Shoreline Community College annual outcomes assessment report—2002-03

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The purpose of the Interdisciplinary General Education Outcomes Assessment Team Project is to pilot and develop a process for assessing student performance of General Education Outcomes. The primary goal of the first year (2001-02) is to demonstrate how the faculty are currently measuring student work in Communication/Reading, Information Literacy and Multicultural Awareness outcomes. The project will create notebooks containing examples of assignments and evaluation criteria as a reference for all faculty. In addition, the process we develop will be a pilot for ongoing measurement of student achievement of all General Education Outcomes and for continuous program improvement.

Project Goals

to build an understanding, shared across disciplines and programs, of how students demonstrate Communication/Reading, Information Literacy and Multicultural Awareness Outcomes.
to create evaluation criteria for these three General Education Outcomes within each discipline represented in the project.
to incorporate outcomes, assignments and criteria into MCOs for classes taught by the faculty taking part in the project.
to gather and examine examples of student work that demonstrate the selected General Education Outcomes in different disciplines.
to develop a process for using student achievement data for program improvement.
to build among faculty an increased understanding of and respect for each other’s disciplines
to evaluate the effectiveness of this project to determine its utility for ongoing measurement of how well students achieve the General Education Outcomes

In 2001-02, three of the six approved General Education Outcomes will be addressed by this project: Communication/Reading, Information Literacy and Multicultural Awareness. For each outcome, a team of 6-7 faculty from across the disciplines will be formed. These teams work for the year on creating a notebook or guidebook for each outcome. Each notebook will contain these elements:

the General Education Outcome of focus
a general list of criteria for assessment of the outcome across disciplines
sample MCOs that incorporate discipline-specific outcomes wording and assessment methods
a set of assignments from each represented discipline
a set of evaluation criteria tailored to each assignment (rubric)
three or more examples of student work for at least one assignment from each discipline with rubric evaluations attached

In addition, the coordinator of the project will compile these elements:

a process for using this student outcomes achievement information in program and course improvement
criteria for assessing the usefulness of this project
a final report describing the project and evaluating its efficacy and offering recommendations from the participating faculty.

The teams should continue after 2001-02, and expand to cover all General Education Outcomes, with the goal of adding to and refining the Notebooks. The college might consider making the teams semi-permanent as part of the governance structure to perpetuate the college's efforts to assess student achievement of all General Education Outcomes.

To evaluate this project, participating faculty will document their learning in narrative form. Also, a numerical evaluation measure will be developed to quantitatively assess the perceived effectiveness and usefulness of the procedures and products of the project.

In addition, faculty in related disciplines will evaluate the notebooks that each outcome group produces for their effectiveness and usefulness in guiding assessment of the General Education Outcomes in their disciplines.

THREE GENERAL EDUCATION OUTCOMES ADDRESSED IN THIS PROJECT

COMMUNICATION

Students will read, write, speak in, and listen to college-level English. Effective communication incorporates awareness of the social nature of communication and the effects of ethnicity, age, culture, gender, sexual orientation and ability on sending and receiving oral, non-verbal, and written messages.
I. Listen to, understand, evaluate and respond to verbal and non-verbal messages.
II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.).
III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes.
IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments.
V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material.
VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.

INFORMATION LITERACY

Students will access, use and evaluate information in a variety of formats, keeping in mind social, legal and ethical issues surrounding information access in today's society.
I. Define and articulate a need for information.

A. Identify an information need.

B. Formulate questions based on the information need.

C. Identify key concepts and terms that describe the information need.

II. Locate, access and use information from a variety of sources.

A. Identify existing and emerging information resources.

B. Select and use the most appropriate tools and strategies for accessing needed information.

C. Use information to accomplish a specific purpose.

D. Apply information retrieval and selection skills and concepts to emerging technologies.
III. Identify the basic principles of how information is produced, stored, organized, transmitted and accessed.

A. Identify basic concepts of information organization, in online, print and other formats.

B. Identify the basic structural features of an information system and how they are used.

C. Evaluate the effect of emerging technologies on information production, storage, organization, transmission and access.

IV. Critically evaluate information and its sources.

A. Extract relevant information from a source.

B. Evaluate online and print sources for objectivity, authority, accuracy, and currency.
V. Use information, considering the economic, legal, ethical and social issues surrounding its access and use.

A. Identify the role of information in personal, professional and academic areas.

B. Discuss the changing nature and role of information and information access and privacy issues in society.

C. Use information ethically and legally, considering issues such as plagiarism and copyright.

Multicultural Understanding

Students will demonstrate understanding of issues related to race, social class, gender, sexual orientation, disabilities and culture and the role these issues play in the distribution of power and privilege in the United States.
I. Demonstrate awareness and knowledge of contemporary culture in the context of comparative US history as it relates to race, social class, gender, sexual orientation, disabilities and culture.

A. Compare histories of diverse peoples in the US.

B. Articulate concepts of culture and cultural identity.
II. Using awareness and knowledge about multiculturalism and various groups in the United States, identify issues of power and privilege that exist in all interactions.

A. Students will describe personal and institutional biases, emotional responses, behaviors, practices and language that impact individuals and groups.

B. Students will describe specific benefits and costs to individuals and groups directly related to race, social class, gender, sexual orientation, disability and culture.
III. Function effectively in multicultural settings.

A. Use appropriate communication strategies to work through differences.

B. Make judgments and decisions by considering as many points of view as possible.

C. Recognize individual power and privilege.

IV. Demonstrate awareness, knowledge, and skills in creating greater equity and social justice.

A. Identify the benefits of multicultural understanding for personal and global survival and growth.

B. Adapt constructively to situations in which race, social class, gender, sexual orientation, disability and culture affect people's experiences.

APPENDIX B

PROJECT OVERVIEW
PROJECT PARTICIPANTS
To launch to project, the manager solicited participation from members of the various divisions on campus. She visited division meetings to explain the project and posted informational messages on the faculty listserv. Sixteen faculty participated during Winter Quarter, 2002, and fourteen continued in Spring.
Eight other faculty contributed assignments and student work. Here is a list of faculty who participated and descriptions of their work:

FACULTY MEMBERS (LIST)	TOTAL STIPEND	DESCRIPTION OF WORK COMPLETED
Elizabeth Barnett, Intra-American Studies	$400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Outcome Notebook.
Elena Bianco, Library	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Information Literacy Outcome Notebook.
Donna Biscay, English As a Second Language	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Communication Outcome Notebook.
Steve Bogart, Mathematics	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Outcome Notebook.
Sue Christensen, Nursing	75.00	Contributed assignment, rubric and sample student work to the Information Literacy Outcome Notebook
Rachel David, Women's Studies		Contributed assignment to the Multicultural Understanding Outcome Notebook
Linda Forst, Criminal Justice		Contributed assignment to the Communication Outcome Notebook
Shalin Hai-Jew, Communications	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Communication Outcome Notebook.
Dongwa Hu, Economics	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Outcome Notebook.
Christine Landon, Intra-American Studies		Contributed assignments to the Communication and Multicultural Understanding Outcome Notebooks
Lee Libby, Criminal Justice		Contributed assignment to the Communication Outcome Notebook
Steve Malott, Music	200.00	Attended bi-weekly meetings winter quarter to review assignments, rubrics and student work for the Information Literacy Outcome Notebook.
Kristin Marra, English As a Second Language	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Notebook.
Patricia McDonald, Education	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Outcome Notebook.
T. Sean Rody, English	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Information Literacy Outcome Notebook.
Terry L. Taylor, History	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Information Literacy Outcome Notebook.
Joanna Tillson, Library	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Multicultural Understanding Outcome Notebook.
Barbara Van Droof, Nursing	75.00	Contributed assignment, rubric and sample student work to the Information Literacy Outcome Notebook.
Art West, Physics	75.00	Contributed assignment, rubric and sample student work to the Communication Outcome Notebook.
Lauren Wilson, English As a Second Language	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Information Literacy Outcome Notebook.
Jane Winslow, Film and Cinema		Contributed assignments to the Communication Outcome Notebook
Brooke Zimmers, Speech Communication	400.00	Attended bi-weekly meetings winter and spring quarters to review assignments, rubrics and student work for the Communication Outcome Notebook.

PROJECT BI-WEEKLY MEETINGS

Three interdisciplinary teams were formed, one each for the Communications, Information Literacy, and Multicultural Understanding General Education Outcomes. Meetings lasting an hour and a half were held approximately every two weeks.

Meeting Dates:

Communication Team: 2/20, 3/6, 3/20, 4/18, 5/2, 5/16, 5/30, 6/13

Information Literacy Team: 2/15, 3/1, 3/15, 3/21, 4/30, 5/9, 5/23, 6/6

Multicultural Understanding Team: 2/13, 2/27, 3/13, 3/20, 4/3, 4/17, 5/1, 5/15

At the Winter meetings, faculty brought assignments and assessment rubrics from their own classes. Each team examined the assignments and rubrics in light of the Gen Ed Outcome it addressed. The teams discussed how well assignments assess the given outcome and how well rubrics provide evaluative feedback to students on their performance of the outcomes.
Each meeting generated a list of "Meeting Statements" summarizing the discussions. (These are included in full later in the appendices in each of the Notebooks.) A SAMPLE MEETING STATEMENTS page is included here.

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