ࡱ > P bjbjdUdU ?g?gKH > > > > > $ b b b P n b 3 b F F F n3 p3 p3 p3 p3 p3 p3 $ Q6 9 3 > F F F F F 3 > > 4 3 F j > > n3 F n3 f, | - 'q , Z3 3 0 3 , ; n ; $ - - ; > 1 X F F F F F F F 3 3 F F F 3 F F F F ; F F F F F F F F F X : Course Prefix, Number, and Title: INT 339: Integrative Humanities Seminar
Section Number(s): 1001
Department: Arts and Letters/English
Instructor: Cooley
Academic Year: 2020-2021
Semester: Spring 2021
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:
The way I design my INT course, it is essentially a course that stresses the importance of critical reading, critical thinking, textual analysis, and argument writingsomething like a hybrid between composition, rhetoric, and a lower-division literature course. Since most of the students do not know how to analyze texts, all discussion posts and essays emphasize analysis. The course readings and various texts students are asked to analyze (a website, a graphic memoir, an academic article, food packaging, and a text from the semesters assigned readings) are what connect the assignments to the course learning outcomes. So, while all assignments are intended to help students make gradual progress towards the course learning outcomes, some texts and assignments are more obviously aligned with some outcomes than others.
Since the topic of my course is food and the multiple ways people think and write about food (with particular emphasis on politics, science, ethics, and aesthetics), human actions, environment, ethics, and the practical implications of our actions ae always front and center. However, the final essay is probably the best assignment to measure the outcome because students are asked to explain how [one text weve read this semester] make[s] us reconsider food or help[s] us reimagine food. That is, demonstrate how the text or author can help us understand our relationship to food in new waysways that arent boiled down to food-as-nutrition or food-as-fuel. This allows students to consider various contexts and the implications of our food choices in a practical wayespecially since I stress that their thesis should clearly articulate the significance of their analysis. They are freeencouraged evento articulate the significance of their analysis in terms of the real world.
Criteria for evaluation:
-You must have a thesis, and it must make a claim that is arguable, significant, and specific to the text you are analyzing
-It should be clear why your argument matters. That is, your argument should fit into some bigger picture than the course assignment. If you think a text is about ethics, for example, what is the potential influence it will have on readers, eatersthe world?
-You have topic sentences that clearly articulate the purpose of each paragraph
-You use quotations from the text to support your argument; the quotes are not merely there to add emphasis to a summary of the text; the quotes are properly introduced and analyzed rather than dropped in and expected to do all the work on their own
-You break the supporting quotations down to show how they support your claim; essentially you are trying to reproduce the way you read the text for an unknown reader who is less familiar with the text than you are
-You grapple with complex ideas and ask questions (explicitly or implicitly) that are not easily answered by finding the right answer on a particular page; you go beyond translating surface details of the work (i.e., rephrasing a statement in your own words)
-You write in clear and energetic prose and use varied sentence structures and strong verbs (Keep an unknown reader in mind: Would this sentence make sense to her/him/them?)
-You use college-level grammar and punctuation
-You properly use MLA in-text citations
Results:
Because many of my students are in programs that require at least a 75% in the course, that seems like an appropriate baseline for successfully achieving the course outcomes
Final Paper:
22 of 22 students completed the assignment
10/22 scored at least 75%
Criterion Met: Yes1. Results Analysis:
One student receive a zero because of blatant plagiarism, something he has been warned about at least one other time earlier in the semester. The other major problem is that students continued to reproduce errors they had been producing all semester (and therefor received feedback addressing those errors several times). The two most common problems: summarizing the texts rather than analyzing them; using texts as an opportunity to share stories and reflections about ones own life or ideas about the topic rather than analyzing the texts. That said, even when students dont strictly do what the assignment has asked them to do, many of them still take course outcomes seriously and address human actions in social and environmental contexts, and an ability to consider the ethical and practical implications of those actions.
The final paper might also be the wrong assignment for this type of assessment because many students already know they can pass the class with a fairly poor grade on the assignment. Many of the essays that do not meet the 75% threshold do not even meet minimum assignment requirements.
2. Action Plan:
Since these INT 339 courses are not genuine upper division courses (the students just arent prepared for that rigor), I might have some flexibility to make drastic changes that will allow me to assess the course outcomes more directly. Each solution, however, has its drawbacks. I could change the discussion format again (this would be the fourth time). For example, I could ask students to choose say, three out of the five readings for a week and show how the readings helped them make progress towards the course outcomes. The problem with this, of course, is that it would take away from time spent practicing textual analysis. That said, demonstrating that youve made progress towards a course outcome by using specific textual evidence might still provide that practice.
I am also planning to remove one of the essay assignments. I could replace it with a self-assessment much like the portfolio and reflection papers done in my other gened classes. The problem with this is to assign it late enough in the semester to give students time to meet the course outcomes without assigning it at the busiest time of the semester. If I assigned it as the last essay, it would have to replace the final essay, the true summative assessment used to evaluate their ability to analyze texts, which doesnt seem optimal. I could make the final essay due earlier in the semester, however, which would require a good deal of changes to the syllabus. This might be better when it comes time to redesign the course, but Im still waiting to hear what will replace the INT courses. Outcome #2:
Demonstrate an ability to recognize the importance of creative human expression
Assessment Measure:
Even though all assignments measure this (by virtue of all writing being creative human expression), the assignments that deal explicitly with art (the graphic memoir and food packaging) seem to be the ones most students most readily recognize as creative human expression. For some reason, they dont seem to view websites in the same way. I havent been able to determine why that is.
Since students seem to associate this outcome most closely with art, I will use Short Paper 3 and Short Paper 4 to measure the outcome. The former is an analysis of a single frame of a graphic memoir, and the latter asks students to analyze food packaging to reveal the story it tells consumers.
Criteria for Evaluation:
Short Paper 3:
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 withclearly enough that someone without access to the book would be able to see it
Your essay is 750words
You use MLA formatting and citationsand use them properly. That means you have a heading, title, in-text citations, 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
Short Paper 4:
You have a clear thesis statement that makes an arguable and significant claim (i.e., the story the package tells and why it matters/the point you want to make)
You support the claim made in your thesis and subordinate claims made in your body paragraphs with specific evidence from the packaging
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 (this includes organizing your description logically)
Your essay is 750 words
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:
Short Paper 3:
22 of 22 students completed the assignment
13/22 scored at least 75%
Short Paper 4:
22 of 22 students completed the assignment
13/22 scored at least 75%
Criterion Met: Yes1. Results Analysis:
At the point in the semester students are asked to do Short Paper 3, they might not totally have the concept of analysis dialed in. Theyve had plenty of practice, but analysis is difficult. Whats more I add a wrinkle: they must analyze the comic book frame by using the theories of Scott McCloud, a scholar who did seminal work in comic book theory and criticism. That said, the majority of students who do not reach the 75% threshold simply do not follow instructions. The most common omissions are a) using McCloud and b) providing a clear description and analysis of a single frame (i.e., students will look at whole pages or several frames scattered throughout the book).
Short Paper 4 is a student favorite. I repeatedly hear how shocked they are at how much information is packed into food packagingno matter how simple it seems or familiar it is. Many students say they can never walk through the grocery store and see it the same way again. They question how packaging is working on them. I changed the assignment to get students away from generic rhetorical analysis that centers on Companies are trying to make you buy their product. Instead, I chose to take the inspiration for the assignment (Michael Pollans The Omnivores Dilemma) more literally and ask students to explain what story the packaging tells. The success rates were perhaps marginally lower, but the analysis was more sophisticated and meaningful. Students who did not score at least 75% mostly didnt follow instructions. The most common issue is that students would tell a narrative of shopping and finding the package. Then they would explain what made them select that food. This could become analysis, but it usually doesnt. (I just need to add a warning on the assignment sheet to fix this.)
2. Action Plan:
The action plan for Outcome 1 applies here if I were to adopt those changes. 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:
Many of the weekly discussions (I call them Journals) require students to tangle with this outcome because of the variety of social issues, political perspectives, contested perspectives on the same topic, etc. Two journals that really seem to test students are the journal (one of many) that is primarily about the problem of eating meat and the reasons people become vegetarians (Journal 12) and the one that asks them to consider food from different faith perspectives, body image perspectives, and cultural perspectivesall various investigations of pleasure (Journal 11).
The criteria for evaluation remain consistent the entire semester:
+Your entry isat least350 words
+You write about every text assigned for the week
+You provide the titles and author names for each of the texts you write about
+Your entry provides enough detail to effectively demonstrate that have you read the assigned texts thoroughly
+You use specific examples and textual evidence to support your claims and ideas; that means you should provide quotes that demonstrate your point and interpret those quotes
+You write in college level prose and maintain the basic writer standards of college writing
+You use MLA style
Results:
Journal 11:
21 of 22 students completed the assignment
21/21 scored at least 75%
Journal 12:
22 of 22 students completed the assignment
21/22 scored at least 75%
Criterion Met: Yes1. Results Analysis:
Journals are not graded as rigorously as papers because I want people to feel comfortable taking chances. The journals are meant to help people practice analysis. Even still, following instructions remains the primary obstacle to scoring at least 75%.
2. Action Plan:
The action plan for Outcome 1 applies here if I were to adopt those changes.
Also, I might need to reduce the number of readings per week or allow students to pick to write about 3 of 5 or 4 of 6 texts instead of respond to all of the weeks readings. Outcome #4:
Demonstrate an understanding of the cultural and historical heritage of contemporary society and the implications of this heritage
Assessment Measure:
Students seem to really appreciate the oral presentation. Many say they like the break from essay writing and the opportunity to express themselves in a different way. The oral presentation is straightforward. Its an informative speech about some topic selected from a list made by me. The list includes people, objects, foods, processes, etc. influential in the history of foodfrom agriculture (the 1980s Farm Crisis, the McCormick reaper, etc.), to people (Alice Waters, Luther Burbank, Elizbeth David, etc.), to concepts (Blue Zones, the Frankfurt Kitchen, etc.). Students are asked to conclude their speech by explain why the topic is important and how this new cultural and historical knowledge complicates our understanding of food, which ideally shows how history informs present-day food systems, food politics, food ethics, etc.
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:
22 of 22 students completed the assignment
19/22 scored at least 75%
Criterion Met: Yes1. Results Analysis:
These results are good, even if the grading is on par with a presentation assignment in COM 102. However, if the students like the assignment and learn how history influences the food we eat today, its a success. I will keep the assignment as it is. Perhaps I can find some other application for the presentation formator at least something other than writing, writing, writing.
2. Action Plan:
The action plan for Outcome 1 applies here if I were to adopt those changes.
Notes:
I have reviewed this report:
_________________________________________________ ____________________________________________________
Department Chair Dean
Date________________ Date_________ ______
________________________________________________
Vice President of Academic Affairs and Student Services
Date___________ ____
GBC Class/Course Assessment Report
Revised 4/17
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