Outcomes Assessment Reports and Briefs
The Faculty Senate Academic Outcomes Assessment Committee and the General Education Coordinator, with support from the Planning, Assessment and Analysis regularly review the general education competencies (or University outcomes). The reports and assessment briefs shared here are available for faculty departments and other University community members to use to inform improvements to teaching and student learning, both inside and outside of the classroom. For more information about the reports, please contact the Chair of the Academic Outcomes Assessment Committee (Dr. Lisa Schreiber), the General Education Coordinator (Dr. Lynn Marquez) or the Assistant Vice President, Institutional Assessment and Planning (Dr. Lisa Shibley).
When reviewing the assessment information shared here, please consider the following:
Are the results what you expected them to be?
How do our students compare to their peers (where information is available)?
What does this information tell you about student learning?
What can you do with this information to improve teaching or learning?
Several items from the National Survey of Student Engagement align with Millersville University's general education outcomes or objectives. An analysis of the last three years of Millersville NSSE data is available for review and discussion.
2007 to 2014 Click here
2007, 2008, and 2010 Click here
Critical thinking is "a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion" (Rhodes, 2010, p. 25).
On page 4 of the Millersville University policy document General Education Curriculum, Critical Thinking across the Liberal Arts as a general education objective indicates that Students will demonstrate foundational knowledge of the important ideas and methods of different ways of knowing as follows:
- in the humanities, students will analyze and interpret existing works of literature and the arts.
- in the sciences, students will engage in the scientific method, laboratory study, appropriate technology, and mathematics to investigate, evaluate, and apply scientific concepts and theories.
- in social sciences, students will develop the necessary tools of critical thinking, inquiry, and diplomacy to participate effectively in our democracy and the increasingly complex global society.
Fall 2014 CAAP Critical Thinking Report indicates that the increase in learning is the same as what would be expected at an institution testing students of similar academic abilities. More information may be found HERE.
Archived Assessment Briefs and results include:
- The AAC&U Values rubric used in this assessment initiative is: Critical Thinking VALUE Rubric. Click here for the brief.
- In addition, AOAC prepared a summary of recent critical thinking assessment strategies that includes both direct and indirect evidence of student learning and faculty perceptions of student learning. The comprehensive summary may be found here.
Written communication is "the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum" (Rhodes, 2010, p. 29).
Students will be able to demonstrate effective written communication skills appropriate to any academic discipline. The focus of this brief will be on the written communication component of Foundations for Lifelong Learning and Exploration and Connections elements of the general education program.
Thank you to the English faculty who helped to design the new Written Communication rubric (found HERE), in addition to the members of AOAC. We also appreciate the artifacts shared for the 2013-14 assessment.
Five year perspective (2010 to 2015) of the assessment of Written Communication may be found HERE.
Oral communication is "a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors" (Rhodes, 2010, p. 31).
Five year perspective (2010 to 2015) of the assessment of Oral Communication may be found HERE.
AOAC supported the development of the Public Speaking Rubric. Several members of AOAC served as panel reviewers in Summer 2010 to test the psychometric properties of the rubric which may be found HERE. Thank you to the reviewers who contributed to the improvement of the rubric!
Please contact Dr. Lisa Schreiber for information on the rubric.
Information Literacy is "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. -The National Forum on Information Literacy" (Rhodes, 2010, p. 37).
Students will be able to demonstrate effective information literacy appropriate to any academic discipline. The focus of this brief will be on the Information Literacy (IL) component of Foundations for Lifelong Learning.
In Spring 2015, the NSSE Information Literacy module was administered to freshmen and seniors. Results will be available after discussion by AOAC in fall 2015.
Five year perspective (2010 to 2015) of the assessment of Information Literacy may be found HERE.
Millersville IL rubric may be found HERE. Special thank you to the Library faculty and AOAC members who contributed to the design of the rubric!
In addition, Library faculty have conducted several assessment initiatives on information literacy. Please contact the chair of the Library Faculty: Ms. Jessica George.
After using the AAC&U VALUE Quantitative Literacy rubric in 2011 to 2012, faculty used embedded exam questions in the Spring 2014 Foundation Math 100 course to align with the dimensions to assess mathematical reasoning. This strategy will be used in Spring 2015 as well. Results will be updated as they are discussed by AOAC. Thank you to the the Math faculty and Math Assessment Committee for their support of this general education outcome assessment initiative to provide direct evidence of student learning.
Five year perspective (2010 to 2015) of the assessment of Mathematical Reasoning may be found HERE.
The AAC&U Values rubric for Quantitative Literacy is: Quantitative Literacy VALUE Rubric.
A pilot pre-test /post-test quiz is being offered in ESCI courses in Spring 2015 to assess Scientific Reasoning, after reviewing options for assessment strategies in fall 2014. Results will be updated here as they are discussed by AOAC. Thank you to the Science faculty and the General Education Coordinator for their support of this general education outcome assessment initiative to provide direct evidence of student learning.
An overview of the assessment strategy may be found HERE.
After conducting the ECAR survey in 2011, considering several years of NSSE results, and seeking an method to assess student performance on this outcome, faculty are reviewing the definition for technological competency.
Click HERE for background on the Technological Competency assessment.
Click here to view the analysis of the EDUCAUSE ECAR 2011 Technology Survey for Millersville University.
More information about the ECUCAUSE ECAR survey may be found here.