2012-2013 Year-End Report from the William O. Douglas Honors College
Completed by: Dr. Matthew Altman, Director, William O. Douglas Honors College
Submitted to: Dr. Tracy Pellett, Associate Provost
August 2013
Assessment
The 2012-2013 Assessment Report is included as part of this year-end report.
Activities
Once again, the DHC successfully integrated its academics with cultural events and
research opportunities for DHC students and faculty. In addition to a cultural event in the fall, we
had strong participation in SOURCE and the Western Regional Honors Council (WRHC)
conference, and social events that developed a sense of community among the students and
faculty.
Cultural event
With the tremendous growth in enrollment in the DHC, our money for cultural events has
been limited. As we did in 2011-2012, this year we also had only one cultural event, rather than
our traditional one per quarter. In fall 2012, DHC students attended the King Tut exhibit at the
Pacific Science Center.
Public service
In response to a suggestion from the DHC External Advisory Board and a member of the
DHC Advisory Committee, we replaced our regular winter cultural event with a volunteer
service project for the community. This year we organized volunteer work for DHC students at
Habitat for Humanity’s ReStore. Our efforts were appreciated by Habitat for Humanity, and the
students who participated really enjoyed it. We will do this again next year, with a different local
nonprofit organization.
University-wide event
This year, as part of Primate Awareness Week, the DHC cosponsored a lecture from
environmentalist and animal behaviorist Marc Bekoff on May 1, 2013. The talk was wellattended and provided a rich intellectual experience for our students, but it also helped to
advertise the Douglas Honors College.
Symposium on University Research and Creative Expression (SOURCE)
Thirteen DHC students presented papers at the Symposium on University Research and
Creative Expression (SOURCE) in May 2013: Brian Davis, Logan Dearinger, Elise HolbrookBruns, Veronica Houser, Emily Hudson, Kerry Olivier, Terri Pace, Scott Perkins, Sam Purcell,
Alec Schmidt, Megan Webster, LeAnn Williams, and Brock Wolitarsky. The DHC is
disproportionately represented at SOURCE. Most DHC courses have strong writing components,
and DHC faculty members are encouraging students to participate in SOURCE.
Western Regional Honors Council (WRHC) conference
The DHC is a member of the Western Regional Honors Council (WRHC), and it is
important for the honors students, the DHC, and CWU as a whole that we remain active in the
organization. One of the ways that we accomplish this is by attending the annual WRHC
conference and presenting research there. This year the conference was held in Flagstaff,
Arizona from April 11-13, 2013. Ten students — Brian Aras, Matthew Baird, Jesse Hegstrom
Oakey, Olivia Hirschey, Glee Larsen, Scott Perkins, Sarah Sargent, Alec Schmidt, Markie
Stratton, and Jesse Walters — gave presentations of their work there. Although two faculty
members had their work accepted for presentation, neither Matthew Altman nor Melissa
Brouwer could attend.
This is a very high rate of participation. As with the previous three years, once again
there were more Central students presenting than from any other single school.
It should also be noted that Dr. Altman successfully requested funding from Housing, the
Student Activity Fee Committee, and the Associate Provost for this trip. No money came out of
the DHC budget.
Social events
The DHC had a number of informal social events this year, most of which were held in
conjunction with the Douglas Honors Living-Learning Community (LLC) in Barto Hall. Among
other things, events included a discussion of the future of the DHC with Dr. Altman,
presentations by DHC students and faculty, and several student-faculty mixers. This was the
LLC’s first year in Barto Hall, and the move has met with universal approval from DHC
students.
Accomplishments
Recruitment
The DHC has been very successful this year with recruitment and retention. The number
of first-year students continues to be strong. In 2007 there were 13 entering freshmen, in 2008
there were 29 entering freshmen, in 2009 there were 38 entering freshmen, in 2010 there were 54
entering freshmen, in 2011 there were 59 entering freshmen. In 2012, we admitted 40 students to
adjust our numbers based on budget uncertainty. The same is true for the fall 2013 entering class,
which totals 46. The university will have to determine how large they would like the DHC to be,
based on their budget commitment. I estimate that total enrollment in the DHC could be as high
as 250 if there were the institutional support for it.
Total enrollment in the DHC was 47 in 2008-2009, 72 in 2009-2010, 113 in 2010-2011,
148 in 2011-2012, and 162 in 2012-2013. In 2013-2014, we expect to have a total of 190
students in the DHC. That is an enrollment increase of over 300% in the six years that Dr.
Altman served as DHC director.
Bloomer scholarship
This year the DHC director selected two students to receive the Bloomer Scholarship:
Olivia Hirschey ($750) and Erica Dines ($750).
Budget
Because enrollment growth has outpaced the increase in the DHC budget, we went into
the 2012-2013 academic year with an arrangement with the Associate Provost’s office to
supplement our allotted budget. This year the DHC director submitted a budget proposal to the
Provost and Associate Provost, to increase the DHC’s base budget for 2013-2014, to keep pace
with enrollment growth. The request was enthusiastically approved.
DHC Advisory Committee
The DHC director met regularly this year with the DHC Advisory Committee, which
reviewed course proposals in the fall, advised on recruitment, and discussed changes to the DHC
curriculum. One change was put through the Curriculum Committee and General Education
Committee: DHC 260/261: Cultural Competence I and II was renamed Cultural Studies I and II.
Course proposals
In fall 2012, the DHC received a number of excellent proposals, twenty-nine in all, from
faculty members throughout the university who are interested in teaching in the DHC. This is an
increase in the number of proposals that we have received in previous years, perhaps indicating
that more faculty members are becoming aware of the DHC and its value to the university. Six
new courses were selected to be offered for the first time in AY 2012-2013.
DHC External Advisory Board
DHC director Altman met with the DHC External Advisory Board on November 30,
2013. The board discussed recruitment strategies, possible community service projects, and
recommendations for the new director search. We had planned to meet in July, when the new
director arrived, so that Dr. Altman and the new director could jointly lead the meeting.
However, since the new director is not taking over until September, the regular spring meeting
was postponed until the fall.
New director search
Matthew Altman tendered his resignation in July 2012 in order to return full time to the
Philosophy & Religious Studies Department. With the help of members of the DHC Advisory
Committee and others, a successful international search was run for a new DHC director. Anne
Cubilié will take over the position in fall 2013.
Areas of improvement
Although overall growth is strong, more work needs to be done to attract students to the
Upper-Division Scholarship Experiences in the Arts & Humanities and in the Sciences.
Central Washington University
Assessment of Student Learning
Annual Report
Academic Year of Report:
College:
2012-2013
William O. Douglas Honors College
Check here if your assessment report covers all undergraduate degree programs: [n/a]
Check here if your assessment report covers all graduate degree programs: [n/a]
Vision
The William O. Douglas Honors College is a regional and national center of academic
excellence where an ethical commitment to learning is integrated with a passionate spirit of
inquiry and a critical understanding of the responsibilities of global citizenship. By bringing
together the great ideas from diverse traditions of knowledge around the world for analysis and
understanding, the college promotes independent thinking and prepares creative and innovative
leaders to meet emerging challenges of local, national, and international issues.
Mission
The William O. Douglas Honors College expands the general educational experience of talented
undergraduate students at Central Washington University through an enriched program of studies
in the arts, humanities, and natural and social sciences. With an interdisciplinary core curriculum
and upper-division scholarship experiences, the honors college encourages students to develop
their abilities in reading, writing, critical thinking, and public speaking, skills that are necessary
for them to become responsible and productive citizens.
1. What student learning outcomes were assessed this year, and why?
In fall 2010, the Douglas Honors College Curriculum Committee wrote an assessment plan for
the new honors curriculum.
● This assessment plan includes three college goals:
1. In education, the DHC will:
a) provide students with a broad liberal arts education, drawing on a number of time periods,
cultures, disciplines, and viewpoints.
b) train students to become effective communicators by developing their skills as speakers and
writers.
c) train students to apply critical thinking and analytical reasoning to both contemporary and
enduring issues.
d) help students to be able and willing to challenge assumptions and consider multiple
perspectives.
e) expose students and faculty to premier cultural events in the Northwest.
2. In scholarship, the DHC will:
a) support faculty and student research and creative endeavors.
3. In service, the DHC will:
a) sponsor relevant public presentations and colloquia.
b) contribute to interdisciplinary activities and university-wide forums.
● The assessment plan also includes five student learning outcomes:
1. Students will learn to discern themes and worldviews in global canonical texts. They will gain
multi- and interdisciplinary knowledge about literature, philosophy, religion, political theory,
history, the physical sciences, and the social sciences.
2. Students will be able to identify themes that develop and persist over time and across cultures.
Students will relate ideas from the past to current cultural and social issues.
3. Students will cultivate their own positions on contemporary and enduring issues based on
research, and develop the skills to support them with argument and evidence, both in written and
oral form.
4. While engaging in civil discussions, students will develop the ability to present opposing
positions and provide constructive criticism.
5. Students will demonstrate an open-minded but critical understanding of great works of human
culture in order to appreciate and assess other views.
2. How were they assessed?
DHC Goal 1: We used written essays and examinations, student presentations, senior theses,
student and faculty participation in conferences, and sponsorship of university-wide events and
interdisciplinary programs. Data was collected in fall, winter, and spring quarters from selected
DHC courses.
DHC Goal 2: We collected information about student and faculty presentations at conferences.
This information was collected during spring quarter.
DHC Goal 3: We collected information about university-wide events and interdisciplinary
programs that the DHC had sponsored or co-sponsored.
Student Learning Outcome 1: This outcome focuses on student learning to discern themes and
worldviews in global canonical text as well students gaining multi- and interdisciplinary
knowledge about literature, philosophy, religion, political theory, history and the philosophy of
science. To assess our achievement of this outcome, selected DHC instructors evaluated capstone
projects in their respective courses.
Student Learning Outcome 2: This outcome focuses on students’ ability to identify themes that
persist over time and across cultures, and to relate ideas from the past to current cultural and
social issues. To assess our achievement of this outcome, selected DHC instructors evaluated
capstone projects in their respective courses.
Student Learning Outcome 3: This outcome focuses on students’ ability to cultivate their own
positions on original source material and to develop the skills to support them with argument and
evidence, both in written and oral form. To assess our achievement of this outcome, selected
DHC instructors evaluated capstone projects in their respective courses.
Student Learning Outcome 4: This outcome focuses on engaging students in civil discussions
and developing the ability to present opposing positions and provide constructive criticism. To
assess our achievement of this outcome, selected DHC instructors evaluated capstone projects in
their respective courses.
Student Learning Outcome 5: This outcome focuses on demonstrating an open-minded but
critical understanding of great works of human culture in order to appreciate and assess other
views. To assess our achievement of this outcome, selected DHC instructors evaluated capstone
projects in their respective courses.
3. What was learned?
Department Goal 1: Education
a. Student retention
The criterion of achievement is to have 75% of enrolled freshmen complete the core
curriculum.
With the new curriculum, this is a bit hard to measure, since people complete their core
requirements at different times in their college careers — usually sometime after their
sophomore years. As a rough measure, I am comparing the number of sophomores completing
their second year (in spring 2013) with the number of those students who entered the program in
(fall 2011).
59 students entered the program in fall 2011, and 47 students of those students remained
at the end of their sophomore year. 79.7% of enrolled freshmen are completing the core
curriculum. This does meet our goal for student retention.
There are some confounding factors in this measurement, however. For example, the
number of juniors increased, which may indicate that some students ended their sophomore year
with enough credits to qualify as juniors. Also, students may not have enrolled in DHC courses
at the end of their sophomore year because they completed the DHC core curriculum early. This
is entirely possible, given the number of transfer, advance placement, and Running Start credits
that our students are bringing in with them. Because of the complexity of the new DHC
curriculum, it is very difficult to track students. All we can say is that our retention rate is at least
79.7%.
The DHC Advisory Committee will have to consider whether to find a different measure
for student retention.
b. Required coursework
The criterion of achievement is for 75% of students to obtain at least “met expectations”
for Outcome #1 on the standard rubric. This year we are assessing a selection of classes in the
DHC core curriculum. Raw assessment data from the courses is included in the Appendix.
Of 191 total students assessed, 175 students obtained “met expectations” or “exceeded
expectations” for Outcome #1 on the standard rubric, which amounts to a 91.6% success rate.
This exceeds the goal for success in required coursework by a wide margin.
c. Student presentations (university)
The criterion of achievement is to have 10% of upper-division (junior and senior) DHC
students present at SOURCE.
Our current count of upper-division (junior and senior) students is 30, and 13 DHC
students presented papers at SOURCE, which amounts to 43% participation. This exceeds the
goal for student presentations (university) by a wide margin.
d. Student presentations (regional/national)
The criterion of achievement is to have 3 upper-division DHC students present at the
Western Regional Honors Council conference (budget permitting).
10 students gave presentations at the WRHC conference. This exceeds the goal for
student presentations (regional/national) by a wide margin.
e. Attendance at cultural events
The criterion of achievement is for 90% of DHC students attend at least one cultural
event per year.
We had one cultural event this year, and 100% of DHC students attended. If students
could not attend the designated cultural event, they attended alternate events with the permission
of their DHC lecture instructor. This exceeds the goal for attendance at cultural events.
Department Goal 2: Scholarship
a. Student presentations (university)
The criterion of achievement is to have 10% of upper-division (junior and senior) DHC
students present at SOURCE.
Our current count of upper-division (junior and senior) students is 30, and 13 DHC
students presented papers at SOURCE, which amounts to 43% participation. This exceeds the
goal for student presentations (university) by a wide margin.
b. Student presentations (regional/national)
The criterion of achievement is to have 3 upper-division DHC students present at the
Western Regional Honors Council conference (budget permitting).
10 upper-division DHC students gave presentations at the WRHC conference. This
exceeds the goal for student presentations (regional/national) by a wide margin.
c. Faculty presentations
The criterion of achievement is to have at least 1 DHC faculty member will present at the
Western Regional Honors Council conference (budget permitting).
This year, 2 DHC faculty members had papers accepted for presentation, but neither one
was able to attend — for financial reasons in one case, and because of illness in the other.
Department Goal 3: Service
a. Sponsorship of university-wide events and interdisciplinary programs
The criterion for achievement in this category is to sponsor at least one talk or panel per
year.
The Douglas Honors College sponsored one university-wide event this year: a lecture by
animal behaviorist and environmental ethicist Marc Bekoff. This meets our goal for universitywide events.
DHC 140/141: Humanistic Understanding
Student Learning Outcome 1: Students will be able to examine ways in which beliefs and values
affect interpretations of experience and events.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the four Humanistic Understanding classes that we assessed this year, there were a
total of 71 students. 62 of 71 students, or 87.3%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion for achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
This year only three sophomores returned the student survey. This is well below our
target return rate (3 sophomores of 47, or 7%). It also does not allow for a representative sample
of students. Although their responses were generally positive, I do not believe that the sample
size is large enough to give us a representative gauge of student attitudes, and thus I have not
included their responses in this assessment report. As I indicate at the end of the report, this is an
area that we must improve in the coming year.
This year we administered the survey by email. I suggest that, in future years, the survey
be administered in DHC classes.
Student Learning Outcome 2: Students will be able to reason about causes and effects within
historical contexts and across historical periods.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the four Humanistic Understanding classes that we assessed this year, there were a
total of 71 students. 62 of 71 students, or 87.3%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #2, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 3: Students will be able to analyze the interrelatedness of human
concerns.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the four Humanistic Understanding classes that we assessed this year, there were a
total of 71 students. 62 of 71 students, or 87.3%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #3 with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 4: Students will be effective in using written and oral communication
skills both in form and structure.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #2 on the standard rubric.
In the four Humanistic Understanding classes that we assessed this year, there were a
total of 71 students. 58 of 71 students, or 81.7%, obtained at least “met expectations” for
Outcome #2 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #4, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 5: Students will demonstrate strong critical and creative thinking
skills.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #3 on the standard rubric.
In the four Humanistic Understanding classes that we assessed this year, there were a
total of 71 students. 61 of 71 students, or 85.9%, obtained at least “met expectations” for
Outcome #2 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #5, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 6: Students will be able to interact openly, respectfully, and
knowledgeably with those from different backgrounds and perspectives.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the four Humanistic Understanding classes that we assessed this year, there were a
total of 71 students. 62 of 71 students, or 87.3%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #7, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 7: Students will demonstrate the ability to investigate problems new
to themselves, draw conclusions, and evaluate source materials utilized in these investigations.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the four Humanistic Understanding classes that we assessed this year, there were a
total of 71 students. 62 of 71 students, or 87.3%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
DHC 150/151: Aesthetic Experience
Student Learning Outcome 1: Students will be able to participate in imaginative/artistic
production.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the two Aesthetic Experience classes that we assessed this year, there were a total of
36 students. 31 of 36 students, or 86.1%, obtained at least “met expectations” for Outcome #1 on
the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion for achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 2: Students will be able to explain aesthetic experiences and
expressions within their historical, artistic, and cultural traditions.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the two Aesthetic Experience classes that we assessed this year, there were a total of
36 students. 31 of 36 students, or 86.1%, obtained at least “met expectations” for Outcome #1 on
the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #2, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 3: Students will be able to interact openly, respectfully, and
knowledgeably with those from different backgrounds and perspectives.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the two Aesthetic Experience classes that we assessed this year, there were a total of
36 students. 31 of 36 students, or 86.1%, obtained at least “met expectations” for Outcome #1 on
the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #7 with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 4: Students will be effective in using written and oral communication
skills both in form and structure.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #2 on the standard rubric.
In the two Aesthetic Experience classes that we assessed this year, there were a total of
36 students. 33 of 36 students, or 91.7%, obtained at least “met expectations” for Outcome #2 on
the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #4, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 5: Students will demonstrate strong critical and creative thinking
skills.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #3 on the standard rubric.
In the two Aesthetic Experience classes that we assessed this year, there were a total of
36 students. 30 of 36 students, or 83.3%, obtained at least “met expectations” for Outcome #3 on
the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #5, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
DHC 160/161: Physical and Biological Systems
Student Learning Outcome 1: Students will be able to apply scientific methods and forms of
inquiry and to describe phenomena and predict consequences.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the one Physical and Biological Systems class that we assessed this year, there were a
total of 21 students. 21 of 21 students, or 100%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion for achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 2: Students will be able to use knowledge of basic scientific
disciplines to examine large and complex physical and life systems.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the one Physical and Biological Systems class that we assessed this year, there were a
total of 21 students. 21 of 21 students, or 100%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 3: Students will be able to use knowledge of basic scientific
disciplines to make informed decisions and address issues of human concern.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the one Physical and Biological Systems class that we assessed this year, there were a
total of 21 students. 21 of 21 students, or 100%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6 with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 4: Students will be effective in using written and oral communication
skills both in form and structure.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #2 on the standard rubric.
In the one Physical and Biological Systems class that we assessed this year, there were a
total of 21 students. 21 of 21 students, or 100%, obtained at least “met expectations” for
Outcome #2 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #4, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 5: Students will demonstrate strong critical and creative thinking
skills.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #3 on the standard rubric.
In the one Physical and Biological Systems class that we assessed this year, there were a
total of 21 students. 21 of 21 students, or 100%, obtained at least “met expectations” for
Outcome #3 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #5, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 6: Students will demonstrate strong analytical skills including
quantitative and experimental techniques.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the one Physical and Biological Systems class that we assessed this year, there were a
total of 21 students. 21 of 21 students, or 100%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #5, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 7: Students will demonstrate the ability to investigate problems new
to themselves, draw conclusions, and evaluate source materials utilized in these investigations.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the one Physical and Biological Systems class that we assessed this year, there
were a total of 21 students. 21 of 21 students, or 100%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
DHC 250/251: Social and Behavioral Dynamics
Student Learning Outcome 1: Students will be able to reason about principles of human behavior
for understanding self and others.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the two Social and Behavioral Dynamics classes that we assessed this year, there were
a total of 42 students. 40 of 42 students, or 95.2%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion for achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 2: Students will be able to examine implications of participation in
social groups and institutions to inform ethical interaction.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the two Social and Behavioral Dynamics classes that we assessed this year, there were
a total of 42 students. 40 of 42 students, or 95.2%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 3: Students will be able to use apply critical thinking to specific
situations involving personal and community decision-making.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #3 on the standard rubric.
In the two Social and Behavioral Dynamics classes that we assessed this year, there were
a total of 42 students. 39 of 42 students, or 92.9%, obtained at least “met expectations” for
Outcome #3 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #5 with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 4: Students will be effective in using written and oral communication
skills both in form and structure.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #2 on the standard rubric.
In the two Social and Behavioral Dynamics classes that we assessed this year, there were
a total of 42 students. 38 of 42 students, or 90.5%, obtained at least “met expectations” for
Outcome #2 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #4, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 5: Students will demonstrate strong critical and creative thinking
skills.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #3 on the standard rubric.
In the two Social and Behavioral Dynamics classes that we assessed this year, there were
a total of 42 students. 39 of 42 students, or 92.9%, obtained at least “met expectations” for
Outcome #3 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #5, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 6: Students will demonstrate strong analytical skills including
quantitative and experimental techniques.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the two Social and Behavioral Dynamics classes that we assessed this year, there were
a total of 42 students. 40 of 42 students, or 95.2%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #5, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 7: Students will be able to interact openly, respectfully, and
knowledgeably with those from different backgrounds and perspectives.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the two Social and Behavioral Dynamics classes that we assessed this year, there were
a total of 42 students. 40 of 42 students, or 95.2%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #7, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 8: Students will demonstrate the ability to investigate problems new
to themselves, draw conclusions, and evaluate source materials utilized in these investigations.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the two Social and Behavioral Dynamics classes that we assessed this year, there were
a total of 42 students. 40 of 42 students, or 95.2%, obtained at least “met expectations” for
Outcome #1 on the standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
DHC 260/261: Cultural Competence
Student Learning Outcome 1: Students will be able to demonstrate a capacity for cultural selfassessment.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the one Cultural Competence class that we assessed this year, there were a total of 21
students. 21 of 21 students, or 100%, obtained at least “met expectations” for Outcome #1 on the
standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion for achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 2: Students will be able to observe and analyze the dynamics of
cultural interaction.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the one Cultural Competence class that we assessed this year, there were a total of 21
students. 21 of 21 students, or 100%, obtained at least “met expectations” for Outcome #1 on the
standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 3: Students will be able to critically evaluate evidence of
institutionalized cultural assumptions as they affect individuals and groups.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #3 on the standard rubric.
In the one Cultural Competence class that we assessed this year, there were a total of 21
students. 20 of 21 students, or 95.2%, obtained at least “met expectations” for Outcome #3 on the
standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #6 with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 4: Students will be effective in using written and oral communication
skills both in form and structure.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #2 on the standard rubric.
In the one Cultural Competence class that we assessed this year, there were a total of 21
students. 18 of 21 students, or 85.7%, obtained at least “met expectations” for Outcome #2 on the
standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #4, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 5: Students will demonstrate strong critical and creative thinking
skills.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #3 on the standard rubric.
In the one Cultural Competence class that we assessed this year, there were a total of 21
students. 20 of 21 students, or 95.2%, obtained at least “met expectations” for Outcome #3 on the
standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #5, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 6: Students will demonstrate strong analytical skills including
quantitative and experimental techniques.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #3 on the standard rubric.
In the one Cultural Competence class that we assessed this year, there were a total of 21
students. 20 of 21 students, or 95.2%, obtained at least “met expectations” for Outcome #3 on the
standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #5, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
Student Learning Outcome 7: Students will be able to interact openly, respectfully, and
knowledgeably with those from different backgrounds and perspectives.
a. Required coursework (paper)
The criterion for achievement is that 75% of students obtain at least “met expectations”
for Outcome #1 on the standard rubric.
In the one Cultural Competence class that we assessed this year, there were a total of 21
students. 21 of 21 students, or 100%, obtained at least “met expectations” for Outcome #1 on the
standard rubric, which meets the goal for required coursework.
b. Program survey: Core curriculum
The criterion of achievement is that 75% of DHC students mark 1 (strongly agree) or 2
for question #7, with a 65% return rate of the survey.
As indicated above, the return rate of the survey was so low that the data does not provide
a useful assessment tool.
DHC 270: Integrated Learning
We did not assess a DHC 270 course this year.
4. What will the college do as a result of this information?
This data is being submitted as part of the DHC’s year-end report, as requested by the
Associate Provost.
In fall 2013, the director of the DHC will discuss this data with DHC faculty and the
DHC Advisory Committee. We will also develop a schedule for assessing particular courses on a
rotating basis.
5. What did the college do in response to last year’s assessment information?
In an effort to collect student surveys more reliably — that is, to get a larger sample —
we sent them electronically to individual students, and reminded the eligible students numerous
times about the surveys. The strategy did not work, and the return rate was lower even than
previous years. Next year we must develop a more effective strategy for ensuring that many
more sophomores complete the survey. This is difficult because not every sophomore takes a
DHC class in spring quarter, and some of them take multiple classes. Perhaps the survey should
be administered in multiple classes in the spring, in the hopes that most of the sophomores will
be reached.
6. Questions or suggestions concerning Assessment of Student Learning at CWU:
None.
Appendix: Course assessment
Key:
Student learning outcomes for DHC 140/1, 150/1, 160/1, 250/1, 260/1:
#1: Examines the significance of ideas in a variety of contexts
#2: Effectiveness of communication
#3: Critical thinking skills
Student learning outcomes for DHC 270:
#1: Examines the significance of ideas in a variety of contexts
#2: Inquiry and/or connections across disciplines
#3: Effectiveness of communication
#4: Critical thinking skills
Student numbers: Exceeds expectations/Meets expectations/Does not meet expectations
Fall 2011
DHC 140 (Coe)
Outcome 1: 7/13/1
Outcome 2: 8/9/4
Outcome 3: 6/14/1
Winter 2012
DHC 140 (Sutphin)
Outcome 1: 5/11/5
Outcome 2: 5/11/5
Outcome 3: 7/9/5
Spring 2012
DHC 141 (Brouwer)
Outcome 1: 6/2/0
Outcome 2: 3/2/3
Outcome 3: 6/2/0
DHC 161 (Bartlett &
Greenwald)
Outcome 1: 3/18/0
Outcome 2: 3/18/0
Outcome 3: 2/19/0
DHC 141 (I. Stacy)
Outcome 1: 9/9/3
Outcome 2: 9/11/1
Outcome 3: 10/7/4
DHC 151 (Green)
Outcome 1: 5/10/3
Outcome 2: 4/13/1
Outcome 3: 5/11/2
DHC 150 (Peacock)
Outcome 1: 11/5/2
Outcome 2: 11/5/2
Outcome 3: 10/4/4
DHC 250 (Montgomery)
Outcome 1: 8/10/2
Outcome 2: 1/16/3
Outcome 3: 2/15/3
DHC 250 (Harrod)
Outcome 1: 17/5/0
Outcome 2: 15/6/1
Outcome 3: 18/4/0
DHC 260 (G. Stacy)
Outcome 1: 8/13/0
Outcome 2: 3/15/3
Outcome 3: 9/11/1