CSU Gen. Ed. program – Information Literacy skill area
Curriculum/assessment mapping exercise
Summer 2009
Course
ANT 100
ANT 103
ANT 120
Student Learning
Outcome(s)
(list them, if they are
included in the syllabus)
No information
No information
- understand the degree of
diversity observed across
the world’s natural
languages
- appreciate the nature of
human language
- become acquainted with
the various sub-fields of
the systematic study of
language
- acquire a core set of
concepts, categories,
terminology, distinctions,
and methods used by
Information Literacy
skills embedded in course
(list them and specify to
which IL Competency
Standards they
correspond)
Minimum required
Minimum required
I
II
V
Information Literacy
skill-related performance
level (introductory,
developed, or mastery)
Corresponding
assignment(s)
Evaluative tool(s) (such
as a scoring rubric)
referenced or included in
the syllabus?
Unable to determine
Midterm and final
None
Unable to determine
NOTE: Provide details
related to assignments
that support the Gen. Ed.
skill areas referenced in
the syllabus
2 midterms and final
None
Unable to determine
NOTE: Provide details
related to assignments
that support the Gen. Ed.
skill areas referenced in
the syllabus
3 assignments + one extra
credit assignment
None
NOTE: How do students
go about completing the
assignments related to IL?
How do these
assignments get
evaluated?
1
CSU Gen. Ed. program – Information Literacy skill area
Curriculum/assessment mapping exercise
Summer 2009
linguistics to analyze all
aspects of linguistic use
- apply those constructs
and techniques to the
analysis of a wide variety
of problem-solving tasks
involving a full range of
linguistic phenomena
ANT 153
IL is NOT a skill area
ANT 210
ANT 275
How do we know this is
IL?
See ANT 100 & 103
HED 210
Y
SPH 497
Y
CLM 498 &
499
No statement of the Gen.
Ed. requirements related
to the 3 skill areas
I
II
III
IV
V
I
II
III
IV
V
D
D
D
D
D
Implied that all 5
standards are met at the
mastery level
N
I – IV (implied)
Implied that all 4
standards are met at the
mastery level
Details needed related to
how each of the 3
outcomes meets the
requirements of the 3 skill
areas for a Gen. Ed.
capstone experience.
Article review
Project
Scoring rubric for the
major project
- Information Search
project
- Log
- Journal
- Eval. Of Quality of
Information Sources
Thesis
Several scoring rubrics
included
Clarification needed for
the use of the scoring
rubric on p. 19
None
What about Method I?
Are there guidelines?
2
CSU Gen. Ed. program – Information Literacy skill area
Curriculum/assessment mapping exercise
Summer 2009
REL 498
No info
ART 485
Which 3 skill areas are
demonstrated? Writing
seems to be a logical one.
IL not a skill area
MUS 161
Objectives include
No info
PHY 474
Goals included
HIS 400
HIS 400/500
UST 240
No indication of how IL
is to be covered or
evaluated in class
No identification of IL as
a skill area (according to
Gen. Ed. requirements)
No indication of IL as a
skill area (according to
the Gen. Ed.
requirements)
Objectives included
Y
Unable to determine
Thesis
None
I & II
Unable to determine
Homework & Lab
assignments
None
I-IV (implied, based on
the Course Objectives)
Unable to determine
Paper
None
Unable to determine
Unable to determine
None
Unable to determine
- 4 think papers
- midterm & final
- group research project
None
Standard V – the current
Plagiarism statement
could be replaced with
the official paragraph in
the Student Code of
Conduct
Unable to determine/not
documented
III & V (criteria missing)
Interpret the connection
between course
assignments and IL skills
covered in this class.
Identify GE skill areas
that are the most pertinent
to the contents of the
class, based on which
Not clear which of them
directly relates to IL (it
seems that the group
research project is linked
the closest to the IL skill
area)
3
CSU Gen. Ed. program – Information Literacy skill area
Curriculum/assessment mapping exercise
Summer 2009
UST 242
Goals included
UST 251
Goals included
UST 489
Y
NUR 490
Y
then the assessment plan
could be aligned with
those skill areas (from the
list of Course Objectives)
III & V
III & V (unclear how
course activities and
assignments relate to IL
or how student learning is
evaluated in the area of
IL)
(Gen. Ed. requirements
related to skill area
rubrics are missing)
I – IV (under Higher
Order Concerns)
Unable to determine
1 practical assignment
None
Unable to determine
Unable to determine
None
Unable to determine
- 4 papers
- poster presentation
- annotated bibliography
Discussion on
Higher/Lower Order
Concerns could be easily
turned into a scoring
rubric
No clear info
Unable to determine
[unclear on which of
these assignments align(s)
with the IL skill area]
Look at the syllabus again
Not enough info
Unable to determine
Look at the syllabus
None
Not enough info
Unable to determine
Look at the syllabus
Y (no clear connection to
IL)
No Gen. Ed. criteria
included (actually, no
reference to Gen. Ed. at
all)
ENG 495 (NonShakespearian
Drama)
ENG 495 (The
Bronte Sisters)
IL is not identified as a
skill area
No explicit inclusion of
Gen. Ed. criteria
No explicit inclusion of
Gen. Ed. criteria
Several included; no clear
identification of which
evaluative tools is linked
to IL
4
CSU Gen. Ed. program – Information Literacy skill area
Curriculum/assessment mapping exercise
Summer 2009
ENG 495
(Britain and
Empire)
ENG 495 (Willa
Cather)
ENG 101
No reference to 3 skill
areas in Gen. Ed. (in
addition to WAC, which
is referenced)
Not enough info
Unable to determine
Look at the syllabus
N
Not enough info
Unable to determine
Look at the syllabus
Y
IL is not explicitly stated
as a skill area.
See above
ENG 102
No reference to IL or the
related criteria
Same as above
SOC 215
Same as above
SOC 210
Same as above
SOC 250
Same as above
5