Competency [Year(s) Assessed] | Definition | Standards | Description of Methodology |
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Critical Thinking 2010-2011 | Critical thinking is the process of analyzing, evaluating, and constructing arguments based on their merits.
Skill Areas Assessed by the CAT Instrument:
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25% of undergraduates are expected to be highly competent; 75% competent or above; 90% minimally competent or above. | 25% of undergraduates are expected to be highly competent; 75% competent or above; 90% minimally competent or above. |
Undergraduate Research 2011-2012 | Research is the practice of carefully formulating or addressing a question, problem or objective, analyzing it within a disciplinary or interdisciplinary framework, producing findings, conclusions, designs, or creative works, and clearly communicating and defending such to a critical audience | 25% of undergraduates are expected to be highly competent; 75% competent or above; 90% minimally competent or above. | Apply skills-based, descriptive rubrics to samples of students’ written research reports. The rubrics will be used to score student work on a scale of “Not competent” to “Highly competent” by learning outcome. Multiple samples will represent undergraduate population as well as specific school and/or program populations. |
Education Abroad (2011-2012) | Upon studying abroad, students will attain an international perspective on a chosen academic field or career path, and the ability to interact and communicate across differences.
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25% of undergraduates are expected to be highly competent; 75% competent or above; 90% minimally competent or above. | Administer a pre- and postprogram Learning Outcomes SelfAssessment Questionnaire and skill-based, descriptive rubrics to assess the quality of students’ written portfolios, consisting of pre- and post-program essays, and samples of daily journals |
Scientific Reasoning 2012-2013 | Consistent, logical thought patterns employed during the process of scientific inquiry that enable individuals to propose relationships between observed phenomena in order to accomplish the following:
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25% of undergraduates are expected to be highly competent; 75% competent or above; 90% minimally competent or above. | Administer faculty-created exam to samples of undergraduate fourthyear students. Multiple samples will represent undergraduate population as well as specific school and/or program populations. Students who took the test in their first year (2010) will be specifically invited to participate again. |
Quantitative Reasoning 2013-2014 | Quantitative reasoning is correctly using numbers and symbols, studying measurement, properties, and the relationships of quantities, or formally reasoning within abstract systems of thought to make decisions, judgments, and predictions. | 25% of undergraduates are expected to be highly competent; 75% competent or above; 90% minimally competent or above. | Administer faculty-created exam to samples of undergraduate fourthyear students. Multiple samples will represent undergraduate population as well as specific school and/or program populations. |
Written Communication 2014-2015 | Upon graduating from the University, students in the College of Arts and Sciences and Schools of Architecture, Commerce, Education and Nursing who complete (or place out of) the First and Second Writing Requirements (FWR and SWR) should be able to:
In addition to these outcomes associated with FWR and SWR, students in these schools develop additional skills from writing in their major. Upon graduating from the University, students from SEAS should be able to:
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25% of undergraduates are expected to be highly competent; 75% competent or above; 90% minimally competent or above. | Apply skills-based, descriptive rubrics to assess the quality of students’ writing according to school-specific learning outcomes. Writing samples to be solicited from the individual schools that serve undergraduate students. |
Oral Communication 2015-2016 | Oral Communication is the effective interpretation, composition, and presentation of information, ideas, and values to a specific audience. | 25% of undergraduates are expected to be highly competent; 75% competent or above; 90% minimally competent or above. | Apply skills-based, descriptive om rubrics to assess the quality of students’ oral communication skills. Samples to be solicited fr the individual schools that serve undergraduate students and assessed according to school specific learning outcomes. |
Reporting to SCHEV 2016-2017 | Submit reports to SCHEV on results –performance and resulting program improvements—for all assessments except Education Abroad. |