Capstone Course and Core Competencies
Capstone Course (PHI 115)
Writing Communication Core Competencies Assessments of Graduates
% Proficiency and Mean Score (0-3)
Using Rubric
Core Competency &
Objectives
Writing
Communication
2009 2010 2011 2012
74.2%
2.23
84.6%
2.55
88%
2.17
89%
2.20
Focus: State purpose
that addresses the
writing task in a
thoughtful way.
Graduates will achieve
at least 80%
proficiency.
67.8%
2.00
100%
2.91
92%
2.34
82%
1.74
Organization: Organize
content with effective
transitions and
effective beginning and
ending paragraphs with
80% proficiency.
Graduates will achieve
at least 80%
proficiency.
Content: Develop
logical and concrete
ideas with effective use
of paragraph structure.
Graduates will achieve
at least 80%
proficiency.
70.2%
2.16
Style: Use appropriate
and precise word
choice where language
and sentence structure
are alive, mature, and
varied. Graduates will
achieve at least 80%
72.6%
2.20
30%
0.91
90%
2.42
96%
2.52
Action Plan
For 2010, researched, analyzed, and modified
material in PHI 115 to convey how to establish a
purpose that addresses the task. Reevaluated
material that focuses on developing complex
writings.
For 2011, analyzed data from 2010 modification.
For 2012, implemented 1 exercise that facilitated
assimilation of writing concepts, organization, and
development of formal and informal writing
views.
For 2010, redesigned various assignments in PHI
115 to clearly demonstrate the correlation of
organization and transitioning of concepts.
For 2011, analyzed data from 2010 modification.
For 2012, employed 1 exercise that enhanced
organization and transition writing skills that
develop a coherent argument.
77.8%
2.30
100%
2.92
100%
3.00
90%
2.52
87%
2.16
92%
2.39
92%
2.38
For 2010, researched, analyzed and modified
material in PHI 115 to convey how to establish a
purpose that addresses developing valid ideas and
applying them effectively.
For 2011, analyzed data from 2010 modification.
For 2012, instituted course discussion and online
discussion that focused on the three-part
paragraph structure whether the student was
narrating, describing, comparing, contrasting, or
analyzing information.
For 2010, developed a list of vocabulary words
and identified the common usage of the words
and research strategies related to thesaurus
application in writing for the PHI 115 class.
For 2011, analyzed data from 2010 modification.
proficiency.
Conventions:
Demonstrate few
mechanical and usage
errors, with evidence of
control of diction.
Graduates will achieve
at least 80%
proficiency.
82.8%
2.48
100%
3.00
81%
1.37
83%
1.99
For 2012, included 1 exercise that assesses a
student's practical reasoning skills in effective
selection of wording, writing styles and
personage.
For 2010, designed lessons that promote more
interaction between the instructor and students in
the PHI 115 course and utilize the discussion
board to design lessons that promote sampling.
For 2011, analyzed data from 2010 modification.
For 2012, executed an exercise that assesses
evidence of superior control of grammar, spelling,
usage, and punctuation within various writing
structure.
Note: ratings are based on a 0-3 point scale with 3 being the highest.
Capstone Course (PHI 115)
Oral Communication Core Competencies Assessments
% Proficiency and Mean Score (0-3)
Using Rubric
Core Competency &
Objectives
Oral Communication
Appropriateness: Idea development,
use of language and the organization
of ideas for a specific audience,
setting, and occasion are
appropriate. Graduates will achieve
at least 80% proficiency.
2009 2010 2011
92.6%
2.78
100%
3.00
75.6%
2.17
85%
2.48
96%
2.60
98%
2.78
2012
89%
2.55
96%
2.73
Action Plan
For 2010, no modifications at
this time.
For 2011, analyzed data from
2010 non-modification.
For 2012, no modification
initiated.
Verbal Effectiveness: Idea
development, use of language and
the organization of ideas are
effectively used to achieve a
purpose. Graduates will achieve at
least 80% proficiency.
90.0%
2.70
75%
2.22
97%
2.82
97%
2.82
For 2010, incorporated at least
one face-to-face meeting in PHI
115 for all students to provide
live examples of verbal
effectiveness.
For 2011, analyzed data from
2010 modification.
Nonverbal Effectiveness: The
nonverbal message supports and is
consistent with the verbal message.
90.0%
2.70
75%
2.17
98%
2.84
88%
2.57
For 2012, instituted a YouTube
presentation for online
participants.
For 2010, showed videos in PHI
115 that provided examples of
effective and ineffective
Graduates will achieve at least 80%
proficiency.
nonverbal communication.
For 2011, analyzed data from
2010 modification.
Responsiveness: Communication
may be modified based on verbal
and nonverbal feedback.
Speakers/listeners demonstrate
active listening behavior. Graduates
will achieve at least 80% proficiency.
90.4%
2.71
67%
1.83
90%
1.97
75%
2.10
For 2012, included library
resources that center on
nonverbal communication skills.
For 2010, no modifications at
this time.
For 2011, analyzed data from
2010 non-modification.
For 2012, no modification
initiated.
Note: ratings are based on a scale of 0-3 with 3 being the highest.
Capstone Course (PHI 115)
Critical Thinking Core Competencies Assessments of Graduates
% Proficiency and Mean Score (0-3)
Using Rubric
Core Competency & Objectives
Critical Thinking
Evaluation: Present sources that
discriminate among degrees of
truth or falsity of inferences
drawn from given data with 80%
proficiency
Analysis: Recognize unstated
assumptions or presupposition
in given statements or assertions
with 80% proficiency
Determine whether certain
conclusions follow from data in
given statements. Present a
fundamental paradigm for
various methods developed to
interpret information with 80%
proficiency
2009
90.2%
2.70
89.7%
2.67
2010
61.5%
1.84
87%
2.54
2011
84%
1.98
98%
2.75
2012
80%
1.98
96%
2.80
Action Plan
For 2010, researched, analyzed and modified
20% of existing assessment materials in PHI 115.
For 2011, analyzed data from 2010 modification.
90.0%
2.70
86.3%
2.59
60%
1.60
95%
2.79
89%
1.79
100%
2.79
79%
1.69
98%
2.92
For 2012, included 2 multiple attempts of
exercise #1.
For 2010, redesigned online materials in PHI 115
since face-to-face class performance was 40%
greater than online students.
For 2011, analyzed data from 2010 modification.
For 2012, included 2 multiple attempts of 40%
exercises related to the objective.
For 2010, modified lessons to survey and convey
foundational principles utilized in critical thinking
evaluation and processing in PHI 115. Redesigned
material to better present methodologies used in
the simplification and expression of complex
critical thinking concepts.
For 2011, analyzed data from 2010 modification.
For 2012, included library resources that center
on methodologies used in the simplification and
expression of complex critical thinking concepts.
Inference: Survey evidence
based on the given data.
Generalize if the conclusion is
valid or invalid based on
supporting premises with 80%
proficiency
Inductive & Deductive
Reasoning: Distinguish between
arguments that are strong and
relevant and those that are
weak and irrelevant with 80%
proficiency
92.4%
2.77
92.4%
2.77
42%
1.42
75%
1.37
22%
0.85
60%
1.17
73%
1.38
55%
1.09
For 2010, redeveloped identified material to
better present methodologies used in the
identification of major and subordinate premise
in PHI 115. Designed more lessons that assist in
designating the validity of conclusions.
Redesigned identified material to better assist
students in identifying valid and invalid data.
Enhanced or modified existing lessons to clearly
describe and define inductive and deductive
reasoning so students can designate valid
arguments of critical thinking.
For 2011, analyzed data from 2010 modification.
For 2012, included library resources designed to
focus on valid and invalid data and inductive and
deductive reasoning.
For 2010, a separate assessment was developed
to better isolate this objective in PHI 115.
For 2011, analyzed data from 2010 modification.
For 2012, included 2 multiple attempts of
exercises assessing the objective.
Note: ratings are based on a scale of 0-3 with 3 being the highest
Capstone Course (PHI 115)
Information Literacy Core Competencies Assessments of Graduates
% Proficiency and Mean Score (0-3)
Using Rubric
Core Competency &
Objectives
Information Literacy
The information literate
student determines the
nature and extent of the
information needed 70%
of the time.
The information literate
student accesses needed
2009
59.6%
1.35
NA
2010 2011
60%
1.80
69%
1.99
74%
1.82
76%
1.66
2012
80%
1.98
83%
1.96
Action Plan
For 2010, this objective will be assessed
and clarification will be made to
simplify the assessment in PHI 115.
For 2011, analyzed data from 2010
assessment.
Databases:
58.5%
78%
2.17
81%
1.93
81%
1.99
For 2012, enhanced two exercises that
assisted students in developing
research statements and deducing
them to research topics that enriched
students identification of key words,
terms, and concepts needed to
determine the information required.
For 2010, Keyword Searching Tutorial
and Planning Your Keyword will be
information efficiently
and effectively 70% of
the time
added to PHI 115 to help students
understand how to develop and
implement a keyword search.
1.06
Search
Method:
43.8%
0.73
For 2011, analyzed data from 2010
modification.
The information literate
student evaluates
information and its
sources critically, and
incorporates selected
information into his or
her knowledge base and
value system 70% of the
time.
54.2%
1.40
For 2012, included two examples of key
word worksheets to assist students in
interpreting how to develop and
implement a keyword search.
For 2010, more emphasis will be placed
in PHI 115 on the literacy module.
The information literate
student, individually or as
a member of a group,
uses information
effectively to accomplish
a specific purpose 70% of
the time.
72.9%
1.83
The information literate
student understands
many of the economic,
legal, and social issues
surrounding the use of
information resources
and accesses and uses
information ethically and
legally 70% of the time.
68.8%
1.71
22%
0.98
63%
1.37
68%
1.58
For 2011, researched and analyzed
sensitive and critical areas within PHI
115 Information Literacy module.
For 2012, included library “Connect for
Success” resources that aid students to
critically analyze and evaluate
information or data relevant to a search
inquiry; synthesize main ideas to
formulate new concepts or incorporate
selected information into students’
knowledge and value system.
69%
2.00
62%
1.86
75%
2.10
74%
2.19
86%
2.23
82%
2.14
For 2010, clarifications will be made on
using Google Gadget and other
databases in PHI 115.
For 2011, analyzed data collected from
2010 research.
For 2012, optioned not to include
Google Gadget. Other databases for PHI
115 continue to be reviewed.
For 2010, the UNC Documentation
information (on the VCCS toolbar) and
the citation builder on that site will be
emphasized in PHI 115 since it is more
informative about how to cite
specialized resources.
For 2011, analyzed student usage data
from 2010 modification.
For 2012, included additional library
resource contents that aid students in
selecting and using an appropriate
documentation style for citing sources;
compliance to plagiarism of copyright
and intellectual property and fair use
laws.
Note: ratings are based on a scale of 0-3 with 3 being the highest
Capstone Course (PHI 115)
Quantitative Reasoning Core Competencies Assessments of Graduates
% Proficiency and Mean Score (0-3)
Using Rubric
Core Competency &
Objectives
Quantitative
Reasoning
Objective 1: The graduate
will use logical and
mathematical reasoning
within the context of
various disciplines with at
least 100% proficiency
Objective 2: The graduate
will interpret and use
mathematical formulas
when instructed with at
least 100% proficiency
2009 2010 2011
2012
68.9%
2.07
90%
2.52
80%
2.02
76%
2.16
73.0%
2.19
92%
2.61
88%
2.37
81%
2.32
Action Plan
For 2010, designed material to present
objective in PHI 115 in a more practical
manner.
For 2011, analyzed data from 2010
modification.
44.5%
1.33
Objective 3: The graduate 42.4%
1.27
will interpret
mathematical models
such as graphs, tables,
and schematics, and
draw inferences from
them when they appear
on test with at least 100%
proficiency
Objective 4: The graduate 88.1%
2.64
will use arithmetic,
algebraic, geometric, and
statistical models in
problem solving with at
least 100% proficiency
92%
2.61
100%
3.00
92%
2.77
69%
1.52
95%
2.45
88%
2.48
68%
1.89
84%
2.42
83%
2.40
For 2012, included library resources
designed to focus on use logical and
mathematical reasoning within the context
of various disciplines
For 2010, modified assessment material in
PHI 115 to better demonstrate how to use
mathematical formulas in practical
situations.
For 2011, analyzed data from 2010
modification.
For 2012, included 2 multiple attempts of
exercises assessing the objective.
For 2010, modified assessment material in
PHI 115 to better demonstrate graphs and
tables in more practical situations.
For 2011, analyzed data from 2010
modification.
For 2012, included library resources that
presents and interpret mathematical models
such as graphs, tables, and schematics, and
draw inferences from data.
For 2010, no modifications at this time.
For 2011, analyzed data from 2010 nonmodification.
For 2012, included library resources that
display arithmetic, algebraic, geometric, and
statistical models in problem solving
samples.
Objective 5: The graduate
will estimate and
consider answers to
mathematical problems
in order to determine
reasonableness with at
least 100% proficiency
79.2%
2.40
Objective 7: Graduates
will recognize and
communicate the
appropriate applications
of mathematical and
statistical models when
solving problems with
100% proficiency
72.3%
2.17
Objective 6: Graduates
will represent
mathematical
information numerically,
symbolically, and visually
using graphs and charts
when given standardized
test with at least 100%
proficiency
83.0%
2.49
84%
2.23
84%
2.23
84%
2.23
60%
1.24
93%
2.45
72%
1.61
67%
1.74
76%
2.28
74%
2.04
For 2010, modified assessment material in
PHI 115 to better demonstrate estimating in
more practical situations.
For 2011, analyzed data from 2010
modification.
For 2012, included library resources that
focus on estimating and considering answers
to mathematical problems in order to
determine reasonableness.
For 2010, modified assessment material in
PHI 115 to better demonstrate when to use
various mathematical or statistical models in
solving practical problems.
For 2011, analyzed data from 2010
modification.
For 2012, included library resources that
assist participants to recognize and
communicate appropriate applications of
mathematical and statistical models.
For 2010, no modifications at this time.
For 2011, analyzed data from 2010 nonmodification.
For 2012, included library resources that
promote enhancement of the objective.
Note: ratings are based on a scale of 0-3 with 3 being the highest
Capstone Course (PHI 115)
Scientific Reasoning Core Competencies Assessments of Graduates
% Proficiency and Mean Score (0-3)
Using Rubric
Core Competency &
Objectives
Scientific Reasoning
Objective 1: Generate and
empirically evidenced and
logical argument. Graduates
will perform at a 70%
proficiency level or higher.
2009
58.1%
1.76
43.7%
1.31
2010 2011
71%
2.01
84%
2.53
82%
2.09
90%
2.60
2012
94%
2.42
95%
2.76
Action Plan
For 2010, researched, analyzed, and
modified assessment material in PHI 115
and to present materials to students in a
more practical manner.
For 2011, analyzed data from 2010
modification.
For 2012, included 2 multiple attempts of
exercises assessing the objective.
Objective 2: Distinguish
scientific argument from a
non-scientific argument.
Graduates will perform at a
70% proficiency level or
higher.
44.4%
1.35
Objective 3: Reason by
deduction, induction, and
analogy.
Graduates will perform at a
70% proficiency level or
higher.
77%
2.20
Objective 4: Distinguish
between causal and
correlational relationships.
Graduates will perform at a
70% proficiency level or
higher.
67.2%
2.20
92%
2.77
47%
1.32
61%
1.44
89%
2.62
72%
1.62
82%
2.09
100%
2.83
90%
2.17
88%
1.92
For 2010, modified assessment material in
PHI 115 to incorporate this objective to
students in a more practical manner.
For 2011, analyzed data from 2010 nonmodification.
For 2012, included library resources that
focus on identification of scientific and
non-scientific arguments.
For 2010, modified assessment material in
PHI 115 to incorporate the objective in a
more practical manner.
For 2011, analyzed data from 2010 nonmodification.
For 2012, included library resources that
focus on deductive, inductive, and analogy
of scientific reasoning.
For 2010, modified assessment materials in
PHI 115 to familiarize students to the
various causal and correlational
relationships in a more practical manner.
For 2011, analyzed data from 2010 nonmodification.
For 2012, included library resources that
focus on scientific causal factors and
correlational relationships.
Note: ratings are based on a scale of 0-3 with 3 being the highest