ASSESSMENT REPORT for EMORY ACADEMIC PROGRAMS
|
|
- Margaret Parrish
- 6 years ago
- Views:
Transcription
1 ASSESSMENT REPORT for EMORY ACADEMIC PROGRAMS Art History Department September 25, 2015 The Art History Department met on September 16, 2015, to discuss the results of its annual assessment. Led by the Director of Undergraduate Studies, the meeting involved thirteen of the sixteen members of the department (two are on leave this semester; one was unable to attend), ranging in rank from assistant to full professor, some of whom have taught at Emory for thirty years or more. Since 2009, our department has used two methods to measure student achievement of our designated learning outcomes: the assessment of seminar papers and the analysis of a Senior Exit Survey administered to all graduating Art History majors. Direct Assessment Methodology. Our primary method is the direct assessment of 400-level seminar papers submitted by senior Art History majors during the academic year. The seminars focus on a particular area of study within art history, and although they have no prerequisites and are open to non-majors, they are designed with advanced art history students in mind; our majors are required to take at least one. All seminars are writingintensive and require a substantial research paper. Each faculty member was assigned two or three papers to assess. To keep their evaluation as unbiased as possible, we ensured that faculty read papers from courses other than their own, and that the papers were read blind. Each was assessed according to a rubric that was developed and is periodically revised by the department, which identifies six components of a successful research paper in art history (see attachment). The rubric was designed to ensure some degree of consistency in evaluation, allowing faculty members to judge the papers according to a shared set of criteria, ranking each component on a four-point scale. To correct for subjective judgment, each paper was evaluated by two readers and their scores were averaged. Findings. Taking the papers as a whole, the average score was out of a possible 24 points (four points for each of the six components), or 81%. As the chart below attests, ratings were higher in every category this year, with all falling within the acceptable ( good ) range. The overall percentage rose from 65% to 81%, a considerable improvement. Component Average score Percentage Thesis/ argument Mechanics/quality of writing Organization/development Written sources Visual sources Citation TOTAL
2 The larger sample of papers we had to assess this year seventeen, as opposed to eleven in may have yielded more reliable results. This year s papers were particularly strong in incorporating written and visual sources and organization and development of an We also noticed a degree of enthusiasm and originality in this set of papers that we don t always see, and that is not easy to measure. These scores, which are the highest they have been in three years, suggest to us that students in Art History are improving their ability to write thesis-driven papers. This accords with their self-evaluations in the Indirect Assessment, which often noted the value of art history courses in learning to write. The results of the Direct Assessment inspired a spirited discussion about the scholarly apparatus of a research paper. Some faculty were bothered by the inconsistency in citation style, for instance, and others by the absence in some papers of a bibliography or reference list. We decided to require students in 400-level courses to always include a list of sources, even when they are noted in full in footnotes, to assist in our evaluation of the papers. Indirect Assessment Methodology. Our primary indirect method of assessment entailed the tabulation, summary, and discussion of the Senior Exit Survey, which all majors are required to complete before graduation. Recognizing that students often possess remarkable insight into their own learning, we wanted to see how they viewed their own achievement of our three Student Learning Goals, or core competencies for art history: 1. Graduates should be able to describe and analyze works of art and architecture, taking into account form, function, and meaning. 2. Graduates should be able to recognize and interpret a wide range of artistic traditions and cultural monuments, as well as to situate them in chronological order. 3. Graduates should be able to write a research paper combining primary and secondary sources into a persuasive In the first part of the survey, students are asked to assess the degree to which they felt they had achieved each of these three competencies in art history. In the second half, they are asked to respond to two broad, openended questions: 1. What aspects of your education in this department helped you learn effectively, and how were they helpful? 2. What might the department have done differently that would have helped you learn more effectively, and why would these actions have helped? All seventeen graduating art-history majors completed the Senior Exit Survey. The DUS tabulated the students self-assessments and analyzed the results in relation to last year s responses. Answers to the survey questions were gathered and summarized for discussion by the department. A package of these materials was provided to the faculty, with instructions, one week before the assessment meeting. Findings. Student Learning Goals. A majority of majors considered themselves very strong in all three proficiencies, with the weakest scores falling in Student Learning Goal 2: 2
3 Student Learning Goal 1. Graduates should be able to describe and analyze works of art and architecture, taking into account form, function, and meaning. 2. Graduates should be able to recognize and interpret a wide range of artistic traditions and cultural monuments, as well as to situate them in chronological order. 3. Graduates should be able to write a research paper combining primary and secondary sources into a persuasive Extremely well Very well Adequately Not very well Comparing these results with last year s, we found that the percentage of students who felt entirely confident of their abilities in all three competencies rose an average of seven percent. More than half the students felt extremely well prepared to describe and analyze works of art; the remainder felt very well prepared to do so. Less than half of the majors this year felt extremely well prepared to recognize and interpret a wide range of artistic traditions and cultural monuments; but sixty-five percent felt that they could perform that task very well, and a small number six percent felt that they could do so adequately. More than half of the students were extremely confident of their ability to write a strong research paper, with a smaller percentage claiming to be able to do so very well. Goal Extremely well Very well Adequately Not very well No. % No. % No. % No. % No. % No. % No. % No. % NB: No students in either year of the survey ranked their accomplishment lower than not very well, so the lowest possible category has been eliminated from this graph. Percentages have been rounded off for clarity. Open-ended survey questions. Answers to the questions on the second part of the Exit Survey reveal that our students have an overwhelmingly positive experience with the faculty in the Art History Department. Students commended the access to and knowledge of the professors an amazing privilege and recognized that many of their teachers were in the forefront of their fields and the authors of important scholarly texts. They regarded their professors as dedicated to teaching and excited about their fields of expertise, which made even slide-based courses lively, and considered them helpful and insightful: They fully understand your problems and needs. Students frequently commented on the emphasis given to writing and research. In their art history courses they had learned to bring together sources into an original argument, and also to read critically and analyze scholarly texts. They appreciated the opportunity to work with primary sources and valued reading responses and class discussions as a means of practicing critical thinking. Many mentioned the rigorous writing assignments in upper-level courses, which had helped them hone their writing skills. Writing research papers seems to have been particularly important as it allowed students to synthesize their own ideas with information learned in class; it also taught them to think critically about where information comes from. As one student put it, I believe that I have acquired the ability to translate what is visual into words in a concise and compelling way. Moreover, I have learned to not take anything at face value, but instead, to dive deeper to understand the meaning behind the things I see. 3
4 The most valued courses, it seems, were small and discussion-based: Learning how to discuss works of art in an educated way as opposed to simply reading about them and memorizing information is a skill that I hoped to develop, and through these higher-level, smaller classes, I felt that I did. Some students would have liked more group discussions about works of art and readings. On the whole, they prefer hands-on learning to lectures, which accounts, in part, for the nearly universal enthusiasm for museum visits. Many students cited the close connection between the department and the Carlos Museum as an asset to the program. Visiting the galleries made the study of art more comprehensive, they said, and allowed them to experience art firsthand: Seeing works in person is absolutely crucial for getting a real appreciation for and understanding of art. Some students expressed appreciation for the variety of classes and teaching styles offered by the department. One wrote of the importance of approaching art from various perspectives from learning about Shamanism, to taking a class cross-listed with classics, to learning about conservation. These many ways of looking at art were able to broaden my art horizons, and not limit myself to any one favorite type of art. The distribution requirements for the major helped students explore a wide breadth of topics and periods in art history. Yet the most common dissatisfaction by far was with what they saw as the limited curriculum. Students want more courses offered every semester so that they so they could, if they wanted, take several at once. They felt that the course offerings were heavily weighted toward ancient art and would have liked more courses in modern art. One common theme much more prevalent than in previous years was the perceived lack of community among Art History majors. One student recommended a mandatory session for majors to talk about future course offerings and graduate school prospects, something to get the major/minor students together. Another suggested a meeting with faculty to discuss upcoming courses and events, and to find out more about when certain classes would be offered to help with planning. I think more contact with the undergraduates would have helped facilitate this, because we are such a small department. Analysis Our assessment this year reveals that in AY , every art history major graduated with the ability to describe and analyze works of art more than adequately, a primary objective of our department. One hundred percent believed that they could write a better-than-average research paper, and ninety-four percent considered themselves able to recognize and interpret most artistic traditions and cultural monuments. These numbers suggest that students are attaining a sound education in the most important skills of our discipline. The analysis of this data did raise the question of when and how in the course of the major these three goals are specifically engaged. To make sure that every goal is being addressed within the curriculum, the faculty members present at the meeting completed a matrix (attached) indicating which goals they assessed at which level. The DUS then aggregated the data and found that goals 1 and 2 predominate in 100-, 200-, and 300-level courses; goal 3 the research paper is added by the majority of our professors in the upper-level courses. Because our students are required to take at least three courses at the 300-level, they should be well-prepared for the required senior seminar. At the 400-level, attention to the first and second goals varies from professor to professor, but all require a substantial research paper or project. This exercise documented what we hoped was true that despite our varying teaching styles and topics, we all have the same achievements in mind, and we all work toward them in courses at every level. Year after year, our assessment findings reveal that the department s greatest strength lies in its faculty s expertise, teaching, and accessibility. Students consider our program rigorous, and they regard the Carlos Museum as a major asset. 4
5 Action plan Our department will address the findings of the assessment in the following ways: 1. To ensure that every major feels fully integrated in the department and is aware of all it has to offer, we have planned a pizza party in the fall semester that will give us the opportunity to introduce a range of art history programs, prizes, and opportunities, and to encourage our students to actively participate in these events. In addition, we are organizing a range of activities to bring interested students together. This semester we have scheduled a screening of an exhibition-on-film; a private tour with the curator of Indigenous Beauty, the current special exhibition in the Carlos Museum; and a coffee hour with a visiting museum curator. We will continue scheduling events such as these, including an annual careers forum in February. 2. To address our concerns about student writing, we are starting at the top, with the honors students. We have restructured the program to include a series of writing workshops, including sessions on conducting research, proper citation and attribution, and the art of self-editing. This year, these will be overseen and organized by the Honors Coordinator, but in the future they may be taught by advanced graduate students in the department. We will also make more of an effort to publicize the fall symposium when honors students present their research-in-progress to all students in the department in hopes that more will consider enrolling in the program. 3. Our newly redesigned departmental course evaluation form is providing us with more specific and useful information about student learning and ensuring greater participation in the evaluation process. In keeping with our concern for more data to help us refine our teaching approaches and strengthen our curriculum, we are also revising our Senior Exit Survey to include two additional questions: a. How has the visual-arts requirement been relevant and useful to your study of art history? b. How have you been able to integrate your major with your liberal arts education as a whole? As always, we look forward to hearing what our students have to say. Submitted by Linda Merrill, Director of Undergraduate Studies Lmerri2@emory.edu 5
6 Grading Rubric for Art History Research Papers Goal 3: Graduates should be able to write a research paper combining primary and secondary sources into a persuasive Components Excellent (4) Good (3) Needs improvement (2) I. Thesis/ Argument Paper has a clearly stated and consistently developed thesis, marked by originality. Paper has a thesis, but reader must reconstruct it from the text. Vague thesis, not central to the Argument is discursive, tends to merely narrate or digress from one topic to another. Poor (1) No thesis is articulated. (Paper is mostly a list of facts.) II. Mechanics/ Writing Quality III. Organization/ Development All sentences are grammatically correct and clearly written, with good transitions, precise wording, and no spelling errors. Tone is scholarly, non-colloquial. Paper contains an introduction, main body, and conclusion. Introduction lays out the main argument (thesis) and gives an outline of what to expect in the paper. The argument is well anchored and developed in the main body of the text. The conclusion brings everything together, acknowledges possible shortcomings of the paper, and suggests what further work might be done to advance the subject matter of the paper. Most sentences are grammatically correct and clearly written. Occasional imprecise word or misuse of a word, or spelling error, which do not adversely affect scholarly tone. Paper contains an introduction, main body, and conclusion. Introduction lays out the main argument (thesis), but gives little idea of what to expect in the paper. The argument is poorly anchored and barely developed in the main body of the text. The conclusion summarizes the main argument and evidence, but does not move beyond what was presented in the paper. Several sentences are grammatically incorrect or not clearly written. Several words are misused and misspelled, compromising the scholarly tone. Paper contains an introduction, main body, and conclusion. Introduction gives an idea of what to expect in the paper, but does not effectively lay out the main argument (thesis). It may begin with a set of rhetorical questions, or an anecdote that is never fully explained. The argument is not developed in the main body of the text. The conclusion does little more than restate the problematic introduction. Introduction and/or conclusion may be too wordy or too short. Paper is full of grammatical errors, unclear writing, misuse of words, and spelling errors. No scholarly tone. Paper has no clear organizational pattern. 6
7 IV. Written Sources sophisticated use of both primary (when applicable) and secondary written sources to support a persuasive sufficient, but unsophisticated use of primary (when applicable) and secondary written sources to support a persuasive Paper ineptly deploys minimal written sources. Argument is not persuasively supported. Paper deploys few, if any, secondary written sources or only historical generalities as evidence. No support of V. Visual Sources sophisticated use of visual evidence in the conceptual and physical structure of the paper to support a persuasive sufficient, but unsophisticated, use of visual evidence in the paper to support a persuasive Paper deploys insufficient use of visual evidence in the paper. Argument is not persuasively supported. Paper deploys no analysis of visual evidence. No support of VI. Citation All evidence is properly cited in footnotes or endnotes. All evidence is cited in footnotes or endnotes, but there are some minor problems with completeness or format of some citations. Some pieces of evidence are unreferenced or inaccurately referenced, and there are problems with completeness and format of citations. little or no citing of evidence. Rev. Sept
8 LEARNING GOAL ASSESSMENT Instructor s name: For each undergraduate course that you are teaching this year, check the goals that you will address and assess (with an exam or major paper or project). Leave the other cells blank. Goal 1: Graduates should be able to describe and analyze works of art and architecture, taking into account form, function, and meaning, while demonstrating a command of arthistorical language. Goal 2: Graduates should be able to recognize and interpret a wide range of artistic traditions and cultural monuments, as well as to situate them in chronological order. Goal 3: Graduates should be able to write a research paper combining primary and secondary sources into a persuasive Course Semester Goal 1 Goal 2 Goal 3 e.g., ARTHIST 101 Fall 2015 X X 8
November 2012 MUET (800)
November 2012 MUET (800) OVERALL PERFORMANCE A total of 75 589 candidates took the November 2012 MUET. The performance of candidates for each paper, 800/1 Listening, 800/2 Speaking, 800/3 Reading and 800/4
More informationASSESSMENT REPORT FOR GENERAL EDUCATION CATEGORY 1C: WRITING INTENSIVE
ASSESSMENT REPORT FOR GENERAL EDUCATION CATEGORY 1C: WRITING INTENSIVE March 28, 2002 Prepared by the Writing Intensive General Education Category Course Instructor Group Table of Contents Section Page
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationChemistry Senior Seminar - Spring 2016
Chemistry 4990- Senior Seminar - Spring 2016 Instructor: Prof. Bob Brown E-mail: bob.brown@usu.edu Phone: 797-0545 Office: W026 Office Hours Monday and Wednesday from 2:00-2:50 PM and by appointment Class
More informationStatistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics
5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin
More informationWriting for the AP U.S. History Exam
Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing
More informationShank, Matthew D. (2009). Sports marketing: A strategic perspective (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
BSM 2801, Sport Marketing Course Syllabus Course Description Examines the theoretical and practical implications of marketing in the sports industry by presenting a framework to help explain and organize
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationDESIGNPRINCIPLES RUBRIC 3.0
DESIGNPRINCIPLES RUBRIC 3.0 QUALITY RUBRIC FOR STEM PHILANTHROPY This rubric aims to help companies gauge the quality of their philanthropic efforts to boost learning in science, technology, engineering
More informationLast Editorial Change:
POLICY ON SCHOLARLY INTEGRITY (Pursuant to the Framework Agreement) University Policy No.: AC1105 (B) Classification: Academic and Students Approving Authority: Board of Governors Effective Date: December/12
More informationLinguistics Program Outcomes Assessment 2012
Linguistics Program Outcomes Assessment 2012 BA in Linguistics / MA in Applied Linguistics Compiled by Siri Tuttle, Program Head The mission of the UAF Linguistics Program is to promote a broader understanding
More informationHonors Mathematics. Introduction and Definition of Honors Mathematics
Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationTeachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationBSM 2801, Sport Marketing Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits.
BSM 2801, Sport Marketing Course Syllabus Course Description Examines the theoretical and practical implications of marketing in the sports industry by presenting a framework to help explain and organize
More informationTU-E2090 Research Assignment in Operations Management and Services
Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara
More informationAC : DEVELOPMENT OF AN INTRODUCTION TO INFRAS- TRUCTURE COURSE
AC 2011-746: DEVELOPMENT OF AN INTRODUCTION TO INFRAS- TRUCTURE COURSE Matthew W Roberts, University of Wisconsin, Platteville MATTHEW ROBERTS is an Associate Professor in the Department of Civil and Environmental
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationHDR Presentation of Thesis Procedures pro-030 Version: 2.01
HDR Presentation of Thesis Procedures pro-030 To be read in conjunction with: Research Practice Policy Version: 2.01 Last amendment: 02 April 2014 Next Review: Apr 2016 Approved By: Academic Board Date:
More informationWE GAVE A LAWYER BASIC MATH SKILLS, AND YOU WON T BELIEVE WHAT HAPPENED NEXT
WE GAVE A LAWYER BASIC MATH SKILLS, AND YOU WON T BELIEVE WHAT HAPPENED NEXT PRACTICAL APPLICATIONS OF RANDOM SAMPLING IN ediscovery By Matthew Verga, J.D. INTRODUCTION Anyone who spends ample time working
More informationScoring Notes for Secondary Social Studies CBAs (Grades 6 12)
Scoring Notes for Secondary Social Studies CBAs (Grades 6 12) The following rules apply when scoring any of the Social Studies Classroom Based Assessments (CBAs) for grades 6 12. 1. Position: All CBA responses
More informationWith guidance, use images of a relevant/suggested. Research a
Learning Focus/Criteria Emerging Developing Evolving AO1 DEVELOP AND INVESTIGATE Develop ideas through investigations inforstudentd by contextual and other sources, demonstrating analytical and cultural
More informationFOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Wednesday, June 14, 2017 9:15 a.m. to 12:15 p.m., only SCORING KEY AND
More informationScoring Guide for Candidates For retake candidates who began the Certification process in and earlier.
Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your
More informationWriting an Effective Research Proposal
Writing an Effective Research Proposal O R G A N I Z AT I O N A L S C I E N C E S U M M E R I N S T I T U T E M AY 1 8, 2 0 0 9 P R O F E S S O R B E T H A. R U B I N Q: What is a good proposal? A: A good
More informationBIOH : Principles of Medical Physiology
University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Spring 2--207 BIOH 462.0: Principles of Medical Physiology Laurie A. Minns University of Montana - Missoula, laurie.minns@umontana.edu
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationTRAITS OF GOOD WRITING
TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,
More informationEffective practices of peer mentors in an undergraduate writing intensive course
Effective practices of peer mentors in an undergraduate writing intensive course April G. Douglass and Dennie L. Smith * Department of Teaching, Learning, and Culture, Texas A&M University This article
More informationPhysics 270: Experimental Physics
2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationMaintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus
Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.
More informationCopyright Corwin 2015
2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about
More informationNumber of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
More informationFOUR STARS OUT OF FOUR
Louisiana FOUR STARS OUT OF FOUR Louisiana s proposed high school accountability system is one of the best in the country for high achievers. Other states should take heed. The Purpose of This Analysis
More informationHigher Education / Student Affairs Internship Manual
ELMP 8981 & ELMP 8982 Administrative Internship Higher Education / Student Affairs Internship Manual College of Education & Human Services Department of Education Leadership, Management & Policy Table
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of
More informationHandbook for Graduate Students in TESL and Applied Linguistics Programs
Handbook for Graduate Students in TESL and Applied Linguistics Programs Section A Section B Section C Section D M.A. in Teaching English as a Second Language (MA-TESL) Ph.D. in Applied Linguistics (PhD
More informationUpdate on Standards and Educator Evaluation
Update on Standards and Educator Evaluation Briana Timmerman, Ph.D. Director Office of Instructional Practices and Evaluations Instructional Leaders Roundtable October 15, 2014 Instructional Practices
More informationKarla Brooks Baehr, Ed.D. Senior Advisor and Consultant The District Management Council
Karla Brooks Baehr, Ed.D. Senior Advisor and Consultant The District Management Council This paper aims to inform the debate about how best to incorporate student learning into teacher evaluation systems
More informationInquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving
Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationSmarter Balanced Assessment Consortium: Brief Write Rubrics. October 2015
Smarter Balanced Assessment Consortium: Brief Write Rubrics October 2015 Target 1 Narrative (Organization Opening) provides an adequate opening or introduction to the narrative that may establish setting
More informationBe aware there will be a makeup date for missed class time on the Thanksgiving holiday. This will be discussed in class. Course Description
HDCN 6303-METHODS: GROUP COUNSELING Department of Counseling and Dispute Resolution Southern Methodist University Thursday 6pm 10:15pm Jan Term 2013-14 Be aware there will be a makeup date for missed class
More informationCRW Instructor: Jackson Sabbagh Office: Turlington 4337
Page 1 of 10 Beginning Poetry Writing CRW 1301 Instructor: Jackson Sabbagh Email: jsabbagh@ufl.edu Office: Turlington 4337 Course Description & Objectives: We read poems; we write poems; we read the poems
More informationDeveloping Effective Teachers of Mathematics: Factors Contributing to Development in Mathematics Education for Primary School Teachers
Developing Effective Teachers of Mathematics: Factors Contributing to Development in Mathematics Education for Primary School Teachers Jean Carroll Victoria University jean.carroll@vu.edu.au In response
More informationPSYC 620, Section 001: Traineeship in School Psychology Fall 2016
PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:
More informationCMST 2060 Public Speaking
CMST 2060 Public Speaking Instructor: Raquel M. Robvais Office: Coates Hall 319 Email: rrobva1@lsu.edu Course Materials: Lucas, Stephen. The Art of Public Speaking. McGraw Hill (11 th Edition). One two
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationMASTER SYLLABUS. Course Title: History of American Art Course Number: 1045
MASTER SYLLABUS Course Title: History of American Art Course Number: 1045 Credit Hours: Three Prerequisites: None Course Description: This course is a comprehensive study of the social history and cultural
More informationWebQuest - Student Web Page
WebQuest - Student Web Page On the Home Front WW2 A WebQuest for Grade 9 American History Allyson Ayres - May 15, 2014 Children pointing at movie poster for Uncle Sam at Work at the Auditorium Theater
More informationPREPARING FOR THE SITE VISIT IN YOUR FUTURE
PREPARING FOR THE SITE VISIT IN YOUR FUTURE ARC-PA Suzanne York SuzanneYork@arc-pa.org 2016 PAEA Education Forum Minneapolis, MN Saturday, October 15, 2016 TODAY S SESSION WILL INCLUDE: Recommendations
More informationMBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits.
MBA 5652, Research Methods Course Syllabus Course Description Guides students in advancing their knowledge of different research principles used to embrace organizational opportunities and combat weaknesses
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationSecondary English-Language Arts
Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.
More informationACADEMIC AFFAIRS GUIDELINES
ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy
More informationWhat Is The National Survey Of Student Engagement (NSSE)?
National Survey of Student Engagement (NSSE) 2000 Results for Montclair State University What Is The National Survey Of Student Engagement (NSSE)? US News and World Reports Best College Survey is due next
More informationIndividual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK
Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program
More informationThe Good Judgment Project: A large scale test of different methods of combining expert predictions
The Good Judgment Project: A large scale test of different methods of combining expert predictions Lyle Ungar, Barb Mellors, Jon Baron, Phil Tetlock, Jaime Ramos, Sam Swift The University of Pennsylvania
More informationMASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE
MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationAssessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
More informationLayne C. Smith Education 560 Case Study: Sean a Student At Windermere Elementary School
Introduction The purpose of this paper is to provide a summary analysis of the results of the reading buddy activity had on Sean a student in the Upper Arlington School District, Upper Arlington, Ohio.
More informationSTUDENT LEARNING ASSESSMENT REPORT
STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The
More informationTopic 3: Roman Religion
Topic 3: Roman Religion Stards: 1. s will be able to identify most of the defining attributes of several aspects of Roman culture. 2. s will be able to explain how the characteristics of one culture are
More informationIntroduction to World Philosophy Syllabus Fall 2013 PHIL 2010 CRN: 89658
Introduction to World Philosophy Syllabus Fall 2013 PHIL 2010 CRN: 89658 Classroom: 117 Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator,
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationSTANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION
Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
More informationNational Survey of Student Engagement (NSSE) Temple University 2016 Results
Introduction The National Survey of Student Engagement (NSSE) is administered by hundreds of colleges and universities every year (560 in 2016), and is designed to measure the amount of time and effort
More informationPROGRAM REVIEW REPORT EXTERNAL REVIEWER
PROGRAM REVIEW REPORT EXTERNAL REVIEWER MASTER OF PUBLIC POLICY AND ADMINISTRATION DEPARTMENT OF PUBLIC POLICY AND ADMINISTRATION CALIFORNIA STATE UNIVERSITY SACRAMENTO NOVEMBER, 2012 Submitted by Michelle
More informationProject Based Learning Debriefing Form Elementary School
Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth
More informationDoctoral GUIDELINES FOR GRADUATE STUDY
Doctoral GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF COMMUNICATION STUDIES Southern Illinois University, Carbondale Carbondale, Illinois 62901 (618) 453-2291 GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF
More informationInternship Program. Application Submission completed form to: Monica Mitry Membership and Volunteer Coordinator
Internship Program The Museum of Arts and Sciences offers a variety of internships on a flexible and ongoing basis. Internships offer the opportunity to gain valuable, practical experience while receiving
More informationUnit 3. Design Activity. Overview. Purpose. Profile
Unit 3 Design Activity Overview Purpose The purpose of the Design Activity unit is to provide students with experience designing a communications product. Students will develop capability with the design
More informationMaster Program: Strategic Management. Master s Thesis a roadmap to success. Innsbruck University School of Management
Master Program: Strategic Management Department of Strategic Management, Marketing & Tourism Innsbruck University School of Management Master s Thesis a roadmap to success Index Objectives... 1 Topics...
More informationKelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser
Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning
More informationMINNESOTA STATE UNIVERSITY, MANKATO IPESL (Initiative to Promote Excellence in Student Learning) PROSPECTUS
p. 1 MINNESOTA STATE UNIVERSITY, MANKATO IPESL (Initiative to Promote Excellence in Student Learning) PROSPECTUS I. INITIATIVE DESCRIPTION A. Problems 1. There is a continuing need to develop, revise,
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationMANAGERIAL LEADERSHIP
MANAGERIAL LEADERSHIP MGMT 3287-002 FRI-132 (TR 11:00 AM-12:15 PM) Spring 2016 Instructor: Dr. Gary F. Kohut Office: FRI-308/CCB-703 Email: gfkohut@uncc.edu Telephone: 704.687.7651 (office) Office hours:
More informationPROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing
PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus
More informationAudit Of Teaching Assignments. An Integrated Analysis of Teacher Educational Background and Courses Taught October 2007
Audit Of Teaching Assignments October 2007 Audit Of Teaching Assignments Audit of Teaching Assignments Crown copyright, Province of Nova Scotia, 2007 The contents of this publication may be reproduced
More informationBiological Sciences, BS and BA
Student Learning Outcomes Assessment Summary Biological Sciences, BS and BA College of Natural Science and Mathematics AY 2012/2013 and 2013/2014 1. Assessment information collected Submitted by: Diane
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationPersonal Project. IB Guide: Project Aims and Objectives 2 Project Components... 3 Assessment Criteria.. 4 External Moderation.. 5
Table of Contents: Personal Project IB Guide: Project Aims and Objectives 2 Project Components..... 3 Assessment Criteria.. 4 External Moderation.. 5 General Guidelines: Process Journal. 5 Product 7 Personal
More informationMaurício Serva (Coordinator); Danilo Melo; Déris Caetano; Flávia Regina P. Maciel;
CALL FOR PAPERS 3 rd International Colloquium on Epistemology and Sociology of Management Science 20-22 March 2012 Florianópolis - SC - Brazil Sub-themes: I. Epistemological Analysis of Management Science
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationCourse Syllabus Art History II ARTS 1304
Semester with Course Reference Number (CRN) Spring 2015 CRN 45135 Course Syllabus Art History II ARTS 1304 Instructor contact information Office Location and Hours Course Location/Times Course Semester
More informationCONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education
CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire
More informationTechnical Manual Supplement
VERSION 1.0 Technical Manual Supplement The ACT Contents Preface....................................................................... iii Introduction....................................................................
More informationFinancial Accounting Concepts and Research
Professor: Financial Accounting Concepts and Research Gretchen Charrier ACC 356 Fall 2012 Office: GSB 5.126D Telephone: 471-6379 E-Mail: Gretchen.Charrier@mccombs.utexas.edu Office Hours: Mondays and Wednesdays
More informationManagement 4219 Strategic Management
Management 4219 Strategic Management Instructor: Dr. Brandon Ofem Class: Tuesday and Thursday 9:30 am 10:45 am Classroom: AB Hall 1 Office: AB Hall 216 E-mail: ofemb@umsl.edu Office Hours: Tuesday & Thursday
More informationSample Performance Assessment
Page 1 Content Area: Mathematics Grade Level: Six (6) Sample Performance Assessment Instructional Unit Sample: Go Figure! Colorado Academic Standard(s): MA10-GR.6-S.1-GLE.3; MA10-GR.6-S.4-GLE.1 Concepts
More informationACADEMIC POLICIES AND PROCEDURES
ACADEMIC INTEGRITY OF STUDENTS Academic integrity is the foundation of the University of South Florida s commitment to the academic honesty and personal integrity of its University community. Academic
More informationUsing Team-based learning for the Career Research Project. Francine White. LaGuardia Community College
Team Based Learning and Career Research 1 Using Team-based learning for the Career Research Project Francine White LaGuardia Community College Team Based Learning and Career Research 2 Discussion Paper
More information