ࡱ> UXTo z"bjbj APzfzf 8-TdMOOOOOO$x .#ss4MM3C890%%%|ss% : Course Prefix, Number, and Title:INT 496 Capstone in Integrative bStdueis Academic Year: Department: Social Science Section Number(s): 1001 Instructor: Laurie Walsh Is this a GenEd class? Yes___ 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 ResultsAny Changes Made as a Result of AssessmentIn 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 acheivement has been met.In the boxes below, summarize how you plan to use the results to improve student learning.Outcome #1: Comprehend and analyze the foundations and organizations of human social systems Assessment Measure: BASS Integrated Essay 125 pts Criterion for achievement: 66% of students achieve a 70% or better Results: 83% of students earned a 70% or higher Average: 95% Low score: 79/125 pts High score: 125/125 pts Criterion Met: YesAction Plan: This assignment is more difficult than it seems but students do well even though it requires them to recall courses throughout the degree programOutcome #2: Acquire and interpret scholarly information and data to reach informed, reasoned, and balanced conclusions Assessment Measure: Research paper and presentation Criterion for achievement: 66% of students achieve a 70% or better Results: Research Paper 83% (5/6 students) of the class earned a 70% or better on this project worth 425 pts. Average: 359/425 pts 84% Low score: 285/425 pts High score: 400/425 pts Presentations Blue Jeans 40 pts NOTE: presentations were modified due to Covid19 and involved a simple summary of projects and participation/discussion. Average: 36.5/40 83% of the class earned a 70% or higher Class Average: 91% Low score: 26/40 High score: 40/40 Criterion Met: YesAction Plan: Overall students effectively summarized and synthesized academic information. One area needing attention is synthesis by themes rather than a paper to paper discussion. A mini-lecture on this subject would help students understand the goal as many papers in upper-division courses are information retrieval. Interestingly, in the oral presentations students synthesized information more effectively. A 10 minute timeline likely helped with that. Overall, the presentations were great and students exhibited a great deal of expertise and participated in discussion of other projects. NOTE: this presentation was made much simpler due to the pandemic whereas normally we ask for a profession power point/prezi presentation that is 15 to 20 minutes long.Outcome #3: Synthesize information effectively in oral and written formAssessment Measure: Research paper and presentation Criterion for achievement: 66% of students achieve a 70% or better Results: Research Paper 83% (5/6 students) of the class earned a 70% or better on this project worth 425 pts. Average: 359/425 pts 84% Low score: 285/425 pts High score: 400/425 pts Presentations Blue Jeans 40 pts NOTE: presentations were modified due to Covid19 and involved a simple summary of projects and participation/discussion. Average: 36.5/40 83% of the class earned a 70% or higher Class Average: 91% Low score: 26/40 High score: 40/40 Criterion Met: YesAction Plan: Overall students effectively summarized and synthesized academic information. One area needing attention is synthesis by themes rather than a paper to paper discussion. A mini-lecture on this subject would help students understand the goal as many papers in upper-division courses are information retrieval. Interestingly, in the oral presentations students synthesized information more effectively. A 10 minute timeline likely helped with that. Overall, the presentations were great and students exhibited a great deal of expertise and participated in discussion of other projects. NOTE: this presentation was made much simpler due to the pandemic whereas normally we ask for a profession power point/prezi presentation that is 15 to 20 minutes long.Outcome #4: Apply concepts and methods to an original professional study in social sciencesAssessment Measure: Capstone Research Paper 425 pts Criterion for achievement: 66% of students achieve a 70% or better Results: 83% (5/6 students) of the class earned a 70% or better on this project worth 425 pts. Average: 359/425 pts 84% Low score: 285/425 pts High score: 400/425 pts Criterion Met: Yes NOTE: when considering scores for students who have met the outcome, the average is 374/425 88% Criterion Met: YesAction Plan: I suggest the project expectations be modified to made clearer that a research problem is required, and to elucidate what constitutes a research problem orientation vs information retrieval. Capstone students need to pursue a research problem. In addition to clearer delineation of what is a research problem, having a draft paper turned in sometime after the middle of the semester could help to address this issue. This is especially true for students who clearly have a research problem when topics are discussed and approved, but do not follow through on that component. As well, the grading criteria should state there will be point deductions This is a continuous issue for some students.  Notes: The general layout of the capstone course is based on the BASS Committees input and program assessment goals. Individual instructors can modify course requirements but major revisions require consultation with the committee to ensure program goals are being adressed. 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