Appendix A: 2012 ITL Summer Institute Report Template Please replace all red text and change all text to black before submission to wtikkanen@calstate.edu Campus: CSU Northridge Team Lead Submitting Report: Beth Lasky What were your goals for the workshop? These are from the applications we completed before the institute. 1. We hope to investigate and achieve alignment between GE and the new Paths initiative 2. Start establishing GE assessment 3. An assessment plan for GE which coheres with GE Paths 4. Understand and identify best practices to include at our campus for GE assessment 5. Increase our knowledge of developing and possibly implementing assessment techniques for future assessment of the campus programs 6. Developing interdisciplinary initiatives and helping faculty make them work 7. Methods in assessing GE 8. How to build a long-term process 9. Developing direct student surveys to assess GE outcomes 10. Assessment evaluation Which goal(s) do you believe that you and your team achieved? 2. Start establishing GE assessment Summarize plans that your team made for implementing some of the tools described in the three workshops. As a result of the Keynote, Monday evening, our team decided our campus needs some overall GE Program goals. As a result of Mary Allen’s presentation our team going to try to develop a matrix with the campus Fundamental Learning Competencies, GE SLOs, and which courses these are found. As a result of Marc Chun’s workshop, our team’s assessment representatives will be drafting a GE assessment proposal for the rest of the team to consider.
Appendix B: COMPARATIVE CULTURAL STUDIES GRADING RUBRIC FOR REFLECTION ASSIGNMENTS Developed and Normed: Group Coordinators: Ashley Samson, Kinesiology Beth Lasky, Director GE Beto Gutierrez, Chicana/o Studies Anu Thakur, Coordinator, Academic Assessment Gigi Hessamian, Communication Studies Mintesnot Woldeamanuel, Urban Studies and Planning Assignment Component Excellent 4 Good 3 Adequate 2 Poor 1 Content Reflection Articulates awareness of how own experiences have shaped perception towards other cultures and/or people with different backgrounds Identifies own experiences, biases or changing perceptions and gives significant supportive evidence. Identifies own experiences, biases, or changing perceptions and provides some supportive evidence Identifies either own experiences, or bias, or changing perceptions, but not enough supportive evidence. Does not identify own experiences, biases, or changing perceptions and provides no support Empathy/Openness Recognizes the feelings and views of others from diverse backgrounds Effectively discusses the feelings and views of others from diverse backgrounds Discusses the feelings and views of others from diverse backgrounds Adequately discusses the feelings and views of others from diverse backgrounds Does not recognize the feelings and views of others from diverse backgrounds Observations Descriptions about diverse group or contexts Observations are specific and objective with significant supporting data or facts Good observations that are specific with good supporting data or facts Observations are general with adequate supporting data or facts Lacking in observations and/or sufficient data. Application of Knowledge Links course concepts to personal views and experiences Effectively applies course concepts to personal views and experiences Good application of course concepts to personal views and experiences Adequately applies course concepts to personal views and experiences Does not apply course concepts to personal views and experiences Style Writing & Organization Writing is free from grammatical errors. Paper is well organized and flows well Paper has excellent grammar and organization Paper has good grammar and organization Paper has adequate grammar and organization Paper has many grammatical errors and poor organization Nina Golden, Business Law Can be used to assess the CCS SLOs. For questions or comments please contact: Beth Lasky beth.lasky@csun.edu or Anu Thakur anubhuti.thakur@csun.edu