GENERAL EDUCATION PROGRAM ASSESSMENT PLAN (SPRING …€¦ · GENERAL EDUCATION PROGRAM ASSESSMENT PLAN (SPRING 2019) Council on General Education/University Assessment Services 2

GENERAL EDUCATION PROGRAM ASSESSMENT PLAN (SPRING 2019)

Council on General Education/University Assessment Services 1

General Education at Illinois State University

I. Mission:

Illinois State University’s General Education Program prepares students to be globally engaged citizens

who seek knowledge, appreciate diversity, think critically, communicate effectively, act responsibly and

work collaboratively.

Illinois State University is committed to:

A motivating and engaging faculty and staff who inspire curiosity and empower students;

A seamless integration of curriculum and co-curriculum that engages students, extends beyond

the classroom, and broadens their perspectives.

II. Learning Goals/Outcomes:

Upon the successful completion of the General Education Program, students will have gained:

1. knowledge of diverse human cultures and the physical and natural world, allowing them to

a. use theories and principal concepts, both contemporary and enduring, to understand

technologies, diverse cultures, and the physical and natural world

b. explain how the combination of the humanities, fine arts, natural and social sciences, and

technology contribute to the quality of life for individuals and communities

c. experience and reflect on global issues

2. intellectual and practical skills, allowing them to

a. make informed judgments

b. analyze data to examine research questions and test hypotheses

c. report information effectively and responsibly

d. write in a variety of genres, contexts, and disciplines

e. deliver purposeful presentations that inform attitudes or behaviors

3. personal and social responsibility, allowing them to

a. participate in activities that are both individually life-enriching and socially beneficial to a

diverse community

b. interact competently in a variety of cultural contexts

c. demonstrate ethical decision making

d. demonstrate the ability to think reflectively

4. integrative and applied learning, allowing them to

a. identify and solve problems

b. transfer learning to novel situations

c. work effectively in teams

These goals have been adapted from the American Association of Colleges and Universities Liberal

Education and America’s Promise (LEAP) goals.



III. Program Structure

One course required in each of the 13 course categories

First Year – Core (Group 1 courses) Additional Courses that may require prerequisite

English 101 Language in the Humanities

Communication 110 Humanities and Fine Arts (1)

Math Quantitative Reasoning

Natural Science or NS Alternative Science, Math and Technology

Natural Science or NS Alternative Social Sciences

United State Traditions

Individuals and Civic Life

Humanities and Fine Arts (1)

(1) students take one Humanities course and one Fine Arts course

(2) students may be exempted from one category based on expertise developed in their major

IV. Alignment between Learning Outcomes and Course Categories:

Course category Learning outcome

Comp. as Cr. Inq. II a, b, c, d; III (c), d; IV a, c

Com. as Cr. Inq. II a, c, e; III (a), c; IV a, b, c

Math I a; II a, b, (c); III d; IV a

Science I a, b, (c); II a, b, c; III (c); IV a

Social Science I b, c; II a, b, (c, d, e); III b, c, d; IV a, (b, c)

Humanities I b, c; II a, c, (d, e); III b, c, d; IV a, b, (c)

Fine Arts* I a, b; II a, e; III b, d; IV a, b, (c)

Quantitative Reasoning I a, (b); II a, b, (c); III c, d; IV a, b, (c)

For BA only (1): I b, c; II a, c, d, (e); III b, c, d; IV a, b, (c)

Global Studies requirement (2) I b, c; II a, b, (c, d, e); III a, b, c, d; IV (a), b

Co‐curriculum I (c); II (a, b, c, d, e); III a, b, c, d; IV a, b, c

Goals in parentheses are secondary and may not be addressed in all courses.

(1) BA candidates take LAN 115 as a substitute for Quantitative Reasoning.

(2) Global Studies is a graduation requirement but is often fulfilled through General Education.

*revised per request of Fine Arts Advisory Panel 4-8-14

V. Overall General Education Program Administration

The Council on General Education (CGE), a standing external committee of the Academic Senate, has

primary responsibility for the program in collaboration with the Associate Vice President for

Undergraduate Education.

The responsibilities of the Council are:

To coordinate the undergraduate curriculum for General Education and Interdisciplinary Studies

(IDS), ensuring that the spirit of the philosophy of General Education is maintained by the

program.

To periodically review and analyze existing General Education and IDS courses and programs,

based on program objectives and student outcomes.



To report recommendations to the Academic Senate regarding program modifications.

To provide consultation to departments, colleges, and other faculty groups planning new

additions to the undergraduate curriculum for General Education and IDS.

To review and approve or disapprove all proposals for new programs (majors, minors, and

sequences), courses, and changes in existing programs/courses connected to General Education

and IDS, in consultation with the Associate Vice President for Undergraduate Education.

To provide the Academic Senate each year with a report of the Council on General Education's

proceedings.

The committee is advisory to the Associate Vice President for Undergraduate Education and the

Academic Affairs Committee of the Academic Senate on changes in the program itself and other

recommendations such as amendments and bylaws. The Council forwards curriculum changes to the

University Curriculum Committee.

Faculty Panels, established by category groups in fall 2013, worked with AAC&U’s VALUE rubrics to

adapt them for use at Illinois State University. Broad representation was encouraged from all colleges,

departments, and schools with significant teaching in the category. The categories for the advisory panels

were:

Faculty Panel Disciplinary Areas Courses

Communication and

Critical Inquiry - CAS

Communication

English

COM 110 and ENG 101

United State Traditions -

CAS, CAST

English

Family and Consumer Sciences

Geography

History

Sociology

ENG/HIS 131; FCS/HIS/SOC 112; GEO

140; HIS 135, 136; HIS/SOC 111; SOC

109;

Math & Quantitative

Reasoning – CAS, CAST,

COB

Math

Economics

Information Technology

Management & Quantitative

Methods

Philosophy

Physics

Politics

Psychology

ECO 138; GEO 138; IT 115; MAT 113,

120, 130, 145, 121, 131, 146, 150; MQM

100, PHI 112; PHY 117; POL 138; PSY

138

Sciences – CAS, CAST Agriculture

Anthropology

Biological Sciences

Chemistry


Kinesiology and Recreation

Health Sciences

Information Technology

Physics

Technology

AGR 203; ANT 102; BSC 101, 145, 160,

170, 196, 197, 202; CHE 102, 110/112,

140, 204; FCS/KNR/HSC 208; GEO

102, 202, 207, 211; HSC 156; IDS 265;

IT 140,214; PHY 102, 105, 108, 110,

205, 206, 207; TEC 275



Faculty Panel Disciplinary Areas Courses

Individuals and Civic Life –

CAS, CAST

Criminal Justice

Philosophy

Politics

CJS 102, PHI 104, POL 101, POL 106

Social Sciences – CAS,

CAST Including


Agriculture

Anthropology

English

Languages

Economics


Geography-Geology, Health

Sciences

Politics

Psychology

Sociology

Social work

Technology

Women & Gender Studies

AGR 201; ANT 175; ANT/ENG/LAN

143; ANT 185, CJS 102, ECO 103, FCS

222, 224; GEO 135, 140, 235; HSC 170,

264; IDS 111; LAN 143; PHI 104, POL

101, 106, 140; PSY 110, 213, 223, 233;

SOC 108, 220, 223, 240; SWK 126;

TEC/SOC 175; WGS 120

Fine Arts - CFA Art

Music

Theater and Dance

ART 176, 275, MUS 152, 153, 154, 176,

275, THD 152, 176., 275., or 3 hours of

Ensemble course.

Humanities – CAS English

History

Philosophy

Languages, Literatures, &

Cultures

COM/ENG/LAN 128; ENG 110, 124,

150, 250, 251, 229, 261, 206; ENG/LAN

125; HIS 101, 102,104, 107; IDS 121,

203, 207, 254; LAN 116.01, .12, .13.15,

.18, .15; PHI 101, 150, 202, 224, 238,

251

Advisory panels were established with the following goals for the year:

1. Discuss the broad applicability of LEAP outcomes (as adapted to ISU by the GETF) to the

category. Review and approve the curricular mapping of outcomes to the category as proposed

by the General Education Task Force.

2. Review VALUE rubrics and assess their usability for Illinois State’s program goals.

3. Informed by broad LEAP outcomes and VALUE rubrics, discuss what we want our students to

know and do after they have completed courses in this category.

4. Identify key performance indicators that might be measured according to a rubric that will provide

evidence that students are meeting the learning outcomes assigned to the category.

5. Determine if the VALUE rubrics are sufficient to adequately assess student performance. If not,

design alternatives.

6. Establish recommendations for specific assessments if different from the IAP process. For

example, a panel might propose a common assignment across multiple courses for review or

embedded assessments within courses in a category.

7. Circling back: based on conversations about 1-6, are current Gen Ed courses in the category

likely to lead to the desired outcomes. Consider content and pedagogies.

Assessment Administration. Program assessment will be led by the Associate Vice President for

Undergraduate Education with support and consultation from University Assessment Services (UAS).



Assessment will include direct and indirect measures. The primary direct measure will be the assessment

of student assignments by faculty who currently teach/have taught courses within the course category.

Faculty will be responsible for reviewing assignments using the modified VALUE rubric associated with

their category or another assessment instrument as required. UAS will be responsible for analysis of the

assessment results and communicating those results to the CGE after gathering faculty’s

recommendations for use. Indirect measures include review of course syllabi for inclusion of the General

Education learning outcomes and a survey of students who currently are completing or have completed

the General Education program at Illinois State University (i.e., not transfer students who did not complete

any General Education courses at ISU).

VI. Program Assessment

General Education program assessment has as its primary objectives to ensure:

1. Students attain the learning outcomes established for the program, and

2. Faculty receive appropriate feedback to improve the curriculum and instruction

Direct Method: Students’ course assignments

Student assignments are systematically collected from General Education courses by category according

to a revolving schedule. The assignments are reviewed by faculty who currently teach or have taught (a)

course(s) within the course category using the rubrics established by faculty panels. UAS is responsible

for analysis of the assessment results and communicating preliminary results to the CGE. UAS then

present and discuss the results with faculty who currently teach/have taught (a) course(s) within the

course category to gather their interpretations and recommendations for improving student learning

and/or the program.

The collection and compilation of assignments will be organized and managed by UAS. Each fall and

spring semester, faculty teaching courses in the scheduled General Education category will be invited by

the Associate Vice President for Undergraduate Education to submit student assignments that address

the assessment items as outlined by the rubric which has been designed for each category. This is a

voluntary system with no penalty for not participating, and faculty retain the autonomy to select the

assignment for review. Faculty submitting assignments will specify learning outcome(s) the assignment

was designed to address.

This process includes several steps:

1. Invitation to participate. During the first week of the fall and spring semesters faculty teaching

General Education courses in a targeted category will receive a letter from the Associate Vice

President for Undergraduate Education inviting them to participate in the semester’s General

Education assessment.

2. Faculty elect to participate and submit required information. After reviewing the learning

outcomes, faculty may elect to participate in the assessment process by identifying at least one

assignment that addresses at least one of the learning outcomes. The list of faculty who

communicated intent to participate will be confidential and maintained by UAS.

3. Assignment preparation by faculty/students. Students will submit the designated assignment to

faculty as usual. Faculty will collect the assignment to be submitted and bundle it for retrieval by



UAS staff. Faculty will be provided an e-mail reminder from UAS regarding their participation in

the assessment process.

4. Assignment retrieval and return. Faculty and UAS staff will designate a preferred date, time, and

location for assignment retrieval. The faculty member will also receive an e-mail reminder of the

scheduled date/time/location prior to its occurrence. Faculty may request a change at any time by

contacting UAS staff. A final date/time/location will always be confirmed with an e-mail message.

5. A member of the UAS staff will collect all assignments on the confirmed date/time/location. If the

assignments are in paper format, then they will be taken to the UAS office where they will be

duplicated and returned to the faculty (often through the Department/School main office) in a

secured envelope; to insure receipt of the returned artifacts, a two-part signed receipt form will be

used. If the assignments are in electronic/digital format, then UAS staff will download them onto

a USB drive and store the assignments on the UAS shared (and secure) drive

o A note about embedded assessments: In some categories, embedded assessments

may be used in addition to the IAP. For example, Communication 110 uses well-

established, rubric-based assessments aligned to the goals of General Education.

6. Assignment review. Review of collected assignments are conducted by faculty volunteers

solicited from among those who currently teach or have taught (a) course(s) within the course

category. They use the modified LEAP rubrics, and prior to beginning their reviews, training in

use of the rubrics (using sample students’ assignments) occurs as part of an orientation session.

Rubrics will be scored and used by UAS for analysis.

7. Data analysis and report. Scored rubrics along with comments or other forms of feedback from

the panels will be provided to UAS for analysis. The analysis will include descriptive statistics,

reliability analysis, and a brief narrative in the form of a draft report. UAS will include results from

indirect measures and any embedded assessments (if any) in the draft report that will be provided

to the CGE before being presented and discussed with faculty who. UAS will discuss the Draft

Report faculty who currently teach/have taught in the course category and include their

responses and recommendations in a final report.

8. The final report will be provided to the CGE. The CGE will then evaluate the report to make

informed decisions about the General Education program.

Indirect Methods: Course syllabi and student surveys

Syllabus Review: The Associate Vice President for Undergraduate Education and UAS staff will

complete reviews of course syllabi by course category. The goal of this review is to ensure that the

syllabus contains a prescribed section in which students are informed of the specific General Education

learning outcomes addressed by the course. It is hoped that viewing these repeatedly across all required

courses will reinforce the consistency of the curriculum as a whole for the student and serve as a

reminder for faculty of the overall learning outcomes in each category. Specific text to be included is

posted by category on the General Education website.

Student Survey: On behalf of the CGE, UAS staff administers a survey to students who currently are

completing/have completed General Education courses at ISU. The questionnaire items address

students’ perceptions of the program (e.g., purpose of the program) and the extent to which the program

has contributed to their learning, growth, and development regarding the learning outcomes.

Other institution-wide surveys: Illinois State participates in the administration of several inter-institutional

surveys of student engagement, including the National Survey of Student Engagement (NSSE) and the

Beginning College Survey of Student Engagement (BCSSE). These results can be used to supplement



our understanding of current students’ engagement in our General Education program. Similarly, the ISU

Alumni Survey could include items regarding the effectiveness of the General Education program.

Assessment schedule

Academic Year

Categories sampled

for student assignments

Categories sampled

for syllabus review

2013-2014 Communication and Critical Inquiry Communication and Critical Inquiry

2014-2015 United States Traditions;


United States Traditions;


2015-2016 Mathematics; Quantitative Reasoning Mathematics; Quantitative Reasoning;

Sciences

2016-2017 Social Sciences Social Sciences; Humanities; Fine Arts

2017-2018 Sciences

Communication and Critical Inquiry;

United States Traditions;


2018-2019 Humanities Mathematics; Quantitative Reasoning;

Sciences

2019-2020 Fine Arts Social Sciences; Humanities; Fine Arts

Although the schedule above has been used, several course categories have been sampled during

multiple academic years due to lower participation rates of student assignment submissions by faculty

than expected.

In 2017-2018, it was determined that a more valid assessment of the course syllabi could be

accomplished by requesting them from the departments and schools directly given that all course syllabi

are archived by the units that offer the courses. Now, course syllabi are not gathered from faculty but

rather requested from department chairpersons and school directors.

The rubrics that were adapted from AAC&U’s VAUE rubrics by the faculty panels are provided below,

followed by the General Education Student Survey.

Because the ‘Critical Inquiry’ courses (i.e., ENG 101 and COM 110) have been developed on their own

and already had established assessment processes, these two courses are assessed by their respective

directors. The results of these assessments, as well as how those results are used to address and

improve student learning (as well as the courses) are provided on a periodic basis.

Reading Rubric

0 Not Yet Present 1 Benchmark Milestone 2 Milestone 3 Capstone 4

Comprehension Summarizes content incompletely or with significant errors; conflates personal ideas/experiences with content of text

Summarizes content accurately; distinguishes content of text from personal ideas/experiences

Infers context & purpose of text; points to features of text to support claim

Situates text in social/ historical context to enhance comprehension

Recognizes text’s broader implications within local and (inter)national debates

Analysis (parts and the whole)

Identifies individual elements of content and structure partially or incorrectly

Accurately identifies individual elements of content and structure

Notes relationships between some elements of content and structure

Evaluates all parts of a text to inform argument; form and content are explicitly taken into account

Makes informed choices among modes and strategies of analysis within/across disciplines

Relationship to Text (text and context)

Shows limited interest and engagement with text; pro forma completion of assigned task

Shows interest in topic; seeks answers to narrow questions of content

Engages with text with a view to broaden topical knowledge or perspective

Relates texts to other texts or contexts to make more sophisticated arguments

Evaluates texts against others; evaluates texts from different disciplines around a question

Writing or Talking about Texts

Limited participation in conversation / writing about text

Answers narrow questions regarding text

Discusses text in structured conversation/writing

Elaborates on texts to enhance discussion

Independently starts and manages disciplinary or cross-disciplinary conversation

Genres Shows limited knowledge of the concept of genre

Identifies genre accurately when prompted by assignment

Identifies genre; comments on conventions and rhetorical context

Articulates genre conventions; applies knowledge of conventions to make subtle distinctions

Recognizes and analyzes authorial plays on genre conventions

Interpretation (making meaning)

Mostly paraphrases Relies on external authority for meaning; some paraphrase

Begins to make meaning beyond the literal

Shows an interpretive strategy; makes coherent (interesting) argument

References explicitly interpretive strategies to expand potential meanings

Writing Rubric

0 Not Yet Present 1 Benchmark Milestone 2 Milestone 3 Capstone 4

Context and Purpose (audience, purpose, circumstances)

Responds inappropriately to assignment or prompt

Responds to assignment; audience is self or instructor

Shows some awareness of context, audience, purpose

Writes clearly, attending to context, audience, and purpose

Writes convincingly; anticipates possible audience reactions and adapts strategy accordingly

Genre and disciplinary conventions

Organization lacking or inappropriate for assignment; content unsuited to assignment

Attempts to select and organize content for presentation

Begins to apply disciplinary conventions to select, organize, and present content

Consistently applies disciplinary conventions

Strategically uses genre and disciplinary conventions

Sources and Evidence Sources are insufficient, misaligned, or inappropriate to assignment; insufficient documentation

Attempts to use and document sources to support argument

Uses relevant and credible evidence with appropriate documentation as assigned

Evaluates and selects sources; documents appropriately and accurately as assigned

Uses disciplinary knowledge to evaluate and select sources; documents as appropriate to discipline and context

Language Language sometimes impedes meaning

Language generally conveys meaning with few exceptions

Language conveys meaning with relative clarity

Language conveys meaning with growing sophistication and subtlety

Convincing discipline-appropriate language that conveys meaning clearly

Mechanics Frequent errors in grammar, punctuation, and spelling impede/ distract from meaning (high level of instructor annoyance, much red ink)

Mechanical errors sometimes impede meaning (instructor notes consistent errors, signals areas for improvement)

Infrequent mechanical errors rarely distract the reader

Mechanics support content effectively

Sophisticated command of mechanics allows student to exploit style in service of meaning

Notes: AAC&U has “Content Development” as a criterion. We didn’t find this of much independent value as content is implicit in other criteria. We thought it important to separate “language” from “mechanics”; hence two criteria versus LEAP’s one.

Oral Communication Rubric (designed for Communication as Critical Inquiry)

0 Absent 1 Partially Present 2 Present 3 Logical/Clear 4 Memorable

Central Message Central message not identifiable.

Central message can be deduced, but is not explicitly stated in the presentation.

Central message is stated and understandable but is not repeated and is not memorable.

Central message is clear and consistent with the supporting material, is repeated, but is not memorable.

Central message is compelling (clearly stated, appropriately repeated, memorable, and strongly supported.)

Organization Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation or outline.

Organizational pattern is observable within the presentation or outline but not in both.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and makes the content of the presentation cohesive through parallel structure.

Supporting Material

Lacks citations. Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that partially supports the presentation.

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that supports the presentation.

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that supports the presentation and establishes the presenter's credibility/authority on the topic.

A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information and analysis that significantly supports the presentation and establishes the presenter's credibility/ authority on the topic.

Language Language does not support the effectiveness of the presentation.

Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to audience.

Language choices are mundane and commonplace, but supports the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are clear and support the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience.

Delivery Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable.

Some delivery techniques (posture, gesture, eye contact, and vocal expressiveness) are not used.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, but speaker appears tentative.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident.

Information Fluency Rubric

0 1 Benchmark 2 3 Capstone 4

Recognizes the need for information

The scope of research is undefined.

The scope of the research is minimally defined and issue/problem to be considered critically is unmanageable - i.e. scope is too broad or too narrow.

The scope of the research is partially/vaguely defined; issue/problem to be considered critically is somewhat manageable/ doable and the key concepts are not well articulated.

The scope of the research is defined; issue/problem to be considered critically is manageable/doable and the key concepts are articulated.

The scope of the research is well defined; issue/problem to be considered critically is potentially significant, and the key concepts are clearly articulated.

Incorporates information from multiple venues

No supporting materials.

Marginally uses supporting materials; information is limited and similar.

Partially uses supporting materials; information is limited and/or similar.

Adequately uses supporting materials; information is taken from multiple venues/types.

Comprehensively uses supporting materials; information is taken from multiple venues/types.

Utilizes relevant and appropriate information

No sources selected. Types of information/sources selected do not relate to concepts or answers research question(s).

Types of information/sources selected partially relate to concepts or answers research question(s).

Types of information/sources selected relate to concepts or answers research question(s).

Types of information/sources selected directly relate to concepts or thoroughly answers research question(s).

Synthesizes obtained information or creates new information

No evidence listed. Lists evidence but is not organized and does not recognize patterns, differences, or similarities related to research question or thesis.

Organizes evidence but is not effective in revealing patterns, differences, or similarities related to research question or thesis.

Organizes evidence to reveal important patterns, differences, or similarities related to research question or thesis.

Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to research question or thesis.

Presents/publishes information product to an audience using an appropriate platform

No conventions used and not within the context of the assigned task(s).

The work as a whole uses discipline-specific conventions inconsistently, minimally demonstrating the context, audience, and purpose of the assigned task(s).

The work as a whole uses discipline-specific conventions, partially demonstrating the context, audience, and purpose of the assigned task(s).

The work as a whole uses discipline-specific conventions consistently, demonstrating the context, audience, and purpose of the assigned task(s).

The work as a whole uses discipline-specific conventions skillfully, comprehensively demonstrating the context, audience, and purpose of the assigned task(s).

Information Fluency Rubric Definition Information fluency is the ability to critically think while engaging with, creating, and utilizing information and technology regardless of format or platform. Specifically, an information fluent individual is able to: 1. Recognize the need for information; 2. Formulate a plan to obtain the information including appropriate technologies to be used; 3. Discover, identify, and retrieve information from multiple venues and in multiple formats; 4. Evaluate and select relevant and credible information; 5. Synthesize obtained information or create new information using various technologies; and 6. Present or publish an information product to an audience using an appropriate platform. Broad Overall Learning Outcomes • Access information from multiple venues and in multiple formats in order to find and create relevant, credible information sources and products. • Apply critical analysis to the entire information research and creation process in order to generate appropriate information products and use appropriate delivery platforms. • Articulate the complexity of issues related to using information and technology in order to use, share, and create knowledge in an ethical and legal manner. • Synthesize existing and new information in order to engage in and contribute to local, national, and global discourse. Context of the Rubric This rubric is designed to be used across multiple disciplines and for many different types of assignments. It should be acknowledged that interaction with and creation of information varies from discipline to discipline. However, information fluent individuals exhibit common practices when engaging with information and technology. These practices should be able to be applied in different situations and in a fluctuating information and technological environment one may encountered throughout life.

ETHICAL REASONING VALUE RUBRIC

Subcommittee Draft 4-15-14

Definition

Ethical Reasoning is reasoning about right and wrong human conduct. It requires students to be able to assess their own ethical values and the social context of

problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas, and consider the

ramifications of alternative actions. Student’s ethical self-identity evolves as they practice ethical decision-making skills and learn how to describe and analyze

positions on ethical issues.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

0 Absent 1 Benchmark 2 3 Capstone 4

Ethical Self-Awareness

No core beliefs or origins stated

States own core beliefs or origins of beliefs.

States both core beliefs and the origins of those core beliefs.

Analyzes both core beliefs and the origins of the core beliefs.

Discusses/analyze in detail both core beliefs and the origins with depth and clarity.

Understanding Different Ethical Perspectives/ Concepts

No major theories named.

Names major theories.

Names the major theories and can explain the basics of the theories.

Names and explains both the basics and some details of the theories.

Accurately presents the theories in depth.

Ethical Issue Recognition

Lacks recognition of basic ethical issues.

Recognizes basic ethical issues.

Recognizes basic ethical issues and some cross-relationships.

Recognizes ethical issues in context OR can recognize cross-relationships among the issues.

Recognizes ethical issues in context AND can recognize cross-relationships among the issues.

Application of Ethical Perspectives/ Concepts

No ethical concepts applied to ethical question and no examples used.

Applies ethical concepts to an ethical question with support, but cannot apply to a new example.

Applies ethical perspectives to new examples with some inaccuracies.

Applies ethical perspectives/concepts to a new example but fails to fully consider implications.

Applies ethical perspectives/concepts to a new example and can fully consider implications.

Evaluation of Different Ethical Perspectives/ Concepts

Cannot state a position.

States a position but cannot state the objections to and assumptions and limitations of the different perspectives/concepts.

States a position and can state the objections to, assumptions and implications of different ethical perspectives/concepts but does not respond to them.

States a position and can state the objections to, assumptions and implications of, and partially responds to different ethical perspectives/concepts.

States a position and can state the objections to, assumptions and implications of, and fully responds to different ethical perspectives/ concepts.

US Traditions Rubric

Absent Benchmark 1 Milestone 2 Milestone 3 Capstone 4

Cultural and historical knowledge

Demonstrates little or no understanding of U.S. culture, including its diverse elements, and how this has shaped history, politics, economy, social relations, forms of expression and communication, values, or beliefs and practices

Demonstrates surface understanding of U.S. culture, including its diverse elements, and how this has shaped history, politics, economy, social relations, forms of expression and communication, values, or beliefs and practices

Demonstrates partial understanding of U.S. culture, including its diverse elements, and how this has shaped history, politics, economy, social relations, forms of expression and communication, values, or beliefs and practices

Demonstrates adequate understanding of U.S. culture, including its diverse elements, and how this has shaped history, politics, economy, social relations, forms of expression and communication, values, or beliefs and practices

Demonstrates sophisticated understanding of U.S. culture, including its diverse elements, and how this has shaped history, politics, economy, social relations, forms of expression and communication, values, or beliefs and practices

Cultural imagination and empathy

Demonstrates little or no ability to imagine and empathize with the perspective of people from past eras or other cultures and to incorporate this understanding into the analysis.

Demonstrates minimal ability to imagine and empathize with the perspective of people from past eras or other cultures and to incorporate this understanding into the analysis.

Demonstrates some ability to imagine and empathize with the perspective of people from past eras or other cultures and to incorporate this understanding into the analysis.

Demonstrates sufficient ability to imagine and empathize with the perspective of people from past eras or other cultures and to incorporate this understanding into the analysis.

Demonstrates impressive ability to imagine and empathize with the perspective of people from past eras or other cultures and to incorporate this understanding into the analysis.

Existing Knowledge, Research, and/or Views

Demonstrates no connection to or recognition of known sources, views and content in the discipline.

Presents information from irrelevant sources representing limited points of view/approaches and develops simple ideas in some parts of the work.

Presents information from relevant sources representing limited points of view/approaches and develops appropriate ideas through most of the work.

Synthesizes in-depth information from appropriate and relevant sources representing various points of view & approaches and explores compelling ideas throughout the work.

Synthesizes in-depth information from appropriate and relevant sources and compelling content that represents various points of view & approaches to illustrate mastery of the subject.

Analysis Demonstrates no understanding of approaches used in the discipline.

Lists evidence/sources, but it is not organized and/or is unrelated to focus.

Organizes evidence/sources, but the organization is not effective in revealing important patterns, differences, or similarities.

Organizes evidence/sources to reveal important patterns, differences, or similarities related to focus.

Organizes and synthesizes evidence/sources to reveal insightful patterns, differences, or similarities related to focus.

Textual Comprehension

Demonstrates no understanding of appropriate vocabulary or ability to paraphrase or summarize information.

Understands vocabulary appropriately to paraphrase or summarize the information communicated in the text.

Evaluates how textual features contribute to the author’s message; draws basic inferences about context and purpose of text.

Uses the text, general background knowledge, and/or specific knowledge of the context to draw complex inferences about the author’s message and attitude.

Recognizes possible implications of the text for contexts, perspectives, or issues beyond the assignment or beyond the author’s explicit message.

Reports information effectively and responsibly, and Making Informed Judgments

Does not communicate information from sources.

Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context or incorrectly paraphrased, etc.), so the intended purpose is not achieved.

Communicates and organizes information from sources. The information is not yet applied, so the intended purpose is not fully achieved.

Communicates, organizes, and applies information from sources. Intended purpose is achieved.

Communicates, organizes, and applies information from sources to fully achieve a specific purpose, with clarity and depth.

Writes in a variety of genres, contexts, and disciplines, & identifies problems

Does not identify contexts related to a position or problem.

Begins to identify some contexts when presenting a position or identifying a problem. Issue to be considered is stated without clarification or description.

Mentions relevant contexts when presenting a position or identifying a problem, but not enough to reflect a coherent understanding.

Coherently and critically examines relevant contexts when presenting a position or identifying a problem.

Thoroughly (systematically, methodically and critically) examines the relevance of contexts when presenting a position or identifying a problem.

Intercultural Knowledge and Competence Value Rubric

0 1 Benchmark 2 3 Capstone 4

Knowledge Cultural self-awareness

Lacks basic awareness of own cultural rules.

Shows basic awareness of own cultural rules.

Identifies own cultural rules and biases.

Recognizes new perspectives about own cultural rules and biases.

Recognizes how experiences shape cultural rules, how to respond to cultural biases, and can experience a shift of self-description.

Knowledge Knowledge of cultural Worldview frameworks

Lacks surface understanding of the complexity of elements important to members of another culture.

Demonstrates surface understanding of the complexity of elements important to members of another culture.

Demonstrates partial understanding of the complexity of elements important to members of another culture.

Demonstrates adequate understanding of the complexity of elements important to members of another culture.

Demonstrates sophisticated understanding of the complexity of elements important to members of another culture.

Skills/Application Empathy

Lacks awareness of cultural experiences of others.

Views the cultural experiences of others through own cognitive worldview.

Identifies the cognitive and emotional dimensions of other cultural perspectives with own worldview.

Recognizes that both cognitive and emotional dimensions of other cultural perspectives are necessary in supporting other cultural groups.

Effectively supports another cultural group by applying cognitive and emotional dimensions to their cultural experiences.

Skills/Application Verbal and nonverbal communication

Lacks understanding of cultural differences in communication; unable to negotiate a shared understanding.

Understands minimal cultural differences in communication; is unable to negotiate a shared understanding.

Identifies some cultural differences in communication but is unable to negotiate a shared understanding.

Recognizes and participates in cultural differences communication and begins to negotiate a shared understanding based on those differences.

Articulates a complex understanding of cultural differences in communication and is able to negotiate a shared understanding.

Attitudes Curiosity

States no interest in learning more about other cultures.

States minimal interests in learning more about other cultures.

Asks simple or surface questions about other cultures.

Asks deeper questions about other cultures and seeks out answers to these questions.

Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives.

Attitudes Openness

Not receptive to interacting with culturally different others and has difficulty suspending judgments.

Receptive to interacting with culturally different others but has difficulty suspending judgments.

Expresses openness to most, if not all, interactions with culturally different other but has difficulty suspending any judgment.

Initiates and develops interactions with culturally different others and begins to value these interactions.

Initiates and develops interactions with culturally different others without judging the value of those interactions.

University Assessment Services 1

Spring 2019 General Education Student Survey

Note. Students will authenticate using Central Login before accessing the questionnaire to allow any demographic/academic information to be requested from the Planning, Research, and Policy Analysis and then matched (ULID) with the responses.

Page 1 of online questionnaire for currently-enrolled students

The Council on General Education is interested in your perspectives on and experiences in Illinois State University’s General Education program. The information you provide will be reviewed and considered as part of the General Education program assessment. Please refer to the courses listed in the email you received as you complete this survey. All information provided will remain confidential and only will be reported as group-level findings with no identifying information. Your ULID will be requested to access the questionnaire so that the responses can be matched with academic information gathered by the University (e.g., class level such as first-year, sophomore) to aid in the interpretation of the findings. Completing this questionnaire is voluntary. Your course instructors and other faculty/staff will not know whether you participate. Refusal to participate will neither affect your current standing with Illinois State University nor involve any penalty or loss of benefits. You may discontinue completing the questionnaire at any time without penalty or loss of benefits and skip questions you do not feel like answering. For questions about this study, please contact Derek Meyers, Assistant Director of University Assessment Services, at [email protected] or (309) 438-7325. Thank you for your participation!

Page 1 of online questionnaire for non-enrolled students

The Council on General Education is interested in your perspectives on and experiences in Illinois State University’s General Education program. The information you provide will be reviewed and considered as part of the General Education program assessment. Although you are not enrolled in any General Education courses during the spring 2019 semester, please consider your previous perspectives on and experiences in the program when responding. All information provided will remain confidential and only will be reported as group-level findings with no identifying information. Your ULID will be requested to access the questionnaire so that the responses can be matched with academic information gathered by the University (e.g., class level such as first-year, sophomore) to aid in the interpretation of the findings. Completing this questionnaire is voluntary. Your course instructors and other faculty/staff will not know whether you participate. Refusal to participate will neither affect your current standing with Illinois State University nor involve any penalty or loss of benefits. You may discontinue completing the questionnaire at any time without penalty or loss of benefits and skip questions you do not feel like answering. For questions about this study, please contact Derek Meyers, Assistant Director of University Assessment Services, at [email protected] or (309) 438-7325. Thank you for your participation!

* These students received a ‘mail-merged’ email (from the Associate Vice President for Undergraduate Education/Director of the General Education and the Chair of the Council on General Education) that listed the General Education courses in which they were enrolled during the current semester and were asked to consider those experiences and perspectives when responding. All other students received an email (from the same recipients) that included the option to respond regarding their previous experiences and perspectives in the General Education program when responding OR to indicate how they completed the General Education program requirements elsewhere (see page 5 for their questionnaire items.

mailto:[email protected]

mailto:[email protected]



Page 2 of online questionnaire for currently-enrolled and non-enrolled students General Education provides students with a broad, common foundation of study upon which to build an undergraduate education. The program develops skills of oral and written communication, logical and scientific reasoning, and quantitative analysis. Courses in General Education explore ways of knowing in the various disciplines through examination of significant historical, social, cultural, and scientific issues. Please indicate the extent to which you agree with the following statements regarding the General Education program at Illinois State University.

Item Strongly disagree

Disagree Neither disagree

nor agree Agree

Strongly agree

No opinion/ Not applicable

General Education courses challenge students to think about how those courses are relevant to students’ majors and/or future careers.***

The main purpose of General Education courses is to help students become more well-rounded individuals and responsible citizens.

General Education courses have helped me or will help me choose a major.

If General Education courses were not required by **ISU, I would probably still enroll in these courses.***

I would prefer to take additional courses related to my major instead of taking an equivalent number of General Education courses.

General Education courses are easier than introductory-level courses for my major.

Note. See page 5 for citation information regarding these items.



Page 3 of online questionnaire for currently-enrolled and non-enrolled students The General Education Program at Illinois State University is an integrated multidisciplinary set of courses that focuses on the development of communication and problem-solving skills and abilities, such as persuasion, listening, and argumentation; logical and quantitative thinking; and understanding varying perspectives on issues. These skills and abilities provide an essential grounding for work in the student’s major as well as transferable skills that will be applied in a future career. Please indicate the extent to which the General Education program at Illinois State University has contributed to your learning, growth, and development in:

Item Not at all

contributed Slightly

contributed Somewhat contributed

Very much contributed

Completely contributed

No opinion/

Not applicable

Using theories and concepts to understand technologies, diverse cultures, and the physical and natural world

Explaining how the humanities, fine arts, natural and social sciences, and technology contribute to the quality of life for individuals and communities.

Experiencing and reflecting on global issues.

Making informed judgments.

Analyzing data to examine research questions and test hypotheses.

Reporting information effectively and responsibly.

Writing in a variety of genres, contexts, and disciplines.

Delivering purposeful presentations that inform attitudes or behaviors.



Page 3 of online questionnaire for currently-enrolled and non-enrolled students (cont.)

Please indicate the extent to which the General Education program at Illinois State University has contributed to your learning, growth, and development in:

Item Not at all

contributed Slightly

contributed Somewhat contributed

Very much contributed

Completely contributed

No opinion/ Not

applicable

Participating in activities that are both individually life-enriching and socially beneficial to a diverse community.

Interacting competently in a variety of cultural contexts.

Making ethical decisions.

Thinking reflectively.

Identifying and solving problems.

Transferring learning from one area to novel situations.

Working effectively in teams.

Page 4 of online questionnaire for currently-enrolled and non-enrolled students

What do you believe are strengths of Illinois State University’s General Education program?

What do you believe are areas for improvement within Illinois State University’s General Education program?

Additional comments regarding Illinois State University’s General Education program:



Page 1 of online questionnaire for never-enrolled students

The Council on General Education is interested in your perspectives on and experiences in Illinois State University’s General Education program. The information you provide will be reviewed and considered as part of the General Education program assessment. Although you have not completed ISU's General Education program, we appreciate you responding to the item below. All information provided will remain confidential and only will be reported as group-level findings with no identifying information. Your ULID was requested so that the questionnaire responses can be matched with academic information gathered by the University (e.g., class level such as first-year, sophomore) to aid in the interpretation of the findings. Participating in this study is voluntary. Your course instructors and other faculty and staff will not know if you participate. Not participating will not affect your current standing with Illinois State University. Refusal to participate involves no penalty or loss of benefits. You may discontinue participation at any time without penalty or loss of benefits. You can also skip questions you do not feel like answering. For questions about this study, please contact Derek Meyers, Assistant Director of University Assessment Services, at [email protected] or (309) 438-7325. Thank you for your participation!

Because you did not complete ISU's General Education program, please indicate why: Note. Students were able to select both options.

o I completed the Illinois Transferable General Education Core Curriculum, through the Illinois Articulation Initiative (IAI).

o I completed a baccalaureate-oriented Associates Degree (A.A. or A.S.).

Reference for items on page 2 for currently-enrolled and non-enrolled students

Thompson, C. A., Eodice, M., & Tran, P. (2015). Student perceptions of general education requirements at a large

public university: No surprises? Journal of General Education: A Curricular Commons of the Humanities and Sciences, 64(4), 278-293. https://muse.jhu.edu/article/605412

The response option of ‘No opinion/ Not applicable’ for those items was not included in Thompson et al. (2015) but was recommended by Derek Meyers at ISU. Some of these items were altered to be appropriate at ISU or based on discussion and feedback from members of the Council on General Education.

https://[email protected]/

https://[email protected]/

Documents

GENERAL EDUCATION PROGRAM ASSESSMENT PLAN (SPRING …€¦ · GENERAL EDUCATION PROGRAM ASSESSMENT PLAN (SPRING 2019) Council on General Education/University Assessment Services 2