ࡱ> ruqo 9bjbj zfzf1@ @ $P&&M m y{&}&}&}&}&}&}&$")+&MM&4&v{&{&: $,I$PTs/5$ g&&0&?$ ..I$I$&.o$&&7&.@ K: Course Prefix, Number, and Title: INT 339: Integrative Humanities Seminar Section Number(s): 1001 Department: Arts and Letters/English Instructor: Cooley Academic Year: 2019-2020 Semester: Fall 2019 Is this a GenEd class? Yes_X_ No___ Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsOutcome Results Analysis In the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome.In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student achievement has been met.In the boxes below, please reflect on this outcomes results and summarize how you plan to use the results to improve student learning.Outcome #1: Demonstrate an understanding of the consequences of human actions in social and environmental contexts, and an ability to consider the ethical and practical implications of those actions Assessment Measure: I use several assessment measures in this course: four short papers, a presentation, a final paper, and weekly discussion posts. Each assignment attempts to capture as many of the outcomes as possible. However, some may be more suited to individual outcomes. I will use those as my individual assessment measures. Short Paper 4: Supermarket Pastoral is perhaps the assignment that most obviously gets student to engage this outcome because it takes the tools they have learned in the class to read real-world textsfood packaging. This clearly gives us a forum to explore the intersection of human actions and their social and environmental contexts (as pastoral suggests) and asks them to continue to continue to develop one of the core considerations of the course: exploring practical and ethical implications of our food choices. Criteria for Evaluation: You have a clear thesis statement that makes an arguable and significant claim and clearly establishes that you will be analyzing food packaging You support the claim made in your thesis and the subordinate claims made in your body paragraphs with specific evidence from the two texts/artifacts/packages You clearly explain or demonstrate how the evidence from the text supports your claim (i.e., you are reproducing your way of understanding/reading the frame) You provide a clear and thorough description of the packaging you have chosen to work with; it should be clear and thorough enough that someone who is unfamiliar with the packaging can see it, which in part means organizing your description logically You have a minimum of 500 words but no more than 750 You use MLA style guidelines You use varied language and sentence structures to produce lively and interesting prose You write at a college level: language, grammar, sentence structure, etc. This also includes basics such as properly inserting author names and the titles of the texts you are using Your writing is free of common composition errors, especially run-on sentences and fragments Results: My goal is for all students to scores at least 70%. 37/39 students completed the assignment 36/37 received a grade of at least 70% Outcome Met: Yes1. Results Analysis: This paper came late in the semester, so they had plenty of practice and knew that I was a rigorous grader. Whats most gratifying about this assignment, however, is how many people said they like it and how many people mentioned that they would now view the grocery store differently, would very likely shop differently. I always think an immediate practical application of something students have learned in class is a measure of success that perhaps cant be captured by outcomes 2. Action Plan: I will keep this assignment even if I stop using the book it accompanies, Michal Pollans The Omnivores Dilemma.Outcome #2: Demonstrate an ability to recognize the importance of creative human expressionAssessment Measure: Since we read a ton of literature and respond to readings every week, virtually any assignment would be able to measure this outcome, but one of the most popular assignments, Short Paper 3: On Lucy Kniselys Relish, asks students to engage a type of creative expression dismissed by many students as childish: the comic. Once they dig into this graphic memoir, they are more aware of the ways images and words work togetherin comics, sure, but also in the world. They are asked to use Scott McClouds famous description of word-text interactions to explain one frame of Kniselys book. Criteria for Evaluation: You have a clear thesis statement, and it makes an arguable and significant claim You support that claim with specific evidence from the two texts You analyze the evidence to demonstrate how it supports the claim (i.e., you are reproducing your way of understanding/reading the frame) You make it clear which of McClouds word-picture relationships you are working with, and you explain it in your own words You provide a clear and thorough description of the Knisley frame you have chosen to work withclear enough that someone without access to the book would be able to see it You have a minimum of 500 words but no more than 750 You use MLA formatting and citationsand use them properly. That means you have a heading, title, and a Works Cited page You use varied language and sentence structures to produce lively and interesting prose You write at a college level: language, grammar, sentence structure, etc. This also includes basics such as properly inserting author names and the titles of the texts you are using Your writing is free of common composition errors, especially run-on sentences and fragments Results: 35/39 students completed the assignment. 29/35 achieved at least 70% competence. Outcome Met: Yes1. Results Analysis: The scores are pretty lopsided here. Most students scored better than 80%, so the six low scores are more a reflection of whether students followed instructions and met minimum requirements (word count, reading one frame, analyzing the frame rather than summarizing the book, etc.). 2. Action Plan: I will definitely keep this assignment, but I will probably try to find language that helps them understand analysis and one frame better. That said, if only six students didnt not achieve 70%, perhaps the instructions are clear enough. Outcome #3: Demonstrate an ability to recognize and respect the rights of the individual and to appreciate the complexity and variety of divergent attitudes, values and beliefs in society Assessment Measure: The readings I select and the way I organize them are intended to keep these ideas in mind every week. For example, we read about different attitudes towards eating meat, towards industrial food, towards body weight, towards family traditions, and so on. We also read texts that force us to think about food and its intersection with race, gender, etc. Therefore, it is perhaps best to look at two discussion postsWeek 6, which looks at the manufacturing of foodfrom the chemicals used to produce consistent flavor, to the working conditions in abattoirsand Week 12, which is largely centered on to eat or not to eat meat. Criteria for Evaluation: -You should have at least four discussion questions and one response. -Each response should be a minimum of 250-350 words. -Your responses should be thesis driven, even if you just restate the question to which you are responding. -You should provide the name of the author and the title of the text for each of your discussion questions and each of your responses. -You need to provide evidence from the texts to support your answers. -Your questions and responses should demonstrate that you have read all of the weeks assigned readings and have thought about them carefully and deeply. -You need to use MLA style. -You should write in college-level prose. -You should avoid grammar and usage errors, especially run-on sentences and sentence fragments. Results: Discussion 6: 37/39 students completed the assignment. 36/37 achieved at least 70% competence. Discussion 12: 37/39 students completed the assignment. 34/37 achieved at least 70% competence. Outcome Met: Yes1. Results Analysis: Discussion posts are a pretty low stakes environment, but Im firm about following instructions. If a student does not complete all of the steps, meet word-count requirements, or use textual evidence to support their answers, it definitely reduces their score. The students who did not achieve 70% for these posts did not meet minimum requirements. 2. Action Plan: I need to find a way to continue to use these exercisesthey force students to practice analysis week in and week outbut the workload is massive. I have a difficult time keeping up. I think students, too, may have a hard time keeping up. I think low scores say more about time investment than anything, which makes it difficult to determine how much and how well they are learning. How can I adjust these assignments to make sure the achieve their purpose?Outcome #4: Demonstrate an understanding of the cultural and historical heritage of contemporary society and the implications of this heritage Assessment Measure: Again, every selection we read and every writing assignment is geared towards this outcome. The oral presentation, however, is perhaps the most apposite measure for the current assessment purposes because it is a research project into the background of some sort of food technology, food personality, innovation in agriculture, etc., and students are asked specifically to demonstrate how it/they has influenced our contemporary foodways, why it/they matter(s). Criteria for Evaluation: +First and foremost, I will be looking for basic points of effective oral communication -Do you open with something that grabs the audiences attention? -Do you have a clear thesis statement that establishes a main idea? -Do you let your audience know why this presentation is worth their time? -Do you provide a preview that establishes the main points you will cover in the body of your speech? -Do you present your main points clearly and thoroughly and make clear transitions between those points? -Do you summarize your main points? -Do you close with impact? +You have answered the three questions above +You provide useful and quality information about the term; your goal is audience learning +It is clear what need your speech fills/how the person, event, object, etc. should or might change our understanding of food +You use credible and authoritative outside sources +You cite those sources orally +You stay within the time limit +You give an oral presentation rather than record a video of you talking to the camera. Just back up from the camera like you were standing in front of the class or coworkers or at a conference. Results: 37/39 students completed the assignment. 37/37 achieved at least 70% competence Outcome Met: Yes1. Results Analysis: I didnt love the results of this project. Of course, its great that everyone achieved at least 70%, but the quality was all over the place. Meet the criteria, however, and get the grade. Really, I would just like people to use better outside sources and to think more deeply about the importance of the item/person/innovation. 2. Action Plan: The key is to get them to really think about the importance of the term they are explaining. That can pretty easily be written into the instructions. This, too, is dicey because I hear again and again to keep assignment sheets short and sweet. Im still working on it.  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