Liberal Studies Assessment Team Charge (effective January, 2015)
The main task for members of the Liberal Assessment team will be to score examples of student work according to the Liberal Studies rubrics as a way to determine how well students are achieving the required outcomes of the LSP and to review the syllabuses of the courses taught in the category under review. In addition to the scoring of student work and review of syllabuses, relevant coordinators, directors, and/or department chairs will be invited to provide the assessment team with any further information that might prove useful and/or informative to their assessment of the category. Finally, the assessment teams will be provided with institutional data such as student performances on the National Survey of Student Engagement (NSSE) and the Collegiate
Learning Assessment (CLA and CLA+) to complete the assessment.
By the end of the semester in which a Core or Perspective is being assessed, members of the team will issue a report to the Liberal Studies Committee that includes the following information, organized in sections:
1.
A chart that includes the raw data from the scoring of student work
2.
A qualitative analysis of the student scores to be written as a corporate statement of the committee. This statement should contain a clear indication of how well students are achieving the outcomes of the category.
3.
A qualitative review of the syllabi of courses being taught in the category during the review semester.
4.
A response to the previous assessment of the category that may be found in the last assessment of the
LS Program, completed in 2010.
5.
A qualitative assessment of the category in the context of the Liberal Studies Document and in the context of the broader university-level assessments outlined above.
6.
A list of justifies recommendations for changes to the Liberal Studies Document, and/or other aspects of the Liberal Studies Program, including the assessment itself, learning outcomes, rubrics, and other issues identified by the assessment team during their review. Recommendations should be focused on enhancing the LS Program’s ability to achieve Goal 1.2 and Initiative 1.2.4, which can be found in the
2020 Vision (see below for a link).
Item six for the outcomes of the work of the team represents the ultimate goal of the assessment as it moves forward, to recommend and implement changes to the Liberal Studies Program, which will be manifested in revisions to the Liberal Studies Document. These changes will be made to ensure and enhance the articulation of a coherent rationale for the program in the context of the
2020 Vision, and to ensure the logical consistency of the LSP, i.e. that the document articulates what the faculty wishes students to learn and that the courses taught in the various categories deliver on the promise of the articulation, all in the overarching desire to maximize student achievement.
The report will be issued to the chair of the Liberal Studies Committee and to the Associate Provost for Undergraduate Studies. Once the LSC has reviewed the document, it will vote to send recommendations for revising the Liberal Studies Document to the Faculty Senate for final approval. Both approval and implementation will begin in the semester after the assessment phase
(see below for a calendar of assessment).
Useful Links
Liberal Studies Document
SACSCOC Principles of Accreditation
2020 Vision--WCU Strategic Plan
1

The Liberal Studies Program and SACSCOC
The Southern Association of Colleges and Schools-Commission on Colleges (SACSCOC) outlines the requirements for general education at accredited institutions:
In each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree,
(2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. ( Principles of Accreditation [2012] 19)
On the issue of assessment, SACSCOC is clear and brief:
The institution identifies college-level general education competencies and the extent to which students have attained them. ( Principles of Accreditation [2012] 29)
In the context of these SACSCOC mandates, the goal of the Liberal Studies assessment will focus on student learning, but will also seek to determine how well the goals of the Liberal Studies
Program are consistent with what faculty are teaching.
The goal of the Liberal Studies assessment will be to determine how well the goals of the Liberal
Studies Program are being delivered by the faculty and learned by the students. The SACSCOC expectation for assessment is indeed to determine how well students achieve the outcomes mandated by the program.
Answering the following three questions will serve as the guiding principles for the assessment:
1) Are we delivering what we say we do?
2) Are students learning what we want them to?
3) What can we do to strengthen the correlation between what we deliver and how well students learn?
Overall, the assessment will focus on the LSP from three different perspectives:
1) Student Learning, i.e. performance in demonstrating proficiency of the outcomes of the LSP
2) Faculty/Departmental, i.e. what content is being taught and how it meets the LSP
3) University, i.e. the big picture—how well the LS program outcomes function within the university’s goals for student achievement.
The emphasis for the assessment will be at the category (Core and/or Perspective) and program level, not at the course level.
Assessment of the LSP will be an ongoing, continual process that involves the faculty who teach within particular categories and a committee assembled to assess the categories, within a threesemester time frame (a semester of data collection, a semester of reporting, and a semester of approval and implementation of recommendations). See the “LSP Assessment Calendar” for a complete schedule.
The focus of the assessment will be on the universal outcomes for the LSP. Students will be expected to demonstrate college-level competency in the following areas.
• Demonstrate the ability to locate, analyze, synthesize, and evaluate information;
• Demonstrate the ability to interpret and use numerical, written, oral and visual data;
• Demonstrate the ability to read with comprehension, and to write and speak clearly, coherently, and effectively as well as to adapt modes of communication appropriate to an audience;
2

• Demonstrate the ability to critically analyze arguments;
• Demonstrate the ability to recognize behaviors and define choices that affect lifelong well-being;
• Demonstrate an understanding of
⇒
Past human experiences and ability to relate them to the present;
⇒
Different contemporary cultures and their interrelationships;
⇒
Issues involving social institutions, interpersonal and group dynamics, human development and behavior, and cultural diversity;
⇒
Scientific concepts and methods as well as contemporary issues in science and technology;
⇒
Cultural heritage through its expressions of wisdom, literature and art and their roles in the process of self and social understanding.
• Demonstrate an excitement for and love of learning.
Assessment Teams
In order to determine the extent to which students acquire these competencies in the context of the
LSP, Category Assessment Teams will be constructed via the Office for Undergraduate Studies according to the following guidelines. Each committee will have as members: 1 faculty member who is teaching or who has taught within the category of the LSP being assessed; 1 faculty member from the Liberal Studies Committee; and 2 faculty members who are in subject fields outside of the category being assessed.
Assessment teams will be responsible for ranking student work according to the general Liberal
Studies Rubrics (see Appendix 1), and for submitting a report to the LSC that includes their answers to the three guiding principles of the assessment.
1) Liberal Studies Survey.
All faculty will be asked to respond to an online survey that includes the following information:

From a dropdown menu, select all of the Liberal Studies Outcomes delivered in the class.

Provide any qualitative feedback and/or information that would be of use to the assessment team.
2) Syllabus
Faculty will be asked to supply a syllabus for the course to their department chair. From the syllabus, the assessment team will be able to determine how well the content of the course reflects the descriptions of the various categories of the program as articulated in the Liberal Studies
Document.
3) Student Work
Assessment teams will meet with the Director of Assessment, the chair of the LSC, and the associate provost for undergraduate studies early in the process to ensure the clarity of the processes associated with this assessment.
A random sample of students will be selected after census day by means of their 920 numbers. The sample will vary slightly in the context of the number of students being taught in a given category in order to provide a statistically viable data set.
3

The faculty who teach these students will be asked to identify a significant assignment that has been completed by these students towards the end of the semester and to collect and submit samples of this set of student work.
Faculty will submit this student work on the H-Drive, into a folder identified by faculty name. A survey process has been developed for selecting the rubric by which the student work should be assessed. A software tool has been developed that will eliminate all identifying information (both student and faculty) from the sample documents before they are released to the assessment teams.
Once rendered anonymous, this tool will also distribute the samples of student work randomly to the LS assessment teams.
Liberal Studies Rubrics: Liberal Studies Outcomes Rubrics for assessing the level at which students achieve the Liberal Studies outcomes have been developed on the basis of the Liberal
Studies Outcomes. Because of the multiple factors that appear in some of the outcomes, they have been divided when necessary into separate rubrics in order to create rational and useful means for assessing student work; see the Liberal Studies Assessment Rubrics Document.
The Assessment Team reports will be a combination of data and interpretation that should lead to changes in the program and/or to the Liberal Studies document directed to addressing the principal concerns of the assessment outlined above.
4

Fall 2014
The Following rubrics have been constructed in order to facilitate the determination of how well students are achieving the outcomes mandated by the Liberal Studies Program.
For phase one of the LS assessment, all LS instructors will be asked to identify which of the following outcomes are met in the courses they teach. According to the current LS document, students should be able to demonstrate achievement in the following areas:
1.
Demonstrate the ability to locate, analyze, synthesize, and evaluate information;
2.
Demonstrate the ability to interpret and use numerical, written, oral and visual data;
3.
Demonstrate the ability to read with comprehension, and to write and speak clearly, coherently, and effectively as well as to adapt modes of communication appropriate to an audience;
4.
Demonstrate the ability to critically analyze arguments;
5.
Demonstrate the ability to recognize behaviors and define choices that affect lifelong well-being;
6.
Demonstrate an understanding of a.
Past human experiences and ability to relate them to the present; b.
Different contemporary cultures and their interrelationships; c.
Issues involving social institutions, interpersonal and group dynamics, human development and behavior, and cultural diversity; d.
Scientific concepts and methods as well as contemporary issues in science and technology; e.
Cultural heritage through its expressions of wisdom, literature and art and their roles in the process of self and social understanding.
7.
Demonstrate an excitement for and love of learning.
For phase two, a sample of student work will be collected and instructors will be asked to identify one of the following rubrics, i.e. the one that best applies to the particular assignment to which the student is responding. These rubrics include all of the outcomes mandated in the outcomes, but they have been divided into further delineated categories in order to construct workable and assessable tools for assessing the outcomes for the LS Program.
1.
Demonstrate the ability to locate, analyze, synthesize, and evaluate information;
2.
Demonstrate the ability to a. Interpret and use numerical, data; b. Interpret and use written data; c. Interpret and use oral data; d. Interpret and use visual data;
3.
Demonstrate the ability to a. Read difficult texts with comprehension; b. Write clearly, coherently, and effectively as well as to adapt modes of communication appropriate to an audience; c. Speak clearly, coherently, and effectively as well as to adapt modes of communication appropriate to an audience
4.
Demonstrate the ability to critically analyze arguments;
5.
Demonstrate the ability to recognize behaviors and define choices that affect lifelong well-being;
5

6.
Demonstrate an understanding of a.
Past human experiences and the ability to relate them to the present; b.
Different contemporary cultures and their interrelationships; c.
Issues involving social institutions; d.
Issues involving interpersonal and group dynamics; e.
Issues involving human development and behavior; f.
Issues involving cultural diversity; g.
Scientific concepts and methods; h.
Contemporary issues in science and technology; i.
Cultural heritage through its expressions of wisdom, literature and art and their roles in the process of self and social understanding.
7.
Demonstrate an excitement for and love of learning.
1
Demonstrate the ability to locate, analyze, synthesize, and evaluate information
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Emerging
Student demonstrates some level of deficiency in most if not all of the skills, lacking the ability to locate, analyze, synthesize, and/or evaluate information adequately.
Developing
Student demonstrates some ability to locate, analyze, synthesize, and/or evaluate information adequately, but is deficient in one or two of the skills required.
Achieving
Student demonstrates the ability to locate, analyze, synthesize, and evaluate information adequately.
Exemplary
Student demonstrates refined skill in locating, analyzing, synthesizing and evaluating information in clear, thoughtful, and precise ways that exceed expectations.
X 1 2 3 4
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
X
2a
Demonstrate the ability to interpret and use numerical data
Emerging
Student demonstrates inability to interpret and use numerical data effectively.
Developing
Student demonstrates some ability to interpret and/or use numerical data effectively, but does not demonstrate ability in both skills.
Achieving
Student demonstrates the ability to use and interpret numerical data effectively.
Exemplary
Student demonstrates a refined ability to use and interpret numerical data in clear, thoughtful, and precise ways that exceed expectations.
1 2 3 4
6

No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
X
2b
Demonstrate the ability to interpret and use written data
Emerging
Student demonstrates inability to interpret and use written data effectively.
Developing
Student demonstrates some ability to interpret or use written data effectively, but does not demonstrate ability in both skills.
Achieving
Student demonstrates the ability to use and interpret written data effectively.
1 2 3
Exemplary
Student demonstrates a refined ability to use and interpret written data in clear, thoughtful, and precise ways that exceed expectations.
4
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
X
2c
Demonstrate the ability to interpret and use oral data
Emerging
Student demonstrates inability to interpret and use oral data effectively.
Developing
Student demonstrates some ability to interpret or use oral data effectively, but does not demonstrate ability in both skills.
Achieving
Student demonstrates the ability to use and interpret oral data effectively.
1 2 3
Exemplary
Student demonstrates a refined ability to use and interpret oral data in clear, thoughtful, and precise ways that exceed expectations.
4
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
X
2d
Demonstrate the ability to interpret and use visual data
Emerging
Student demonstrates inability to interpret and use visual data effectively.
Developing
Student demonstrates some ability to interpret or use visual data effectively, but does not demonstrate ability in both skills.
Achieving
Student demonstrates the ability to use and interpret visual data effectively.
1 2 3
Exemplary
Student demonstrates a refined ability to use and interpret visual data in clear, thoughtful, and precise ways that exceed expectations.
4
7

3a
Demonstrate the ability to read difficult texts with comprehension
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Emerging
Student demonstrates inability to read with comprehension by failing to interpret, summarize, and/or understand texts.
Developing
Student demonstrates some ability to read with comprehension, but a failure to accurately summarize, interpret and/or understand the text undermines comprehension.
Achieving
Student demonstrates the ability to read with comprehension and effectively demonstrates the ability to summarize, interpret, and understand the text.
Exemplary
Student demonstrates a refined ability to read with comprehension and the ability to summarize, interpret, and understand difficult texts in clear, thoughtful, and precise ways exceed expectations.
X 1 2 3 4
3b
Demonstrate the ability to write clearly, coherently, and effectively as well as to adapt modes of communication appropriate to an audience
No Score Emerging Developing Achieving Exemplary
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Student demonstrates inability to write clearly, coherently, and effectively and, therefore, does not communicate effectively to an appropriate audience.
Student demonstrates some ability to write clearly, coherently, and/or effectively, but inability on one or two of the skills causes the student not to communicate effectively to an appropriate audience.
Student demonstrates the ability to write clearly, coherently, and effectively and, therefore, communicates effectively to an appropriate audience.
Student demonstrates a refined ability to write clearly, coherently, and effectively and, therefore, communicates effectively to a particularly appropriate audience in thoughtful and precise ways that exceed expectations.
X 1 2 3 4
8

3c
Demonstrate the ability to speak clearly, coherently, and effectively as well as to adapt modes of communication appropriate to an audience
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Emerging Developing
Student demonstrates inability to speak clearly, coherently, and effectively and, therefore, does not communicate effectively to an appropriate audience.
Student demonstrates some ability to speak clearly, coherently, and/or effectively, but inability on one or two of the skills causes the student not to communicate effectively to an appropriate audience.
Achieving
Student demonstrates the ability to speak clearly, coherently, and effectively and, therefore, communicates effectively to an appropriate audience.
Exemplary
Student demonstrates a refined ability to speak clearly, coherently, and effectively and, therefore communicates effectively to a particularly appropriate audience in clear, thoughtful, and precise ways that exceed expectations.
X 1 2 3 4
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
4
Demonstrate the ability to critically analyze arguments
Emerging
Student demonstrates an inability to recognize arguments and to engage them critically.
Developing
Student demonstrates an ability to recognize an argument, but misunderstands the argument and fails to recognize key elements or flaws in it.
Achieving
Student demonstrates ability to recognize arguments and to engage with them critically in and effective way.
Exemplary
Student demonstrates a refined ability to recognize arguments and to engage with them critically in clear, thoughtful, and precise ways that exceed expectations.
X 1 2 3 4
9

5
Demonstrate the ability to recognize behaviors and define choices that affect lifelong well-being
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Emerging
Student does not demonstrate the ability to recognize behaviors and/or define choices that affect lifelong wellbeing.
X 1
Developing
Student demonstrates an ability to recognize behaviors and define choices abstractly, but cannot connect them to personal behavior.
2
Achieving Exemplary
Student demonstrates ability to recognize behaviors and define choices that affect lifelong well-being, and articulates a clear commitment to personal implementation.
Student demonstrates a refined ability to recognize behaviors and define choices that affect lifelong wellbeing and articulates an evidently realized commitment to them in clear, thoughtful, and precise ways that exceed expectations.
3 4
No Score
No Score
A score of X
A score of X irrelevancy viewed or content
Student demonstrates a irrelevancy of the category to assignment, or folders and/or
Student demonstrates inability to difficulty relating it to content cannot be behaviors and define choices that affect life-long well-being. cannot be
6a
6
Demonstrate the ability to recognize behaviors and and the ability to relate them to the present define choices that affect lifelong well-being
Emerging
Emerging
Developing
Developing
Achieving
Achieving
Exemplary
Exemplary
Student demonstrates
Student demonstrates an ability to recognize past human some distinctions between healthy and to appropriately relate unhealthy behaviors but fails to connect them adequately to define the choices that lead to life-long wellbeing.
Student demonstrates an understanding of demonstrates
Student demonstrates a past human experiences ability to
Student demonstrates a refined recognize behaviors and adequately relates them to the present. behaviors and define choices understanding of past human affect life-long wellbeing and engages with that affect lifelong well-being. relates them to the them in clear, thoughtful, and ways that exceed precise ways that exceed
X assessed.
1 2 3
X 1 2 3 4
10

No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
X
6b
Demonstrate an understanding of different contemporary cultures and their interrelationships
Emerging Developing
Student demonstrates a flawed understanding of contemporary cultures and/or has difficulty recognizing their interrelationships.
Student demonstrates a basic understanding of contemporary cultures, but does not fully understand their interrelationships.
1 2
Achieving
Student demonstrates an understanding of contemporary cultures and recognizes their interrelationships.
3
Exemplary
Student demonstrates a refined understanding of contemporary cultures and recognizes their interrelationships in clear, thoughtful, and precise ways that exceed expectations.
4
6c
Demonstrate an understanding of issues involving social institutions
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Emerging
Student demonstrates a flawed understanding of the concepts associated with social institutions, and/or has difficulty in recognizing the concepts in the context of the issues involving them.
Developing
Student demonstrates a basic understanding of the concepts associated with social institutions, but not all of them, and/or may not fully understand the concepts in the context of the issues involving them.
Achieving
Student demonstrates an understanding of the concepts associated with social institutions and adequately recognizes and understands the issues involving them.
Exemplary
Student demonstrates a refined understanding of the concepts associated with social institutions and recognizing the issues that involve them in clear, thoughtful, and precise ways that exceed expectations.
11

X 1 2 3 4
6d
Demonstrate an understanding of issues involving interpersonal and group dynamics
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Emerging
Student demonstrates a flawed understanding of the concepts associated with interpersonal and group dynamics, and/or has difficulty recognizing the concepts in the context of the issues involving them.
Developing Achieving
Student demonstrates a basic understanding of some but not all of the concepts associated with interpersonal and group dynamics, and/or may not fully understand them in the context of the issues involving them.
Student demonstrates an understanding of the concepts associated with interpersonal and group dynamics and adequately understands them in the context of the issues involving them.
Exemplary
Student demonstrates a refined understanding of the concepts associated with interpersonal and group dynamics, and understands them in the context of issues involving them in clear, thoughtful, and precise ways that exceed expectations.
X 1 2 3 4
6e
Demonstrate an understanding of issues involving human development and behavior
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Emerging
Student demonstrates a flawed understanding of the concepts associated with human development and behavior, and/or has difficulty recognizing the concepts in the context of the issues involving them.
Developing Achieving
Student demonstrates a basic understanding of some but not all of the concepts associated with human development and behavior, and/or may not fully understand the concepts in the context of the issues involving them.
Student demonstrates an understanding of the concepts associated with human development and behavior in the context of the issues involving them.
Exemplary
Student demonstrates a refined understanding of the concepts associated with human development and behavior in the context of the issues involving them in clear, thoughtful, and
12

precise ways that exceed expectations.
X 1 2 3 4
6f
Demonstrate an understanding of issues involving cultural diversity
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Emerging Developing
Student demonstrates a flawed understanding of the concepts associated with cultural diversity, and/or has difficulty recognizing the concepts in the context of the issues involving them.
Student demonstrates a basic understanding of some but not all of the concepts associated with cultural diversity, and/or may not fully understand the concepts in the context of the issues involving them.
Achieving
Student demonstrates an understanding of the concepts associated with cultural diversity in the context of the issues involving them.
Exemplary
Student demonstrates a refined understanding of the concepts associated with cultural diversity in the context of the issues involving them in clear, thoughtful, and precise ways that exceed expectations.
X 1 2 3 4
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be
6g
Demonstrate an understanding of scientific concepts and methods
Emerging
Student demonstrates a flawed understanding of scientific concepts and methods.
Developing
Student demonstrates a basic understanding of some but not all scientific concepts and methods, and/or may have difficulty recognizing the connections between concept and method.
Achieving Exemplary
Student demonstrates an understanding of scientific concepts and methods and recognizes connections between them.
Student demonstrates a refined understanding of scientific concepts and methods, and recognizes connections between them in clear, thoughtful, and precise ways
13

viewed or assessed. that exceed expectations.
X 1 2 3 4
6h
Demonstrate an understanding of contemporary issues in science and technology
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
Emerging
Student demonstrates a flawed understanding of contemporary issues in science and technology.
Developing
Student demonstrates a basic understanding of some but not all contemporary issues in science and technology.
Achieving Exemplary
Student demonstrates an understanding of contemporary issues in science and technology.
Student demonstrates a refined understanding of contemporary issues in science and technology in clear, thoughtful, and precise ways that exceed.
X 1 2 3 4
6i
Demonstrate an understanding of cultural heritage through its expressions of wisdom, literature and art and their roles in the process of self and social understanding
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content
Emerging
Student demonstrates a flawed understanding of cultural heritage by means of its wisdom, literature, and/or art, and has difficulty recognizing connections between the content and the processes associated
Developing
Student demonstrates a basic understanding of cultural heritage by means of its wisdom, literature, and/or art, and/or does not fully understand connections between the content and the processes associated
Achieving Exemplary
Student demonstrates an understanding of cultural heritage by means of its wisdom, literature, and art, and recognizes connections between the content and the processes associated
Student demonstrates a refined understanding of cultural heritage by means of its wisdom, literature, and art, and recognizes connections
14

cannot be viewed or assessed.
X with self and social understanding.
1 with self and social understanding.
2 with self and social understanding.
3 between the content and the processes associated with self and social understanding in clear, thoughtful, and precise ways that exceed expectations.
4
No Score
A score of X designates irrelevancy of the category to the assignment, or folders and/or content cannot be viewed or assessed.
X
7
Demonstrate an excitement for and love of learning.
Emerging Developing
Student demonstrates no initiative in undertaking the intentional, ongoing learning activities that reflect dispositional qualities inherent to the excitement about and love for learning.
These qualities include curiosity, transferability, independence, and reflection.
Student demonstrates an understanding that there is value in intentional, ongoing learning activities that reflect excitement about and love for learning, but there is little presence of these dispositions in the students’ work. These qualities include curiosity, transferability, independence, and reflection.
Achieving Exemplary
Student demonstrates initiative and the implementation of the intentional, ongoing learning activities that reflect excitement about and love for learning.
Further, these dispositions are present in the students’ work, which reflects their presence in the student’s life. These qualities include curiosity, transferability, independence, and reflection.
Student demonstrates enthusiastic initiative and a self-defining implementation of the intentional, ongoing learning activities that reflect excitement about and love for learning. These dispositions are present in the student’s work, which reflects a life-long commitment to learning. These qualities include curiosity, transferability, independence, and reflection.
1 2 3 4
15

Liberal Studies
Core/Perspectives Area
Liberal Studies Assessment Plan
2014–2022
Data
Collection
Review by
Faculty
Assessment
Team
C1 WRCS Fall 2014 Spring 2015
Implementation of LS Document
Revisions
Fall 2015
Spring 2015 Fall 2015 Spring 2016 C4 Health and Wellness
First Year Seminar
C3 Communication
P3 History
Upper Level Perspective
P1 Social Sciences
C2 Mathematics
C5 Nat/Phys Sciences
P4 Humanities
P5 Fine and Performing Arts
P6 World Cultures
Comprehensive Assessment
C1 WRCS
C4 Health and Wellness
First Year Seminar
C3 Communication
P3 History
Upper Level Perspective
C2 Mathematics
C5 Nat/Phys Sciences
P4 Humanities
P5 Fine and Performing Arts
P1 Social Sciences
P6 World Cultures
Comprehensive Assessment
Fall 2015
Spring 2016
Fall 2016
Fall 2017
Fall 2018
Spring 2019
Fall 2019
Spring 2016
Fall 2016
Spring 2017
Spring 2018
Spring 2019
Fall 2019
Spring 2020
Spring 2020
Fall 2020
Fall 2020
Spring 2021
Spring 2022
Fall 2016
Spring 2017
Fall 2017
Fall 2018
Fall 2019
Spring 2020
Fall 2020
Spring 2021
Fall 2021
Fall 2022
16