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2017 - 2018 General Education Foundation Assessment and Improvement Report

Approved: 05/01/18

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CRITICAL CORE DEFINITION: The CRITICAL CORE emphasizes the attainment of 21st century skills that are expected by employers and four-year educational institutions, and required for personal, academic, and professional success. The CRITICAL CORE model represents Central Piedmont Community College’s (CPCC) commitment to ensuring students have the CRITICAL CORE skills they need for personal, academic, and professional success. CPCC has identified and organized these skills into the following skill sets:

● Communication: The ability to develop and effectively express in written and oral form ideas that are appropriate to audience and purpose.

● Critical Thinking: The ability to interpret, analyze, synthesize, or evaluate information, issues and ideas and apply creative thought to formulate an opinion, solve a problem or reach a conclusion.

● Personal Growth & Cultural Literacy: The ability to understand and manage self, to function effectively in social and professional environments, and to make reasoned judgments based on an understanding of the diversity of the world community

● Information Technology & Quantitative Literacy: The ability to understand and manage self, to function effectively in social and professional environments, and to make reasoned judgments based on an understanding of the diversity of the world community

The CRITICAL CORE articulates a pathway between General Education Foundation requirements and program-specific courses in a manner that provides students opportunity to gain proficiency in different key indicators of a CRITICAL CORE competency. This pathway identifies key indicators for each CRITICAL CORE competency, and ensures that students, upon completion of a degree program, will have been exposed to a minimum of two key indicators per competency. The General Education Foundation provides opportunity for exposure to one key indicator per competency, and the mapping in all remaining curriculum courses within a program of study ensures students are exposed to minimum of one additional key indicator per competency area. CRITICAL CORE PROCESS: Key Indicators (learning outcomes) for each competency provide measurable criteria for teaching, learning, and assessment. Signature Assignments (common assignments specific to a course and used across all section offerings of that course) provide a reliable standard for evaluating skill attainment. An activity, or project purposefully created or modified and targeted to assess student learning of CRITICAL CORE and Course/Program learning outcomes. Signature Rubrics (common rubrics specific to a Key Indicator) provide a consistent measure of student proficiency across courses, programs, and the institution. A scoring guide aligned with a Key Indicator, that breaks down and describes the knowledge and skills that must be exhibited in the student work. The CRITICAL CORE Initiative makes visible to our students, faculty, programs, and the institution the extent to which CRITICAL CORE skills are being attained, consistently assessed, and documented in a manner that allows collaborative engagement across the institution for improvement efforts.

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CRITICAL CORE KEY INDICATORS:

COMMUNICATION KEY INDICATORS 1. Student collects, organizes, and analyzes subject-relevant information that results in written communication with minimal errors. 2. Students orally communicate in a clear, organized manner, which demonstrates awareness of audience. 3. Student demonstrates control of syntax and mechanics. 4. Student demonstrates appropriate communication techniques for a specific area of study and/or within professional contexts. 5. Student articulates a clearly and appropriately supported viewpoint.

CRITICAL THINKING KEY INDICATORS

1. Student selects and uses information appropriately to investigate a point of view or conclusion. 2. Student formulates and articulates a position. 3. Student evaluates concepts and information to support an opinion, solve a problem or reach a conclusion. 4. Student articulates a logical conclusion and identifies implications and consequences. 5. Student integrates different ideas and concepts within a position.

PERSONAL GROWTH & CULTURAL LITERACY KEY INDICATORS

1. Student demonstrates cultural awareness. 2. Student demonstrates ethical self-awareness. 3. Student demonstrates ethical and informed decision-making. 4. Student demonstrates effective teamwork. 5. Student identifies and assesses assumptions.

INFORMATION TECHNOLOGY AND QUANTITATIVE LITERACY KEY INDICATORS

1. Student applies quantitative concepts to interpret data. 2. Student applies quantitative concepts to analyze data. 3. Student uses quantitative concepts for calculation. 4. Student uses digital tools and environments to locate, access, and gather information. 5. Student evaluates information and its sources critically.

General Education Foundation Definition: All programs of study at Central Piedmont Community College require that students complete 18 hours of general education courses specific to the General Education Foundation. The General Education Foundation introduces students to a variety of disciplines which provide exposure to different ways of thinking and interacting with the world; through this process, students attain an understanding of self, society, global issues, and civic engagement. The General Education Foundation represents the possible courses students may choose from in order to complete the General Education requirements of a specific program.

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How General Education Foundation is aligned to CRITICAL CORE: The General Education foundation ensures that students gain exposure to each of the CRITICAL CORE skill areas of Communication, Critical Thinking, Personal Growth and Cultural Literacy, and Information Technology and Quantitative Literacy. The determination of courses included in the General Education Foundation and the alignment of General Education Foundation courses to specific competency areas ensures that these obligations are being met.

General Education Foundation Course listing and Competency Alignment:

ENGLISH/COMMUNICATION COMMUNICATION: The ability to develop and effectively express in written and oral form ideas that are appropriate to audience and purpose.

SOCIAL/BEHAVIORAL SCIENCES CRITICAL THINKING: The ability to interpret, analyze, synthesize, or evaluate information, issues and ideas and apply creative thought to formulate an opinion, solve a problem or reach a conclusion.

HUMANITIES/FINE ARTS PERSONAL GROWTH AND CULTURAL LITERACY: The ability to understand and manage self, to function effectively in social and professional environments, and to make reasoned judgments based on an understanding of the diversity of the world community.

MATHEMATICS INFORMATION TECHNOLOGY & QUANTITATIVE LITERACY: The ability to locate, understand, evaluate, and synthesize, information and data in a technological and data-driven society

*WRITTEN COMMUNICATION: ENG 111: WRITING AND INQUIRY *ORAL COMMUNICATION: COM 231: PUBLIC SPEAKING Or COM 110: INTRODUCTION TO COMMUNICATION

HIS 111: WORLD CIVILIZATIONS 1 HIS 112: WORLD CIVILIZATIONS II HIS 131: AMERICAN HISTORY I HIS 132: AMERICAN HISTORY II ECO 251: PRINCIPLES OF MICROECONOMICS ECO 252: PRINCIPLES OF MACROECONOMICS PSY 150: GENERAL PSYCHOLOGY SOC 210: INTRODUCTION TO SOCIOLOGY POL 120: AMERICAN GOVERNMENT

ART 111: ART APPRECIATION ART 111:: ART HISTORY SURVEY I ART 115: ART HISTORY SURVEY II HUM 120: CULTURAL STUDIES HUM 130: MYTH IN HUMAN CULTURE MUS 110: MUSIC APPRECIATION MUS 112: INTRODUCTION TO JAZZ PHI 215: PHILOSOPHICAL ISSUES PHI 240: INTRODUCTION TO ETHICS REL 110: WORLD RELIGIONS

MAT 110: MATH MEASURE & LITERACY MAT 121: ALGEBRA/TRIG 1 MAT 143: QUANTITATIVE LITERACY MAT 152: STATISTICAL METHODS 1 MAT 171: PRECALCULUS ALGEBRA MAT 263: BRIEF CALCULUS MAT 271: CALCULUS

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General Education Foundation Course listing and Key Indicator Alignment:

CRITICAL CORE COMPETENCY GENERAL EDUCATION FOUNDATION COURSES

KEY INDICATORS

COMMUNICATION The ability to develop and effectively express in written and oral form ideas that are appropriate to audience and purpose.

ENGLISH 111 Student collects, organizes, and analyzes subject-relevant information that results in written communication with minimal errors.

COMMUNICATION 231 Student orally communicates in a clear, organized manner, which demonstrates awareness of audience.

COMMUNICATION 110 CRITICAL THINKING The ability to interpret, analyze, synthesize, or evaluate information, issues and ideas and apply creative thought to formulate an opinion, solve a problem or reach a conclusion.

SOCIOLOGY 210 Student selects and uses information appropriately to investigate a point of view or conclusion. PSYCHOLOGY 150

POLITICAL SCIENCE 120 ECONOMICS 251/252 HISTORY 111/112/131/132 Student formulates and articulates a position.

PERSONAL GROWTH AND CULTURAL LITERACY The ability to understand and manage self, to function effectively in social and professional environments, and to make reasoned judgments based on an understanding of the diversity of the world community.

ART 111/114/115 Student demonstrates cultural awareness.

MUSIC 110/112

PHILOSOPHY 215/240 Student demonstrates ethical self-awareness.

HUMANITIES 120/130 RELIGION 110

INFORMATION TECHNOLOGY AND QUANTITATIVE LITERACY The ability to locate, understand, evaluate, and synthesize, information and data in a technological and data-driven society.

MATH 110/121/152/263 Student applies quantitative concepts to interpret data.

MATH 143/171/271 Student applies quantitative concepts to analyze data.

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CRITICAL CORE Assessment and Improvement plan for General Education Foundation:

The CRITICAL CORE ensures that students, upon completion of a program of study, will be exposed to a minimum of two key indicators per CRITICAL CORE competency. General Education Foundation courses ensure at least one Key Indicator exposure, and Program of Study courses ensure the second exposure. As such, the CRITICAL CORE requires a multi-level assessment and improvement process. The General Education Foundation must be assessed and provided an opportunity for improvement, as it relates to the specific key indicators aligned with said courses. Finally, given that the CRITICAL CORE competencies represent institutional learning outcomes, a larger and more holistic evaluation and support system is required to ensure that a systematic process for improvement is in place. The CRITICAL CORE assessment process for the General Education Foundation consists of the following:

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ASSESS: The Student Score Analysis Report:

A collection and compilation of student scores on Signature Assignments, utilizing Signature Rubrics, as a means to gauge student attainment of CRITICAL CORE skills. Scored by instructor, using Signature Rubric. Score (BLANK, 0-4) recorded in BlackBoard. Compiled and reported out via BlackBoard Analytics. Analyzed and validated by Institutional Effectiveness.

A) COURSE ANALYSIS: BENCHMARK STATUS: PER COURSE, 70% OF SCORES AT LEVEL 3/4

1. The GEF contains 29 courses. 2. Per course, the following will be calculated:

a. Percent of scores at Blank, 0, 1, 2, 3, and 4 b. Percent of scores at 3 or 4

3. Per course, by delivery method (traditional, online, and hybrid), the following data will be calculated: a. Percent of scores at Blank, 0, 1, 2, 3, and 4 b. Percent of scores at 3 & 4

B) KEY INDICATOR ANALYSIS: BENCHMARK STATUS: PER KEY INDICATOR, 70% OF SCORES AT LEVEL ¾

1. The GEF represents 8 Key indicators. 2. Per Key Indicator, the following will be calculated:

a. Percent of scores at Blank, 0, 1, 2, 3 and 4 b. Percent of scores at ¾

3. Per Key Indicator, by delivery method (traditional, online, and hybrid), the following data will be calculated: a. Percent of scores at Blank, 0, 1, 2, 3, and 4 b. Percent of scores at 3 & 4

C) COMPETENCY ANALYSIS (BENCHMARK STATUS: PER COMPETENCY, 70% OF SCORES AT LEVEL 3/4)

1. The GEF represents 4 Competencies. 2. Per Competency, the following will be calculated:

a. Percent of scores at Blank, 0, 1, 2, 3, and 4 b. Percent of scores at 3 & 4

3. Per Competency, by delivery method (traditional, online, and hybrid), the following data will be calculated: a. Percent of scores at Blank, 0, 1, 2, 3, and 4 b. Percent of scores at 3 & 4

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REVIEW & REFLECT: Sampling of Signature Assignments:

Interdisciplinary Faculty Review of Student Signature Assignments ● Conducted by Faculty Liaison Teams in Early Spring Semester ● An interdisciplinary faculty validation process of student learning, that utilizes faculty liaison teams, to review artifacts of student learning. ● The purpose is to gauge how well the college is establishing consistent expectations of skill development across courses, discipline, and

programs, and for faculty outside of the discipline to provide constructive feedback towards improvement strategies aimed at student attainment of skill.

● CRITICAL CORE Faculty Liaison Teams, representing an interdisciplinary group of faculty, score a sampling of student work and upon comparison of sampling scores to original scores provided by the instructor, discuss and provide suggestions for improvement.

Intradisciplinary Faculty Review of Student Signature Assignments

● Conducted by Discipline Teams, led by Representatives of the General Education Foundation Council in Early Spring Semester ● An intradisciplinary faculty validation process of student learning, that utilizes discipline-specific faculty teams, to review artifacts of student

learning. ● The purpose is to gauge how well disciplines establish consistent expectations of skill development, and for faculty within a discipline to

reflect and provide improvement strategies aimed at student attainment of skill. ● A discipline-specific faculty team scores a sampling of student work, and upon comparison of sampling scores to original scores provided by

the instructor, discuss and provide suggestions for improvement. ● These faculty teams will also be presented with the initial Student Score Analysis (compiled via BlackBoard Analytics) and the feedback from

the Faculty Liaison Team reviews, and asked to provide suggestions and feedback for improvement of the General Education Foundation. Sampling Procedure for Review of Signature Assignments

● Per course, 10 signature assignments (student artifacts of learning) will be identified, compiled, and made available to (A) the Faculty Liaison Teams for the Interdisciplinary Review, and then (B) the Discipline Specific Teams for the Intradisciplinary Review.

● Samples of student work will be identified, compiled, and stripped of identifying data by Institutional Effectiveness. The sample will be compiled and organized by course

● A blind-coding document will identify each artifact, and instructor-provided score. For Fall 2017, the identification and compilation of artifacts will vary, according to whether the work has been submitted to BlackBoard. In the case that the instructor utilizes BlackBoard for submission, Institutional Effectiveness will have access to download the student work and view/record the instructor score.

COMPETENCY/KEY INDICATOR ANALYSIS REPORTING:

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By Competency and Key Indicator by Course based on valid scoring (0-4)

Students 0 % 1 % 2 % 3 % 4 % Number 3/4

Percent 3/4

Benchmark Met

Communication

KI 1: Student collects, organizes and

analyzes subject-relevant information that results in written communication with

minimal errors.

ENG 111 2148 300 14% 168 8% 390 18% 665 31% 625 29% 1290 60% NOT MET

KI 2: Student orally communicates in a

clear, organized manner, which demonstrates awareness of

audience.

COM 110 435 52 12% 8 2% 90 21% 148 34% 137 31% 285 66% NOT MET

COM 231 1397 81 6% 38 3% 229 16% 472 34% 577 41% 1049 75% MET

Critical Thinking

KI 1: Student selects and uses information

appropriately to investigate a point of view or conclusion.

POL 120 256 12 5% 36 14% 58 23% 97 38% 53 21% 150 59% NOT MET

PSY 150 1406 99 7% 88 6% 314 22% 371 26% 534 38% 905 64% NOT MET

SOC 210 1046 109 10% 103 10% 262 25% 306 29% 266 25% 572 55% NOT MET

ECO 252 277 8 3% 32 12% 86 31% 90 32% 61 22% 151 55% NOT MET

ECO 251 499 14 3% 57 11% 141 28% 179 36% 108 22% 287 58% NOT MET

KI 2: Student

formulates and articulates a position.

HIS 111 905 112 12% 16 2% 85 9% 184 20% 508 56% 692 76% MET

HIS 112 300 41 14% 5 2% 25 8% 64 21% 165 55% 229 76% MET

HIS 131 741 42 6% 18 2% 82 11% 138 19% 461 62% 599 81% MET

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HIS 132 287 23 8% 4 1% 27 9% 71 25% 162 56% 233 81% MET

Information Technology and

Quantitative Literacy

KI 1: Student applies quantitative concepts

to interpret data.

MAT 110 228 30 13% 12 5% 29 13% 69 30% 88 39% 157 69% NOT MET

MAT 121 74 13 18% 0 0% 7 9% 21 28% 33 45% 54 73% MET

MAT 152 619 25 4% 73 12% 161 26% 198 32% 162 26% 360 58% NOT MET

MAT 263 50 10 20% 8 16% 13 26% 16 32% 3 6% 19 38% NOT MET

KI 2: Student applies quantitative concepts

to analyze data.

MAT 143 464 42 9% 33 7% 79 17% 148 32% 162 35% 310 67% NOT MET

MAT 171 937 108 12% 108 12% 223 24% 304 32% 194 21% 498 53% NOT MET

MAT 271 134 11 8% 7 5% 31 23% 52 39% 33 25% 85 63% NOT MET

Personal Growth and Cultural Literacy

KI 1: Student demonstrates cultural

awareness.

ART 111 762 59 8% 28 4% 130 17% 203 27% 342 45% 545 72% MET

ART 114 51 26 51% 0 0% 3 6% 14 27% 8 16% 22 43% NOT MET

ART 115 36 8 22% 4 11% 6 17% 7 19% 11 31% 18 50% NOT MET

MUS 110 876 206 24% 93 11% 137 16% 204 23% 236 27% 440 50% NOT MET

MUS 112 99 11 11% 5 5% 5 5% 17 17% 61 62% 78 79% MET

KI 2: Student demonstrates ethical

self-awareness

HUM 130 110 18 16% 0 0% 5 5% 30 27% 57 52% 87 79% MET

REL 110 61 6 10% 0 0% 0 0% 0 0% 55 90% 55 90% MET

PHI 215 82 1 1% 6 7% 18 22% 27 33% 30 37% 57 70% MET

PHI 240 171 2 1% 14 8% 74 43% 48 28% 33 19% 81 47% NOT MET

COURSE ANALYSIS REPORTING:

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COURSE Students 0 % 1 % 2 % 3 % 4 % Number

3/4 Percent

3/4 Benchmark

Met

ART 111 762 59 8% 28 4% 130 17% 203 27% 342 45% 545 72% MET

Online 352 44 13% 15 4% 52 15% 70 20% 171 49% 241 68% NOT MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

Traditional 410 15 4% 13 3% 78 19% 133 32% 171 42% 304 74% MET

ART 114 51 26 51% 0 0% 3 6% 14 27% 8 16% 22 43% NOT MET

Online 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

Traditional 51 26 51% 0 0% 3 6% 14 27% 8 16% 22 43% NOT MET

ART 115 36 8 22% 4 11% 6 17% 7 19% 11 31% 18 50% NOT MET

Online 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A


MUS 110 876 206 24% 93 11% 137 16% 204 23% 236 27% 440 50% NOT MET

Online 229 48 21% 52 23% 35 15% 51 22% 43 19% 94 41% NOT MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

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MUS 112 99 11 11% 5 5% 5 5% 17 17% 61 62% 78 79% MET

Online 14 0 0% 2 14% 0 0% 8 57% 4 29% 12 86% MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

Traditional 85 11 13% 3 4% 5 6% 9 11% 57 67% 66 78% MET

PHI 215 82 1 1% 6 7% 18 22% 27 33% 30 37% 57 70% MET

Online 21 1 5% 4 19% 9 43% 4 19% 3 14% 7 33% NOT MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

Traditional 61 0 0% 2 3% 9 15% 23 38% 27 44% 50 82% MET

PHI 240 171 2 1% 14 8% 74 43% 48 28% 33 19% 81 47% NOT MET

Online 77 0 0% 11 14% 43 56% 13 17% 10 13% 23 30% NOT MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A


HUM 120 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

Online 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

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*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

Traditional 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

HUM 130 110 18 16% 0 0% 5 5% 30 27% 57 52% 87 79% MET

Online 58 5 9% 0 0% 3 5% 17 29% 33 0% 50 86% MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

Traditional 52 13 25% 0 0% 2 4% 13 25% 24 46% 37 71% MET

REL 110 61 6 9.8% 0 0% 0 0% 0 0% 55 0% 55 90% MET

Online 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A

Traditional 61 6 10% 0 0% 0 0% 0 0% 55 0% 55 90% MET

SOC 210 1046 109 10% 103 10% 262 25% 306 29% 266 25% 572 55% NOT MET

Online 306 32 10% 21 7% 83 27% 122 40% 48 16% 170 56% NOT MET

*Hybrid 8 2 25% 0 0% 6 75% 0 0% 0 0% 0 0% N/A


PSY 150 1406 99 7% 88 6% 314 22% 371 26% 534 38% 905 64% NOT MET

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Online 747 68 9% 38 5% 170 23% 206 28% 265 35% 471 63% NOT MET

*Hybrid 173 17 10% 0 0% 33 19% 58 34% 65 38% 123 71% MET


POL 120 256 12 5% 36 14% 58 23% 97 38% 53 21% 150 59% NOT MET

Online 54 11 20% 5 9% 20 37% 12 22% 6 11% 18 33% NOT MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% N/A


ECO 251 499 14 3% 57 11% 141 28% 179 36% 108 22% 287 58% NOT MET

Online 215 6 3% 42 20% 56 26% 72 33% 39 18% 111 52% NOT MET

*Hybrid 14 3 21% 2 14% 7 50% 2 14% 0 0% 2 14% NOT MET


ECO 252 277 8 3% 32 12% 86 31% 90 32% 61 22% 151 55% NOT MET

Online 104 1 1% 10 10% 16 15% 27 26% 50 48% 77 74% MET

*Hybrid 7 3 43% 0 0% 1 14% 3 43% 0 0% 3 43% NOT MET


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HIS 111 905 112 12% 16 2% 85 9% 184 20% 508 56% 692 76% MET

Online 397 51 13% 1 0% 29 7% 86 22% 230 58% 316 80% MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A

Traditional 508 61 12% 15 3% 56 11% 98 19% 278 55% 376 74% MET

HIS 112 300 41 14% 5 2% 25 8% 64 21% 165 55% 229 76% MET

Online 150 40 27% 4 3% 10 7% 27 18% 69 46% 96 64% NOT MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A

Traditional 150 1 1% 1 1% 15 10% 37 25% 96 64% 133 89% MET

HIS 131 741 42 6% 18 2% 82 11% 138 19% 461 62% 599 81% MET

Online 265 28 11% 5 2% 14 5% 35 13% 183 69% 218 82% MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A

Traditional 476 14 3% 13 3% 68 14% 103 22% 278 58% 381 80% MET

HIS 132 287 23 8% 4 1% 27 9% 71 25% 162 56% 233 81% MET

Online 52 0 0% 0 0% 0 0% 0 0% 52 100% 52 100% MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A

Traditional 235 23 10% 4 2% 27 11% 71 30% 110 47% 181 77% MET

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MAT 110 228 30 13% 12 5% 29 13% 69 30% 88 39% 157 69% NOT MET

Online 23 8 35% 5 22% 3 13% 2 9% 5 22% 7 30% NOT MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A

Traditional 205 22 11% 7 3% 26 13% 67 33% 83 40% 150 73% MET

N/A

MAT 121 74 13 18% 0 0% 7 9% 21 28% 33 45% 54 73% MET

Online 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A

Traditional 74 13 18% 0 0% 7 9% 21 28% 33 45% 54 73% MET

MAT 143 464 42 9% 33 7% 79 17% 148 32% 162 35% 310 67% NOT MET

Online 34 0 0% 0 0% 8 24% 15 44% 11 32% 26 76% MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A


MAT 152 619 25 4% 73 12% 161 26% 198 32% 162 26% 360 58% NOT MET

Online 90 0 0% 2 2% 18 20% 38 42% 32 36% 70 78% MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A

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MAT 171 937 108 12% 108 12% 223 24% 304 32% 194 21% 498 53% NOT MET

Online 136 23 17% 4 3% 14 10% 41 30% 54 40% 95 70% MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A


MAT 263 50 10 20% 8 16% 13 26% 16 32% 3 6% 19 38% NOT MET

Online 20 7 35% 1 5% 2 10% 8 40% 2 10% 10 0 N/A

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A


N/A

MAT 271 134 11 8% 7 5% 31 23% 52 39% 33 25% 85 63% NOT MET

Online 32 5 16% 1 3% 9 28% 10 31% 7 22% 17 53% NOT MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A


ENG 111 2148 300 14% 168 8% 390 18% 665 31% 625 29% 1290 60% NOT MET

Online 449 76 17% 67 15% 81 18% 115 26% 110 24% 225 50% NOT MET

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*Hybrid 24 10 42% 0 0% 6 25% 4 17% 4 17% 8 33% NOT MET


COM 110 435 52 12% 8 2% 90 21% 148 34% 137 31% 285 66% NOT MET

Online 138 30 22% 1 1% 28 20% 39 28% 40 29% 79 57% NOT MET

*Hybrid 0 0 0% 0 0% 0 0% 0 0% 0 0% 0 0 N/A


COM 231 1397 81 6% 38 3% 229 16% 472 34% 577 41% 1049 75% MET

Online 248 1 0% 10 4% 52 21% 73 29% 112 45% 185 75% MET

*Hybrid 16 0 0% 0 0% 2 13% 9 56% 5 31% 14 88% MET

Traditional 1133 80 7% 28 2% 175 15% 390 34% 460 41% 850 75% MET

*Note: For this report, 'hybrid' includes TeleWeb/Web-Based/Hybrid courses

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IMPROVEMENT PLAN:

Course Number/Title Competency Key

Indicator Improvement Area GEFC Member/Stakeholder

Improvement Plan

ART 111 Art Appreciation

Personal Growth/Cultural Literacy

KI 1 Other Mary Kilburn Monitor signature assignment component of ICD for a second year

ART 114 Art History Survey I


KI 1 Other Mary Kilburn The assignment will be worked on to make sure the instructions are clear.

ART 115 Art History Survey II


KI 1 Learning Strategies

John Cone, James Spence

The instructions will be 'cleaned-up' a bit so that the students have a better understanding

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COM 110 Introduction to Communication

Communication KI 2 Learning Strategies

To address the need for added depth/detail in cited research, we are recommending the following: 1) The coursewide research project assignment ( i.e. library scavenger hunt) should be completed/submitted prior to the creation of an outline 2) Post example videos and outlines to Blackboard Master Shells that better model correct oral/inline citation of research 3) Update the coursewide COM110 student booklet with example outlines that better model correct oral/inline citations as well as a new page highlighting the difference between a written bibliography and oral/inline citations. 4) Increase the overall weight for the signature assignment from 15% to 20% to better leverage adherence to proper research source citation against the impact of the assignment on a student's final grade. || To address the need to improve the quality of concluding statements - a.k.a. Clinchers - we recommend the following: 1) Post example videos of impacting clinchers into the Blackboard Master Shells for all COM110 classes by contrasting "needs improvement" and "effective" version of the same example clincher. || To address the need for improved energy as related to delivery skills, we recommend the following: 1) Post example videos of effective and ineffective energy levels in vocalic delivery into the Blackboard Master Shells for all COM110 classes.

COM 231 Public Speaking Communication KI 2 Learning

Strategies

To address the need for added depth/detail in cited research, we are recommending the following: 1) The coursewide research project assignment ( i.e. library scavenger hunt) should be completed/submitted prior to the creation of an outline 2) Post example videos and outlines to Blackboard Master Shells that better model correct oral/inline citation of research 3) Update the coursewide COM231 student booklet with example outlines that better model correct oral/inline citations as well as a new page highlighting the difference between a written bibliography and oral/inline citations. || To address the need to improve the quality of concluding statements - a.k.a. Clinchers - we recommend the following: 1) Post example videos of impacting clinchers into the Blackboard Master Shells for all COM231 classes by contrasting "needs improvement" and "effective" version of the same example clincher.

ECO 251 Principles of Microeconomics Critical Thinking KI 1 Learning

Strategies Vivian Wright, David Black

"Provide students with examples of what a “1” paper looks like and what a “4” paper looks like.

Create a ""Standards"" document and communicate it to all PT and

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FT faculty

Recommend students visit the writing center

Modification to Signature Assignment

Vivian Wright, David Black

"Set ""2"" page minimum but encourage longer submissions.

Require students to read all articles, and encourage students to use articles other than those provided."

Other Vivian Wright, David Black

Revise SA instructions to include "Students will write a two plus page paper discussing their opinion on raising the minimum wage after reading the articles provided. In addition, students may use additional outside sources to support their opinion or support criticism of the opposite viewpoint.

ECO 252 Principles of Macroeconomics

Critical Thinking KI 1

Learning Strategies


"Provide students with examples of what a “1” paper looks like and what a “4” paper looks like.

Create a ""Standards"" document and communicate it to all PT and FT faculty

Recommend students visit the writing center



"Set ""2"" page minimum but encourage longer submissions.

Require students to read all articles, and encourage students to use articles other than those provided."

Other Vivian Wright, David Black

Revise SA instructions to include "Students will write a two plus page paper discussing their opinion on raising the minimum wage after reading the articles provided. In addition, students may use additional outside sources to support their opinion or support criticism of the opposite viewpoint.

ENG 111 Writing and Inquiry Communication KI 1

Learning Strategies

Bill Morris; Chris Flowers, Marsi Franceschini, Timothy Robinson

The instructor can make sure to teach material relevant to signature assignment and expose students to critical core rubric

Learning Timothy Identify low-performing students through a placement test and have

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Strategies Robinson them take a grammar/language lab

Other Bill Morris; Shannon Blair

Work that DCs can do with part-timers to set standards/discuss best practices for these assignments

Other All Faculty More informative assessment opportunities

HIS 111 World Civilizations I Critical Thinking KI 2

Learning Strategies Prior to assignment, students should be introduced to instruction

on online resources and website credibility.


Susan Autry Add resource(s) about website credibility to assignment instructions. Division also needs to agree on format that students to answer the questions (in the rubric, short answer format, essay?)

HIS 112 World Civilizations II Critical Thinking KI 2

Learning Strategies Susan Autry Prior to assignment, students should be introduced to instruction

on online resources and website credibility.


Susan Autry Add resource(s) about website credibility to assignment instructions. Division also needs to agree on format that students to answer the questions (in the rubric, short answer format, essay?)

HIS 131 American History I Critical Thinking KI 2


Susan Autry Instructions should be more specific and clear in regards to what is a valid website. Also, more specific instructions are needed in regards to how to analyze the information and convey that in writing. "

HIS 132 American History II Critical Thinking KI 2


Susan Autry Stricter parameters on types of websites to use.

HUM 120 Cultural Studies


KI 2 Allan Di Donato Course not taught in given semester

HUM 130 Myth in Human Culture


KI 2 Other Allan DiDonato Continue monitoring evaluation

MAT 110 Mathematical Measurement &

Information Technology/ Quantitative


Laura Tucker/Sheri Zehrung

Collaborative learning and Giving other assignments that relate to critical core and provide rubric scores as a part of feedback

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Literacy Literacy Modification to Signature Assignment


Expound on the directions for questions and calculations and add a reflection to the signature assignment

Other Laura Tucker/Sheri Zehrung

More clear direction on student bringing originality to the assignment (this comment is in reference to Mary Margaret's feedback)

MAT 121 Algebra/Trigonometry I

Information Technology/ Quantitative Literacy

KI 1

Learning Strategies


During the semester student will be exposed to problems that will prepare them to complete the signature assignment.



1) Change the assignment to include more questions involving problems that are geared towards the different technology fields. 2) Add more questions for students to be able to apply quantitative concepts to interpret data. 3)Include graphs that allow the students to make predictions regarding future events.

MAT 143 Quantitative Literacy


KI 2

Learning Strategies Lisa Creighton

Give students sample assignments to review in class to set expectations. Add analysis and review of sample analysis throughout the semester. Possibly create a mock budgeting assignment.


Lisa Creighton Clarify some wording and add additional questions so students need to reflect on more of the calculations.

MAT 152 Statistical Methods I


KI 1

Learning Strategies

Lisa Creighton/MaryAnn Bradham

Showing students examples of a rubric score of 4 so they know what the expectations are.


Lisa Creighton/MaryAnn Bradham

1) Possibly giving student's topic lists. 2) Adding a note that the qualitative question must have at least 4 responses. 3) Add an additional part to #6 that highly recommends students make a prediction based on their results so they have a chance of scoring a 4.

Other Lisa Creighton/MaryAnn Bradham

Modifications to Rubric in Future: Score of 0 take out the plagiarizing as an example. It is difficult to get a 3 due to having to have all statements correct. If there is even one statement that is incorrect it is automatically a 2.

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MAT 171 Precalculus Algebra


KI 2

Learning Strategies Laura Tucker

*Give students more practice on SA type questions throughout the semester, including individual (non-group) practice; *Include an SA type question on every unit test; *Teach at an appropriate level, modeling proper use of terminology; *Create assignment(s) with good and poor sentences and have student discuss or rank them


Laura Tucker *On part VI, ask for domain; *on part V, reword question(s) that require month/year answers

Other Laura Tucker Every course should have a SA critical core scoring guide so anyone (especially new faculty and faculty outside of the discipline) can easily evaluate assignment and assign proper rubric score

MAT 263 Brief Calculus


KI 1

Learning Strategies

Hai Ngo / Jordan Bertke

Include questions that require interpretation and/or analyzing the result in assignments throughout the semester.



The SA should have less questions and maybe be given as an in-class assignment (similar to a quiz or a lab). Questions #2, #5, and #6 are good for the purpose of SA rubrics. Questions #3 and #4 were pure math with no interpretation required. Question #7 should be removed.

MAT 271 Calculus I Information Technology/ Quantitative Literacy

KI 2

Learning Strategies


Model good sentences for interpretation question. In many different formats, include questions that require this type of analysis.



Question #2c needs to be removed or altered. Directions need to include that solutions must be hand-written and the SA must be submitted as a pdf file. Critical Core grading guide needs to be made for this and all SA.

MUS 110 Music Appreciation


KI 1 Rubric Change

Craig Bove / Becky Cook-Carter / Holly Maurer / Roxanne Watson / Chris Meister / Molly Kim

Remove question regarding form. The SA questions should be reflective of western musical culture.

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MUS 112 Introduction to Jazz


KI 1

Learning Strategies


Identify examples of previous student work to use as a model to demonstrate a quality assignment to students and other faculty.



Highlight in the instructions that there should be more weight attached to the student citing musical examples that illustrate the points that they are trying to make.

HUM 130 Myth in Human Culture



PHI 215 Philosophical Issues



PHI 240 Introduction to Ethics



Allan Di Donato Additional support in writing and understanding arguments.

POL 120 American Government Critical Thinking KI 1


David Petts Revise, simplify and abbreviate student instructions

PSY 150 General Psychology Critical Thinking KI 1

Learning Strategies Jeff Scaggs

Major principles relating to the SA are taught via various modes by faculty throughout the entire semester. Thus, the SA is a summative assignment for PSY 150, and a valid measure of CT.


Jeff Scaggs The 'your voice' (Part C) will be removed from the SA and rubric for ease of simplicity for the FLT. Moreover, 'Article Reaction' (Part B) will be retitled 'Article Reaction/Critical Thinking.' A short-answer table (as being done in another discipline) will be created in lieu of a

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paper format for download, completion, and upload for students.

REL 110 World Religions


KI 2 Modification to Signature Assignment

Allan Di Donato/ Chris Brawley

Streamline the assignment options.

SOC 210 Introduction to Sociology

Critical Thinking KI 1

Learning Strategies Rick Coulter Emphasize skills throughout the semester.


RIck Coulter We are thinking about changing or modifying the SA. We met but could not agree on changes at this time. Hopefully soon.

2017 - 2018 general education foundation assessment and ...€¦ · eng 111: writing and inquiry...

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