Comprehensive Assessment Tracking System

Social, Civic, & Global Responsibilty

Service Learning Reflections & Social, Civic, Global Responsibility (SCGR)

Student reflection is an integral aspect of effective Service Learning practices and should demonstrate both Academic and Affective learning. In the past I used student-self-directed reflection, with minimal guidance or structure. In order to better assess SCGR proficiency, I (1) provided the students the rubrics for this ability, (2) reviewed them carefully, and (3) required adherence to the criteria in the presentation of Informative Speeches, adding the SCGR criteria to the evaluation instrument as part of the content grade.

SCGR The Debate Over Inclusion

Students were asked to research, analyze, and explain the role of inclusion in today’s K-12 setting.  A detailed guide was provided to students in addition to the SCGR rubric.
Steps:  1. Online EDU222 were given a PP to build background and a number of related articles to review. F2F students participated in whole-class, interactive lesson on various SpecialEd programs 2. F2F rubric and assignment guide discussed in detail  3.  Student research- 1 day in-class 4. Submit to Writing Center 4. Implement feedback and submit to BB

COM263 Intercultural Sensitivity Assessment

One student outcome for this online Intercultural COM course is "Continue to move forward into and/or through the ethnorelative stages of intercultural communication competency." The assessment is a self-created profile survey based upon the Milton J. Bennett, Ph.D., Dev. Model of Intercultural Sensitivity. Ethnocentric levels (ascending order) are 1 Defense, 2 Denial, 3 Minimization.

Did Anyone Pay Attention? General Assessment On Gender Issues

A general survey on gender issues was given at the beginning of the semester and at the end of the semester. There were two questions for each gender issue: (1) how important is the issue and (2) how much work needs to be done on the issue. The issues focused on the feminist movement, reproductive rights, economic justice, gender and violence, men and masculinity, lgbtq rights, gender and language, gender and the media, gender and politics, social activism and social change. A 5 point Likert scale (not important to very important) was used.

Civic Engagement and Responsibility Curriculum Infusion Project

Entry-level biology courses, such as Bio100, serve as the first and often the only opportunity to introduce students to scientific inquiry and the use of scientific evidence in addressing personal, civic, and societal challenges.  Thus, it is essential that Bio100 provides students with a strong foundation of biological knowledge together with the integrative problem-solving skills and global perspective necessary to address relevant real world challenges.  To increase civic and social engagment, I have implemented a new curriculum that will facilitate investigation of societal challenges r