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  • ARTS AND HUMANITIES CATEGORY 6

    GENERAL EDUCATION ASSESSMENT GECCIG REPORT

    June 25, 2009 GECCIG COMMITTEE MEMBERS: Gerard Alosio, Thomas Hendrickson, David

    Laverny-Rafter, Elizabeth Miller, Steven Smith (Chair)

    A. PROCESS:

    Samples of student work was gathered during Fall 2008 and Spring 2009 from students whose Tech ID ends with 5. The work collected was of many different types due to the large variety of offerings within the College of Arts and Humanities. Although this group is identified as a committee, it was determined very early on that it was difficult to work in a committee in the traditional sense where the group would assemble together and collectively go over data. It proved difficult to find a suitable meeting time. The committee also recognized that they would be faced with comparing apples and oranges due to the large variety of class formats involved. Therefore, it was decided to each individually collect and analyze data and write separate reports, with the chair of the committee submitting a summary of the data. Each committee member collected data samples and applied the following three rubrics to individually formulate whether classes in the committee members department were meeting the objectives of General Education Category 6. 1. Student can create and/or critique a work in the arts or the humanities

    1. Student has observed a work of art or a work in the humanities. 2. Student can create a work of art or a work in the humanities, and critique a

    work of art or a work in the humanities. 3. Student can create a work in the arts and/or humanities, and can critique a

    work of art and/or evaluate a work in the humanities. 4. Student can create a work in the arts and/or humanities, and can develop

    and use acceptable criteria to critique a work of art and/or evaluate a work in the humanities.

    2. Student displays knowledge of the scope and variety of works in the arts and humanities.

    1. Students can list works in the arts and humanities from different eras, or list works that deal with different issues from the same era.

    2. Students can describe works in the arts or humanities from different eras, or discuss works that deal with different issues from the same era.

    3. Students can compare and contrast works in the arts or humanities from different eras, and compare and contrast works that deal with different issues from the same era. Student comparison shows a depth of knowledge concerning the works compared.

    4. Students can compare and contrast works in the arts and humanities from different eras, and compare and contrast works that deal with different issues

  • from the same era. Student comparison shows a depth of knowledge concerning the works compared.

    3. Student displays understanding of the relationship between the arts and the humanities and culture.

    1. Student can identify a relationship or a connection between a work in the arts and/or the humanities and society.

    2. Student can explain a relationship or a connection between a work in the arts and/or the humanities and society.

    3. Student can explain how works in the arts and humanities help to define, create, recreate, change or sustain a society, or how that society creates conditions or constraints for the creation of works in the arts and humanities.

    4. Student can explain how works in the arts and humanities help to define, create, recreate, change or sustain a society, and how that society creates conditions or constraints for the creation of works in the arts and humanities.

    Each individual committee members report has been added to this document after this summary page. It was left to the discretion of each member to determine what forms of data were to be collected and how the three rubrics were to be applied. B. RESULTS Each individual committee member reached their own carefully crafted conclusions from individual analysis of all data collected and anyone reviewing this document is encouraged to review all of the individual reports. In summary, each report found that the classes examined were meeting the GECCIC 6 requirements. C. RECOMMENDATIONS

    When the committee first met, its members were faced with the task of deciding to use

    the existing GECCIC 6 rubrics or revise and create an improved standard to apply to all

    of the data collected. The task of making such a revision was dismissed as too

    daunting a task and thus the existing three rubrics were again utilized. This assessment

    tool needs to be reviewed and revised by a committee whose sole purpose is to revamp

    the assessment procedure.

    Several of the committee members felt that a larger sampling of students would be

    more suitable for accurately assessing the outcome of an entire class, rather than

    depending on a much smaller sampling such as students whose Tech ID ends in 5.

    Some individual committee members used a larger sampling size since they had the

    data available and the resources to go over a larger set of data. In many of the smaller

    classes examined, there may only be a few students representing the entire class.

  • This committee made great strides in overcoming the question of large format lecture

    style classes where the only data available was in the form of multiple choice exams. In

    this style of class, individual questions from each exam administered were selected that

    specifically addressed each of the three rubrics. In this way, statistics were generated

    that could demonstrate numerically whether the class being examined met the

    requirements of the General Education Category. Previous GECCIC reports did not

    include or examine large format classes at all. One suggestion in regards to the large

    format classes is that instructors review the three rubrics and keep them in mind when

    crafting exam questions to facilitate data analysis for future GECCIC reports.

  • FALL 2008/SPRING 2009: CATEGORY 6 ASSESSMENT OF ART 160:

    ART 160: Introduction to Visual Culture

    Individual assessments were completed for the following general education

    course:

    Art 160: Introduction to Visual Culture

    We addressed the criteria for evaluation in relation to each course included

    in this assessment. However, Art 160 is unique in its class size and other

    aspects of course delivery. The only art course offered outside of Nelson Hall,

    Art 160 seeks to provide an introduction to visual culture to over 800

    students, in four sections, each academic year. Assessment included review of

    student writing assignments, qualitative information from student

    interactions, and the usual quantitative measures of standard course

    evaluation forms.

    ART 160: INTRODUCTION TO VISUAL CULTURE

    Following the completion of Category 6 of the General Education Program,

    students can:

    1) Create and/or critique artistic performances:

    Art 160: Introduction to Visual Culture provides an overview of

    visual culture historically and in contemporary society. Objectives

    include understanding:

    the role of the artist

    the role of the observer

    the role of art in society

    the role of Art 160 in the context of other general education courses

  • Within this context, students critique works of art based on objectives

    specific to the course.

    Typical assignments asks students to critique a work of art

    addressing:

    Form and content in visual culture

    A personal critique of art work(s) utilizing the

    vocabulary of the course text

    Reactions to specific art works or videos about visual

    culture as in-class writing assignments.

    The following writing samples from Art 160 students demonstrate

    their use of vocabulary and reactions to the formal elements of art:

    There is a lot of negative space in each of the three drawings

    although the pictures do not look empty.

    The whole piece is balanced asymmetrically.

    Lines descend from the rooftop and intersect with the contoured

    line bordering the roof. Implied lines direct my sights starting at

    the entrance, working upward to the right, then down.

    The bold lines in this piece, although stylized as propaganda, are

    also reminiscent of pop art.

  • The defined objectives encourage students to not only engage with

    artwork, but they must do so in ways consistent with the process of

    art criticism using its unique vocabulary and methods. Similar to

    the assessed studio courses, Art 160 helps students to grapple with

    specific content and subject matter while also incorporating their

    own ideas and point-of-view. This, in turn, links their

    understanding of how form and content interact. These written

    assignments challenge students to think about visual culture in new

    ways.

    As stated in the Art 160 syllabus, the objective of the course is to

    help students learn to be a fully informed observer, better

    understand the role of the artist, and the role of art in society.

    Critiquing examples of visual culture ties these objectives to the

    overall goal of providing a solid general education exposure to the

    world of art.

    In summary, students: 1) build a critical vocabulary of formal issues

    in visual culture, 2) better understand the historical context of

    visual culture, and

    3) gain exposure to diverse examples of contemporary visual culture.

    Again, this mirrors the intent of Art Department studio courses by

    developing strong critical thinking and analysis skills.

    2) Demonstrate awareness of the scope and variety of works in the arts

    and humanities:

  • Art 160 explores visual culture in a way that emphasizes scope and

    variety while also connecting visual culture to the humanities as a

    whole. This is achieved by first building a vocabulary of terms and

    providing some historical grounding. Then, visual culture is

    explored one medium at a time drawing, painting, prints, camera

    and computer arts, graphic design, sculpture and installation, crafts

    and architecture. I each area, students are presented with

    traditional, modern and postmodern examples of media.

    To further highlight this connection, another student quote

    explaining the impact of Art 160: Every time I see a work of art in

    the library or on campus I think to myself, what is the artist trying

    to get across? Before students can begin to understand the scope and

    variety of visual culture, they have to learn to look. Art 160 is an

    intense introduction to paying more attention to the world around

    us. Students routinely indicate increased interest in the architecture,

    photos, videos, and other areas of visual culture that they had taken

    for granted prior to the course.

    Demonstrating awareness of the scope and variety of works in the

    arts and humanities is inextricably linked to helping students better

    understand the relationship between the arts and other areas within

    the humanities. As a result, some of the quotes from the next section

    (3) relate to and resonate in the current section (2).

    3) Describe the relationship between the arts and the humanities and

    society:

    Art 160 makes reference to a variety of other areas within the

    humanities particularly theatre, literature, philosophy and

  • music. Beyond this, the course also connects students with history,

    economics, sociology and many other disciplines. Art 160 stresses the

    importance of an overall awareness of the issues in the humanities

    and how they are best understood with reference to other fields of

    knowledge and experience.

    Quoting from a student: Before this class I had no idea that art was

    such an important part of cultural history. I took for granted having

    such beautiful things around me and I think this class has taught

    me to have greater appreciation for different types of art. Art 160

    helps students to pay attention to the diversity of visual culture

    while building a sense of context and understanding. Again, like the

    studio classes, Art 160 connects with daily life a visit to the

    gallery, greater attention to our architectural environment, or the

    printed page as graphic design.

    Beyond this, the relationship of the arts and fast-paced change in

    contemporary society helps students to see the issues of the

    humanities as a part of their lives. As they are exposed to

    challenging course content, their definition of art, visual culture

    and the humanities in general is stretched. From another student:

    Reading the description I learned the artist suspended himself

    above a canvas and swung over it dangling his feet to smear the

    paint around. Normally Im not one to appreciate this sort of work,

    but the knowledge I have gained in this class allows me to

    appreciate how this can be considered art. Another student wrote: I

    feel like his sculptures were an exploration of the bizarre

    blended with the scary reality of a modern world. The bright colors

    and crazy arrangement of ideas was very new and exciting to me.

    Art 160 works in conjunction with other general education courses

    in the humanities to help students better understand our individual

    and collective lives and how they overlap.

  • FALL 2008/SPRING 2009: CATEGORY 6 ASSESSMENT OF STUDIO ART

    COURSES:

    ART 100: ELEMENTS AND PRINCIPLES OF ART

    ART 231: MIXED MEDIA ART

    275: PHOTOGRAPHY

    Individual assessments were completed for the following studio courses:

    Art 100: Elements and Principals of Art

    Art 231: Mixed Media

    Art 275: Photography

    We have addressed the criteria for evaluation in relation to each course in

    the documentation that follows. However, there are some generalizations and

    explanations that pertain to all courses, and we will summarize those here:

    Following the completion of Category 6 of the General Education Program,

    students can:

    1) Create and/or critique artistic performances:

    All of the assessed studio courses are centered on the creation of art

    as related to specific course objectives. Students create a number of

    works throughout the semester, and these works are discussed and

    evaluated in class critiques. Class discussions and critiques are

    supplemented by the presentation of work from history as well as

    contemporary visual examples. New artists and processes are

    introduced through Power Point presentations, videos, and class

    field trips.

  • Each of these strategies (the creation of work, the critique of work,

    and the introduction of new work) reinforces the objectives set forth.

    The nature of studio art courses necessitates that students make and

    critique works of art. However, in this assessment, it is our goal to

    illustrate that students make art in relation to specific objectives,

    that achieving those objectives correlates to their understanding of

    art-making, and that a broad knowledge of art history and

    contemporary art helps to better their own work while also allowing

    them to more articulately contextualize their work.

    2) Demonstrate awareness of the scope and variety of works in the arts

    and humanities:

    As mentioned above, an integral part of the three assessed studio

    courses is the introduction of new artists. Power Point presentations,

    videos, class field trips to galleries and museums, and guest artist

    presentations broaden students knowledge of art. They become

    familiar with a variety of working methods and stylistic tendencies,

    as drawn from numerous and diverse historical, cultural, and

    geographic perspectives.

    This goal reinforces the goal set forth in item 1 (Create and/or

    critique artistic performance). A broad and diverse art vocabulary

    helps students to more effectively create art and to more eloquently

    and concisely discuss their work and that of others. Specific

    examples will be cited for each course.

  • 3) Describe the relationship between the arts and the humanities and

    society:

    The assessed studio courses aim to forge connections between real-

    world issues and ideas and artistic modes of expression. Students

    learn how they can communicate ideas visually to an audience, and

    how art can be influential in expressing a viewpoint, idea, or

    emotion. They learn about the persuasive power of artart can

    indeed by purely visual, but it can also dictate actions and shift

    opinions.

    In summary, the generalizations above set the stage for our

    assessment of three studio courses: Art 100: Elements and Principals

    of Visual Art, Art 231: Mixed Media, and Art 275: Photography. In

    the descriptions that follow, detailed examples are cited for each

    course. In keeping with the directives set forth in the spring 2008

    instructional meeting, we have not included the examples, but

    rather described them and attempted to explain their significance

    and relative success in relation to the assessment criteria.

    A note about the methods of assessment

    The itemized assessment that follows will examine each course and

    give concrete examples of how each objective is achieved. Because of

    the nature of studio art courses, it was impossible to evaluate the

    objectives based on the gathering of work samples alone. For

    example, we would not be able to assess students ability to critique

    work based on only visual examples, nor would we be able to

  • adequately talk about the scope and variety of work that students

    are presented with.

    Thus, to adequately address the breadth of information required to

    satisfy all three objectives, we utilized the following methods of

    assessment:

    1) Anonymous work samples: Work samples were collected for

    each course and analyzed in relation to objectives.

    2) Supplemental course materials: Supplemental course

    materials such as course syllabi, assignment sheets, and other

    handouts were collected and analyzed. These materials

    reinforced the connection between course objectives and the

    work being produced in each course.

    3) In-class observations: To appropriately evaluate critiques, it

    was necessary to observe critiques for each course.

    Critique are, in essence, a performance-based process. Because

    most critiques are conducted in-class with no written

    documentation, it was impossible to evaluate their role and

    effectiveness without this type of direct observation.

    4) Anonymous student survey: We felt that it was important to

    address attitudinal outcomes in relation to the criteria set

    forth. For example, do students feel that they are being

    exposed to a diversity of artists, processes, and approaches? If

    so, how? Survey data was utilized to ensure that our

    observations were in line with students actual experience of

    the class.

  • ART 100: ELEMENTS AND PRINCIPALS OF ART

    Following the completion of Category 6 of the General Education Program,

    students can:

    1) Create and/or critique artistic performances:

    Art 100 deals primarily with the elements and principles of art.

    The elements of art include line, shape, color, texture, space, and

    value. The principles of art include emphasis and subordination,

    unity and variety, harmony, movement, rhythm and repetition, and

    scale and proportion.

    The class involves an applied approach to these topics as well as

    critical discussion and critiques that focus on these aspects of art.

    Students thereby not only create works of art that show a mastery of

    the aforementioned skills, but they also look at and discuss the ways

    in which other artists have addressed the elements and principles in

    their works. The course objectives, as stated in a syllabus, are as

    follows:

    Visual Art is a powerful form of communication with a unique

    vocabulary: a written and visual language of its own. In this

    course, students will learn to be conversant in this language in

    theory, discourse and practice. This is primarily a studio class:

    students will use the basic language of visual organizationwhat

    are called the Elements and Principles of Artto solve visual

    problems and create artworks through a variety of media and

  • methods. Although art making is our main focus, students will

    also learn to use the vocabulary of visual organization to describe

    and evaluate forms of visual expression.

    Studio assignments challenge students to apply their knowledge of

    skills such as line, balance, color, and rhythm and repetition For

    example, one assignment asks students to create a dynamic

    positive/negative shape relationship utilizing only black and white

    paper and collage techniques. The resulting works exemplify a clear

    understanding of the formal concept of positive and negative space

    and how that can be applied in a work of art. Critiques of this type

    of assignment further understanding of the strengths and weaknesses

    of each students efforts, and how they can improve their work to

    more successfully address objectives.

    Similarly, the course asks students to speak about their own work

    and that of others in a class critique setting. They are asked to

    evaluate the success of their efforts and those of others in relation to

    set goals based on formal objectives. An innovative method of peer

    evaluation is applied in the form of a questionnaire. Students are

    asked to answer a list of questions about the work of one of their

    classmates. By filling out this worksheet, students show that they

    understand the elements and principals and that they can identify

    the relative success of their usage in a work of art. They also build

    their vocabularies and better their written communication skills in

    relation to art-making.

    After observing and evaluating this criterion, we feel that success in

    this area is very high.

  • 2) Demonstrate awareness of the scope and variety of works in the

    arts

    and humanities:

    The focus of Art 100 is on addressing the elements and principles of

    art through hands-on studio work as well as through the

    presentation of a variety of examples. Elements and principles are

    introduced through Power Point presentations that feature both

    contemporary and historical images. The collected data shows that

    these examples range from contemporary American work to examples

    of work from diverse cultures and geographies.

    Examples are specific to the elements and/or principles that are

    being addressed in each unit. Artists featured in these presentations

    include important American and European artists as well as non-

    western artists from varying periods in art history. A diversity of

    examples ensures that students see not only works from a single genre

    or movement, but instead comprehend the plurality of art

    throughout history.

    While showing these visual examples is arguably enough to ensure

    an awareness and comprehension of the variety and scope of visual

    art, students create assignments that take this idea one step further.

    For example, they do a color assignment where they use a famous

    work of art as an armature, and then alter the color palette of that

    work to comply with several different color exercises. This forces a

    certain intimacy with the work and ensures a more in-depth

    understanding of the process of the artist.

  • 3) Describe the relationship between the arts and the humanities

    and society:

    A primary aim of Art 100 is to help students understand the basic

    ways of communicating visually. They will leave the course able to

    analyze the effectiveness not only of fine art, but of other modes of

    visual communication (advertising, graphic design, etc). By learning

    about the ingredients that go into visual work, students will know

    how to assess visual strategies and to make intelligent visual

    comments in all facets of their daily lives.

    ART 231: MIXED MEDIA

    Following the completion of Category 6 of the General Education Program,

    students can:

    4) Create and/or critique artistic performances:

    Art 231: Mixed Media focuses on the incorporation of a variety of

    materials, processes, and techniques. Rather than incorporating one

    specific media into their projects, students instead are required to

    work with multiple materials for each assignment. Materials may

    range from traditional to experimental. Students are exposed to new

    media, and methods of making work. They learn to speak about

    their work and that of others in class critiques as well as through

    the development of an ongoing written journal about their work.

  • Students create work based on objectives specific to the course. One

    assignment asks students to make a bas-relief environment based on

    the following criteria:

    Make or find a box measuring at least 15 x 20 and at least

    4 high

    Using items found from your attic, thrift stores, recycling

    centers, alleyways, etc, depict a mood or idea that you want to

    convey to the viewer.

    Using a camera, shoot different photographs of subject matter

    that might help convey the mood or idea to the viewer. You

    can only use black and white images (people, places, things,

    etc)

    Using the item and images, arrange them in a fashion that

    helps emphasize your ideas to the viewer.

    Decide whether the box is to be displayed on a wall or flat

    surface.

    The defined objectives illustrate that students not only create work, but they

    create work that forces them to grapple with specific content and subject

    matter while also incorporating their own ideas and point-of-view. Set

    criteria help guide the students in the process of making while also providing

    a structure for evaluation and critique. Assignments challenge students to

    think about their work in new ways and to push themselves conceptually

    and formally.

    As stated in a course syllabus, an objective of the course is To incorporate a

    written statement/conceptual idea with each work and to verbally

    communicate these ideas to an audience. Thus, students are held

    accountable for their work through an ongoing process of critique and self-

  • evaluation. This helps them to build their vocabulary as related to visual

    art while also developing strong critical thinking and analysis skills.

    5) Demonstrate awareness of the scope and variety of works in the arts

    and humanities:

    Through Art 231, students will become aware of the diversity of

    processes, materials, and techniques that are applied in

    contemporary artwork. Visual examples, presented in Power Point

    and through videos, add to students knowledge of specific artists and

    works as well as to their understanding of art history. One of the

    course objectives, as set forth in a course syllabus is To learn a basic

    understanding of various sculptural materials and equipment

    through the study and practice of selected contemporary and

    historical processes as well as the study of contemporary and

    historical artists.

    Student comments about the course attest to their increased

    awareness of the diversity of art-making practices. For example, one

    student remarked on a video about Andy Goldsworthys

    environmental installations: I really enjoyed his work with nature.

    It was very intriguing how he played off of his surroundings. Most

    students are not familiar with work that integrates natural

    materials and exists outside of a typical gallery setting. Screening

    this video helps to familiarize students with a different type of

    artistic practice.

    The course syllabus includes a list of artists for students to look at.

    Many of the artists on the list are featured in the collection at the

    MSU library, and oftentimes the artists are shown in slide

  • presentations. Having such information accessible allows students to

    expand their awareness beyond the confines of what is presented in

    class by seeking out books, videos, and other supplemental materials

    in relation to artists they are particularly interested in.

    6) Describe the relationship between the arts and the humanities and

    society:

    This course helps students understand how to effectively convey their

    ideas to an audience through a range of materials and processes.

    They will learn how they can express a broad range of topics and

    views through their work, and how to most effectively achieve a

    connection between form and concept.

    The course also emphasizes using banal, everyday materials to create

    art. One student noted, the majority of the projects involved found

    objects as material. We were urged to pay attention to the mundane

    objects of everyday life and create projects with them an/or inspired

    by them. Hence, the integration of non-art objects into works of art

    forges important connections between everyday life and art-making.

    It shows that are need not be disconnected from daily routines, but

    rather that it can benefit from a careful scrutiny of ones

    surroundings.

    ART 275: PHOTOGRAPHY

    Following the completion of Category 6 of the General Education Program,

    students can:

    1) Create and/or critique artistic performances:

  • Students in Art 275: Photography are continually asked to work

    toward specific formal and conceptual goals, successfully applying

    their knowledge in photographic works as well as through

    participation in class critiques.

    Assignments in the course are centered around specific goals. For

    example, one assignment deals with lighting and is described as

    follows:

    Make photographs of people at interesting locations in strong

    directional lighting (lamp, window, morning or evening light,

    etc). Experiment with single light sources and possibly a reflector

    to control shadow density. Notice how dramatic lighting makes

    interesting visual effects appear. Incorporate strong visual textures

    and prominent shadows in your compositions that are created by

    the lighting. The more unusual and striking lighting, the better.

    Photographs for this project exemplify unique and dramatic lighting

    situations, showing that the assignment objective is being understood and

    achieved by students. In one instance, children climb on a playground

    structure. The photograph is taken looking up, so that the children are

    silhouetted by bright sunlight. In another example, the strong afternoon

    shadow of a drain pipe is echoed on a brick wall below.

    When critiquing photographic works, students refer back to the assignments

    objectives as a point-of-reference. Some examples of critique questions to

    prompt discussions include: Is dramatic lighting used effectively? Does it

    help to convey a message to the viewer? If so, describe that message.

  • By setting strong guidelines and objectives for each assignment, students learn

    to confront new challenges in their work and to discuss their own work and

    that of others in an articulate manner.

    2) Demonstrate awareness of the scope and variety of works in the arts

    and humanities:

    Art 275 introduces students to a variety of work in the medium of

    photography. Students look at examples of artists throughout history

    who utilize photography in ways that compliments the goals of class

    assignments. The course syllabus states, Presentations of student

    and well known photographic work will provide a context for

    discussions and assignments. These visual examples heighten their

    awareness of the scope and variety of works while also helping to

    explain the objectives of specific assignments.

    Several students remarked on the ways that the course furthered

    their understanding of the diversity and scope of photographic work.

    One enthused about Jacob Reese and Dorothea Lange, saying I

    found the artworks compelling because they captured images and

    feelings of people during dramatic and change periods of history,

    often through they eyes of the misfortunate. Thus, the goals of

    Ruberic 2 were reinforces while also creating the relationships that

    are the goals of Ruberic 3 (see below).

  • 3) Describe the relationship between the arts and the humanities and

    society:

    Students learn how they can translate real-world subjects and issues

    through their photographic work. Purposeful and well-thought

    formal decisions translate to work that successfully conveys a

    message, mood, or idea to the viewing public. They learn that

    photography can successfully express a range of opinions and ideas,

    and that the photographer becomes the author, dictating the way

    in which the work is read by their audience.

    One student noted after taking the course, Art influences

    culture/society through color, emotions, propaganda, imagery,

    advertisement, and more. Another remarked, In this class, I have

    the ability to photograph people and things that other people may

    not see. This highlights students awareness that the visual arts can

    help provide a window to seemingly mundane or unnoticed events

    in everyday life, thereby shifting peoples perceptions and helping

    them to better understand the world around them.

    IN CONCLUSION

    The assessment for the courses discussed was very positive. Each course

    showed clear and measurable success in relation to the set objectives. Because

    of the high level of success in each area, it was actually difficult to think of

    possibilities for improvement. The Curriculum Committee within the

    Department of Art was very favorably impressed with both the quality of the

    materials being presented by instructors and the quantitative and qualitative

    outcomes as realized in work samples and student attitudinal statements.

    We encourage a continuation of the learning methods that are currently being

    utilized, and hope to have similarly strong results in future assessments.

  • To the Members of the General Education Assessment Committee,

    Here are the results of my research into large class compliance with General Education Requirements.

    Two Pop Music classes (Music 125 and 126) and Introduction to Music were addressed and the

    numbers came out as follows:

    In the fall, Pop Music 125 Jazz to Country, Blues to Broadway is offered in two sections. One hundred

    percent of student responses are included here from one those sections. There is no significant

    statistical difference between the two sections, so I saw no need to include them both when so large a

    pool was available with the one class. The following statistics come from the fall of 2007. I was on

    sabbatical in the fall of 2008. Using results from a semester when a graduate assistant was covering my

    classes wouldnt be a fair or accurate representation of the usual and customary presentation of the

    class.

    Three hundred and forty students, 100% of those enrolled, are included in this data.

    Six representative questions were chosen for each of the three rubric categories from each of four

    exams given. Rubric terminology has been adjusted slightly to address Music more appropriately and

    specifically.

    Rubric 1: Students have observed, listened to, and can appropriately critique a work of art in music.

    Students have gained the necessary language and terminology required to discuss music intelligently.

    Students in all large General education music courses (Pop Music and Intro to Music) are

    required to attend no less than three live musical performances chosen specifically for them each

    semester. The concert schedule is created, organized, and developed with the Gen. ed. student in mind

    so that each and every artist performs a type or style of music that supports classroom material in some

    significant way. Students of these classes attend on average, 3.5 live performances per student each

    semester.

    Sample questions that fit in this rubric are listed by exam with percentage of students answering

    correctly following each.

  • Exam #1: 1-66%, 6-84%, 12 88%, 16- 70%, 20- 74%, 46- 74% average: 75%

    Exam #2: 5-70%, 7-82%, 12-68%, 16-72%, 21-74%, 25-66% average: 72%

    Exam #3: 1-80%, 3-70%, 7-86%, 46-68%, 48-70%, 29-78% average: 75%

    Exam #4: 4-66%, 7-86%, 11-90%, 16-74%, 39-76%, 49-90% average: 78%

    Overall average of students answering Rubric 1 questions correctly 75.5%

    Rubric 2: Student displays knowledge of the variety and scope of works in music. Student can compare

    and contrast works, styles, periods, composers and performers appropriately

    Exam #1: 1-66%, 5-56%, 9-76%, 15-88%, 21-90%, 24-68%, average: 87%

    Exam #2: 1-66%, 16-72%, 18-78%, 32-78%, 34-70%, 47-68% average: 72%

    Exam #3: 2- 70%, 4-70%, 6-66%, 8-76%, 12-90%, 14-88%, average: 77%

    Exam #4: 4-66%, 9-88%, 11-90%, 16-74%, 21-78%, 27-84% average: 78%

    Overall average of students answering Rubric 2 questions correctly 79%

  • Rubric 3: Student has knowledge of the relationship between music and culture

    Exam #1: 13-74%, 18-70%, 30-88%, 35-72%, 36-74%, 40-84% average: 77%

    Exam #2: 3-90%, 9-70%, 19-68%, 22-76%, 42-86%, 48-82% average: 79%

    Exam #3: 8-76%, 7-74%, 27-70%, 10-66%, 41-90%, 47-84% average: 77%

    Exam #4: 13-72%, 17-86%, 16-74%, 39-76%, 43-70%, 27-80% average: 76%

    Overall average of students answering Rubric 3 questions correctly: 77%

  • In the spring, Pop Music U.S.A. 126 : R&B to M.T.V. is offered in two sections. One hundred percent of

    student responses are included here from one of those sections. There is no significant statistical

    difference between the two sections, so I again saw no need to include them both in this study. The

    following statistics come from the Spring 2009.

    Spring 2009 Pop Music U.S.A.: R&B to M.T.V.

    Rubric 1: Students have observed, listened to, and can appropriately critique a work of art in music.

    Students have gained the necessary language and terminology required to discuss music intelligently.

    Students in Pop Music U.S.A. and Intro to Music are required to attend no less than three live

    musical performances chosen specifically for them each semester. The concert schedule is created,

    organized, and developed with the Gen. ed. student in mind so that each and every artist performs a

    type or style of music that supports classroom material in some significant way. Students of these

    classes attend on average, 3.5 live performances per student each semester.

    Exam #1: 3- 71%, 5-96%, 10- 87%, 14- 93%, 20-72%, 33- 68% average: 81%

    Exam #2: 1-62%, 2-97%, 7-54%, 18-86%, 23-72%, 31-81% average: 74%

    Exam #3: 1-83%, 5-81%, 7-61%, 14-93%, 28-94%, 30-52% average: 77%

    Exam #4: 3-80%, 18-81%, 23-67%, 30-63%, 32-89%, 35-83% average: 77%

    Overall average of students answering Rubric 1 questions correctly: 76%

  • Rubric 2: Student displays knowledge of the variety and scope of works in music. Student can compare

    and contrast works, styles, periods, composers and performers appropriately

    Exam #1: 12-75%, 17-81%, 20-72%, 23-98%, 38-70%, 42-64% average: 77%

    Exam #2:: 1-62%, 12-66%, 18-86%, 33-85%, 40-52%, 48-92% average: 74%

    Exam #3: 1-83%, 7-61%, 10-89%, 22-81%, 29-58%, 32-81% average: 76%

    Exam #4: 2-57%, 3-80%, 8-70%, 11-75%, 12-55%, 40-88% average: 71%

    Overall average of students answering Rubric 1 questions correctly: 75%

    Rubric 3: Student has knowledge of the relationship between music and culture

    Exam #1: 2-78%, 8-80%, 16-70%, 32-86%, 45-92%, 49-47% average: 76%

    Exam #2: 4-82%, 8-71%, 13-81%, 20-60%, 24-63%, 36-84% average: 73%

    Exam #3: 2-71%. 8-90%, 10-89%, 11-96%, 16-80%, 22-81% average: 85%

    Exam #4: 2-57%, 8-70%, 14-86%, 19-76%, 22-98%, 24-83% average: 82%

    Overall average of students answering Rubric 3 questions correctly: 79%

  • **Overall average of students in Music 125 and 126 answering Rubric 1, 2, and 3 sample questions

    correctly: 77%

    Music 120: Introduction to Music had an enrollment of 165 students in the Spring of 2009. 100% of the

    students included in the numbers below. Exam #1 was not included as the question-by-question

    statistical averages were not available.

    Students in Introduction to Music) are required to attend no less than three live musical

    performances chosen specifically for them each semester. The concert schedule is created, organized,

    and developed with the Gen. ed. student in mind so that each and every artist performs a type or style

    of music that supports classroom material in some significant way. Students in Intro to Music attend on

    average, 3.5 live performances per student each semester.

    Sample questions that fit in this rubric are listed by exam with percentage of students answering

    correctly following each.

    Rubric 1: Students have observed, listened to, and can appropriately critique a work of art in music.

    Students have gained the necessary language and terminology required to discuss music intelligently.

    Exam #2: 1-65%, 3-70%, 8-68%, 10-70% average: 68%

    Exam #3: 2-61%, 16-63%, 25-90%, 28-69% average: 71%

    Exam #4: 2-64%, 4-64%, 12-96%, 23-70% average: 74%

    Overall average of students answering Rubric 1 questions correctly 71%

  • Rubric 2: Student displays knowledge of the variety and scope of works in music. Student can compare

    and contrast works, styles, periods, composers and performers appropriately

    Exam #2: 6-64%, 11-78%, 20-61%, 37-81% average: 74%

    Exam #3: 6-71%. 7-70%, 16-73%, 17-68% average: 70%

    Exam #4: 11-77%, 14-64%, 15-73%, 16-74% average: 72%

    Overall average of students answering Rubric 2 questions correctly 72%

    Rubric 3: Student has knowledge of the relationship between music and culture

    Exam #2: 15-67%, 19-66%, 36-79%, 40-96% average: 72%

    Exam #3: 2-61%, 8-74%, 27-84%, 30-97% average:79 %

    Exam #4: 35-96%, 36-80%, 37-51%, 43-87% average:79 %

    Overall average of students answering Rubric 3 questions correctly: 77%

  • **Overall average of students in Introduction to Music answering Rubric 1, 2, and 3 sample questions

    correctly: 73%. This average is 4% pts. lower then that of Pop Music U.S.A. I attribute the difference to

    the much larger large number of International students enrolled in the course, most of whom have little

    or no experience with the subject matter (European Art Music) or the large lecture format.

    International students make far greater use of extra credit opportunities to raise their grades that isnt

    represented in the lower than Pop Music test averages.

    Summary:

    Three quarters of the nearly nine hundred students included in this study answered the sample

    questions correctly. I have not included the one other General Education music offering: Women in

    Music ,which was taught on-line for a limited time and will not be offered in the foreseeable future. - G

  • Assessment of THEA 100 Sections 1 & 2 for Category 6 (Fall, 2009)

    THEA 100 Introduction to Theatre Section 1

    Approach

    This class is a large lecture hall format class with the primary grading tool consisting of three multiple

    choice exams and one cumulative final exam covering information from the lectures, class reading, and

    attendance at a minimum two theatrical events over the semester. Materials from students with a tech

    ID ending in 5 were collected during the Fall semester of 2008. Total enrollment in the class was 129.

    Six representative questions were chosen for each of the three rubric categories from each of four

    exams given. Rubric terminology has been adjusted slightly to address Theatre more appropriately and

    specifically.

    Rubric 1: Students have observed and can appropriately critique a work of art in theatre. Students

    have gained an understanding of the process of creating a theatrical event and the necessary language

    and terminology required to discuss that theatrical event intelligently.

    Sample questions that fit in this rubric are listed by exam with percentage of students answering

    correctly following each.

    Exam #1: 3-73%, 16-100%, 21 93%, 54- 780%, 61- 60%, 64- 80% avg: 81%

    Exam #2: 1-66%, 3-93%, 21-66%, 33-100%, 35-53%, 42-73% avg: 75%

    Exam #3: 11-100%, 16-93%, 19-93%, 20-86%, 25-93%, 65-73% avg: 86%

    Final Exam: 11-86%, 28-93%, 29-93%, 38-86%, 50-100%, 57-93% avg: 91%

    Overall average of students answering Rubric 1 questions correctly: 83.25%

  • Rubric 2: Student displays knowledge of the variety and scope of works in theatre. Student can

    compare and contrast works, styles, genres, periods, playwrights and performers appropriately.

    Exam #1: 1-86%, 6-100%, 7-100%, 38-73%, 62-100%, 65-93%, avg: 92%

    Exam #2: 5-86%, 26-73%, 50-93%, 52-80%, 63-73%, 64-73% avg: 79%

    Exam #3: 1- 100%, 4-80%, 15-66%, 27-86%, 37-66%, 38-100%, avg: 83%

    Final Exam: 4-93%, 7-853%, 16-93%, 19-80%, 37-60%, 61-40% avg: 69%

    Overall average of students answering Rubric 2 questions correctly: 80.75%

    Rubric 3: Student has knowledge of the relationship between theatre and culture.

    Exam #1: 2-26%, 14-100%, 11-73%, 25-93%, 48-100%, 53-100% avg: 82%

    Exam #2: 5-86%, 9-93%, 20-93%, 31-86%, 50-93%, 64-73% avg: 87%

    Exam #3: 9-33%, 12-86%, 43-100%, 47-93%, 51-86%, 64-86% avg: 80%

    Final Exam: 21-93%, 31-100%, 34-100%, 43-93%, 60-100%, 63-100% avg: 97%

    Overall average of students answering Rubric 3 questions correctly: 86.5%

  • Conclusions:

    The data from exams show that students are achieving the category 6 objectives. It should be noted

    that for future GECCIC reports, it would be helpful for instructors crafting the exam questions to have

    the pedagogical goals of the three rubrics in mind so that a larger quantity of questions available from

    the data pool more directly coincide with the rubrics. This would make future reports easier to prepare

    and more statistically relevant. It is also worth mentioning that many students participate in extra credit

    opportunities where they assist in the technical aspects of mounting productions. This invaluable active

    learning opportunity is in no way reflected in this study. Perhaps there may be a way of examining this

    in future reports since it directly speaks to rubric #1.

    THEA 100 Introduction to Theatre Section 2

    Approach

    This class is a large lecture hall format class with the primary grading tool consisting of weekly multiple

    choice quizzes as well as a short cumulative final exam covering the lectures, class reading, and

    attendance at a minimum two theatrical events over the semester . Students in this section also

    prepared and presented a theatrical style small group final project drawing from knowledge gleaned

    from the semester long study of the subject matter. No statistically relevant way of assessing this final

    group project for the purposes of this GECCIC report could be determined; but its invaluable active

    learning experience was no doubt a contributor to the high test scores on the final exam whose data is

    included in this study. It should also be noted that section 2 uses the same text and equal number of

    points available as section 1. The only major difference between the two sections is the number of

    exams and the length of those exams. The instructors for the two sections even share some exam

    questions and guest lecture in each others sections to ensure a comparable experience for students in

    both sections. Materials from students with a tech ID ending in 5 were collected during the Fall

    semester of 2008. Total enrollment in the class was 56.

    To make the data somewhat comparable with section 1, short quizzes administered in section 2 are

    grouped together in groups of three . Six representative questions were chosen for each of the three

    rubric categories from each three quiz grouping. Rubric terminology has been adjusted slightly to

    address Theatre more appropriately and specifically.

  • Rubric 1: Students have observed and can appropriately critique a work of art in theatre. Students

    have gained an understanding of the process of creating a theatrical event and the necessary language

    and terminology required to discuss that theatrical event intelligently.

    Quizzes 1,2,3:

    1/12- 80%, 1/21-80%, 2/7- 80%, 2/24- 100%, 3/6-80%, 3/19- 80% avg: 81%

    Quizzes 4,5,6:

    4/6-60%, 4/12-80%, 5/11-100%, 5/25-100%, 6/4-100%, 6/25-80% avg: 86%

    Quizzes 7,8,Final:

    7/2-80%, 7/12-80%, 8/8-80%, 8/11-100%, F/4-100%, F/40-60% avg: 83%

    Overall average of students answering Rubric 1 questions correctly: 84%

    Rubric 2: Student displays knowledge of the variety and scope of works in theatre. Student can

    compare and contrast works, styles, genres, periods, playwrights and performers appropriately.

    Quizzes 1,2,3:

    1/11- 100%, 1/25-100%, 2/18- 40%, 2/19-60%, 3/2-80%, 3/11- 100% avg: 80%

    Quizzes 4,5,6:

    4/9-80%, 4/13-60%, 5/14-100%, 5/16-80%, 6/18-100%, 6/22-100% avg: 86%

    Quizzes 7,8,Final:

    7/1-80%, 7/15-80%, 8/2-40%, 8/3-80%, F/5-100%, F28-80% avg: 76%

    Overall average of students answering Rubric 2 questions correctly: 80.6%

  • Rubric 3: Student has knowledge of the relationship between theatre and culture.

    Quizzes 1,2,3:

    1/10- 0%, 1/19-80%, 2/8- 100%, 2/16- 100%, 3/4-100%, 3/9- 60% avg: 73%

    Quizzes 4,5,6:

    4/1-100%, 4/16-60%, 4/18-60%, 5/3-80%, 5/12-100%, 5/24-100% avg: 83%

    Quizzes 7,8,Final:

    8/3-80%, 8/5-40%, F/2-40%, F/16-60%, F/21-100%, F/26-100% avg: 70%

    Overall average of students answering Rubric 3 questions correctly: 75.3%

    Conclusions:

    The data from exams show that students are achieving the category 6 objectives. It should be noted

    that for future GECCIC reports, it would be helpful for instructors crafting the exam questions to have

    the pedagogical goals of the three rubrics in mind so that a larger quantity of questions available from

    the data pool more directly coincide with the rubrics. This would make future reports easier to prepare

    and more statistically relevant. It is also worth mentioning that many students participate in extra credit

    opportunities where they assist in the technical aspects of mounting productions. This invaluable active

    learning opportunity is in no way reflected in this study. Perhaps there may be a way of examining this

    in future reports since it directly speaks to rubric #1.

  • THEA 101/01: Acting for Everyone

    Following the completion of category 6 of the General Education Program, students can:

    1) Students can create and/or critique artistic performances.

    Students in this class prepared and presented three acting performance projects over the course of the

    semester. The instructor assigned a point score for each of these performance projects and provided

    those scores to this reporter. Review of these scores showed that the students in this class were able to

    prepare and present artistic performances that demonstrated an understanding of basic acting

    techniques. Students in this class were also required to see three theatrical productions of different

    genres and write a critique paper for each of the performances they attended. Although the writing

    samples provided were at a level one might expect of a 100 level class, the samples did show the

    students had both a comprehension of the process that was required in creating the event as well as an

    understanding of how to effectively and appropriately discuss the artistic choices made by the artists

    involved in the performance. It should be noted that this section only had one student with tech id

    ending in 5.

    2) Demonstrate awareness of the scope and variety of works in the arts and humanities:

    Students were not only required to write critique papers of theatrical performances of two different

    genres, they were also asked to critique one anothers performance projects. These monologues, oral

    interpretation exercises, and two person scenes were from many different plays of different styles,

    genres, and time periods. During these critiques, students became aware of how their peers chose to

    address the unique challenges of the many varying types of performances they were exposed to. While

    this exposure is hard to quantify, it certainly was an integral part of the class participation portion of the

    class.

    3) Describe the relationship between the arts and humanities and society:

    Although the instructor did tangentially discuss how performer choices affect audiences and how topical

    issues brought up by playwrights relate to society as a whole, the focus of the class was on teaching how

    actors create a character through fundamental acting techniques. The goals of the class do not

    individually single out and address how theatre relates to society. Therefore it is difficult to assess how

    well the class specifically addressed this goal.

  • THEA 101/02: Acting for Everyone

    Following the completion of category 6 of the General Education Program, students can:

    1) Students can create and/or critique artistic performances.

    Students in this class prepared and presented three acting performance projects over the course of the

    semester. The instructor prepared assessment sheets critiquing the projects and provided those

    assessments to this reporter. Review of these assessment sheets showed that the students in this class

    were able to prepare and present artistic performances that demonstrated an understanding of basic

    acting techniques. Students in this class were also required to see a minimum of two theatrical

    productions of different genres and write a critique paper for each of the performances they attended.

    Although the writing samples provided were at a level one might expect of a 100 level class, the samples

    did show the students had both a comprehension of the process that was required in creating the event

    as well as an understanding of how to effectively and appropriately discuss the artistic choices made by

    the artists involved in the performance. The instructor of this section provided the most complete

    record of data for this class.

    2) Demonstrate awareness of the scope and variety of works in the arts and humanities:

    Students were not only required to write critique papers of theatrical performances of two different

    genres, they were also asked to critique one anothers performance projects. These monologues, oral

    interpretation exercises, and two person scenes were from many different plays of different styles,

    genres, and time periods. During these critiques, students became aware of how their peers chose to

    address the unique challenges of the many varying types of performances they were exposed to. While

    this exposure is hard to quantify, it certainly was an integral part of the class participation portion of the

    class.

    3) Describe the relationship between the arts and humanities and society:

    Although the instructor did tangentially discuss how performer choices affect audiences and how topical

    issues brought up by playwrights relate to society as a whole, the focus of the class was on teaching how

    actors create a character through fundamental acting techniques. The goals of the class do not

    individually single out and address how theatre relates to society. Therefore it is difficult to assess how

    well the class specifically addressed this goal.

  • THEA 101/03: Acting for Everyone

    Following the completion of category 6 of the General Education Program, students can:

    1) Students can create and/or critique artistic performances.

    Students in this class prepared and presented three acting performance projects over the course of the

    semester. The instructor prepared very thorough written critiques of the projects and provided those

    assessments to this reporter. It should be noted that the instructor provided some samples of these

    assessments but did not provide all three assessments for all students with tech id ending in 5. Review

    of these assessment sheets provided showed that the students in this class were able to prepare and

    present artistic performances that demonstrated an understanding of acting at a very basic level.

    Students in this class were also required to provide a written character analysis for one of the

    performance projects. Although the writing samples provided were in more of a list form rather than

    in a formal academic paper format, the samples did show the students had both a comprehension of

    the process that was required in creating a character as well as an understanding of how to effectively

    and appropriately discuss the artistic choices to bring those characters to life. Students in this class

    were also required to see a minimum of two theatrical productions of different genres and write a

    critique paper for each of the performances they attended. Samples of these papers were not provided.

    2) Demonstrate awareness of the scope and variety of works in the arts and humanities:

    Students were not only required to write critique papers of theatrical performances of two different

    genres, they were also asked to critique one anothers performance projects. These monologues, oral

    interpretation exercises, and two person scenes were from many different plays of different styles,

    genres, and time periods. During these critiques, students became aware of how their peers chose to

    address the unique challenges of the many varying types of performances they were exposed to. While

    this exposure is hard to quantify, it certainly was an integral part of the class participation portion of the

    class.

    3) Describe the relationship between the arts and humanities and society:

    Although the instructor did tangentially discuss how performer choices affect audiences and how topical

    issues brought up by playwrights relate to society as a whole, the focus of the class was on teaching how

    actors create a character through fundamental acting techniques. The goals of the class do not

    individually single out and address how theatre relates to society. Therefore it is difficult to assess how

    well the class specifically addressed this goal.

  • THEA 101/04: Acting for Everyone

    Following the completion of category 6 of the General Education Program, students can:

    1) Students can create and/or critique artistic performances.

    Students in this class prepared and presented two acting performance projects over the course of the

    semester. The instructor prepared a detailed numerical rubric with additional written comments

    critiquing the projects and provided those assessments to this reporter. Review of these assessment

    sheets showed that the students in this class were able to prepare and present artistic performances

    that demonstrated an understanding of basic acting techniques. Students in this class were also

    required to see a minimum of two theatrical productions of different genres and write a critique paper

    for each of the performances they attended. Although the writing samples provided were at a level one

    might expect of a 100 level class, the samples did show the students had both a comprehension of the

    process that was required in creating the event as well as an understanding of how to effectively and

    appropriately discuss the artistic choices made by the artists involved in the performance. It should be

    noted that one of the students with tech id ending in 5 did not complete all of the assignments so the

    samples reviewed were not a complete sampling.

    2) Demonstrate awareness of the scope and variety of works in the arts and humanities:

    Students were not only required to write critique papers of theatrical performances of two different

    genres, they were also asked to critique one anothers performance projects. These monologues, oral

    interpretation exercises, and two person scenes were from many different plays of different styles,

    genres, and time periods. During these critiques, students became aware of how their peers chose to

    address the unique challenges of the many varying types of performances they were exposed to. While

    this exposure is hard to quantify, it certainly was an integral part of the class participation portion of the

    class.

    3) Describe the relationship between the arts and humanities and society:

    Although the instructor did tangentially discuss how performer choices affect audiences and how topical

    issues brought up by playwrights relate to society as a whole, the focus of the class was on teaching how

    actors create a character through fundamental acting techniques. The goals of the class do not

    individually single out and address how theatre relates to society. Therefore it is difficult to assess how

    well the class specifically addressed this goal.

  • THEA 101/05: Acting for Everyone

    Following the completion of category 6 of the General Education Program, students can:

    1) Students can create and/or critique artistic performances.

    Students in this class prepared and presented three acting performance projects over the course of the

    semester, with opportunity to reprise these three assignments for an additional opportunity for

    learning/improvement . The instructor prepared assessment sheets critiquing the projects and provided

    some of those assessments to this reporter. Review of the assessment sheets provided show that the

    students in this class were able to prepare and present artistic performances that demonstrated an

    understanding of basic acting techniques. Students in this class were also required to see a minimum of

    three theatrical productions of different genres and write a critique paper for each of the performances

    they attended. Although the writing samples provided were at a level one might expect of a 100 level

    class, the samples did show the students had both a comprehension of the process that was required in

    creating the event as well as an understanding of how to effectively and appropriately discuss the

    artistic choices made by the artists involved in the performance.

    2) Demonstrate awareness of the scope and variety of works in the arts and humanities:

    Students were not only required to write critique papers of theatrical performances of two different

    genres, they were also asked to critique one anothers performance projects. These monologues, oral

    interpretation exercises, and two person scenes were from many different plays of different styles,

    genres, and time periods. During these critiques, students became aware of how their peers chose to

    address the unique challenges of the many varying types of performances they were exposed to. While

    this exposure is hard to quantify, it certainly was an integral part of the class participation portion of the

    class.

    3) Describe the relationship between the arts and humanities and society:

    Although the instructor did tangentially discuss how performer choices affect audiences and how topical

    issues brought up by playwrights relate to society as a whole, the focus of the class was on teaching how

    actors create a character through fundamental acting techniques. The goals of the class do not

    individually single out and address how theatre relates to society. Therefore it is difficult to assess how

    well the class specifically addressed this goal.

  • THEA 101/06: Acting for Everyone

    Following the completion of category 6 of the General Education Program, students can:

    1) Students can create and/or critique artistic performances.

    Students in this class prepared and presented three acting performance projects over the course of the

    semester. The instructor only provided copies of students short answer quizzes. No assessment of the

    three acting projects were provided. No sample of students written reviews of MSU productions was

    provided. It is difficult for the reviewer to determine if the Gen Ed category 6 requirements are being

    fulfilled in this section.

    2) Demonstrate awareness of the scope and variety of works in the arts and humanities:

    Students were not only required to write critique papers of theatrical performances of two different

    genres, they were also asked to critique one anothers performance projects. These monologues, oral

    interpretation exercises, and two person scenes were from many different plays of different styles,

    genres, and time periods. During these critiques, students became aware of how their peers chose to

    address the unique challenges of the many varying types of performances they were exposed to. While

    this exposure is hard to quantify, it certainly was an integral part of the class participation portion of the

    class.

    3) Describe the relationship between the arts and humanities and society:

    Although the instructor did tangentially discuss how performer choices affect audiences and how topical

    issues brought up by playwrights relate to society as a whole, the focus of the class was on teaching how

    actors create a character through fundamental acting techniques. The goals of the class do not

    individually single out and address how theatre relates to society. Therefore it is difficult to assess how

    well the class specifically addressed this goal.

    Conclusions:

    The instructor from section 2 provided the most complete record of data for this class. Although data

    was collected and studied from all sections, most conclusions regarding this class were based primarily

    on the complete data from this section. All sections of the class have identical goals, assignments, and

    grading points systems so this was deemed appropriate. For future GECCIC reports, it is strongly

    recommended that instructors from all sections keep a complete sampling of all student work so that a

    complete and thorough study can be completed. It would also be beneficial to future GECCIC reports if

    all sections of this class used the same assessment tool/rubric for grading performance projects. In this

    way more specific conclusions could be made.

  • Date: May 6, 2009

    TO: Urban and Regional Studies Institute (URSI)

    FROM: Departmental Assessment Committee Professor David

    Laverny-Rafter (Chair) and Professor Beth Wielde-Heidelberg

    RE: Category 6 General Education Assessment for 2008-2009 Academic Year

    I. Assessment Process

    In order to contribute to the University-wide General Education (GECCIG) assessment process and the

    annual URSI assessment process, URSI has focused its 2008-2009 assessment on Category 6-Arts and

    Humanities and Category 5-Social and Behavioral Sciences. Specifically, samples of students work were

    collected from students enrolled in URBS 110: The City (a Category 6 course), URBS 230-Community

    Leadership and URBS 150: Sustainable Communities (both Category 5 courses) during Fall, 2008

    semester and evaluated in terms of the extent to which they addressed the university-wide rubrics for

    General Education courses. The findings for the Category 6 course assessment are included in a separate

    report.

    The process for selecting a sample of URSI General Education course assignments to be evaluated

    consisted of the following steps which were developed by the University wide General Education

    assessment group for Categories 5 and 6 courses:

    1. Identify courses within the department that address the variety of General Education learning

    outcomes and skill-building exercises. In this regard, URBS 110, 150 and 230 were chosen

    because they reflect the range of knowledge and skill building that are expected of students in

    URSI General Education courses.

    2. Randomly select a sample of students to participate in the assessment by choosing students

    from each course with Tech ID numbers that end in 5.

    3. Request students identified in Step 2 above to volunteer to participate.

    4. Collect written work from students who were identified in Step #2. This was a confidential

    sample all reference to students or faculty name associated with the written work was

    eliminated.

    5. Analyze the extent to which the written work collected relates to the Category 5 and 6 rubrics.

  • As a result of the above process, assessment of URBS 110: The City (Category 6 course) was based on

    review of 3 written student papers on urban architectural characteristics.

    II. Assessment Rubrics

    Rubrics used in the Category 6 assessment project have been created by the university-wide General

    Education group and include:

    Category 6: General Education/Arts and Humanities Rubrics

    Rubric #1: Create and critique artistic performances

    Rubric #2: Display knowledge of scope and variety of works in arts and humanities

    Rubric #3: Display understanding of the relationship between arts and humanities and society

    III. Findings of General Education Assessment in URSI

    Before describing the findings related to the review of students work, we wish to clarify that the

    following important issues in General Education were not analyzed in this assessment:

    Large lecture classes-many of the URSIs General Education courses are taught in large

    lecture rooms which employ multiple-choice exams to test students knowledge. This

    assessment project did not include review of objective exam results but instead focused

    on written work produced by students.

    Use of Teaching Assistants-often URSI General Education courses use graduate students

    as Teaching Assistants where they conduct small group exercises, facilitate discussion

    groups, etc. The courses used in this assessment project did not have TAs assisting the

    faculty.

    Group problem solving exercises-key skill areas required of urban professionals involved

    communication with community residents, facilitating discussion, resolving conflict, etc.

    Therefore one component of URSIs General Education courses involves students in

    team projects where they must share information, achieve consensus and produce

    action plans. The written work collected in this assessment project only included

    individual written reports and did not address group problem solving. Also, the rubrics

    involved in Category 6 did not address group problem solving skills.

    Based on our review of the written work submitted by our student sample, the following conclusions

    can be made about the extent to which the work met Category 6 outcomes:

    Rubric #1- Create and critique artistic performance

  • Not applicable to URSI General Education courses.

    Rubric #2-Display knowledge of scope and variety of works in arts and humanities

    The written papers on urban architectural characteristics displayed knowledge of wide variety of urban

    architectural styles from a diversity of cultures.

    Rubric #3-Demonstrate relationship between the arts and humanities and society

    The written papers on urban architectural characteristics demonstrated appreciation of how alternative

    architectural styles are reflected in contemporary society.

    IV. Recommendations

    Based on this assessment of samples of work by students in URSIs Category 6 General Education course

    during Fall semester, 2008, the following conclusions and recommendations have been identified:

    1. Consider alternative forms of assessment research. Reconsider the current methods for

    selecting a random sample because the use of the one tech ID number usually results in a small

    sample size. In addition to reviewing samples of students written work, direct surveys of a

    sample of students enrolled in large lecture classes should be considered. Large lecture classes

    often lack written assignments so they have not been included in this assessment project.

    2. Integrate questions related to desired Category 6 rubrics into multiple choice examinations.

    This could be done by faculty assigned to the course or by asking faculty from related

    departments to design test questions that directly reflect the outcomes desired in Category 6

    rubric.

  • EET 125 Perspectives On Technology

    Assessment of EET 125 for Category 6 (Fall, 2009)

    Approach

    Student materials from both fall sections of EET 125 were examined. At first a sample of students with

    tech IDs ending in 5 was examined. Since this sample yielded data similar to the overall class it was

    decided to use the total class data (127 students) as the sample. In addition to quizzes, class materials

    included a final paper and online discussions (this is an online class). Finally, account was taken of the

    feedback obtained from the class survey taken at the end of the semester.

    Rubric 1 (Create and/or critique artistic performances):

    Students observed and offered criticism of the aesthetic qualities of various objects. In addition, they

    answered questions concerning the styles and impact of a variety of different groups and individuals.

    Overall performance on exam questions in this area was (approximately) 69% (using a multiple choice

    exam format).

    Rubric 2 (Knowledge of scope and variety):

    Students were exposed to and let to comment on a wide variety of objects from various time frames that

    addressed similar issues. Exam questions were given to ascertain their appreciation of the variety of

    possible approaches and the scope of choices these approaches entailed. Performance on the exams in

    this area were (approximately) 63%.

    Rubric 3 (Relationship)

    Discussions were held concerning the relationship between design and the responses and impacts on

    society. Specific examples were cited in TV, computers, instruments, and visual media. Specific

    questions were asked on quizzes and the results tallied. Overall the students scored an average of 72%.

    Overall Assessment

    In addition to the exams, students prepared and submitted papers covering various esthetic aspects of

    designs, their impacts on society, and the comparisons between various solutions. Overall, out of a

    possible 12 points, the students scored 10.5. As a final indicator, when surveyed about the course 74%

    felt that the course either absolutely or largely satisfied the objectives; 86% felt that the material was

  • appropriate for the objectives, 82% felt the course objectives were appropriate and the material was in

    line with the objectives; while 79% felt the course was either great or well above average.

    Planned Improvements

    Based on the survey feedback from the fall sections a (267 page) manual is being produced and the course

    is planned to be converted to a streaming video format this summer. Both the text and streaming video is

    planned for introduction next fall.

    Conclusions

    It is believed that the class results on quizzes and written assignments demonstrate that the course

    objectives are being achieved and the category 6 objectives are being met. In addition, student feedback

    indicates that the students themselves believe that the course is meeting the objectives and is functioning

    appropriately. Overall the course seems to be well received, however improvements are possible. In the

    short term two changes are planned for introduction into this course next year.