Why Assess the General Studies Program?
Just like any academic or co-curricular program on campus, the institution regularly assesses achievement of the learning outcomes that it claims in the General Studies Program. The General Studies program, including the faculty who teach within it, use the information gained from assessment to improve student learning at MSU Denver.
The ultimate goal is to make the General Studies Program assessment easy, yet meaningful for faculty, and to enhance student learning in all General Studies courses across campus. Some of our new student learning outcomes are aspirational and are going to take some brainstorming and effort to achieve. We look forward to working together as a community to take our courses to the next level.
The purpose is to learn about student learning in the General Studies program, not to focus on individual faculty, students, or even individual sections of courses. Data analysis and the conclusions drawn from the data will inform discussions around the areas where the program shines, and areas that could use some reflection, discussion, or improvement.
For example, one of the new Natural and Physical Science student learning outcomes is, "Evaluate the credibility of scientific information and interpret the impact of its use or misuse in society." This outcome is so important, but it's also brand new and challenging. Hypothesis: students will rate low on this SLO. Data collection and analysis may conclude that this hypothesis is true. If it is, think of the neat discussions we could have across the Natural and Physical Science faculty about how we might address this better in our wide variety of courses!
The General Studies Advisory Board has created a new approach to General Studies assessment.
Group A: Fall 2019 Training, Spring 2020 Data Collection
Arts and Humanities
- MUS 1000 Introduction to Music
- PHI 1030 Intro to Ethics
- PHI 1010 Intro to Philosophy
Natural and Physical Sciences
- MTR 1600 Global Climate Change
- CHE 1100 Principles of Chem
- ENV 1200 Intro to Environmental Science
- PHY 2311 General Physics I
- GEL 1150 Physical Oceanography
Social and Behavioral Sciences
- GEG 1000 World Regional Geography
- CHS 1000 Intro to Chicana/o Studies
- PSC 1010 American National Government
- CJC 1010 Intro to the Criminal Justice System
Written Communication—ENG 3525, ENG 1009/1010, ENG 1020/1021
Global Diversity-- Sampling of History courses that are also Global Diversity
Group A part 2: Fall 2020 Data Collection
Quantitative Literacy– MTH 1109/1110/1111, MTH 1112, MTH 1210 (Delayed due to COVID-19)
Oral Communication– A sampling of CAS 1010 (Delayed due to COVID-19)
Group B: Training begins late Fall 2020, Data Collection Spring 2021
These lists are tentative.
If a course is not offered in spring 2021, it will be moved to Group C.
Arts and Humanities Group B
|ARTH/HON||1500||Art and Visual Literacy||AHUM|
|ARTH/HON||1600||World Art I: Art Prior to 1400||AHUM||Global|
|ARTH/HON||1700||World Art II: Art 1400-1900||AHUM||Global|
|CHI||1020||Elementary Chinese II||AHUM||Global|
|CHS/ENG||2010 & 2410||Survey of Chicana/o Literature||AHUM||Multicultural|
|COMM||2400||Introduction to Rhetoric and Popular Culture||AHUM|
|COMM/GWS||2010 & 2770||Gender and Communication||AHUM|
|ENG||1100||Introduction to Literature||AHUM|
|ENG||2460||Introduction to Children's Literature for Non-English Majors||AHUM|
|FRE||1020||Elementary French II||AHUM||Global|
|GER||1020||Elementary German II||AHUM||Global|
|ITA||1020||Elementary Italian II||AHUM||Global|
|JPS||1020||Elementary Japanese II||AHUM||Global|
|MUS||3000||Musics of America||AHUM|
|MUS||3020||History of Jazz||AHUM||Multicultural|
|MUS||3050||Musics of the World||AHUM||Global|
|MUS||3099||The Beatles: Music and Culture||AHUM|
|SLHS||3000||Foundations of Disability Studies through Media||AHUM|
|SPA||1020||Elementary Spanish II||AHUM||Global|
|THE||2210||Introduction to Theatre||AHUM|
|THE||3213||Staging Cultures: Theatre, Drama, and Multiculturalism||AHUM||
Natural and Physical Science Group B
|BIO||1000||Human Biology for Non-Majors||NPS|
|BIO||1030||General Biology for Non-Majors||NPS|
|BIO||1080||General Biology I|
|BIO||1081||General Biology II||NPS|
|BIO||1090||General Biology Lab I|
|BIO||1091||General Biology Laboratory II||NPS|
|CHE||1800||General Chemistry I||NPS|
|CHE||1810||General Chemistry II||NPS|
|GEG||1910||Global Water Concerns||NPS|
|MTR||1400||Weather and Climate||NPS|
|PHY||1000||Introduction to Physics||NPS|
|PHY||2010||College Physics I||NPS|
|PHY||2020||College Physics II||NPS|
|PHY||2030||College Physics I Laboratory||NPS|
|PHY||2040||College Physics II Laboratory||NPS|
|PHY||2308||Stretch General Physics I A||NPS|
|PHY||2309||Stretch General Physics I B||NPS|
|PHY||2321||General Physics I Laboratory||NPS|
|PHY||2331||General Physics II||NPS|
|PHY||2341||General Physics II Laboratory||NPS|
Oral Communication Group B
COMM/HON 1100 & 1710 Fundamentals of Oral CommunicationOral Comm-- will use the sample size method, will not need to attend workshops.
These course faculty will need to attend workshops:
|ASL/SLHS||1020 & 1620||American Sign Language II||Oral Comm|
|CHI||1010||Elementary Chinese I||Oral Comm|
|FRE||1010||Elementary French I||Oral Comm|
|GER||1010||Elementary German I||Oral Comm|
|ITA||1010||Elementary Italian I||Oral Comm|
|JPS||1010||Elementary Japanese I||Oral Comm|
|PHI||1110||Language, Logic & Persuasion||Oral Comm|
|SPA||1010||Elementary Spanish I||Oral Comm|
Quantitative Literacy Group B-- These faculty will not need to attend workshops
|MTH||1080||Mathematics for Liberal Arts||Quant Lit|
|MTH||1081||Mathematics for Liberal Arts with Lab||Quant Lit|
|MTH||1310||Finite Mathematics for the Management and Social Sciences||Quant Lit|
|MTH||1311||Finite Mathematics for the Management and Social Sciences with Lab||Quant Lit|
|MTH||1610||Integrated Mathematics I||Quant Lit|
Social and Behavioral Science Group B
|AAS||1010||Introduction to Africana Studies||SBS||Multicultural|
|ANT||3386||Religious Narratives and Culture||SBS|
|CHS/HON/SWK||3100||Social Justice and Activism in the Chicana/o Community||SBS||Multicultural|
|COMM||2200||Introduction to Interpersonal Communication||SBS|
|COMM||2300||Introduction to Organized Communication||SBS|
|COMM||3060||Speech and Thought in a Digital Age||SBS|
|COMM/HON||3000 & 3760||Diversity and Communication in the U.S.||SBS||Multicultural|
|ECO/HON||2010||Principles of Macroeconomics||SBS|
|ECO/HON||2020||Principles of Microeconomics||SBS|
|EDS||3130||Foundations of Educational Psychology and Philosophy||SBS|
|GEG||2700||Geographies of Environmental Justice||SBS||Multicultural|
|GWS||3930||Theories of Love and Sex||SBS||Global|
|GWS/AAS/CHS, GWS owns||2100||Women of Color||SBS||Multicultural|
|GWS/ANT||3395||Transnational Genders and Sexualities||SBS||Global|
|IND||2810||Technology and Design: Global Perspectives||SBS||Global|
|JMP||1000||Introduction to Journalism and Mass Media||SBS|
|NUT||3100||Body Image: Concepts & Approaches||SBS|
|PSC/HON||2230||Introduction to International Relations||SBS||Global|
|PSC/HON||1020 & 1023||Comparative Politics||SBS|
|SLHS||1500||Introduction to Communication Sciences||SBS|
|SWK||1050||How to Change the World||SBS|
Historical Group B
A sampling of History classes from the following list:
|HIS||1030||World History to 1500||History||Global|
|HIS||1035||The Medieval World||History||Global|
|HIS||1045||Europe, Renaissance to the Present||History||Global|
|HIS||1250||China and East Asia||History||Global|
|HIS||1270||India and South Asia||History||Global|
|HIS||1300||Introduction to Latin American History||History||Global|
Group C: Training begins late Fall 2021, Data Collection Spring 2022
These lists are tentative.
Arts and Humanities Group C
|ARTE||2060||The Arts and Creative Thinking||AHUM|
|ARTH/GWS||2380||Women, Art and Gender Politics||AHUM|
|ENG||2150||Legends of Troy||AHUM|
|ENG||2270||Monsters and Monstrosity||AHUM|
|ENG||2340||Shakespeare and Popular Culture||AHUM|
|ENG||2505||Rhetoric of War||AHUM|
|ENG||2512||The Rhetoric of Social Media||AHUM|
|GWS||3260||Gender, Social Justice and the Personal Narrative||AHUM|
|HON||2750||History of the Self||AHUM|
|JMP||1010||Critical Thinking through 21st Century Media||AHUM|
|LING||2011||Origins of English Words||AHUM|
|MUS||1050||History of Rock and Roll||AHUM|
|MUS||3010||History of Western Classical Music||AHUM|
|MUS||4000||Musics of Latin America||AHUM||Global|
|MUS||4010||From Blues to Hip Hop: African American Musical Heritage||AHUM||Multicultural|
|PHI||1040||Introduction to Eastern Religions||AHUM||Global|
|PHI||1050||Introduction to Western Religions||AHUM|
|PHI||2040||Philosophy of Religion||AHUM|
|PHI||3000||History of Ancient Philosophy||AHUM|
|PHI||3020||History of Modern Philosophy||AHUM|
|PHI||3370||Computers, Ethics, and Society||AHUM|
Natural and Physical Science Group C
|ANT||1010||Introduction to Biological Anthropology||NPS||Global|
|CET/MET/EET||1040||Introduction to Engineering||NPS|
|CHE||1010||Chemistry and Society||NPS|
|GEG||1100||Intro to Physical Geography||NPS|
|GEL||1020||Geology of Colorado||NPS|
|NUT/HON||2040||Introduction to Nutrition||NPS|
|SCI||2600||Integrated Biology and Earth Science||NPS|
|SCI||2610||Integrated Physical and Chemical Sciences||NPS|
Social and Behavioral Science Group C
|ANT/HIS||3650||100,000 Years of War||SBS||Global|
|ANT/HON||1310 & 1311||Introduction to Cultural Anthropology||SBS||Global|
|ANT/PSC||3379||Middle Eastern Cultures||SBS||Global|
|BUS||3010||Global Business Experience||SBS||Global|
|EDS||1001||Educational (In)Equality in the 21st Century||SBS||Multicultural|
|EDS||3150||Issues in Multicultural Education in Urban Secondary Schools||SBS||Multicultural|
|GEG||1700||Principles of Sustainability||SBS|
|GEG||2020||Geography of Colorado||SBS|
|GEG||1300||Introduction to Human Geography||SBS||Global|
|GWS||1001||Introduction to Gender, Women, and Sexualities Studies||SBS|
|GWS||1200||Multicultural Study of Sexualities and Genders||SBS||Multicultural|
|GWS||1550||Introduction to Transgender Studies||SBS|
|HCM||2010||Global Health Systems||SBS||Global|
|HON||2770||Dynamics of Change||SBS|
|HON||2850||Technology and Society||SBS|
|HSP||1010||Introduction to Human Services||SBS|
|ITP||2500||Complementary and Alternative Medical Therapies||SBS|
|ITP/HON||1500||Dynamics of Health||SBS|
|MKT||2010||Marketing Around the Globe||SBS||Global|
|NUT||3350||Global Nutrition and Health||SBS||Global|
|PSC||2240||Global Challenges in the Twenty-First Century||SBS||Global|
|PSY||1800||Developmental Educational Psychology||SBS|
|RECR||2010||Play Across Cultures||SBS||Global|
|RECR/SM||2730||Sport in Society||SBS|
|SOC||1010||Introduction to Sociology||SBS|
|SOC||1020||Globalization - The Transformation of Social Worlds||SBS||Global|
|SOC||1080||Love and Family in East Asia||SBS||Global|
|SWK||1010||Introduction to Social Work||SBS|
|SWK||1600||Community Engagement and Civic Responsibility||SBS|
Updated November 3, 2020
Please note, the following steps are for Arts and Humanities, Social and Behavioral Science, and Natural and Physical Science categories. The remaining categories may use a different method due to the volume of students in those categories. Rubrics for all categories can be found below.
Step 1: Identify Key Assignment(s) that align with student learning outcomes in the General Studies category
- All courses undergoing re-designation addressed this in their course proposal in Curriculog under #4 and attached an example in the files.
- Training workshops will be available to help with this.
Step 2: Assign and Collect Student Work
- Faculty teach their course and scaffold the key assignment as they normally would, assign their key assignment to their students and wait for submissions to come in.
- Both digital or hard copies will work.
- Last time we collected key assignments/artifacts so that external assessors could rate the student work. For this round, it’s okay for the professor teaching the course to rate the work. This means artifacts do not need to be formally collected and given to anyone. The faculty member just needs to have it long enough to apply the assessment rubric. Remember, this process is for Arts and Humanities, Social and Behavioral Science, and Natural and Physical Science categories only.
Step 3: Assess Key Assignments by applying the category rubric
- Faculty will be asked to apply General Studies category rubrics to all students’ key assignment(s) in their course.
- Rubrics were built for growth throughout the undergraduate experience, so we are expecting General Studies students will mostly get 1’s and 2’s (introductory and developing). 0's are assigned in cases where no evidence is provided in the artifact by the student.
- Training workshops will be available to help with this and to develop inter-rater reliability.
Step 4: Report Findings to General Studies Program by handing in an Excel file or Word document
- Add up how many students achieved a 0, 1, 2, 3, or 4 on the rubric and report these totals in the spreadsheet or document.
- Add any comments you have. You might reflect on anything related to the data collection. Perhaps you have a comment about patterns you found with the students, reasons why students landed where they did, the ability of the assignment to be used against this rubric, or comments on the rubric are welcome.
- Email this document to the Academic Effectiveness Data Manager, Bev Andes: email@example.com .
Please choose your category in either EXCEL or WORD format. Each data collection file has room for Global Diversity in addition to the main category where appropriate.
Once complete, these forms can be emailed to Bev Andes, Academic Effectiveness Data Manager at firstname.lastname@example.org.
Step 5: Data Analysis and Sharing of Findings
- The General Studies Program leads will aggregate and analyze the data.
- Conclusions will be shared with faculty teaching in General Studies and reports will also be shared with leadership and accrediting bodies.
A proposed policy helps faculty understand how their data will be used. This policy should be in place by spring 2020, but the General Studies program will follow the following draft policy regardless of approval status.
Purpose: The goal is to collect authentic data that leads to the enhancement of student learning in General Studies courses. This policy will ensure the privacy and ethical use of General Studies assessment data to encourage widespread participation and accurate reporting.
Policy Statement: Faculty who teach General Studies designated courses may be asked to rate artifacts of their own students in a General Studies course to measure student learning as part of the assessment process. Once individual course data is reported by General Studies instructors to the Office of Academic Effectiveness, the only people with access to individual course section data will be the Academic Effectiveness Data Manager, the AVP of Academic Effectiveness, the Director of General Studies, and the AVP of Curriculum and Policy. The following people will not have access to individual course section data: faculty not teaching the course section, chairs, other directors, associate deans, deans, the Vice Provost for Faculty Affairs, the Provost, the President, the Board of Trustees, or anyone involved in performance evaluation and retention, tenure, and promotion decisions.
General Studies assessment data may be used to improve student learning in a variety of ways, such as:
- Aggregated data will be used to reflect on how the General Studies program as a whole is serving students. This type of data will be reported to accrediting bodies.
- Conclusions drawn from aggregated data will be used to prompt faculty reflections on student learning and discussions within the General Studies Categories. This type of data by General Studies category will also be reported to accrediting bodies.
- Academic programs or departments may use data to show growth from General Studies through the major. They may use this data in their program assessment, review, and accreditation. If the sample size is large enough to not enable identifying individuals, reports can be used to focus on learning in individual courses. These reports will be run by the Office of Academic Effectiveness when asked, but only reports that maintain faculty and student anonymity will be shared with programs.
- If data is collected in a way that identifies the students, data may be disaggregated by student demographic or subgroup, depending on population size, with the intention of informing student learning.
General Studies assessment data may not be used in any way that is either punitive or rewarding for individual faculty. In contrast to Student Rating of Instruction (SRI) scores, General Studies assessment data shall not be directly used in tenure/promotion materials. Although Faculty will know how their students performed as well as what the aggregated data looks like, they shall not discuss ratings of their sections in any tenure/promotion materials. In these materials, faculty are encouraged to reflect on how they implemented teaching strategies in their courses to improve student learning, but they shall not compare their numbers to any aggregate numbers made available. If such information is included, it shall be ignored at every level of review. If the Director of General Studies is also faculty, they shall recuse themselves from any Retention, Tenure, Promotion (RTP) or post-tenure review (PTR) committees.
- Faculty assess student learning in their own courses by applying a rubric to key assignment(s) submitted by their students.
- The data is reported to the Data Manager in the Office of Academic Effectiveness.
- The Data Manager, AVP of Academic Effectiveness, or the Director of General Studies run reports to aggregate the data and analyze the data.
- Faculty are invited to reflect on the aggregated data by category and implement any pedagogical changes they’d like before collecting more data.
- When appropriate, aggregated data is reported to accrediting bodies. If asked, the Data Manager, with the help of others in the Office of Academic Effectiveness, may create reports for individual programs or courses, as long as they can maintain faculty and student anonymity.
Step 6: Discussion and Reflection on findings to enhance student learning in the General Studies Program
- General Studies program leads will reach out to faculty teaching in the program to discuss findings and reflect on things that went well and areas that need more attention.
Faculty teaching the courses selected for General Studies data collection will be invited to training workshops to help them choose their key assignment(s), develop inter-rater reliability by practicing with the rubric, and familiarize faculty with how to collect and report data, then lastly, a reflection workshop. Faculty will be paid for workshops and assessment. Please email Keah with any questions.
Group B Workshop #1 Options
Please register here: https://www.msudenver.edu/academic-affairs/about/events/
Arts and Humanities (Liz Goodnick leads)
Monday, December 7th 11:00-12:30
Tuesday, December 8th 11:00-12:30
Friday, January 15th 11:00-12:30
Social and Behavioral Science (Todd Laugen and/or Devika Banerji leads)
Monday, December 7th 11:00-12:30
Tuesday, December 8th 2:00-3:30
Tuesday, January 12th 11:00-12:30
Natural and Physical Science (Keah Schuenemann leads)
Tuesday, December 8th 2:00-3:30
Wednesday, December 9th 12:30-2:00
Wednesday, January 13th 11:00-12:30
Oral Communication (Devika Banerji leads)
Wednesday, December 9th 12:30-2:00
Thursday, January 14th, 11:00-12:30
Historical (Todd Laugen leads)