole campus of becoming more familiar and committed to the Gen Ed Requirements.
This project, I feel, is very beneficial to SCC in several ways. On one level it allowed colleagues from different disciplines to come together and collaborate and dialogue around the topic of assessment and it’s value in our college courses. On another level this project allowed for myself to become more confident in the assessment tools that am using in my classroom and more fully understand the process that occurs when assessing student work. Finally, in the specific Gen Ed Outcome that I was working on, a deeper understanding of what that needs to look like in our curriculums was communicated. Excellent project all around.
I think this project benefits the college as a whole only if we continue to use it as a tool for reflecting and refining our relationship to the gen. Ed. Outcomes. It benefited me greatly, and I assume it benefited the other participants as well—but to extrapolate out we would need some serious discussion of the outcomes. We would need to revise them; have difficult discussions about the use of MCO’s and to what degree we need to labor over them; we would need to “market” the “books” that document our assignments and encourage faculty to use them. To benefit everyone we should encourage more discussion groups that allow IEAR, 8/01 117 118 faculty from all disciplines to discuss their assignments and learn from each other. As is, if the “greater college” conveniently “forgets” the work of this project and or, doesn’t want to do the hard work of taking the suggestions seriously, this project will benefit few other than the participants and those who take the time to look at the project books.
Although I realized previously that moving toward the gen ed outcomes is the responsibility of all of us on campus and can’t be left to a few instructors who teach certain courses, I’m now a more emphatic advocate of that point. The more of us take responsibility, the more easily the campus will achieve the outcomes.
4. What drawbacks do you see to any aspect of the project?
It’s so hard to carve out the time to meet.
The effort to fit every aspect of student effort into a homogenous, preconceived “outcome”
I’m not sure that the end product will be widely consulted. I am also very concerned about the length of time it has taken to implement the new gen ed standards – with only a few exceptions it seems that the standards are so broad that either everything or nothing can fulfill them. It is almost time for a new revision of the gen ed standards and we have not yet agreed on these.
Unfortunately when some programs and divisions are not well-represented (or represented at all), it can create a sense of divide between the folks who are “in” the group and “out” of the group. I would like to see a college effort to support discussion and understanding of the new requirements. There seems to be a piece missing without that support and element of “promotion.”
The only drawback of the project was the time commitment and attempting to work around so many different schedules. I know that this was a chore for Pam and her hard work is greatly appreciated. There is just so much that needs to be done and very little time to accomplish it all, when everyone could attend the meetings great work was done.
None other than it bringing up much needed work that most will be reluctant to do.
None.
5. Were this project to continue, what do you see as the important next steps?
The next step as I see it is one we’ve talked about in our meetings. Combine all the IGEA groups into one meeting, provide simple lunches, and put the group to work developing rubrics that combine as many GenEd outcomes as feasible.
IEAR, 8/01 118 119 Create a less formal approach that encourages discussion of teaching not of outcomes and assessment.
At some point we need to identify how students will meet these new outcomes on a course level.
An effort to share ideas and bring more people into the discussion, as I’ve suggested above.
I could see the project committee making some recommendations regarding how to successfully implement the Gen Ed Outcomes into the curriculum. There could be internal professional development workshops offered or some way created to share the great information being gathered. I also think that it would be great to get some student work from other discipline areas on campus. I know that was a constant goal of Pam’s.
Involving new teams to discuss their assignments. Revisiting the outcomes and revising them so that they are easier to work with, more reflective of our work and intentions, and reasonable. Educate the campus about assessment.
Somehow expand it to include more faculty in the process of looking at assignments. I'm not suggesting that all instructors spend days on each outcome, but a workshop on each outcome for each instructor would be appropriate in addition to the availability of the notebooks.
6. Anything else?
Consider using some assessment money to cater lunches for the meetings. This would go a long way toward building community and commitment. I know it’s a small thing, but it would work. I want to express my admiration and appreciation for Pam Dusenberry and her work in herding and managing us to do the very useful work that we did this year.
Not everything is measurable nor should we spend all our effort measuring. The outcomes assessment philosophy is oriented more to political showboating than to student-centered learning.
Pam worked very hard for this project and I certainly hope that something will come of it.
Nope, except: Good job, Pam!
KUDOS to Pam for spearheading this project.--for her hard work and dedication to a cause that seems unsupported. We had a great time in our group. It was supportive, educational, and valuable on all counts.
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C. PROJECT CONCLUSIONS
PROJECT FINDINGS
Benefits: Participating in IGEA helped the sixteen faculty to integrate assessment of SCC's General Education Outcomes into their courses. It also helped faculty more deeply understand the outcomes themselves and their relevance to course content. They see more clearly what the Gen Ed Outcomes mean in terms of their students' performance. It helped faculty to clearly communicate performance expectations to their students resulting in several clear cases of improved student performance of the Gen Ed Outcomes and of specific course outcomes. This project produced three notebooks ("Good IGEAs"), each containing assignments with assessment rubrics and sample student work that measure student performance of each of three Gen Ed Outcomes: Communication, Multicultural Understanding, and Information Literacy. The notebooks provide a resource for the entire faculty where they can see divers examples of ways to assess the Gen Ed outcomes across the subjects and programs. The Good IGEAs Notebooks also provide excellent evidence that SCC faculty are assessing the Gen Ed Outcomes across the curriculum. Faculty who participated reported an increased appreciation of the work of other faculty. They say that seeing how other faculty incorporate the outcomes into their course content and assignments was important for their own work and for understanding what and how others teach. Participants stated they actually enjoyed coming to IGEA meetings because the topic was student learning. Some expressed the wish that more committee work proceeded from the question, “How does this affect learning and teaching?” The Good IGEAs notebooks provide a beginning compilation of what student performance/achievement of the Gen Ed outcomes looks like. It could start the campus- wide discussion of how we will provide performance-based evidence that our students have achieved the Gen Ed outcomes.
Concerns: One important difficulty is that as the faculty work to integrate assessment of Gen Ed outcomes into their courses, the outcomes themselves clearly need to be revised--some in small ways, others in major ways. However, this is nearly impossible because changing them now would mean revising hundreds of Master Course Outlines and seeing each one individually through the course change process. However, NOT making changes to the outcomes means they stay less usable. It would be useful to develop new systems by which the Gen Ed outcomes could become more fluid and flexible. The "easy" way to ensure that students meet Gen Ed outcomes as they graduate from SCC is to identify certain classes that teach to each of the outcomes and require students IEAR, 8/01 121 122 to take a specified number of them. However, this approach discourages performance- based assessment of student learning--the ideal way to ensure that students are learning what we say they should. This seems to be the direction that SCC is heading. The participants and manager agree that an on-going process should be developed whereby faculty and other members of the campus community regularly look at student performance of the outcomes across the curriculum. This process builds a much more solid and consistent implementation of the outcomes. Another closely related concern raised by the participants was around Master Course Outlines (MCOs) and the process for writing and revising them to ensure integration of the Gen Ed outcomes. It is unwieldy, to put it politely. For the most part, faculty find obtrusive and unhelpful the process of adapting their course content to address most or all six of the Gen Ed outcomes.
PROJECT RECOMMENDATIONS
1. Since this project helped faculty to more deeply understand and integrate the Gen Ed Outcomes, the teams all recommend that the project continue in the same or a similar form. More faculty participating with greater representation from the Science/Math, HOPE, and Business Administration divisions will serve to further integrate the outcomes into the curriculum and provide an excellent means of seeing that SCC's Gen Ed outcomes are being met across the curriculum. 2. Participants agree that the stipend of $400 for participating for two quarters was an important incentive. They recommend that faculty should be paid for participating. 3. Faculty in general agree that an easy, fluid process should be developed for continuous revision of the Gen Ed Outcomes. In the process of examining how well they can be addressed through assignments, assessments, and evaluation rubrics, it becomes clear that the outcomes are more useful if they can change as a result. 4. Two teams each have specific recommendations for changes to the Gen Ed Outcomes themselves. The first is that the General Intellectual Abilities Outcome is so broad that all course content of just about every class could fit under it. The teams recommend revising this statement to be more specific about the kinds of thinking expected. 5. The Communication Outcome Team recommends that the outcome be revised to better reflect the performance standards (the statements below the outcome). It further recommends that in the third performance standard, the word "verbal" be changed to "oral." It also recommends adding performance standards on communicating in groups and in discussion groups on line. 6. The Multicultural Understanding Outcome Team recommends no changes to the outcome or performance standards but recognizes the frustration felt by some that the outcome's specific reference to race, class, and gender issues in historical context prevents some attempts at inclusion of multicultural content. Further discussion is recommended. 7. It is recommended that the MCO template be revised or completely changed to improve its usefulness and its ease of use. One possible revision would be to de-emphasize the very specific detail on how each course teaches to each outcome (perhaps develop program-based documents that do this) and focus more on how each class measures student learning. It is
IEAR, 8/01 122 123 further recommended that the unwieldy process of revising and approving MCOs be examined and streamlined.
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D. "GOOD IGEAS" COMMUNICATION OUTCOME ASSESSMENT NOTEBOOK
MEETING STATEMENTS
Communication 2/20/02 and 3/6/02 Meeting Statements
The purpose of this Interdisciplinary Gen Ed Outcomes Assessment project is to look at assessment of student learning in the classroom as part of the learning process. In other words, we are interested in looking at assignments that not only give information about how well students are performing the outcomes, but also to give students feedback that is instructional in nature, that helps them to improve their performance of the outcome. For this reason, the group recommends that the criteria for evaluation of an assignment always be handed out to students as part of the assignment.
An observation about rubrics: sometimes an evaluation of student work assumes that the work meets all criteria and earns full points and that points are deducted as a result of the evaluation. Other times, the work has to earn points as the evaluation of the work is carried out. In other words, sometimes it is enough that the assignment is completed with all elements present. At other times, the quality of the work is the focus of the evaluation. It is in this setting that rubrics are most valuable.
In big, project-based assignments, good student self-assessment assignment asks students to identify the biggest challenges and surprises, the advice students would give others undertaking the project, and similar large-scale or big-picture reflective questions.
The relationship between student and teacher is part of assessment: a) we get non-objective information that influences our assessment and b) we give feedback in informal ways that has the impact of more formal assessment.
Big, burning question: What is the relationship between assessment and grading?
Communication 3/20/02 Meeting Statements
Grading in Math is generally thought to be totally objective as opposed to grading in ESL, English and Speech, which is generally thought to be much more subjective. It is partly this idea that the criteria for good written and oral communication are subjectively determined that rubrics that make the criteria clearer to students are so important. In Math, what makes an answer correct is much more evident, so a rubric to explain why is not as needed.
Steve Bogart has his students complete larger math projects (“Big Homework”) in groups. For these assignments, he does clearly delineate the criteria for grading the project. This is
IEAR, 8/01 124 125 not in the form of a rubric, but in a list of guidelines handed out at the start of the term which students are to keep and refer to throughout the quarter.
Communication 4/18/02 Meeting Statements
This group notices that there is no part of the Gen Ed Communication outcome that addresses working in groups of diverse others. Since the Multicultural Understanding outcome concentrates on gaining and applying particular knowledge about power, privilege, race, class and gender, perhaps it is important that the Communication outcome include an outcome about communication well with others who are different from ourselves.
Another observation this group makes about the Gen Ed Communication outcome is whether item I. is necessary. This statement reads: “Students will be able to listen to, understand, evaluate and respond to verbal and non-verbal messages.” It seems that every assignment that every instructor gives would address this outcome. Is it too broad to be useful?
We discussed a writing assignment for ESL 098 (Level 5—three courses from English 101) which has clear directions and grading criteria included—a good example. In the discussion, the differences between Developmental English and ESL arose, such as that the criteria or rubric for assessing student writing in these two programs may be different even though the levels are considered parallel.
Big question: Do we include points for effort or participation in the rubrics for big projects?
Communication 5/16/02 Meeting Statements
The work on this project has focused as much on shaping assignments as it has on assessing student achievement of the outcomes. If we faculty are to assess the Gen Ed Outcomes well in our classes, we need good assignments, ones that clearly call for student performances that demonstrate what we mean by the outcomes.
Some assignment sheets are the rubric for evaluation because they state clearly the criteria.
In looking at Betsey Barnett’s online discussion assignment, several communication issues arise: How can her idea of “substantive” be more clearly spelled out? How can the idea of “respect” be made clearer? What are the behaviors that demonstrate respect? Are the conventions of online writing different than those for online chat? Are they different from off-line writing? Do they need to be spelled out in the assignment?
IEAR, 8/01 125 126 ASSIGNMENTS / ASSESSMENTS
C-1. Communications: Self Analysis of Term Research Paper C-2. Communications: Mid-Project Assessment C-3. ESL: Writing Assignment Two: Comparison Essay C-4. ESL: Essay Cover Sheet C-5. Developmental English: Reading Log C-6. Speech Communication: Communication Paper and Informative Presentation C-7. Communications: News Article Writing C-8. Communications: Traditional Print Resume, Scannable Resume, Web Resume C-9. ISP-History and English: Paper Analyzing a Historical Essay C-10. Intra-American Studies: Online Discussion Board and Group Participation C-11. Criminal Justice: Juvenile Justice System Invented Case Study C-12. Astronomy: Quiz #4 C-13. Math: Big Homework #1
IEAR, 8/01 126 127 C-1 Assignment Cover Sheet IGEA: Communication
Discipline: Communications
Course: English 272: Writing for the Web
Instructor: Shalin Hai-Jew
Course Prerequisites: English 101
Assignment Title: Mid-Project Assessment
Assignment Description: Students assess their progress on a quarter-long project in which they develop a web page for a campus service or program.
Student Population: Students have various computer and web-design skill levels and for the most part are able writers.
Assignment Timeframe: Students get this assignment at the beginning of the quarter and turn it in at mid-quarter.
Communication Outcomes Addressed:
I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
P. Other Outcomes Addressed Information Literacy: General Intellectual Abilities:
IEAR, 8/01 127 128
English 272-273: Mid-Project Assessment
Self-Assessment and Learning:
What has been the most difficult challenge that you’ve faced so far in your project?
What do you plan to solve this problem? As individuals? As a team?
What surprises have you encountered? How have you handled these?
What advice would you have to share with others?
What are some of the challenges you’ve found in working with real live clients?
As Consultants:
What have you learned (any aspect of this project) that you could share with the class?
What skill areas would you personally like to build from what you’ve learned in this project so far?
Areas Needing Support:
What types of support do you need from your peers?
What support could you use from your instructor?
Skills Gained (the Long Term View):
What have you learned from this project so far that can be translated into skills that can apply to other projects? Jobs? Educational endeavors?
IEAR, 8/01 128 129 C-2 Assignment Cover Sheet IGEA: Communication
Discipline: Communications
Course: English 272-273: Writing for the Web
Instructor: Shalin Hai-Jew
Course Prerequisites: English 101
Assignment Title: Self Analysis of Term Research Project
Assignment Description: Students assess their progress on a quarter-long research and web- building project in which they develop a web page for a campus service or program.
Student Population: Students have various computer and web-design skill levels and for the most part are able writers.
Assignment Timeframe: Students complete this assignment at the end of the quarter. They have about a week to complete it.
Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material.
VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Other Outcomes Addressed General Intellectual Abilities: I
IEAR, 8/01 129 130
English 272: Self Analysis of Term Research Project
Name: ______Date: ______
Directions: Please write out detailed and well-supported observations to the following. Be as specific and insightful as possible.
1. Describe what you did well on your term research and web-building project. You may wish to refer to some of the following points:
Planning and Conceptualizing of the Project Connecting with the Client and Keeping Him/Her/Them in the Loop Supporting Team Members in their Learning and Work (Teaming) Scheduling and Organizing Group Meetings Team Communications Providing Quality Substance/Information Conducting Research--Interviewing, Surveying, Library Research, Internet Surfing, Others and Ensuring Accuracy Writing and Organization (Use of Rhetorical Modes, Chunking Data) Using Peers/Team Members for Revising and Feedback Working on Revision of Ideas Editing for Grammar, Syntax and Spelling Issues Working through the Integration of Graphics Presenting Speeches and Oral Presentations in Class Maintaining Timeliness Observing Copyright and Avoiding Copyright Infringement Respecting Trademarks Using Current Technologies (Adobe Golive, Flash, Ms Word, Adobe Photoshop, Internet, Pagemaker or Quark, Excel, Powerpoint, and Others)
2. If you had to do your research project all over again (which you blessedly don't!), how would you do it differently? What are areas that you need to work on for yourself? (Please refer to some of the same factors above.)
Criteria for Evaluating this Personal In-Class Essay:
Insight: How deeply does the individual analyze himself/herself? Comprehensiveness: Does he/she address all the relevant or applicable points above? Has any basic information been omitted? Analytical Approach: What evaluation has the individual brought to bear on the Web writing team experience? Writing Organization: How well does the writer organize and present the information? Flexibility: How willing is the individual to learn from this experience?
IEAR, 8/01 130 131 C-3 Assignment Cover Sheet IGEA: Communication
Discipline: English As a Second Language
Course: ESL 098: Academic ESL I
Instructor: Donna Biscay
Course Prerequisites: ESL Placement
Assignment Title: Writing Assignment Two: Comparison Essay
Assignment Description: Students write a short essay comparing their education to one of three ways described in their textbook.
Student Population: ESL 098 students are three quarters away from English 101. They are learning essay structure and have mastered intermediate grammar skills. They are learning more complicated verb usage and sentence structure.
Assignment Timeframe: Students have two weeks to complete this assignment with process help in class.
Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.). III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Other Outcomes Addressed General Intellectual Abilities: Q. Information Literacy: I, II, IV
IEAR, 8/01 131 132
ESL098/Biscay Writing Assignment #2: Alternative Education
Objective: Write an essay that compares your educational experience with your reading.
Topic: Compare the way that you were educated with one of the three ways described in Chapter 4: The Montessori method, The Paul Robeson Academy method or The Foxfire method.
Pre-writing Suggestions: 1) Find the three most important pieces of information in the method you chose. 2) Brainstorm ways your education was similar to or different from this method. 3) Make a plan: What will go in each body paragraph? 4) What is your thesis? 5) Review Organizational Markers, page 247 (comparison and contrast) and logical connectors (blue paper). (These words in your writing to demonstrate connections between ideas.)
Due: Monday, November 15 On Monday during class your paper will be “peer reviewed” by two other students. You will take the paper and reviews home on Monday night. On Monday night, after you read the peer reviews, you may change your paper. You will also complete a “Response Form” On Tuesday, bring the Response Form, your Peer Review forms and your draft back.
Format:Typed, 12-point font, double spaced Submit to teacher in pocket portfolio.
Grading: Total points possible for draft and final: 30 points First draft: 10 points Final draft: 20 points
Note: In order to receive full points for this assignment, you must bring 3 copies of your paper to class on Monday.
IEAR, 8/01 132 133 ESL 098 Essay Rubric
Name: ______Assignment: ______
High Passing Pass Not Passing
Introduction:
General Topic Introduced ______Background Information ______Thesis Statement ______
Body Paragraphs:
Topic Sentences ______Support/Details ______Unity ______Cohesion ______Transitions ______
Conclusion:
Restates General Topic ______Restates Main Ideas ______Closing Remarks ______
Mechanics
Verb Tense/Form ______Sentence Boundaries ______Clause Structure ______Noun Phrases ______Subject/Verb Agreement ______Word Choice ______Word Form ______Word Order ______Expression/Idiom ______Spelling/Punctuation ______
IEAR, 8/01 133 134
ESL 098 Name ______Writing #2 Reflections
After you have reviewed your writing portfolio, write short answers to these questions.
1. We reviewed the first draft in class in small groups. This is called “peer review.” In terms of the feedback your peers gave you, what was helpful? Was anything not helpful?
2. What did you change from your first draft to your second draft? Why did you make these changes? If you didn’t make changes, can you explain why?
3. Explain your writing process. (For example, did you do any prewriting activities? Did you go to the Academic Skills Center? Did you see the teacher or ask a friend for help?)
4. What did you learn about organization, parts of the essay, coherence and grammar throughout this writing assignment?
5. Are you satisfied with the points you received for this assignment?
IEAR, 8/01 134 135 PEER REVIEW SHEET
Reviewer’s name: ______
Writer’s: ______
Describe the best part of this essay: ______
______
Is the thesis clearly stated? ______
Is the introduction interesting? ______
Is the main idea of each paragraph clear? ______
Does each body paragraph begin with a topic sentence that has a controlling idea?
______
Are there any details which do not belong in the essay? ______
______
Did the author provide enough examples from his or her own experience or from the reading? ______
______
Is the conclusion effective? ______
How can the author improve this essay? Give the author specific suggestions.
______
______
IEAR, 8/01 135 136
RESPONSE FORM*
I agree with the following comments: ______
______
These are the changes I want to make in response to the reviewers’ suggestions.
______
I disagree with the following comments: ______
______
I need help with the following parts of the essay: (Please number in order of priority, for example, 1=most important need)
____ introduction
____ thesis
____ body
___ conclusion
____ vocabulary
____ transitions
____ content
____ grammar
____ other (please describe)
*Attach this form to your draft. Put this form and the reviewers’ forms in your portfolio.
IEAR, 8/01 136 137
Essay Cover Sheet Name ______
1. What was the writing assignment. (Use your own words.)
2. List the most successful thing you did in writing this paper.
3. Describe your writing process. (For example, how long did it take you? Did you write it all in one day? What help did you receive? What problems did you encounter?)
4. Prewriting Activities: What did you use? In what way or ways did any of these activities help you? Would you use any of these before you write your next essay? Would you like to learn more about prewriting activities?
6. Is there anything you learned that you could apply to the next writing assignment?
IEAR, 8/01 137 138
C-4 Assignment Cover Sheet IGEA: Communication
Discipline: English As a Second Language
Course: ESL 098: Academic ESL I
Instructor: Donna Biscay
Course Prerequisites: ESL Placement
Assignment Title: Essay Cover Sheet
Assignment Description: Students fill out this cover sheet each time they turn in an essay. It is a self-assessment of their writing process and of the quality of their writing.
Student Population: ESL 098 students are three quarters away from English 101. They are learning essay structure and have mastered intermediate grammar skills. They are learning more complicated verb usage and sentence structure.
Assignment Timeframe: Students get the cover page assignment with the writing assignment.
Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Other Outcomes Addressed
IEAR, 8/01 138 139
Essay Cover Sheet Name ______
5. What was the writing assignment. (Use your own words.)
6. List the most successful thing you did in writing this paper.
7. Describe your writing process. (For example, how long did it take you? Did you write it all in one day? What help did you receive? What problems did you encounter?)
8. Prewriting Activities: What did you use? In what way or ways did any of these activities help you? Would you use any of these before you write your next essay? Would you like to learn more about prewriting activities?
7. Is there anything you learned that you could apply to the next writing assignment?
IEAR, 8/01 139 140
C-5 Assignment Cover Sheet IGEA: Communication
Discipline: Developmental English
Course: English 080, 090 and 100
Instructor: Pam Dusenberry
Course Prerequisites: Asset placement or completion of the previous English course.
Assignment Title: Reading Log
Assignment Description: Students complete this 11-step reading process assignment every time they read for class. It helps them practice a process for reading and recording what they learn based on what excellent readers do.
Student Population: Students in English 080 are learning the elements of good reading and writing processes and what is expected in college in these areas. English 090 and 100 students are furthering these processes.
Assignment Timeframe: Students complete this assignment 20-30 times in the course of the quarter. They have from one day to a week to complete each one.
Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.). III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Other Outcomes Addressed General Intellectual Abilities: I. A. and D. Information Literacy: IV. A.
IEAR, 8/01 140 141
English 080 – 090 – 100- Dusenberry R. S. Learning Log Assignment
Learning Outcome: The purpose of this assignment is to help you develop a useful reading process for various kinds of college reading. By practicing these steps, you will develop pre-reading strategies, methods to improve comprehension while reading, and techniques to remember what you read.
ASSIGNMENT: Pre-read to get warmed up or ready to learn: Preview—survey the entire reading, looking at headings, chapters, summary, questions at the end, etc. 1. Write down what you anticipate or guess will be in the reading. 2. Write down questions you have about the subject. 3. Write what you know about the subject. Read to understand and to learn: Keep in mind the author’s questions and your own. Remember you are reading to find major ideas and supporting details—what is the author trying to communicate to you? 4. Write down the main idea of each paragraph, section or page (depending on length of reading). 5. Write down answers to your questions from #2 above. 6. Write down any interesting, confusing, or noteworthy ideas, etc. 7. List words you don’t know. Post-read to consolidate your learning: 8. Go back and write down definitions of words you didn’t know. 9. Write down the main idea of the reading in one sentence. Formula: Title + author + main event (happening) + main message or lesson 10. Write a summary paragraph of the entire reading (that continues from the main idea sentence you just wrote). 11. Write a response to the ideas and issues raised by the reading. For example, you could write about one idea you noted in #6 above, or you could say whether the author’s ideas are true in your experience and give an example, or you could write a letter to the author, or to a friend recommending the reading. Or you could tell what emotions are raised by the reading and why.
IEAR, 8/01 141 142
Reading Log Evaluation Rubric
Meets Doesn't meet Criteria Standards Standards All entries are included and were turned in on time: Prereading strategies are used effectively: Guesses of reading content are thoughtful Questions about the reading topic are original & interesting List of what's known about topic is thorough and thoughtful Reading strategies are used effectively (for understanding text): Main ideas noted in own words--not too many or too few Unknown vocabulary words are noted and defined Student's questions are answered if possible Post-reading strategies are accurate and effective: Main idea sentence names author, title, major event, main message Summary includes author's main ideas, no opinion Student's own original, thoughtful ideas included in response
IEAR, 8/01 142 143
C-6 Assignment Cover Sheet IGEA: Communication
Discipline: Speech Communications
Course: SPCMU 101
Instructor: Brooke Zimmers
Course Prerequisites: English 101
Assignment Title: Communications Paper and Informative Presentation
Assignment Description: Students choose, observe (in themselves and others) and practice a communication skill learned in class. In an essay and presentation to their small group, they present their findings about their use of a communication skill.
Student Population:
Assignment Timeframe: Students get this assignment at the beginning of the quarter and turn it in at mid-quarter.
Communication Outcomes Addressed:
I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.). III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
T. Other Outcomes Addressed General Intellectual Abilities: I
IEAR, 8/01 143 144
Communication Paper and Informative Presentation
Paper and Presentation ASSIGNMENT: Interpersonal Communication Concepts You are to choose a communication skill or concept, from any of the assigned chapters that you wish, to apply to your own communication/relationships. I suggest you choose a skill that you wish to practice or improve. Turn in a proposal for your idea no later than ______to check your idea with me--this means you may want to look ahead at each chapter to see what interests you. Choose something you are particularly intrigued with and challenged by and be sure to choose an activity that you can write 3 to 5 pages about. You will be writing a paper and presenting a speech about this concept following these steps:
1. WEEK ONE: Choose a skill/concept; research it in the book. Find out as much as you can about this skill/concept—what is its definition, its application, and any variations in understanding about this concept? You can use outside sources but be sure to cite them if you do. 2. WEEK TWO AND THREE: Observe others and yourself using this skill/concept. What do you notice? How do you behave currently and why do you want to choose this skill? Observe others who are successful—what do they do? Watch television and movies that show people engaged in this skill—what does the media/society say about use of this skill? 3. WEEK THREE-FIVE: Practice the skill and keep track of your progress. What are you doing to practice this skill? How does it feel to behave differently? Are you having success? If not, why not? What are you learning about yourself as a result of exploring this concept/skill in more detail?
When you write your paper, be sure to answer these questions:
1. What is your skill/concept?
2. Why did you choose this skill/concept? How is it relevant to you?
3. What did you do to gain knowledge about the topic? What did you learn about it and how did your new knowledge influence your observations and practice?
4. What did you observe in others in regard to their use/response to the topic?
5. What did you observe about yourself—before and after analyzing the topic?
6. What did you do to practice this skill? How does it feel to behave differently? Are you having success? If not, why not?
7. What are you learning about yourself as a result of exploring this concept/skill in more detail?
It is most important that you apply communication concepts from our text/class time to your own personal experience and insights!
IEAR, 8/01 144 145
Your paper will be graded in the following way: Organization: Is it a cohesive essay? Is there a logical order to your discussion? Do you have an introduction, body, conclusion? Do you have transitions to link paragraphs? Evidence and Development,: Do you address all of the questions asked? Do you develop your discussion fully and demonstrate an accurate assessment? Have you taken a creative approach to the topic? Do you support any arguments / conclusions with evidence/examples? Write this paper as if your audience does not know the terms you are using. Teach your reader about the concept. A simple way to do this is to display a term, provide a definition, provide an example as it relates to you, and explain how that particular example exemplifies the term. Or, give an example of behavior, provide a term describing the behavior, define the term and infer the meaning. Be sure to cite your sources and include page numbers. Critical Thinking, Analysis and Creativity: I will be looking for you to demonstrate that you have come to some valuable insights or conclusions about the concept/activity you explored. What did you learn about yourself? Others? Did your behavior always get the same results? Under what circumstances were the results different? Demonstrate to me your ability to analyze, evaluate, and question. Style and Mechanics: Use appropriate vocabulary, creative language, variety and effectiveness of sentence structures, active voice, proper spelling and punctuation.
We will “workshop” these papers in your groups. Bring two copies of your first rough draft for your peers and a copy of the first two pages of your paper for me.
First Draft of Paper due ______for 20 points Final Paper due on ______for an additional 35 points Presentation due on ______to be graded in groups (more on this later)
Suggestions for topic ideas: At the end of every chapter there are a list of activities, thinking probes, skill builders and ethical challenges—these might be a good place to start for ideas—or see me if you want to try something not listed here. Make sure it is a communication-related topic! communicative competence (p. 27) self-concept/self-esteem, identity management and perceptions faulty listening habits and or an aspect of listening (judgmental, empathic, etc.) disruptive language or sexist/racist language (see pg 107) your comfort level with touch, distance, and space. Change it. styles of intimacy and comfort with self disclosure Examine a relationship in terms of relationship development theories confirming and disconfirming language—discussed in ch. 7 conflict or your conflict style Say No, set boundaries and limits, Pay attention to your role(s) in groups Spend time alone, in silence. Turn off radio, TV. Meditate
IEAR, 8/01 145 146
Zimmers/SPCMU 101 Communication Skill Report Grading sheet
Peers: Put your initials on the line that best evaluates the paper for that criteria. Each evaluator can use this same page. I will assign the grade. 1st draft peer evals______/12 ORGANIZATION 1st draft______/2 Final draft _____/10 High Passing Pass Needs Attention: Catches the audience’s attention ______Warms the audience to the topic ______Shows direction of paper-- Thesis ______Uses transition to link unrelated points ______Groups like ideas together ______Puts ideas in logical order ______Summarizes in conclusion ______Ends with a bang ______Uses paragraphs appropriately ______
EVIDENCE & DEVELOPMENT 1st draft______/2 Final draft _____/10 High Passing Pass Needs Attention: Answers all assigned questions ______Supports conclusions with evidence ______Thoroughly examines the concept ______Applies terms to experience ______Cites sources internally (pages too) ______Includes bibliography ______
CRITICAL THINKING 1st draft______/2 Final draft _____/5 High Passing Pass Needs Attention: Asks relevant and probing questions ______Expresses insights ______Evaluates supporting material ______Takes a creative approach to skill ______
IEAR, 8/01 146 147
STYLE AND MECHANICS 1st draft______/2 Final draft _____/5 High Passing Pass Needs Attention: Spelling ______Verb-tense consistency ______Subject-verb agreement ______Punctuation and Grammar ______Watch word choice (wc) ______Awkward wording (awk) ______Write in complete sentences (nas) ______
IEAR, 8/01 147 Improvement on Final draft ____/5
TOTAL ON 1ST DRAFT ______/20 TOTAL ON FINAL ______/35
IEAR 8/01 148 149
Zimmers/SPCMU 101 Group Presentation
Presentation
The presentation will be a 5 minute speech to a small group. Basically you will present your topic/concept and answer the questions posed for the paper assignment. The goals are:
to get you disclosing to your group to get to know each other better to prepare and practice a longer presentation to engage/facilitate a group presentation in a conversational manner
On the due dates for these reports, you will present to your group. I’d suggest you figure out an order of speaking before the due date. Please have someone keep tract of time for each speaker. Each person will have 5 minutes to do the following:
1. Tell what skill you chose and why. 2. Tell your experience of that behavior before you practiced the “skill”. 3. Tell, briefly, about your observations of others and how you practiced the skill. 4. Read, sing, perform, teach, engage in role-plays, bring in resources (books, videos, music, drawings, photos, etc.) to engage your audience/group in the skill more fully. 5. Tell how you feel about your approach to the skill and what the outcome was. 6. Get feedback and answer questions from your peers.
Your group will evaluate your presentation (worth 20 points) based on the following:
Organization: Is there a logical order to your discussion? Do you have an intro., body, conclusion?
Thoroughness/Completeness: Did you include everything necessary to demonstrate to the audience your skill? Could you have said more? Less? Did you manage your time well?
Approach: Was your approach to practicing the skill the most appropriate? Could you have done something different that might have been more beneficial? Is it clear that you put effort into this project? Is it apparent that you got the most out of it?
Delivery: Did you speak clearly, at the appropriate volume, rate, etc.? Did you talk to or with your audience? Were you conversational? Did you manage your time well?
149 150
Zimmers Speech Communication COMMUNICATION SKILLS REPORT PRESENTATION NAME OF PRESENTER______
Circle 75% 85% 95% 100% and write comments out to the side
COMMENTS: ORGANIZATION: 75% 85% 95% 100% Introduced skill appropriately 75% 85% 95% 100% Presented in logical order 75% 85% 95% 100% Gave a summary and conclusion 75% 85% 95% 100% THOROUGHNESS/COMPLETENESS: The skill he/she chose was______75% 85% 95% 100% Told his/her experience of skill 75% 85% 95% 100% Explained observations of others/self 75% 85% 95% 100% Explained what he/she learned/gain insights 75% 85% 95% 100% Engaged/Facilitated group in learning about skill 75% 85% 95% 100% Cited Sources and researched appropriately 75% 85% 95% 100% Included more? Less? 75% 85% 95% 100%
DELIVERY: He/she spoke with a conversational tone 75% 85% 95% 100% She/he had good eye contact 75% 85% 95% 100% Did he/she manage his/her time well? 75% 85% 95% 100% Did he/she speak for 5 to 7 minutes 75% 85% 95% 100%
OVERALL EFFORT: Is it clear that he/she was prepared for this project? 75% 85% 95% 100% Do you think they got the most out of this assignment? 75% 85% 95% 100% List 3 suggestions for improvement: 1. 2. 3.
THREE THINGS I LIKED ABOUT THIS PRESENTATION ARE: 1.
2.
3.
I give this person ______points out of 20
Remember: 100%=20 points 95% of 20 points = 19 90% = 18 85% =17 80%=16 75%=15 70%=14
IEAR, 8/01 150 151
C-7 Assignment Cover Sheet IGEA: Communication
Discipline: Communications
Course: Communication 211: Newswriting Communication 212: Student Newspaper
Instructor: Shalin Hai-Jew
Course Prerequisites: English 101
Assignment Title: News Article Writing
Assignment Description: Students write articles, some to be published in EbbTide.
Student Population: Students have various level of news-writing experience and for the most part are able writers.
Assignment Timeframe: Students usually have about one week to complete news article assignments.
Communication Outcomes Addressed:
I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.) III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
U. Other Outcomes Addressed Information Literacy: I, II, IV General Intellectual Abilities: I
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C-8 Assignment Cover Sheet IGEA: Communication
Discipline: Communications
Course: English 272: Writing for the Web
Instructor: Shalin Hai-Jew
Course Prerequisites: English 101
Assignment Title: (Traditional) Print Resume, Scannable Resume and Web Resume
Assignment Description: Students create three versions of a resume according to different media specifications.
Student Population: Students have various computer skill levels and for the most part are able writers.
Assignment Timeframe: Students have several weeks to complete their resumes.
Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Other Outcomes Addressed
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English 272-273: (TRADITIONAL) PRINT RÉSUMÉ, SCANNABLE RÉSUMÉ AND WEB RÉSUMÉ WRITING:
• WHAT IS A RÉSUMÉ? A résumé is a concise representation (summary) of an individual as an educated and employable entity. It doesn’t deal with personal issues; it’s a professional utilitarian piece of writing.
• WHAT IS A TRADITIONAL RÉSUMÉ SUPPOSED TO DO? A résumé is supposed to express the job-seeker's professional/work-based competence and education in a concise and easy-to-read and accurate form.
Tips on Résumé Writing:
Employment History or Higher Education First?: The employment history should be listed first if it is more extensive and recent than the higher education. However, if the higher education tends to be more extensive than the work history, then the higher education should be listed first.
How up-to-date should a résumé be?: A résumé should always be kept up-to-date and complete. Its value lies in its accurately representing the job seeker. No huge gaps in time or work history should be observable from a résumé (at least not without a valid reason). Huge gaps in work and education history may indicate a lack of seriousness towards work on the part of the job applicant.
Length: Most résumés should not be more than 1-2 pages long for ease of the prospective employer's reading.
Paper & Font Choices: Also, most employers suggest that résumés should NOT be printed on bright colors (as that seems too frivolous) but on muted professional paper. In the same way, fonts should be easy-to-read--between a size 10 - 12 (or elite and pica type--on typewriters). Stay away from curlicue writing as well as italics. Don't vary your fonts much, as that tends to be distracting and unprofessional.
Photographs: Print résumés should not include photographs of the job applicant.
Letters of Recommendation: These letters of recommendation from bosses and colleagues may be sent in with a job application. Make sure that these are on letter head and that they reflect the nature of the letter-writer's relationship to you, his/her observations of your work abilities and character and personality (and even how you work with other people), and other information relevant to the job for which you are applying. Keep a master copy of such letters in case you need them for future reference or other job applications.
For the transferable skills section and the verb phrases, choose powerful words. Write the transferable skills using the infinite verb form. For past jobs, the verb phrases may be in the past tense. A verb phrase is formed as follows:
VERB + PREDICATE
Build a new company from ground up Design a Web site as part of a team Create branded graphics for a site
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POWER WORDS FOR RÉSUMÉS (ALPHABETICAL) ACCOMPANY CONTROL FILL MANUFACTURE REBUILD ACCUMULATE CONVERT FINANCE MARK RECALL ACHIEVE CONVINCE FINISH MARKET RECEIVE ACQUIRE COORDINATE FIRE MEASURE RECOMMEND ADMINISTER COPY FIT MEET RECONCILE ADMIT CORRECT FIX MODIFY RECORD ADVISE CORRESPOND FORMULATE MONITOR REDUCE AID COUNSEL FOUND MOTIVATE REFER ALLOW COUNT GOVERN NEGOTIATE REGISTER ANALYZE CREATE GRADE NOMINATE REGULATE ANSWER CREDIT GRAPH NOTE RELATE APPLY DEBATE GREET NOTIFY RELAY APPOINT DECIDE HANDLE NUMBER RENEW APPRAISE DELIVER HEAD OBSERVE REORGANIZE ARRANGE DEMONSTRATE HELP OBTAIN REPAIR ASSEMBLE DEPOSIT HIRE OPEN REPLACE ASSESS DESCRIBE IDENTIFY OPERATE REPORT ASSIGN DESIGN IMPLEMENT ORDER REQUEST ASSIST DETAIL IMPROVE ORGANIZE RESEARCH ATTACH DETERMINE IMPROVISE OUTLINE RESERVE ATTEND DEVELOP INCREASE OVERCOME RESPONSIBLE AUTHORIZE DEVISE INDEX PACKAGE RETRIEVE BALANCE DIAGNOSE INDICATE PACK REVISE BILL DISCOVER INFORM PAY ROUTE BUY DISMANTLE INITIATE PARTICIPATE SCHEDULE BUDGET DISPATCH INSPECT PATROL SECURE BUILD DISPENSE INSTALL PERFECT SEND CALCULATE DISPLAY INSTRUCT PERFORM SEPARATE CASH DIRECT INSURE PILOT SERVE CATALOGUE DISTRIBUTE INTEGRATE PLACE SERVICE CHANGE DOCUMENT INTERPRET PLAN SET UP CHARGE DRAW INTERVIEW POST SHOW CHART DRIVE INTRODUCE PREPARE SELL CHECK EARN INVENTORY PRESCRIBE SOLICIT CLASSIFY EDUCATE INVESTIGATE PRESENT SORT CLEAN EMPLOY INVOICE PRICE STOCK CLEAR ENCOURAGE ISSUE PRINT STORE CLOSE ENGINEER JUDGE PROCESS STRAIGHTEN CODE ENTERTAIN JUSTIFY PRODUCE SUMMARIZE COLLECT ESTABLISH KEEP PROGRAM SUPERVISE COMMAND ESTIMATE LEARN PROMOTE SUPPLY COMMUNICATE EVALUATE LECTURE PROMPT TALLY COMPILE EXAMINE LEAD PROOFREAD TEACH COMPLETE EXCHANGE LICENSE PROPOSE TELEPHONE COMPOSE EXHIBIT LIST PROVE TEST COMPUTE EXPAND LISTEN PROVIDE TRANSFER CONDUCT EXPERIENCE LOAD PUBLISH TRANSPORT CONFER FABRICATE LOCATE PURCHASE TUTOR CONSTRUCT FACILITATE LOG RUN TYPE CONSULT FEED MAIL RATE VERIFY
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CONTACT FIGURE MAINTAIN READ WORD- PROCESS CONTRAST FILED MANAGE REARRANGE WORK
• EXAMPLE of a RÉSUMÉ FORM
Full Name of Job-Seeker Street Address City, State Zip Code Telephone and E-mail Address
Career Objective: The job applicant's ideal job (with clear connections between the applicant's work history and education to this ideal job).
Employment History
Dates of Employment Name of Employer (Include months and years.) Positions Held Address
Higher Education
Degree (G.P.A.--Grade Point Average), School, Dates of Attendance.
Community Service--Volunteer Contributions
Date Organization Position Address
Memberships
Date Membership Organization Address
Additional Skills
Typing: Word-Processing: Computer Experience:
Professional (and personal) references for Full Name of Job-Seeker:
1. Name and Position or Relation of that Person to the Job Applicant Name of Company Address City, State, Zip Code Telephone Number
2. Name and Position or Relation of that Person to the Job Applicant Name of Company Address City, State, Zip Code
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Telephone Number
Please feel free to contact any of the above professional references. Thanks for your consideration.
Sincerely yours, (4 lines)
Full Name of Job-Seeker
(Some résumés now include "datelines" or the month and year of creation. The idea is to constantly update a résumé for completeness and updated skills/education/work history. Most potential employers will keep résumés on hand for half a year to a year--in electronic format for easy searchability of the skills and traits that they desire.)
A TARGETED RÉSUMÉ
A targeted résumé is built around the "Job Objective". It is targeted around the winning of a certain job, task or position. The job position helps writers “filter” or select all the information that follows. Anything which supports the application for the job stays in the document. Anything that doesn’t fit is omitted. What follows next should be the job seeker's best strength--be it Education, Capabilities, Achievements or Work Experience. Put these in descending order (reverse chronological), with your best strengths first. Only bring in what is relevant to the position. Even if you've had incredible achievements in unrelated fields, you should not play those up (except as general achievements) in a targeted résumé. Keep your targeted résumé to a page. (You may include your many skills and talents and entire job history in a curriculum vitae or "CV.") Many employers will not look at a résumé past the first page. Keep your information convincing and succinct. Do revise and edit. Be specific. Add the years of your education, your school, your employers and dates of employment. Remember to support every assertion you make about your abilities. What is relevant is what you can objectively do, not what you think or speculate that you can do. Your self-evaluation is not relevant in this type of document, which "measures" a person based on a track record of past performance and proven marketable skills. Omit all mistakes in grammar, syntax, spelling, mechanics, and so on. Capitalize and punctuate correct. There should not be any mistakes in a résumé.
Make sure you have included a dateline (month and the year you made the résumé) as a targeted résumé is infinitely dated. The moment you get the job, the targeted résumé is no longer applicable. For each new job you apply for, you may have to make minute changes and adjustments. In addition, the moment you add a new skill, you need to revise your résumé to better reflect your skills and marketability. Therefore, keep a copy on disk, and keep it fine-tuned and updated. (You may also wish to make back-up résumés for e-mail, scannable résumés, and so on.)
A SCANNABLE RÉSUMÉ
Scannable résumés are ASCII-versions of print résumés. Scannable résumés may be placed on flatbed scanners and turned into digitized files (.rtf or “rich text format” files or .txt (ASCII or text-files or even MS Word files). These files can then be accessed as part of a wider database for use by the company. (Most scannable résumés are kept on file for some 6 months after receipt and then are purged.)
Scannable résumés … Are left-justified Can be read straight across line by line and still make sense (e.g. don’t have a line that contains both the job applicant’s name and address, for example, because that wouldn’t read well straight across)
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Includes key words that highlight the applicant’s abilities and skills (e.g. names of advanced software technologies would be useful), and Excludes bullets, underlining, boldface, italics, various fonts, decorative lines, clipart, photographs and such. It may be preferable to send electronic résumés as attachments to an email message as that saves the recipient company from having to scan in your information.
The One Minute Résumé Test: If you give your résumé to another, can they ascertain your job goal and your main skills in one minute? If you have a clear and succinctly written résumé, they should be able to figure out who you “are” as a job applicant in that time.
AN ONLINE WEB RÉSUMÉ
A web résumé differs from the print résumé, the targeted résumé and the scannable résumé in the following ways:
A web résumé includes a photo of the job applicant.
The home page of a web résumé must invite visitors to go in further into the site; clarifies the way the site is set up; offers downloadable resources (e.g. a downloadable scannable or print résumé); offers contact information, and includes some interesting “personal” (related to the person, not “private”) information.
A web résumé may include some color.
It may include a link to online portfolios or websites which the job applicant has designed. Archives of past work may be hosted as well. (Distribution and publication costs are not prohibitive with an online résumé vs. for actual print ones—if one is to include color and other details).
A web résumé excludes a personal address and phone. It generally uses an email—to add a layer of privacy to the job applicant.
A web résumé usually is used in conjunction with a more traditional résumé. It’s used often as an addendum to another type of résumé and adds information.
It showcases various types of writing. It may include first-person (“I”) point of view writing (which is never to be used in an official print, targeted or scannable résumé).
The online résumé emphasizes creativity, easy navigation, professional layout, judicious use of graphics, and informativeness.
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C-9 Assignment Cover Sheet IGEA: Communication
Discipline: Integrated Studies Program: History and English
Course: Rebellious Americans: Challenging National Narrative in Early America English 102 and History 241
Instructor: Jeannette Idiart and Adam Sowards
Course Prerequisites: English 101
Assignment Title: Historical Essay Analysis Paper
Assignment Description: Students evaluate several historical articles during the quarter.
Student Population:
Assignment Timeframe: Students usually have about one week to complete the analysis assignments.
Communication Outcomes Addressed:
II. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.) III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes. IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
V. Other Outcomes Addressed Information Literacy: I, II, IV General Intellectual Abilities: I, II
IEAR, 8/01 158 159
C-10 Assignment Cover Sheet IGEA: Communication
Discipline: Intra-American Studies
Instructor: Betsey Barnett
Course: IAS 103: Introduction to Multicultural Studies
Course Prerequisites:
Assignment Title: Main Discussion Board and Group Participation
Assignment Description: Post to online main and group discussion board about the readings and lectures for the week.
W. Student Population: First and second year students enrolled in a course that meets the general education core requirement in multicultural understanding.
Assignment Timeframe: Four times weekly throughout the quarter
Multicultural Understanding Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.). IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Other Outcomes Addressed Communication: I, II, IV Multicultural Understanding: II, III General Intellectual Abilities: I
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Interdisciplinary Gen Ed Assessments: Communication Assignment Cover Sheet
Discipline: Intra-American Studies
Instructor: Betsey Barnett
Course: IAS 103: Introduction to Multicultural Studies
Course Prerequisites:
Assignment Title: Main Discussion Board and Group Participation
Assignment Description: Post to online main and group discussion board about the readings and lectures for the week.
X. Student Population: First and second year students enrolled in a course that meets the general education core requirement in multicultural understanding.
Assignment Timeframe: Four times weekly throughout the quarter
Multicultural Understanding Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.). IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Other Outcomes Addressed Communication: I, II, IV Multicultural Understanding: II, III General Intellectual Abilities: I
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Assignment: Main Discussion Board 4 points each week X 10 weeks = 40 points Learning Outcome: II. Using awareness and knowledge about multiculturalism and various groups in the United States, identify issues of power and privilege that exist in all interactions. A. Describe personal and institutional biases, emotional responses, behaviors, practices and language that impact individuals and groups. B. Describe specific benefits and costs to individuals and groups directly related to race, social class, gender, sexual orientation, disability and culture
Do the assigned reading for the week. Check in every day to the Main Discussion Board Post at least 4 times each week, either by replying to another post, or by starting a new thread. You may comment on the Sessions, the readings, other student comments, etc. When responding to another post, select a sentence or two from the post you are responding to and copy and paste into your response frame. Look carefully at how I do it and you will see what I mean. Your posts should be substantive. One or two paragraphs is about right, although of course you may write more if you wish. You may post as many times as you like. To receive credit, at least 4 of your posts must meet the Discussion Board criteria.
Group Participation 4 points each week X 10 weeks = 40 points Learning Outcome: III. Function effectively in multicultural settings. A. Use appropriate face-to-face and online communication strategies to work through differences. B. Make judgments and decisions by considering as many points of view as possible.
C. Recognize individual power and privilege.
Check in with your group every day Groups have assignments to consider each week. You must comment on whatever issues there are at least 4 times each week You may attempt to answer questions, comment on your ideas, respond to someone else’s ideas, etc. You may post as many times as you like. To receive credit, at least 4 of your posts must meet the Discussion Board criteria.
Groups online are often challenging, and they are a critical component of this course. Please commit to making this part of the class work for you. I will assign groups beginning the second week of the quarter. That should give everyone a chance to enroll in Blackboard. I’ll let you know when you can start to access the group pages.
Criteria for Main and Group Discussion Boards Meets Does Not Meet If you wish to receive credit: Standards Standards You posted the required number of times
You wrote at least a paragraph (more than 2 sentences) for each post You treated your colleagues and your professor with respect
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You wrote thoughtfully and with substance about texts and sessions
C-11 Assignment Cover Sheet IGEA: Communication
Discipline: Criminal Justice
Course: CRIMJ 138: Juvenile Procedure
Instructor: Linda Forst
Course Prerequisites: CRIMJ 131 preferred
Assignment Title: Mid-Project Assessment
Assignment Description: Students write a paper chronicling a juvenile offender's progression through the juvenile justice system.
Student Population: Generally these students are in the early stages of their criminal justice course work. Majors and non-majors take the course.
Assignment Timeframe: Students get this assignment at the beginning of the quarter in their syllabus and turn it in during Week Seven.
Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.). IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Other Outcomes Addressed General Intellectual Abilities: I Multicultural Understanding: II
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Criminal Justice 138 Juvenile Justice Forst
JUVENILE JUSTICE WRITING ASSIGNMENT
You are required to write a short paper on a juvenile and his/her progression through the juvenile justice system. This paper is worth 35 points. This will be an opportunity to be as creative as you like. You will “invent” a juvenile offender and chronicle their progression through the justice system. This will be a fun assignment in that you make up the circumstances, their history, their offense, their guilt, and what happens in the “system.” It will require an understanding of the juvenile justice system and how it works. Correct terminology will be expected as well as
“believable” outcomes. For those of you who have always wanted to try your hand at “fiction writing” this is your opportunity. The paper will not require any references though you may use them if desired. The minimum length will be 4-5 pages but you can write more if the creative juices are flowing. This will be written in compliance with “Requirements for Written Work” a handout which you will be given and evaluated by the criteria identified in the “Instructor Evaluation” form.
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INSTRUCTOR EVALUATION:
NAME ______COURSE______
CONTENT: ______CLEAR WELL- ORGANIZED DEMONSTRATES KNOWLEDGE OF SUBJECT APPROPRIATE TO ASSIGNMENT
ORGANIZATION: ______WELL-ORGANIZED INTRODUCTION USED CORRECTLY IF APPROPRIATE EACH PARAGRAPH HAS A MAIN FOCUS PARAGRAPHS FLOW / EFFECTIVE TRANSITIONS CONCLUSION UTILIZED CORRECTLY IF APPLICABLE
STYLE: ______WORD CHOICE IS VARIED & APPROPRIATE INAPPROPRIATE JARGON & SLANG AVOIDED VARIETY OF SENTENCE STRUCTURES REPETITION OF WORDS/PHRASES AVOIDED
CORRECTNESS: ______COMPLETE SENTENCES (NO RUN-ONS OR FRAGMENTS) SPELLING CORRECT/ CORRECT WORDS USED NO TYPING ERRORS CONSISTENT POINT OF VIEW VERB TENSES CORRECT/ S-V AGREEMENT
FOLLOWED DIRECTIONS: ______COVER PAGE (NAME, DATE, COURSE) CORRECT NUMBER OF PAGES FONT/SPACING/MARGINS/PGS. NUMBERED/ATTACHED REFERENCES (IF APPLICABLE) DONE CORRECTLY & ACCURATELY TURNED IN ON TIME
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REQUIREMENTS FOR WRITTEN WORK
ALL WRITTEN WORK WILL BE JUDGED ON SPELLING, GRAMMAR, SENTENCE STRUCTURE, COHERENT ORGANIZATION, RELATIVE CONTENT, AND COMPLETE AND ACCURATE REFERENCES. (WORK MUST BE PROOFREAD AS “SPELL CHECK” WILL NOT CATCH THE UTILIZATION OF THE WRONG WORD) ALL WRITTEN WORK WILL BE TYPED IN A LEGIBLE, CLEAR TYPEFACE…WITH A FONT SIZE OF 12 (EXCLUDING HEADERS). IT WILL BE DOUBLE SPACED WITH MARGINS OF 1” ALL AROUND (LEFT MARGINS OF 1 ½” ARE ACCEPTABLE). THERE WILL BE A COVER PAGE INCLUDING THE TITLE, STUDENT’S NAME, COURSE AND DATE. ALL PAGES WILL BE NUMBERED AND ATTACHED WITH A PAPER CLIP OR STAPLED. REFERENCES WILL BE WRITTEN AS SPECIFIED BY THE “PUBLICATION MANUAL OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION.” SOME EXAMPLES ARE GIVEN BELOW BUT MORE SPECIFIC EXAMPLES ARE AVAILABLE IN THE MANUAL OR ON THEIR WEBSITE FOR “FREQUENTLY ASKED QUESTIONS” www.apa.org/ go to “Quick Links” “APA style helper” and “FAQs” REFERENCES SHOULD CONTAIN ALL INFORMATION NECESSARY FOR UNIQUE IDENTIFICATION AND LIBRARY SEARCH OF MATERIAL. THEY SHOULD BE LISTED ALPHABETICALLY BY THE FIRST WORD IN THE CITATION (USUALLY THE FIRST LETTER OF THE FIRST AUTHOR’S LAST NAME).
JOURNAL ARTICLE: Berkerian, D.A. (1993) In search of the typical eyewitness. American Psychologist, 48 (3), 574-576.
Klimoski, R. & Palmer, S. (1993). The ADA and the hiring process in organizations. Consulting Psychology Journal: Practice and Research, 45 (2), 10-36.
MAGAZINE ARTICLE: Posner, M.I. (1993, October 29). Seeing the mind. Science, 262, 673-674.
BOOK: Mitchell, T.R. & Larson, J.R., Jr. (1987). People in organizations: An introduction to organizational behavior. (3rd ed.) New York: McGraw-Hill.
NEWSPAPER ARTICLE: Schwartz, J. (1993, September 30). Obesity affects economic social status. The Washington Post, pp A1, A4.
NEWSPAPER ARTICLE – NO AUTHOR: New drug appears to sharply cut risk of death from heart failure. (1993, July 15) The Washington Post, p. A12.
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C- 12 Assignment Cover Sheet IGEA: Communication
Discipline: Astronomy
Course: Astronomy 101: Survey of Astronomy
Instructor: Art West
Course Prerequisites: Math 099
Assignment Title: Quiz #4
Assignment Description: Students answer six questions showing all work and providing written explanations and sometimes diagrams.
Student Population: Students have various levels of math and English skills but are considered ready for college.
Assignment Timeframe: Students complete the quiz during one 50-minute class period.
Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.). IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material.
Other Outcomes Addressed Quantitative Reasoning: Y. General Intellectual Abilities: I
IEAR, 8/01 166 167
Astronomy 101 – Art West
Quiz # 4
1. Soon after dark on evenings early in the quarter, Jupiter and Venus were well separated in the western sky (Jupiter was much higher above the horizon than Venus). Now, the two planets appear much closer, and Jupiter is much lower in the sky than it was then. Explain why this has happened. More than one factor is involved.) 2. Describe the relationship of a star’s mass to its luminosity, diameter, core temperature, and lifetime (all white it is on the main sequence), and to its chemical composition at the time it forms. 3. Draw a basic H-R diagram. Be sure to show what quantity is represented by each axis (and draw an arrow next to each axis to indicate the direction in which the quantity increases.) You do not need to show specific numerical values for the axes. Sketch and label the locations of the main sequence, red giants, and white dwarfs. Place an X at the location of the sun. 4. Explain how we can use information from a star’s absorption line spectrum to determine the temperature of the star’s lower atmosphere. 5. Explain what happens that causes and average star such as the sun to become a red giant as it nears the end of its evolution. (More than one step is involved.) 6. What is the most interesting or amazing concept you have learned about during this course? (If you choose a concept which has already been addressed on this test, you will have to provide significant additional information.) Explain the concept clearly, and tell why you find it interesting or amazing.
Scoring Rubric Each question is worth 5 points. Points Criteria 5 points Answer is essentially complete and correct; no incorrect information is included. 4 points Answer is nearly complete and correct, but includes one minor flaw. 3 points Significant progress toward a correct answer with more than minor flaws. 2 points Some progress toward a correct answer but with significant errors or omissions. 1 point Some small part of the answer is provided. 0 points No part of the answer is correct.
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C- 13 Assignment Cover Sheet IGEA: Communication
Discipline: Math
Course: Math 208: Linear Algebra
Instructor: Steven Bogart
Course Prerequisites: Math
Assignment Title: Big Homeworks
Assignment Description: Students answer ten or more problems showing all work and providing written explanations. They work in groups to hand in one Big Homework per group.
Student Population: Students have various levels of math and English skills but are considered ready for college.
Assignment Timeframe: Students generally have one-two weeks to complete the assignment.
Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.). IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments. V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material. VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.
Other Outcomes Addressed Z. General Intellectual Abilities: I
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E. "GOOD IGEAS" INFORMATION LITERACY OUTCOME ASSESSMENT NOTEBOOK
MEETING STATEMENTS
Information Literacy 2/15/02 Meeting Statements
The purpose of this Interdisciplinary Gen Ed Outcomes Assessment project is NOT to develop an evaluation rubric for information literacy that will be imposed on all faculty. Rather, the purpose is to share information about how faculty currently do measure their students’ information literacy skills—as is evident in the assignments and assessment criteria that we currently use. Any sample rubrics this group develops are just that: samples. They are to be used—changed or not—as a faculty member sees fit.
Terry Taylor makes the observation that the “historical method” includes some elements of information literacy: to be a good student of history, one must make judgments about the quality of the sources of the historical information. In his weekly on-line assignment, students must use information literacy skills to evaluate the sources of information. Here is a first-draft rubric of criteria to use in evaluating student work:
Criteria Exceeds Meets Below Standards Standards Standards Website was found Selects better sources of information from those available Determines the authenticity and purpose of web sites visited Evaluates whether the source is authentic and useful Presents findings in an organized, well-evidenced report
Assignments that ask students to use knowledge (information) to solve a problem or create something do not necessarily assess information literacy.
Information Literacy 3/1/02 Meeting Statements
Definition of Information Literacy taken from the Aspen Institute’s 1999 report, “Information Literacy: Advancing Opportunities for Living In the Digital Age.”
Information Literacy plays a role in the vast majority of disciplines—a time will arise in every field when students need information to solve a problem.
Information Literacy should be taught in pre-college ABE, ESL and Developmental classes, according to the Aspen Institute report. In Lauren Wilson’s ESL class, she provides
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instruction and practice in certain information literacy skills by providing for her students some steps in the research and evaluation process. She provides the articles for a first elementary research assignment, and students work on using quotes, paraphrasing and citing correctly, and integrating these into a short argumentative essay.
A suggestion was made to put the evaluation criteria for each assignment onto the first cover page for each assignment in this notebook. Then readers of the notebook could see quickly what the assignment is looking to measure.
Information Literacy 3/15/02 and 3/22/02 Meeting Statements
Not all assignments need a rubric. For example, Terry Taylor’s weekly Internet lab assignment (see assignment sheet in IAS/Social Sciences section), he does not use a rubric, but assigns a check, check-plus, or check-minus, and writes comments in margins to identify what aspects of their Internet site analyses need work or are good enough. The group agrees that some weekly or repeated assignments do not warrant a rubric in cases where completing the assignment is what’s important, and students don’t need thorough evaluation information because they don’t revise. It is less time-consuming to write a few margin comments about strong and weak elements, and students learn what they need to do a better job on the next assignment.
Good assignment handouts tend to contain the following information: Purposes or outcomes of the assignment, a description of the final product, how to go about doing the assignment (process directions or suggestions), and grading criteria.
Several assignments from English as a Second Language, Adult Basic Education, and Developmental English classes provide practice in one small element or skill of Information Literacy. Note for example Sean Rody’s “Facts and Ideas” assignment or Kristin Marra’s “Library Research Tools Student Presentation.” Lower level classes (pre-college) give assignments that provide some parts of the Info Lit puzzle, and students then complete other pieces.
While college-level classes may also provide such sub-skill practice, they usually require students to use the skills in larger, more complex assignments. (See Elena Bianco’s “Research Portfolio” and Terry Taylor’s “Book Review.”) Through their experience at Shoreline, students get repeated instruction and practice in information literacy skills, and the level of work expected from them is appropriately more sophisticated and complex.
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ASSIGNMENTS / ASSESSMENTS
IL-1. ESL: Library Research Tolls Student Presentation IL-2. ESL: Using Information from Outside Sources IL-3. Developmental English: Facts and Ideas IL-4. Developmental English: IL-5. History: Book Review IL-6. History: Internet Lab IL-7. Economics: Paper Analyzing Economic News IL-8. Economics: Reset Paper on a Country IL-9. Library: Research Portfolio IL-10. Nursing: Paper on the Theory of Pain
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F. "GOOD IGEAS" MULTICULTURAL UNDERSTANDING OUTCOME ASSESSMENT NOTEBOOK
MEETING STATEMENTS
Multicultural Understanding 2/13/02 and 2/27/02 Meeting Statements
In the process of designing an assessment that gets at a particular set of learning outcomes, it seems helpful to begin with writing how the assignment will be evaluated—in other words, with a rubric of criteria. A Rubric identifies what students need to know in order to do complete the assignment successfully. Here is the draft rubric the group developed for the final essay in Betsey Barnett’s multicultural class.
Multicultural Understanding Assignment Rubric
Exceeds Meets Doesn’t meet Criteria standards standards standards Essay includes analysis if growth in Multicultural Understanding. Essay uses one or both social justice models as the basis for analysis. Essay provides evidence from several of your posts to the web-based discussion board. Essay addresses race, social class, and gender. Essay identifies the benefits of multicultural understanding for your personal survival. Essay follows standard essay conventions: Intro-body-conclusion structure is used. Paragraphs are well-structured. Sentences are correct and complete.
On-line discussion forums create a record of student thinking that can be used as evidence in student self-assessment efforts. Betsey requires students to use posts to a discussion web page as evidence of their change over time.
Discussing the purposes and structure of assignments with faculty from other disciplines is useful in figuring out how best to write the assignment for students. People from outside the discipline help us see where we assume understanding or knowledge that students may not have.
Assignments that assess student learning in any gen ed outcome will very often involve writing or speaking. Therefore assignment rubrics will almost always include criteria on communication. (Note Betsey’s rubric above.)
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Assignments that ask students to use knowledge (information) to solve a problem or create something do not necessarily assess information literacy.
Multicultural Understanding 3/13/02 and 3/20/02 Meeting Statements
Several observations about using rubrics: One instructor found that distributing a rubric stating evaluation criteria with the assignment drastically improved the quality of student work she received.. Often it is difficult to explain to students what an outstanding example of an assignment looks like. A rubric helps students understand what excellent work is like. Rubrics can help with grading if points are assigned to each category. See for example the rubric for Barbara Van Droof’s assignment, “Theory of Pain.” A rubric makes grading much faster, especially when the evaluation is complex. Rubrics change as you use them—instructors learn how to better state the criteria or what new criteria need to be added as the rubric is used. A rubric is also especially helpful when grading presentations because comments can be written directly on it; criteria are already written out. When students do an assignment several times, the rubric can be changed to reflect higher standards as the quarter progresses.
What is the relationship between the rubric and grading? Sometimes a rubric is used to give feedback for the student to use in revision. Other times a rubric is used to make very clear to a student why the assignment receives a certain grade. The purpose of an assignment influences how a rubric is structured. If the assignment is to be graded, it makes more sense to assign points or percentages of a grade to the specific criteria and/or levels of performance on the rubric.
Betsey Barnett teaches an on-line class. In her on-line syllabus, she is including the rubrics she uses to evaluate each assignment. This might be overwhelming in a regular printed syllabus, but on line it is very helpful for students to know from the start how they will be evaluated because students do their assignments in their own timeframe.
Participants comment that the discussions of this working group are very helpful for improving assignments as well as incorporating the Multicultural Understanding outcome. Betsey Barnett comments that her entire syllabus has changed as a result of our discussions: all assignments are directly related to the Multicultural Understanding outcomes.
Multicultural Understanding 4/3/02 Meeting Statements
An interesting assignment for underprepared students has them look at SCC’s professed values—in the catalog, on posters, in other printed materials. Then students look for evidence of these values in the behavior of faculty, students, staff, administrators—and in their interactions, in printed sources of all kinds, and in the design and use of buildings and open campus spaces. This assignment helps students see how cultural values are reflected in many concrete ways.
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This assignment would benefit from adding a piece on class differences: how the culture of college, and of SCC in particular, is closer in values and behavioral norms to middle and upper-middle class culture. This can help underprepared students understand WHY they are underprepared—the systems in which they were educated expected different (less sophisticated) outcomes for their learning.
The assignment could also benefit from adding in a social action requirement: having students write a letter to an administrator or to the Ebbtide about something they discover from their investigations.
Shoreline CC Values Essay Instructor Evaluation
Exceeds Meets Does Not Meet Content Standard Standard Standard The essay demonstrates a clear understanding of the relationship between abstract values (attitudes) and concrete actions (behaviors). The essay provides evidence from three different sources of values practiced or not practiced. The essay is guided by a clear thesis on whether SCC practices its values or does not. The essay provides enough evidence and analysis to support the thesis. Structure The essay has a clear introduction, body and conclusion. Each body paragraph is arranged in a logical order from abstract to concrete. Conclusion pulls together all main ideas without repeating or summarizing. Writing includes effective transitions within and between paragraphs. Sentences are complete and generally correct.
Multicultural Understanding 4/17/02 Meeting Statements
We find an overlap between the Multicultural Understanding outcome and the General Intellectual Abilities outcome—both address “discipline-specific expertise.” Betsey comments that this overlap is appropriate given that the outcomes are what students should achieve by the time they graduate. The two outcomes can represent different levels of expertise.
Elena’s digital divide assignment rubric: THIS IS A TEMPLATE
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Exceeds Meets Doesn’t meet Criteria standards standards standards Essay includes analysis if growth in Multicultural Understanding. Essay uses one or both social justice models as the basis for analysis. Essay provides evidence from several of your posts to the web-based discussion board. Essay addresses race, social class, and gender. Essay identifies the benefits of multicultural understanding for your personal survival. Essay follows standard essay conventions: Intro-body-conclusion structure is used. Paragraphs are well-structured. Sentences are correct and complete.
Multicultural Understanding 5/15/02 Meeting Statements
Do tests need rubrics? The purpose of a rubric seems to be to make clear to students on what criteria their work is being evaluated and judged. Rubrics are most useful when students have the opportunity to revise the work being evaluated. However, rubrics are also useful to show clearly why a certain grade was given. So, yes, tests where students write answers can become more useful as teaching tools when feedback is given using a rubric.
Rachel David uses a three-part assignment to help students learn concepts about homophobia and the social construction of gender. Students come to class having answered several questions based on a reading. In class, they work in groups to further their understanding, using the homework. Last, they individually take a test.
Here is a rubric for the test:
WOMEN/IAS 284: Gender, Race and Class -- Evaluation Rubric for Test #4 Criteria Excellent Adequate Needs work Content 1. Two institutions chosen a. Individual homophobia example for each b. Structural homophobia between the two 2. Benefits of ending homophobia and transphobia a. One legal benefit b. Two social benefits 3. Transgendered people a. Definition b. Their existence illustrates social construction of gender
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Writing Analysis is thorough. Examples are appropriate and complete. Writing is correct (spelling, punctuation, grammar).
Observation: rubrics for specific assignments include criteria that use very different language than contained in the General Education Outcomes.
It is suggested that assignment sheets include the broad Gen Ed outcomes being addressed as well as the more specific learning goals of the assignment. Then we questioned whether the Multicultural Understanding Gen Ed outcome is meaningful to students. This could be an interesting avenue for research.
A good way to follow up this IGEA project might be to bring faculty together to look at how their assignments assess several of the Gen Ed outcomes at once. Whereas the Curriculum Transformation Project helps faculty integrate the Multicultural Understanding outcome into their courses, this new project would use a similar model to help faculty create assignments and evaluation criteria to address several outcomes at once.
Multicultural Understanding Outcome: III.C. is not clear; it needs to be changed to something like “Uses an understanding of individual power and privilege to work effectively and fairly in group settings.”
ASSIGNMENTS / ASSESSMENTS
MU-1. Developmental English: Essay Exploring SCC Culture MU-2. Humanities: Final Project and Presentation MU-3. Intra-American Studies: Multicultural Activities Report MU-4. Intra-American Studies: Social Research and Social Action Report MU-5. Intra-American Studies: Self Evaluation MU-6. Early Childhood Education: Infant/Toddler Observation MU-7. Early Childhood Education: K-3 Classroom Observation MU-8. Library: Information Issues Analysis Essay MU-9. Women's Studies: Homework, Classwork and Test for Week Four: Homophobia
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APPENDIX G
Appendix
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Project Title: VCT Course Outcomes Assessment
Project Manager & e-mail address: Mary Bonar, [email protected] Dick Davis, [email protected]
Initial steps were made to identify courses to look at for this particular grant. Looking at current Master Course Outlines, some core or foundational classes had currently undergone revision incorporating outcomes and assessment materials. These foundation courses are not only defined for prerequisites but also serve as the examples for identifying technical and conceptual outcomes. The second step was to define additional coursework as it relates to “course sequencing” within the VCT program. Five areas were defined and courses were identified as follows: Prepress Sequence (VCT 122, VCT 123) Computer Graphics Sequence (VCT 129, VCT 131, VCT 132, VCT 133), Desktop Editing Sequence (VCT 264, VCT 265) Multimedia Sequence (VCT 207, VCT 208) Digital Imaging Sequence (VCT 129, VCT 229)
The following instructors were established as leads and participants: VCT 122 and VCT 123 - John Fox: Lead, Participants: Chuck Schultz, Dick Davis VCT 131 and VCT 132 - Christine Shafner: Lead, Participants: Chuck Schultz, Dick Davis VCT 133 and VCT 129 - Chuck Schultz: Lead, Participants: Christine Shafner , John, Mark O’Connell, Dick Davis VCT 264 and VCT 265, Mark O’Connell: Lead, Participants: Jane Winslow, Dick Davis VCT 229, VCT 207 and VCT 208, Dick Davis, Lead: Participants: Christine Shafner
The courses and sequences identified ended up being too large of a list to accomplish all activities. The initial process allowed for “writing” a Master Course Outline in reverse order, the final step being the final document of the MCO. While a great deal of work was accomplished in identifying technical and conceptual outcomes for eleven classes, finalizing an exit questionnaire for all classes is not complete. This process, however, proved to be an excellent system capable of adapting to the rapid changing demands of technology. With the template created, the process which was followed allows faculty and industry to facilitate curriculum revision and expedite the process for a “just in time” response. Of concern in the process of outcomes assessment is the time involved in developing the outcomes collaboratively in a team process. Associate and full-time faculty routinely have a difficult time scheduling meetings. Many of our associate faculty have full-time obligations in the industry, while full-time faculty are required to serve on various committees, meet with and advise students etc. A unique response to these issues was developed using available technologies customized for the process. A user list serve was initiated allowing communication between all participants simultaneously and without user training beyond knowing email services. A "Master Outcomes" document was developed and processed for each course. The master set was mass mailed through the list-serve to each participant (no paper or printing costs) This document included encrypted signature provisions allowing each participant to receive an attached course outcome, review previous additions and edits by other faculty, provide their own
177 178 editing/additions and then submit the document with signature. The documents were merged into one piece with edits and revisions identified for each participant. The project required three face- to-face meetings with the participants with the rest done on-line, digitally.
This was an important opportunity for collaboration for the tenured and the associate faculty responsible for the delivery of content in these classes. Perspectives on content and teaching strategies were compared. While the different strategies and approaches each instructor contributed to the dialog broadened the resources for teaching, overall a common core of concerns and values was articulated for both the professional technical student and transfer student. Both the continuity and diversity of instruction in the professional technical program is seen to be of value as it relates to the fine arts program. Basic course outcomes were defined and a resource of teaching and assessment documents is being compiled. As we have been bringing in different associate faculty to teach additional sections in the VCT program, this resource will be invaluable for establishing continuity and supporting diversity, as well as meeting technology changes in a short period of time. As students complete each course within a sequence, from different faculty, with different and sometimes opposing, perspectives and attitudes continuity between courses is insured. Exit questionnaires for each course was developed. Designed to be given at least once a year for each course. The questionnaire will be a brief "did you learn this...... " rate your learning from 1=5. The exit questions are based on the learning outcomes developed in the assessment grant to ascertain where areas of deficiency might exist in the curriculum. In addition, the results would identify areas of commonality between courses where key elements of the curriculum are repeated to ensure comprehension throughout the visual communications program. The questionnaire would be anonymous and given randomly. The questionnaire would be automated to save employee work time. We anticipate developing an on-line response system that will compute, tabulate and store information for retrieval and use in curriculum planning for the future. The current MCOs for the specified VCT courses are outdated and these discussions and resources, as well as the template itself will serve as the basis for their revision and updating. They will also complement the MCOs, which are effective in indicating general education outcomes, but merely list course specific outcomes. New instructors need to have clear and detailed outcomes for each course as they are brought in to instruct. This project will yield, upon completion, of the second phase, a reference library of both printed and digital resources with the ability to update ongoing. These resources will include syllabi, outcomes for skill and concept assessment and typical assignments done in previous offerings. One issue required a great deal of discussion and was focused on the use of specific software names to be listed in identifying outcomes. With the exception of one sequence, it was felt it was more appropriate to leave out software names and list skills as they relate to the software and job application. This has been the philosophy in the development of the VCT program and one that is clearly distinct from similar programs in the area. While the technical skills can be clearly defined and annotated by job skills, conceptual or problem solving skills are complements that can be illustrated in class critiques, portfolio assessment and project development, and finally by an exit questionnaire specific to the course. The following is a list of basic core outcomes for most VCT courses:
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Technical skills: Computer proficiency /literacy Students need to have the ability to move fluently on the computer and operating system to fully utilize software programs. The confidence to do so is distinctive upon introductory to intermediate to advanced students. Appropriate software usage Most software is specific to the task it was designed to aid. While most software packages share similar interfaces (palettes, commands), and are common among computer platforms, the ability to take from concept to technical applications defines an introductory, intermediate and advanced student. Vocabulary specific to course sequence As the courses are defined to specific job skills and techniques, the appropriate language is necessary to interpret and communicate problem solving techniques, final assessment and the dialogue in a client-based relationship. Conceptual skill development by example: Class critiques Students participate constructively in group critiques of student assignments. They need to show the ability to analyze projects presented in class and use appropriate language of visual form and job-related skills to support statements. Project development Students use problem solving strategies to: 1) identify assignment goals and problems 2) develop appropriate strategies which consider the parameters of time, formal elements, materials and craft 3) manage time, formal elements, materials and craft effectively and creatively 4) observe, perceive, respond to evolving design conditions and identity in a critical fashion and reformulate strategies and goals in a flexible manners as appropriate for the assignment/project.
Portfolio presentation Allows students to explore and express in visual form the interpretation of a technical assignment, apply conceptual skill development analysis and allows for specific assessment on overall course outcomes.
Final written assessment: Exit questionnaire A written test, for each course and sequence randomly given to assess effectiveness of teaching. The next step identified for the project is to identify common SCC General Education outcomes
179 180 as they relate to the VCT program and its courses. Through this process we may find that some sequences may embrace different outcomes applicable to the job application they were initially designed.
For digital documentation please go to: cuber.shore.ctc.edu/users/assessment
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APPENDIX H
1. Project Title:
Assessment and Coordination of the Interdisciplinary Studies Program
Project Manager & contact information:
Neal Vasishth, (206) 546-4736, [email protected]
2, A detailed overview of the project including the purpose, the number and nature of participants, and the specific activities and processes in which they engaged. Highlight both successes and challenges encountered in the course of your project.
Purpose and Goals:
The primary goal of this project was to assess the strengths and weaknesses of the existing Interdisciplinary Studies Program and then to explore solutions and make appropriate changes. The long term goal continues to be making Shoreline’s Interdisciplinary Studies Program less a peripheral and more a vital part Shoreline’s curriculum. In this effort the following specific goals were created.
1. The coordination of the existing ISP committee, which will participate in the assessment, growth and decision-making of the Interdisciplinary Program. 2. The assessment of the Interdisciplinary Studies Program in relation to Shoreline’s Strategic plan. 3. The assessment of Shoreline’s ISP program in relation to the successful interdisciplinary programs of other schools. 4. The assessment of student learning in relation to Shoreline’s General Education Outcomes. 5. In regard to student learning, the development of outcomes and methods of assessment that reflect the uniqueness of an interdisciplinary course. 6. Based off the assessment findings mentioned above, facilitating of the creation of new ISP courses. 7. Based off the assessment findings mentioned above, the development of promotional strategies for increasing enrollment in ISP courses. 8. The development of strategies for effective collaboration in regard to team-teaching amongst faculty.
I chaired the ISP committee which was made up of ten members, representing both faculty and administrators. The committee members all worked voluntarily. Throughout the year, the committee convened to assess the program, discuss goals, evaluate course proposals and create an agenda for faculty presentations and workshops. The committee members also helped
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facilitate the presentations and workshops. As Chair, my job was to facilitate the entire program. A big part of this involved communicating to faculty, advising, administration, staff, and students. Much of my time was spent writing letters, meeting with staff and administrators, promoting course creation, typing up each quarters offerings, promoting those offerings and communicating to faculty from other schools,
This project succeeded in many ways. We accomplished most of the above goals. And we have made significant progressions in regard to others. The workshops succeeded in fostering faculty ambition and support in regard to interdisciplinary instruction. New course combinations and course themes have been made. We’ve improved strategies for generating enrollment by improving how we communicate to students, via the Time Schedule, advising, flyers, class visits and extra credit student presentations. We also made an annual schedule for ISP’s for the 2002- 2003 academic year.
Last year, the ISP program was at a low point in regard to faculty participation and enrollment. Hence, this year was quite a challenge. Gaining support among all the institutional components of Shoreline has not been easy. There are still some disciplines that do not participate in course making. Managing communication between all the players involved is still a struggle; there must be clear communication amongst appropriate faculty, program Chairs and division Deans, staff, and students. Increasing student enrollment will continue to be a welcome challenge, as will getting more faculty involved from more disciplines.
3. A collection of all materials (in electronic form) produced by the project. Materials should be annotated, where necessary, to inform readers of their nature and purpose and how they support program improvement efforts. For any products available on the web, you may provide a URL in lieu of a copy of the material.
This portion will contain the following material:
a. ISP Enrollment History b. Workshop Agendas c. ISP Page for Shoreline Course Catalog d. ISP Communication Flow Chart e. ISP Committee Primary Goals and Duties f. 2003 Winter and Spring ISP Schedule
a. ISP Enrollment History
Quarter/Year ISP Combined Classes Enrollment
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Fall 99 Civilization and HIST 111 50/50 Culture: Ancient 5 cr HUMAN111 2 sections 44/50
Dreams and ENG 101 or 271 50/50 Nightmares 10 cr PSYCH 100
Taking It All Off PSYCH 210 53/75 15 cr CMU 285 ENG 100, 101 or 102
The Zoo is You BIOSC 103(Animal 35/50 Behavior) 10 cr SPCMU 101
Winter 2000 Civilization and HIST 112 40/50 Culture: Early HUMAN112 Modern 5 cr
1 section Inventing America 10 ENG 102 Cancelled 15/50 cr ENG 268(American Lit) Classes split
Bard on the Bus 10 cr DRAMA151/152 27/50 (ACTING) or
DRAMA285 (VOICE FOR ADV ACTORS)
ENG 231 (SURVEY OF SHAKESPEARE)
Eng 102
Quarter/Year ISP Combined Classes Enrollment
Spring 2000 Civilization and HIST 113 21/50 Culture: Modern HUMAN113 5 cr
Eat English with EASIA 213 (Japanese 23/50 Chopsticks 10 cr Civil)
ENG 101 or
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ENG 102 Politics and POLSCI 202 Cancelled e-people 10 cr SPCMU 230 Civilization and HIST 111 20/50 Culture: Ancient HUMAN111 5 cr Sex and Sweat PSYCH 210 57/50
8cr PE 283
Quarter/Year ISP Combined Classes Enrollment
Fall 2000 Life, Bondage and the ENG 101 45/50 Pursuit of Happiness ENG 102
IASTU 103 SPCMU 103 Election 2000 POLSCI 202 19/50 (Am Gov) 10 cr taught at 1/3 load ENG 101 ENG 102 Making Sense of ENG 101 25/25 Education ENG 102 Created for 1//3 load 10 cr SPCMU 101 Dreams and ENG 101 51/50 Nightmares 10 cr ENG 271
PSYCH 100
Quarter/Year ISP Combined Classes Enrollment
Winter 2001 Inventing America ENG 102 16/50 ENG 101 taught at 1/3 load ENG 268(American Lit) Bard on the Bus DRAMA151/152 15/50 (ACTING) or
DRAMA285 (VOICE FOR ADV ACTORS)
ENG 231 (SURVEY OF SHAKESPEARE)
Eng 102 Civilization and HIST 112 38/50 Culture: Early HUMAN112 Modern 5 cr
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Spring 2001 On the Real: IASTU 103 17/50 Talking about Race, Class and Gender SPCMU 101 taught at 1/3 load Sex and Sweat PSYCH 210 54/50
PE 283 Civilization and HIST 112 29/50 Culture: Modern 5 cr HUMAN112
Quarter/Year ISP Combined Classes Enrollment
Fall 2001 Dreams and ENG 101 or 271 48/50 Nightmares 10 cr Psych 100 Making Sense of ENG 101 26/25 Education 10cr ENG 102 ENG 271 Created for 1/3 load
SPCMU 101 Madmen or Professors MATH 080 Cancelled
ENG 090 HUM 282 Globalization: INTST 285 29/40 Positive or Negative5 cr
Quarter/Year ISP Combined Classes Enrollment
Winter 2002 Inventing America ENG 102 27/50 ENG 101 10 cr taught at 1/3 load ENG 268(American Lit) Jihad, Capitalism INTST 285 39/40 and Conflict
5 cr
The numbers reflect Final Day Enrollment
b. Workshop Agendas
“Interdisciplinary Studies: What Is Working at Other Schools?” Agenda
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Introduce Panel
Why does interdisciplinary instruction matter?
Gillies Malnarich, WA Center, TESC
AA. How We Made Our Program Successful: Path to Stability
Jim Harnish, NSCC
Michael Meyer, BCC
College also Striving to Revitalize IS Program. Where we(Edmonds) are going?
Holly Hughes & Ann Martin, ECC
Profile of a Successful IS program: Key Factors of Success Across the State and Country.
Emily Decker, WA Center, TESC
BB. "Interdisciplinary Studies: What Is (and Isn't) Working at Shoreline"
ISP Panel Agenda
Introductions: Tim Payne
1. Why do we care so much? Benefit to students, instructors and the campus
Andrea Rye
2. Generating higher enrollment a. Advertising(brief summary of progress) b. High demand courses/majors and possible ISP combinations
Diana Sampson
c. Theme and Title
Diana Knauf and Neal Vasishth
3. What to look for in a partner?
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Kathleen Lynch and Kathie Hunt
4. Group ISP course making
c. ISP Page for Shoreline Course Catalog
Interdisciplinary Studies
Discover. Explore. Connect. Interdisciplinary Studies courses allow you to fulfill graduation requirements in an alternative way. These courses integrate two or more subjects into one class that focuses on a common theme. Two or more instructors team-teach these IDeaS courses, so students get to explore issues or problems through multiple perspectives. IDeaS courses offer you a unique, challenging, engaging learning experience
Join a community of learners, students and instructors together. Work collaboratively around a common theme. Gain a deeper understanding of subjects by exploring the connections between them. Solve more complex problems. Turn ideas into action and social change.
Interdisciplinary Studies courses come in many forms. Some courses may combine three or more disciplines, giving students a full-time load. Other courses may provide students with ten, eight or five credits. Below are some examples of various forms and courses we have offered.
15-18 Credit Course with Three Instructors
CC. Thinking Green: Green Money versus Green Nature
ENVSC 201 (Environmental Science) ECON 200 (Microeconomics) ENG 101 or 271 (Composition)
How do businesses and households impact the environment? How does the government protect the needs of the economy, the environment, and future generations? In this course, you will explore critical environmental issues through group projects, videos, field trips to old growth forests and watersheds, and community service projects.
10 Credit Course with Two Instructors
DD. Dreams and Nightmares, Imagined and Real
PSYCH 100 (General Psychology) ENG 101 or 271 (Composition)
In this Interdisciplinary Studies course, we will take concepts in introductory psychology and explore them in greater depth by applying them to fiction and film and explore them through the process of writing. Through traditional and untraditional sources, we will examine the mind through dream analysis; we will also explore the role our society plays in shaping our behavior through obedience, conformity, and other social factors; then, we will integrate these approaches to examine the nature of mental disorders.
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8 Credit Course with Two Instructors
EE. Sex and Sweat
PSYCH 210 (Human Sexuality) PE 283 (Physical Education)
Are you interested in good health, good bodies and good relationships? Then this class is for you. This interdisciplinary Studies course will focus sexual function, dysfunction, orientation, communication, sexually transmitted diseases, reproductive health, and contraception. To promote a healthier lifestyle, students will engage in cardiovascular exercise, resistance training, flexibility training, and contemporary movement to music. Students will explore issues concerning body image, eating disorders, self-esteem, lifestyle choices and appropriate goal setting.
5 Credit Course with Multiple Faculty
FF.Jihad, Capitalism and Conflict
INTST 285 (Global Issues)
This Interdisciplinary Studies course will examine the evolving relationship between the West and Islam. The focus will be on the historical events that led to the attack on the World Trade Center and its consequences. Professors from the Humanities, Social Science and Sciences will contribute their expertise in an attempt to understand the sometimes volatile relationship between these world views.
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d. ISP Communication Flow Chart
ISP Communication Flow
1. Team of instructors write proposal
2a. Instructors get proposal approved and signed by Division Dean. 2b. Instructors notify their ADCs
3. Instructors submit proposal to ISP Chair
4. Proposal evaluated by ISP committee
5. ISP Chair notifies Instructors about results of evaluations
6. Instructors notify ADC’s and Division Deans about final approval of proposal
7. Accepted proposals go to Andrea/Arlene who put together ISP page. (If changes need to be made due to room conflicts(etc), instructors are notified and ADCs are notified)
GG. 8. ISP page submitted to Margielize Margielize puts ISP reference in the course listings under each individual course.
9a. Andrea/Arlene review draft of Time Schedule 9b. Should ISP chair review draft in the process?
PIO(Judy Yu)
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e. ISP Committee Primary Goals and Duties
Role of the ISP committee
Coordinate quarterly course offerings.
Advocate for publicity of ISP’s. Develop promotional strategies. Coordinate information through time schedule.
Communicate existing ISP guidelines to faculty and administration.
Give input for possible additions or changes in regard to guidelines.
Recruit faculty for teaching ISP courses.
Garner administrative support for the program
Broaden committee’s support to include a variety of innovative teaching practices.
Develop and share methods and strategies for more effective collaborative teaching.
Ultimately, make ISP courses a more central part of Shoreline’s curriculum.
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/ f. 2003 Winter and Spring Schedule
Winter 2003
Interdisciplinary Studies Courses
Discover. Explore. Connect. Interdisciplinary Studies courses allow you to fulfill graduation requirements in an alternative way. These courses integrate two or more subjects into one class that focuses on a common theme. Two or more instructors team-teach these courses, so students get to explore issues or problems through multiple perspectives. IDS courses offer you a unique, challenging, engaging learning experience
Join a community of learners, students and instructors together. Work collaboratively around a common theme. Gain a deeper understanding of subjects by exploring the connections between them. Solve more complex problems. Turn ideas into action and social change.
Sex in Space: Gender Roles in Science Fiction – 10 cr.
ENG 101(Composition) or ENG 271(Adv. Composition) and IASTU/WOMEN 283(Women of Power)
Pam Dusenberry and Rachel David
Science fiction offers a reflection of current reality and a vision of future possibilities. In this class students will explore how science fiction reinforces and reconceives traditional gender roles. Using literary and women’s studies perspectives, we will analyze and write about science fiction literature, film, and television. Students will learn to apply sound theoretical principles to popular culture, media, and their own lives. As a class we will view issues from multiple perspectives, work effectively in small groups, and write college essays.
8:00-10:20 M-Th
Rebellious Americans: Challenging National Narrative in Early America – 10 cr.
ENG 102(Composition) and HIST 241(History of the U.S. to 1877) –
Adam Sowards and Jeannette Idiart
In this course, we will examine the very rebellious character of Americans and their culture by investigating the contradictions at the heart of many of our early American myths, ideals, and stories of identity. By examining
191 192 such contradictions as the existence of the institution of slavery in a nation founded on the ideals of liberty, we will also explore the tensions, anxieties, and fears that emerge when these contradictions surface. In considering these fears, we will look carefully look at how they are projected onto groups that do not fit within those national ideals. Through research and writing, students will examine early American historical events, documents and literary works that reveal such contradictions and projections, as well as challenge those national narratives.
M-F 9:30-11:20
So You Say You Want a Revolution? Global Justice and Social Activism-10 cr
INTST 101(Global Issues) and ENG 101(Composition)
Kenny Lawson and Troy Wolff
This course explores the issues of economic and social injustice on a global scale, and what YOU can do about it. A non-traditional approach of guest lecturers from various disciplines provides students with a wide breadth of knowledge related to themes of global justice and social activism. Through lecture, discussion, writing, and direct activism, students will explore: (1) how grassroots movements forged social change in the past, (2) some of the current pressing questions of global injustice in our world today, and (3) how individuals can affect social change for the future. Lecture, discussion, readings, and activities will be paired with practicing the principles of expository writing.
11:30-1:50 M-Th
The West versus the Rest: International Political Economy – 5 cr.
INTST 201(Intro to International Political Economy)
Jim Jory. Ken Lawson and Bob Francis
International political economy in the post World War II era. Analysis of the interaction of modern nation states (politics) and world markets (economics); examination of the new international and political order and its crises in the 1970’s and 1980’s, including East and West rivalry and relations between more developed and less developed countries. Mandatory decimal grading.
10:30-11:20 M-F
HH. Sex and Sweat – 8 cr
PSYCH 210 (Human Sexuality) and PE 283 (Physical Education)
Diana Knauf and Carol Dysterhuis
Are you interested in good health, good bodies and good relationships? Then this class is for you. This interdisciplinary Studies course will focus sexual function, dysfunction, orientation, communication, sexually transmitted diseases, reproductive health, and contraception. To promote a healthier lifestyle, students will engage in cardiovascular exercise, resistance training, flexibility training, and contemporary movement to music. Students will explore issues concerning body image, eating disorders, self-esteem, lifestyle choices and appropriate goal setting.
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Spring 2003 II. Interdisciplinary Courses
Sex and Sweat----- 8 credits Psych. 210 – Human Sexuality and PE. 283 – Special Topics in Phys. Ed.
8:00-9:20 Monday - Thursday Classroom 9:30-10:20 Tuesday and Thursday, Small gym
Why the West Won…for now------5 credits INTST 200
10:30-11:20 Inventing America: Re-righting the American Experience----10 credits Eng 102 or Eng 101, or Eng 271 and Eng 268W (American Literature 1865- to 1915) or Hum 285 (Special Topics—American Experiences in Stories, Art, and Song).
9:30-11:20 daily
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