Communication: the Requirement of a Communication Course for Students Is Designed to Assure

The Assessment of General Education at Central Piedmont Community College

2001-2002 The Assessment of General Education at Central Piedmont Community College

2000-2001 General Education Goals and Courses Used for Assessment during the 2001-2002 Academic Year

Possible courses General Ed Goal for assessment

Reading - Students will demonstrate the ability to obtain meaning from printed, RED090 electronic, and graphical resources.

Communication – Students will effectively communicate both orally and in COM110 writing. Students will demonstrate the ability to locate, critically evaluate, and COM231 present information. ENG111

Mathematics – Students will apply mathematical concepts and skills to analyze, MAT115 manipulate, and interpret quantitative data. MAT161

Computer Skills – Students will demonstrate the basic computer skills necessary CIS110 to function in a technological world. CIS111

Critical Thinking / Problem solving – Students will demonstrate an ENG111 understanding of solving problems by recognizing the problem; reviewing information about the problem; developing plausible solutions; and evaluating results.

Cultural Awareness – Students will demonstrate knowledge of cultural ENG111 differences.

Social / Behavioral Sciences – Students will demonstrate an understanding of PSY150 the influence of the individual on group behavior and conversely, the influence of HIS111 the group on the individual. SOC210

Natural Sciences – Students will demonstrate comprehension of the major steps BIO110 of the scientific method.

Humanities / Fine Arts – Students will demonstrate knowledge of the Rotate through humanities and critical skills in assessing cultural/artistic merit and significance. all humanities courses Results for the 2001-2002 Portfolio

General Education Goal Area: Reading

Goal Statement: Students will demonstrate the ability to obtain meaning from printed, electronic, and graphical resources.

The Reading Goal was designed to ensure that each student meets a minimal level of competence in reading comprehension skills. For this reason, faculty set the following objective:

Objective: 70% of students will meet minimal objective for competence in reading comprehension skills

Means of assessment: 70% of students will receive at least a score of 80 or better on a cumulative final exam.

A CPT Reading Placement test score of 80 or above is considered competent in reading. However, students who do not complete the reading placement test with a score of 80 or above are required to take one (or a series of) reading course(s) before they are allowed to progress to English 111. Students in this group (referred to developmental courses) will require further testing to determine competency in reading. In the Fall 2001, reading placement tests were completed by 10,363 entering students with the following results and course referrals:

Number placement test scores referral to course enrollment 390 less than 34 ABE (adult basic literacy) 1,171 between 34 and 56 RED 080 (developmental) 3,036 between 57 and 79 RED 090 (developmental) 5,766 (61%) 80 or above ENG 111 (required college-level)

In order to measure objectives and student outcomes, faculty administered and recorded results for a cumulative final exam during the fall semester of 2001. The exam content consisted of specific reading skills that are taught in the RED 090 course. They are as follows: reading and study strategies, vocabulary skills, inference, annotating, outlining, note taking, mapping, main idea skills and graphic illustrations. The exam consisted of both open-ended and scantron graded items.

Reading 090 is course selected for testing purposes because it is the last developmental course before students enter college-level coursework. In the Fall 2001, the following numbers of students enrolled in Reading 090:

Number Enrolled Course and Number Fall 2001 562 RED 090 Results: Six sections were randomly selected for general education testing and 91exams were collected. All were evaluated and the scores were recorded as a component of each student’s final grade. The average score on the exam was 82.6. Twenty-six (28.6%) did not pass the exam with exam scores lower that 80. The passing rate was 72.5%. The goal was not met.

Reading Final Exams (2001-2002)

Section 1 Section 2 Section 3 Section 4 Section 5 Section 6 78 84 94 78 94 86 88 82 81 84 82 73 78 82 84 86 76 87 62 88 80 75 89 88 86 82 86 92 69 88 67 92 86 94 92 86 54 86 87 90 90 76 71 94 76 599 82 85 56.8 84 76 Mean 81 78 88 86 84 85.6 84 86 84 82 84 82 90 79 78 88 86 81 75 82 89 78 77 67 88 88 90 82 1033.8 86 76 72 79 mean 88 1259 71 96 73.8 90 mean 1318 83 80 83.9 mean 88 88 82.375 88 1622 86 mean 1683 85.4 mean 84.15

1033.8 1622 1259 599 1318 1683 7514.8 mean 82.6 The Reading Goal was Met. General Education Goal Area: Oral Communication

Goal: Students will effectively communicate both orally and in writing. Students will demonstrate the ability to locate, critically evaluate, and present information.

Because written communication and oral communication are not necessarily measured in any given course at the College, the goal was subdivided into two goals, one that focused on written communication and was measured in English 111 and one that focused on oral communication and was measured in Communications 110 and 231. Communications 110, 231 and English 111 are required courses for all degree- seeking students at CPCC. In the Fall 2001, the following numbers of students enrolled in the following courses:

Number Enrolled Course and Number Fall 2001 725 COM 110 Fall 2001 647 COM 231 Fall 2001 1,587 ENG 111

The requirement of a communication course for students is designed to assure that each student meets a minimal level of competence in organizing and presenting information for a public speech. For this reason, faculty set the following objective:

Objective: 70% of students will meet minimal objective for effective oral presentation. Means of assessment: 70% of student speeches evaluated will receive at least a score of 3 or better on a 5 point evaluation rubric.

In order to measure objectives and student outcomes, faculty recorded final presentations in selected speech courses during the Fall of 200. In the first year, each presentation was viewed and assessed by at least two coders and a number was assigned to that presentation based on a guiding rubric. If assigned scores were either identical for that presentation or within one score, the score itself or an average of the two adjacent scores was counted. Any speech that received scores from the two viewers that were either not identical or not adjacent scores was viewed by a third instructor. However, . there was no real variance between reviewers so it was decided that only one reviewer would be utilized in subsequent years. No faculty member graded the videos from their own sections to reduce bias. Results: Speech B. R. A. King A. C. Ross T. L. White Number Armentrout Craig McIntosh Sawyer 1 4.5 3.5 2.0 4.0 3.5 3.0 4.0 2 4.5 4.5 2.0 3.0 2.5 4.0 2.0 3 2.5 2.75 1.0 3.25 3.5 3.0 3.0 4 2.0 3 3.0 4.0 2.5 4.0 3.0 5 2.0 3 3.0 4.25 4.0 2.0 3.0 6 4.0 3.25 4.0 3.0 4.0 2.0 2.5 7 2.5 3.25 3.0 3.0 3.5 2.0 2.5 8 4.0 2.25 3.0 2.0 2.5 3.0 4.0 9 4.0 4.5 2.0 4.0 4.0 4.0 4.0 10 3.0 3.5 4.0 5.0 3.0 4.0 3.5

Total speeches assessed: 70 Total speeches receiving a score of 3 or better: 50 Percentage of speeches receiving a score of 3 or better: 71.4%

Instructors saw a range of strengths and weaknesses such that patterns of either were difficult to pinpoint. However, the following lists include some strengths and weaknesses identified in individual speeches:

Strengths: Citing sources Following outline examples from the booklet Using visual aids Speaking extemporaneously

Weaknesses: Using visual aids Reading instead of speaking extemporaneously Using effective attention getters Including effective conclusions

Speech instructors generally felt that no strong patterns emerged. Some students did well with delivery, but needed help with organization. Some students organized and planned well, but had problems with delivery.

The following represent means of improvement:  Recheck students’ outlines to make sure they’re using key-word/speaking outlines on the day of the speech.  Provide more examples of effective visual aids.  Show more student speeches for inclass assessment and discussion.

Institutional Support:  One expressed need is the time for students to do more practicing of speech skills. This would require smaller classes. Current budget shortages make this unlikely.  Another need is for more individual one-on-one time with each student to give feedback and guidance. However, with the current teaching load this is difficult.  Technology support: If students are to use the technology that is currently available in business and industry, we must have more smart classrooms to allow students practice and instruction with that technology. Speech instructors now have access to one smart classroom; obviously, we cannot schedule each speech section in that one classroom.  Another support issue is also related to technology….the cameras we need to not only record our speeches for assessment, but also to record speeches so that students can critique themselves. Our current cameras are old and many of them are in poor condition. Replacing them with similar cameras is impossible due to cost. However, to go to digital cameras is also problematic since most students do not have access to players that can handle digital equipment.

The Oral Communication Goal was Met.

General Education Goal Area: Written Communication Goal: Students will effectively communicate both orally and in writing. Students will demonstrate the ability to locate, critically evaluate, and present information.

The requirement of the English 111 course for students is designed to assure that each student meets a minimal level of competence in writing. For this reason, faculty set the following objective:

Objective: 70% of students will be able to communicate effectively in writing. . Means of assessment: 70% of students will complete the writing exam with a grade of 70 (C) or better.

Definition of Effective Written Communication:

In order to measure objectives and student outcomes, students were required to complete a three-hour written exam each term. Each exam was assessed by at least three graders and a number was assigned to that presentation based on a guiding rubric. If assigned scores were either identical for that presentation or within one score, the score itself or an average of the two adjacent scores was counted. Any exam that received scores from two viewers that were either not identical or not adjacent scores was viewed by a third instructor. During the fall 2001, eight sections were selected and 124 students completed the exam in those sections.

Results of English 111 Written Exams

Writing Assessment Exams 2001-2002

# sections # who Exam Grades Term selected took exam A - C D - F ______

Fall 2001 8 124 106 (85.5%) 18 (14.5%)

Percent that met the benchmark: 85.5%

The Written Communication Goal was Met. General Education Goal Area: Mathematics

Goal: Students will apply mathematical concepts and skills to analyze, manipulate, and interpret quantitative data.

The majority of students enroll in Math 115 and Math 161. Therefore those courses were determined to be the most effective for assessment of general education goals. In Fall 2001, enrollment in those courses was as follows:

Number Enrolled Course and Number Fall 2001 190 MAT 115 Fall 2001 804 MAT 161

Math faculty determined that the skills necessary to meet the above goal are:

1. The ability to analyze quantitative data 2. The ability to manipulate quantitative data 3. The ability the interpret quantitative data

Therefore, the following objective was set for the purpose of general education assessment:

Objective: 60% of those taking the final exam will show mastery of all three goals.

Means of assessment: 60% of those taking the final exam will correctly answer three of five questions on each of the three goal areas.

Math faculty developed a testing instrument that consisted of 15 multiple choice questions - five for each of the three skill areas adopted by the department. The questions were prepared each semester and included in the final exam. Students were considered to have "mastered" the skills if three of the five questions were answered correctly on each of the goal areas.

During the 2001-2002 year, the assessment was given to five sections of MAT 161 in Fall semester with the following results:

Number taking the exam 93 Number who met the criteria for goal one 87 (93.5%) Number who met the criteria for goal two 78 (83.9%) Number who met the criteria for goal three 75 (80.6%) Number who met the criteria in all three goal areas 63 (67.7%) Because an exam procedure had to be created for Math 115, testing did not occur in the Fall of 2001. Instead, students in MAT 115 were tested in Spring of 2002 with the following results:

Number taking the exam 147 Number who met the criteria for goal one 120 (82%) Number who met the criteria for goal two 121 (84%) Number who met the criteria for goal three 130 (88%) Number who met the criteria in all three goal areas 116 (79%)

After reviewing the results of the General Education Assessment in College Algebra, the mathematics faculty has committed to improving student outcomes through utilization of support services to reinforce classroom instruction. One source of support is the tutoring available in the Academic Learning Center. A pretest has been generated to identify at risk students early in the semester so these students could be referred to tutoring before the first major assessment. Following each assessment, additional referrals will be made as appropriate. Furthermore, all math faculty members and the division director will volunteer as tutors in the Academic Learning Center. Recognizing the importance of this effort, the Mathematics Division has adopted the volunteer effort as a Division Goal.

Another source of student support is the web-based course enhancement available to the student through the book publisher. Instructors have provided access guides to the site which includes video instruction and interactive tutorials. The division is planning to arrange for a workshop to train part time instructors on the web enhancements. The division director will seek funds to provide compensation to the part time instructors who attend the session.

After reviewing the results of the Mathematical Models Assessment, several questions were identified as target areas for student improvement. It is anticipated that an effort to improve student performance in these areas will improve overall performance on all three goals.

The Math Goal was Met. General Education Goal Area: Basic Use of Computers

Goal: Students will demonstrate the basic computer skills necessary to function in a technological world.

To measure the goal, the following objective was set:

Objective: 80% of students enrolling in or attempting to test out of CIS 110 or CIS 111 will score a 60% or higher on the combined scores for the first two in- course exams. The CIS faculty determined that basic computer skills involves the following computer operations:

start and shut down using Windows OS how to work with desktop (Windows - sizing/moving, opening/closing icons & menus) disk formatting file copying/deleting/moving creating folders MS Word (word processing) start/close applications use word processing/spreadsheets terminology (hardware and software) computer components

All degree-seeking students must take either CIS 110 (college transfer) or CIS 111 (applied science programs). Both of these courses require that students pass five exams to pass the course. Each of these exams is 60% written testing and 40% hands-on, skill- based testing. The CIS faculty determined that "demonstrating basic computer skills" would be satisfied by the percentage of students who complete the written and skill-based testing for the first two exams in the course. Students who do not want to take CIS 110 or CIS 111 have the option of taking a placement test through the testing center. Only about 20% of students pass this placement test. The remainder must enroll in CIS 110 or CIS 111. Enrollment in these courses is very heavy. During the Fall 2000 term, the following numbers enrolled in each course.

Number Enrolled Course and Number Fall 2001 1,145 CIS 110 Fall 2001 500 CIS 111

No data for 2001-2002 General Education Goal Area: Critical Thinking and Problem Solving

New Goal: Students will demonstrate an understanding of solving problems by recognizing the problem; reviewing information about the problem; developing plausible solutions; and evaluating results.

During the Fall of 2001, 60 student papers were selected for the purpose of assessing critical thinking and problem solving skills. Papers were graded by two reviewers each utilizing a grading rubric scaled from 1 to 5. An average score was created for each student.

Objective: At least 60% of students will score a 3 or better on the critical thinking and problem solving assessment. Assessment results were as follows:

Critical Thinking Scores for 2001-2002

Student review review average Student review review average # 1 2 # 1 2

61 2 3 2.5 91 3 3 3 62 2 3 2.5 92 2 2 2 63 3 4 3.5 93 2 4 3 64 2 4 3 94 1 3 2 65 3 3 3 95 2 3 2.5 66 2 3 2.5 96 2 3 2.5 67 2 4 3 97 1 2 1.5 68 3 2 2.5 98 2 3 2.5 69 2 2 2 99 2 2 2 70 3 3 3 100 2 3 2.5 71 1 2 1.5 101 2 4 3 72 1 2 1.5 102 2 3 2.5 73 2 4 3 103 3 4 3.5 74 2 3 2.5 104 3 3 3 75 1 3 2 105 2 3 2.5 76 2 3 2.5 106 3 3 3 77 2 1 1.5 107 2 3 2.5 78 3 3 3 108 1 2 1.5 79 3 3 3 109 2 3 2.5 80 3 3 3 110 1 2 1.5 81 2 2 2 111 2 3 2.5 82 1 2 1.5 112 1 3 2 83 2 3 2.5 113 1 2 1.5 84 2 2 2 114 1 1 1 85 1 2 1.5 115 2 1 1.5 86 1 2 1.5 116 2 4 3 87 2 3 2.5 117 3 2 2.5 88 2 2 2 118 2 4 3 89 2 2 2 119 2 3 2.5 90 3 3 120 2 2 2

# scoring 3-5 17 33% # scoring 1-2 33 66%

The Critical Thinking and Problem Solving Goal was not Met.

In reviewing pilot results (Spring 2001) of Critical Thinking/Problem Solving assessment, the General Education Committee identified problems with the assessment itself. The instrument using ENG 111 final exams were on topics related to culture and were not conducive to students applying problem solving skills. When assessed using the rubric developed by the General Education Committee, student work did not meet the criteria established.

Since assessment for the Fall 2001 was already in place, assessment was repeated in the same manner as in the pilot. Results were consistent with the pilot study. This was not unexpected.

As a result of the pilot study, the committee began looking to other areas of the General Education curriculum to measure Critical Thinking/Problem Solving. We have identified ECO 251 and ENG 112 as courses to target for Fall 2002 assessment. General Education Goal Area: Cultural Awareness

New Goal: Students will demonstrate knowledge of cultural differences.

Because critical thinking/problem solving and cultural awareness are not a designated courses at the College but instead skills developed across the curriculum, assessing them was problematic. It was determined that these skills would be assessed in various courses on a rotating basis. The first two years, the skills would be assessed through the English department where students must write a lengthy essay as part of their final grade. English faculty agreed to included prompts focused on cultural diversity and critical thinking/problem solving for the English exam. The General Education Committee created grading rubrics for each area and selected faculty to grade the exams.

During the Fall of 2001, 60 student papers were selected for the purpose of assessing cultural awareness. Papers were graded by two reviewers each utilizing a grading rubric scaled from 1 to 5. An average score was created.

Objective: At least 60% of students will score a 3 or better on the cultural diversity assessment.

Assessment results were as follows:

Cultural Awareness Scores (2001-2002)

Student review 1 review 2 average Student review 1 review 2 average # #

1 2 2 2 31 3 4 3.5 2 2 2 2 32 1 2 1.5 3 3 3 3 33 2 3 2.5 4 5 4 4.5 34 3 3 3 5 3 3 3 35 2 2 2 6 4 4 4 36 2 3 2.5 7 2 2 2 37 2 3 2.5 8 3 3 3 38 1 1 1 9 5 5 5 39 1 2 1.5 10 3 3 3 40 2 2 2 11 1 2 1.5 41 1 2 1.5 12 2 2 2 42 3 3 3 13 3 3 3 43 2 2 2 14 1 3 2 44 2 2 2 15 2 2 2 45 2 3 2.5 16 2 3 2.5 46 2 3 2.5 17 1 2 1.5 47 3 2 2.5 18 2 2 2 48 2 1 1.5 19 4 3 3.5 49 2 2 2 20 1 2 1.5 50 1 2 1.5 21 3 2 2.5 51 2 3 2.5 22 4 3 3.5 52 3 3 3 23 2 2 2 53 2 3 2.5 24 3 3 3 54 3 3 3 25 3 3 3 55 4 4 4 26 4 2 56 2 3 2.5 27 4 4 4 57 1 2 1.5 28 3 3 3 58 3 4 3.5 29 3 3 3 59 2 3 2.5 30 2 4 3 60 3 4 3.5

# scoring 3-5 32 53.30% # scoring 1-2 28 46.70%

The Cultural Awareness Goal was not Met.

In the Spring 2001 pilot study, the Cultural Awareness goal was not met. When analyzing the assessment process, we identified concerns with the method used. Faculty who read and assessed the papers pointed out that the prompts tended to lead students to classify, group and categorize while the rubric measured for opposite results. The ENG 111 exam uses many multiple prompts for the written exam so that it would be an overwhelming task for the committee to review each prompt to be used. It was the committee’s conclusion that we should look to other courses for measurement of the Cultural Awareness Goal.

Two courses selected were COM 110 and HIS 111. The Speech Communication faculty developed multiple choice questions measuring cultural awareness and conducted a pilot study (Spring 2002). The assessment tool and the results were reviewed and approved by the Committee in the Fall 2002. The pilot study will be included in the Fall 2001 portfolio.

Pilot Study results were as follows:

Cultural Awareness Assessment Pilot (Results) COM 110 – Introduction to Communication

Students in the following sections completed a 12 question Multiple Choice test to measure cultural awareness. Questions #6 and # 11 were removed as bad questions leaving 10 questions.

A passing score was set at 7 of 10 correct responses (70%).

These were the scores from the sections tested.

Number of Students # 7 or more correct COM 110 – 03 8 6 COM 110 - 04 10 8 COM 110 – 12 10 6 COM 110 – 13 12 12 COM 110 – 24 11 7 COM 110 – 60 7 7 COM 110 – 65 16 9 COM 110 – 85 5 5

Total students: 79 students above cutoff: 60

Percent at or above cutoff - 75.9%

Overall summaries:

1. 51 students missed 2 or fewer questions (64.5%)

2. 39 students missed 1 or less questions (49.3%)

3. 22 answered 10 questions correctly (27.8%)

A decision was made by the General Education Committee that the cultural awareness goal would be measured in COM 110 in the 2002-2003 year. General Education Goal Area: Behavioral and Social Sciences

Goal: Students will demonstrate an understanding of the influence of the individual on group behavior and conversely, the influence of the group on the individual.

Objective: 65% of the students would score a 3 or above on the assessment (6 or above in Psychology).

Social and behavioral sciences included history, political science, sociology, psychology, economics and anthropology. Students are allowed to make multiple selections from an array of courses in each area. Through an analysis of enrollment trends, it was found that the majority of students selected History 111 (World Civilization I), Psychology 150 (General Psychology) and Sociology 210 (Introduction to Sociology) to fulfill their social science course requirements. Enrollment in those courses is heavy. Enrollment for Fall 2001 was as follows:

Number Enrolled Course and Number Fall 2001 704 HIS 111 Fall 2001 1,224 PSY 150 Fall 2001 646 SOC 210

Therefore the faculty in each of those areas created assessment tools and grading criteria to be completed by students in each of the randomly selected courses. The sociology faculty and the history faculty created an essay question to measure the goal and the psychology faculty developed eight multiple choice questions. Sample assessment questions and grading rubrics can be found in the portfolio.

The sociology assessment was given to sections 05, 06, 07 and 85 of SOC 210: Introduction to Sociology in the Fall of 2001. A total of 64 students took the exam.

The results showed that 46 (71.9%) of the Sociology students scored a 3 or above on their response.

The psychology question was given to sections 04, 08, 16 and 85 of PSY 150: General Psychology in the Spring of 2001. A total of 90 students took the exam.

The results showed that 78 (86.7%) of the Psychology students scored a six or above on a ten question quiz.

The history question was given sections 06, 07, 10 and 86 of HIST 111: World Civilization I in the Spring of 2001. A total of 116 students took the exam. The results showed that 72 (62%) of the History students scored a three or above on the question concerning the impact of the Black Death.

Total scores: Number taking exam Number passing exam Sociology 64 46 Psychology 90 78 History 116 72 Total 270 196 (72.6%)

Sample assessment tools can be found in the Social Sciences section of the portfolio.

The Behavioral and Social Sciences Goal was Met. General Education Goal Area: Natural Sciences

Goal: Students will demonstrate comprehension of the major steps of the scientific method.

The Objective:

Natural Science faculty set the following objective:

Seventy Percent of students will earn a score of 60% or above on the assessment.

Criteria: Faculty in the Natural Sciences area determined that demonstrating comprehension of the steps in the scientific method involved a student being able to:

Analyze scientific data Interpret scientific data Draw conclusions based on presented data Demonstrate knowledge of observation, stating hypotheses, performing experiments and drawing conclusions Demonstrate knowledge of the nature of science

Development of an end of course assessment tool:

A multiple choice assessment tool was formulated using questions collected from biology faculty. The assessment test consists of 10 multiple-choice questions. The assessment will be updated periodically to include recent scientific experiments and data that the student may find interesting.

The Biology 110 classes were selected for assessment because the majority of students take the course for their science requirement. Enrollment numbers for the Fall of 2001 were as follows:

Number Enrolled Course and Number Fall 2001 399 BIO 110

During the pilot test (Summer 2001), 46 students completed the assessment from three sections of BIO110 with the following results: Science Scores for 2001-2002 Section Scores Section Scores 4 9 65 10 4 10 65 8 4 9 65 8 4 10 65 9 # 4's 1 1.3% 4 10 65 9 # 5's 2 2.5% 4 8 65 6 # 6's 2 2.5% 4 10 10 9 # 7's 5 6.3% 6 8 10 10 # 8's 16 20.0% 6 9 10 9 # 9's 27 33.8% 6 9 10 10 #10's 27 33.8% 6 10 10 10 Total 80 6 10 10 8 6 9 10 10 6 10 10 10 6 9 10 10 6 9 10 10 6 10 10 10 6 9 10 9 6 9 1 7 6 9 1 10 6 8 1 5 5 9 1 8 5 8 1 8 5 10 1 8 5 10 1 8 5 10 1 10 5 9 1 7 5 10 1 6 5 10 1 9 5 9 1 9 5 10 1 8 5 9 1 8 5 9 1 7 5 9 1 9 65 4 1 8 65 9 1 8 65 9 1 8 65 7 1 9 65 10 1 7 65 5 1 10

Percentage scoring 60% or above = 96.2% (n=77) Percentage scoring 70% or above = 93.7% (n=75) The Natural Science goal was met.

General Education Goal Area: Humanities and Fine Arts Goal: Students will demonstrate knowledge of the humanities and critical skills in assessing cultural/artistic merit and significance.

Objective: At least 60% of students will score a 70% or higher on the humanities and fine arts assessments.

Number Enrolled Course and Number Fall 2001 115 HUM 130 Fall 2001 347 MUS 110 Fall 2001 351 ART 111 Fall 2001 120 DRA 111

During the Fall 2001, multiple sections of Music Appreciation (MUS 110) were randomly selected for general education assessment. The results were as follows:

Music Appreciation Section Score Section Score Section Score 1 8 5 8 9 5 1 9 5 8 9 8 1 7 5 9 9 9 1 9 5 8 9 6 1 9 5 8 9 10 1 9 5 9 9 8 2 8 5 8 9 5 2 6 6 9 9 8 2 6 6 8 9 6 2 7 6 6 9 8 2 6 6 7 9 8 2 5 6 8 9 7 2 7 6 9 2 9 6 5 2 6 6 8 score # % 2 8 7 4 1 0 2 9 7 4 2 1 1.00% 2 7 7 8 3 3 3.10% 2 8 7 7 4 10 10.20% 2 6 7 8 5 10 10.20% 2 6 7 6 6 13 13.30% 2 7 7 6 7 19 19.40% 2 7 7 7 8 27 27.60% 2 7 7 4 9 14 14.30% 2 2 7 6 10 1 1.00% 3 5 7 8 98 3 5 7 5 3 8 7 8 3 4 7 3 3 4 7 7 3 6 7 4 3 4 7 7 3 3 7 5 4 7 7 4 4 4 7 7 4 9 7 5 4 7 7 7 4 8 7 3 4 9 8 8 4 7 8 8 4 7 8 4 8 5 8 8 8 8 8 9

Of the 98 students tested, 61 (62.2%) scored a seven or higher on the music appreciation assessment.

Art Appreciation

During the Fall 2001, multiple sections of Art Appreciation (ART 111) were randomly selected for general education assessment. The results were as follows:

A total of 58 students were selected for the assessment. Of those tested, 37 (64%) scored a 7 or higher on the assessment.

The Humanities Goal was Met.

Proposed Revised General Education Goals (2002-3) General Education Goal Possible courses for assessment Reading - Students will demonstrate the ability to obtain meaning from RED 090 printed, electronic, and graphical resources.

Communication – Students will effectively communicate both orally and COM 231 in writing. Students will demonstrate the ability to locate, critically ENG 111 evaluate, and present information.

Mathematics – Students will apply mathematical concepts and skills to MAT 115 analyze, manipulate, and interpret quantitative data. MAT 161

Computer Skills – Students will demonstrate the basic computer skills CIS 110 necessary to function in a technological world. CIS 111

Critical Thinking / Problem solving – Students will demonstrate an ECO 251 understanding of solving problems by recognizing the problem; reviewing ENG 112 information about the problem; developing plausible solutions; and evaluating results.

Cultural Awareness – Students will demonstrate knowledge of cultural COM 110 similarities and differences. HIS 111

Social / Behavioral Sciences – Students will demonstrate an PSY 150 understanding of the influence of the individual on group behavior and HIS 131 conversely, the influence of the group on the individual. SOC 210

Natural Sciences – Students will demonstrate comprehension of the BIO 110 major steps of the scientific method.

Humanities / Fine Arts – Students will demonstrate knowledge of the Rotates through humanities and critical skills in assessing cultural/artistic merit and all humanities significance. courses