ASSESSMENT OF STUDENT LEARNING OUTCOMES
IN GENERAL EDUCATION
SUMMARY REPORT
Use this form to provide a summary report on campus-based assessment
of student learning outcomes in General Education
Name of Institution:
Alfred State College
Academic Year:
2006-2007
{specify name of branch campus, if relevant}
Humanities
Program improvements made as a result of the previous assessment of General Education:
During this assessment cycle 22% of the students taking a humanities general education course
were assessed (n=65). Last time, one section of the course was assessed (n=22). We have
improved how we sample, the number of faculty participating, the process, and conversations
directed to student learning enhancement. We continue to use writing assignments to address
the student learning outcomes. Since our last assessment, Intro to Literature has been moving
towards a greater emphasis on enhancing these writing skills, which has been a positive shift.
Possible formalizing of a first required paper that reflects COMP 1503 Final Exam. The final
exam has a direct relation to the humanities learning outcomes directed at moral and ethical
dilemmas and sensitivity. Doing this may help students transfer their prerequisite skills from
composition into their humanities course(s).
In the course of conducting this cycle of assessment, were there any significant deviations from
the plan that was approved by the General Education Assessment Review (GEAR) Group? If so,
please comment on why the campus felt that it was necessary to make these changes and how
these changes may have affected the reported results, if at all.
none
Major findings of this assessment:
Approximately 60% of students met or exceeded the goals of
the humanities rubric; another 20% approached. 12% did not
meet the standard. Writing rubric shows 32% met or exceeded;
45% approached; 24% did not meet the standard. The mean
score for basic writing was 2.17 and for humanities it was 2.58.
However, there was a close correlation between students’
abilities to meet state objectives for the humanities rubric and
the basic writing rubric. Rarely did any student vary more than
one level.
Action to be taken in addressing these assessment findings:
More emphasis on writing skills in LITR 2603 with particular emphasis
on documentation. Departmental discussion of Intro to Literature
syllabus and its writing requirements. Possible Pilot final exam essay.
What has been learned that could be helpful to others as they conduct assessment of General Education:
Some suggestions: Anchor essays to be used for calibration for next session would help grading. Careful preparation of writing
assignment to reflect good assessment makes results more valid. The doubling of the number of students who failed to meet the
standards in the SUNY writing rubric needs further discussion, since half of those same students did at least “approach” the standard
in the content area for humanities. We suspect the same phenomenon occurs when technical students write on technical topics.
General discussion following grading is useful and informative in identifying work areas.
Chief Academic Officer:
Craig Clark
Date:
8/2007
OPRP: ASSESS / GEN ED, REV: 04, 12/14/01