1. GER Assessment: AY15-16 & AY16-17 Results
Jennifer Brock, Mechanical Engineering
Rachel Graham, Mathematics

2. The Team AA Bridge GER Bill Myers, Lead (Anch, History)
Scott Downing (KPC, English)
Jill Flanders-Crosby (Anch, Theater & Dance)
Rachael Hannah (Anch, Biology)
Mari Ippolito (Anch, Psychology)
Trish Jenkins (Anch, English)
Deb Mole (Anch, Library)
Cheryl Smith (Anch, Counseling)
Jennie Brock (Anch, Engineering)
Sheri Dennison (MatSu, English)
Rachel Graham (Matsu, Math)
Shawnalee Whitney (Anch, Communications)
Dan Kline, Lead (Anch, English/OAA)
Paola Banchero (Anch, JPC)
Stephanie Bauer (Anch, Philosophy)
Brian Cook (Anch, Theater & Dance)
Kristin Ogilvie (Anch, Anthropology)
Kathryn Schild (Anch, Academic Innovations)
Special Thanks to Rachel Graham (Data & Spreadsheets) and Jennie Brock (Figures)

3. Sample Size Course GER Category Social Sciences Humanities Fine Arts
Total Artifacts Avail.
ANTH A4xx
SocSci 9 13
ENGL A4xx
Major 19
JPC A2xx 7 12
HIST A1xx 16
HIST A3xx 11 21
HIST A4xx 17
HNRS A1xx
PHIL A3xx 26
THR A4xx 14
DNCE A1xx
Arts 10
THR A3xx 18

4. Social Sciences
Identify key principles, theories, or themes that characterize the discipline
Define the qualitative and/or quantitative method appropriate to the discipline
Apply disciplinary knowledge / perspectives to the social issues identified

5. Social Sciences
200-level students show emerging disciplinary knowledge
Data on qualitative/quantitative methods were partial as some assessors felt this indicator could not be addressed from the assignment assessed
400-level students demonstrated proficiency in all indicators and approached mastery in three of the four
Assessing understanding of qualitative/quantitative methods again proved difficult as only one assessed assignment focused on method

6. Humanities
Identify the historical and/or cultural context of the text, object, or concept under study
Define the central issue(s) or foundational concept(s) addressed by artifact
Apply the key principles, theories, or themes that characterize the discipline
Analyze the meaning, significance, or central issue of the concept or artifact

7. Humanities 100-level students show remarkable achievement
In one class, assessors struggled to apply Humanities indicators and recommend more narrow criteria for the kind of assignment assessed in the future
One class was an Honors class which had very high average scores
300-level students show proficiency in all levels
Artifacts chosen were all standard academic writing in humanities with clear prompts and instructions
400-level students display trend toward proficiency
Lower scores in 4th indicator could be due to particular focus in assignment instructions or other priorities in class

8. Fine Arts
Identify the media, historical context, and/or cultural influence of the work
Describe the principles of structure, design, and/or composition of the work(s)
Apply disciplinary perspectives to the broader historical and/or cultural contexts
Interpret the meaning of the work(s) in terms of their stylistic characteristics, cultural importance, and/or historical significance

9. Fine Arts
100-level students showed proficiency in all areas except describe principles of structure, design and/or composition of work
Indicates they do not yet fully understand why art object was created
300-level students showed proficiency at identifying the media, historical context, and/or cultural influence of the work and describing the principles of structure, design, and/or composition of the work
Can recognize object and understand how it was created
300-level students were developing in ability to apply disciplinary perspectives and at interpret the meaning of the work
Not yet fully able to use discipline’s perspective to interpret object

10. Sample Size Course GER Category Written Com. Oral Com. Info Literacy
Total Artifacts Avail.
ANTH A1xx
SocSci 9 36
ANTH A4xx
Major 3 6 13
BIOL A1xx
NatSci 12 21 15 19
CIS A2xx 34 29
DNCE A1xx
Arts 5 8 26
ENGL A1xx
Written 17 20
ENGL A2xx 25 24
ENGL A4xx
HIST A1xx
Humanities
HIST A3xx
HIST A4xx
HNRS A1xx
JPC A2xx
PHIL A2xx 10
PHIL A3xx
PSY A1xx 16
THR A3xx 18
THR A4xx 14

11. Written Communication
Responds effectively to the assignment
Demonstrates effective organization
Develops content adequately
Controls syntax and mechanics

12. Written Communication
Assignments at the 100-level may be more detailed, structured, easy to understand
Assignments at 200-level may be more difficult and include academic journals or field research
Students at 300-level learning to match audience and purpose with assignment guidelines and disciplinary expectations
Students at 400-level emerge as solid writers in their disciplines
May be prioritizing content and organization over syntax and mechanics

13. Oral Communication Demonstrates clear and appropriate organization
Uses clear and suitable language
Incorporates appropriate verbal and nonverbal cues
Develops relevant and adequate content

14. Oral Communication
100-level students scored highest in develops relevant and adequate content
Suggests 100-level students focusing on learning content in particular context
Findings at 200-level suggest students placing more emphasis on organizing ideas and developing skillful use of language

15. Information Literacy Determines information needs
Demonstrates relevant use of evidence
Uses information sources critically
Follows appropriate documentation conventions

16. Information Literacy
Students at 100-level are firmly in “Developing” category, suggesting appropriate support in place to promote student success at this level
Students at 200-level continue in “Developing” category, which meets expectations for this level
Assessment of larger sample sizes in future will provide clearer indication of whether 300-level students are progressing in info lit skills
Students at 400-level are “Proficient”
Should 400-level performance be closer to “Mastery”?

17. Looking Ahead & Next Steps