Students will demonstrate knowledge of a broad outline of world history (BREADTH).

Procedures & Criterion for

Success

ANTH 101:  Exploration of Human Diversity Pacheco, Paul

Which outcome did you assess?

1 (Breadth) Demonstrates knowledge of a broad outline of world history

Description of assessment method:

 I embedded ten multiple choice questions on Quiz 4, which assess student's understanding of a broad outline of world (pre)history.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

In general, these results suggest students gain an understanding of the broad outlines of world (pre)history (from the beginning of the human lineage up to the earliest civilizations) in ANTH 101. I set the bar high for students to exceed expectations (students needed to score ten out of ten on the embedded questions), and the ten embedded questions included two of the most difficult questions on the exam, with only 55% and 64% correct responses. Thus exceeding expectations was difficult, so the 21.7% of students who did is a positive reflection on the course content. Notably, all but one of the students who were assessed to not be meeting expectations I recognized as BIPOC students. Since this was a timed exam, it is possible that time constraints posed an issue for these students. The most difficult questions also came out of the readings, instead of lecture, so the potential interpretation that the assessment most directly measures the degree to which students are reading for comprehension and depth is a reasonable one.

How can this semester’s results be improved?

These results suggest to me that in future semesters I should do two things prior to the first exam 1) discuss test taking strategies with the class, especially focusing on time allocation strategies, and, 2) discuss and emphasize the need to complete the reading with notes.

ANTH 229:  Ethnography and Film Aimers, James

Which outcome did you assess?

1 (Breadth) Demonstrates knowledge of a broad outline of world history

Description of assessment method:

Throughout the semester, the class watched ethnographic films from across the world.  They also read chapters and articles related to those areas/cultures.  There were 30 quizzes over the semester.  Students completed these as homework out of class, online, so they were “open book”

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

These scores are a bit high compared to the distribution of final grades and this is probably linked to the open-book nature of these tests.  These sorts of tests are really just a way to get students to keep up with the reading.  Students also evaluated the ethnographic films, but because these evaluations are subjective, they are not open to assessment—students get full grades simply for finishing them. 

How can this semester’s results be improved?

In some classes, I’m not entirely sure if students do the required readings, so testing is very important.  In this course, we spend most of our class time actually watching the films. So, if students attend, they can’t help but watch the films.  Accordingly, I normally grade for attendance in this course.  I’ve suspended that until the end of the pandemic, but eventually I’ll return to grading for attendance. If students actually watch the films, some of the major cultural diversity goals of M/ are achieved (although of course not all students understand the films equally well).

ANTH 235:  Ancient Civilizations of Mesoamerica and the Andes  Aimers,  James

Which outcome did you assess?

1 (Breadth) Demonstrates knowledge of a broad outline of world history

Description of assessment method:

 I considered the final exam to be a means of assessment of “a broad outline of world history” although in the case of ANTH 235 this only applies to the archaeology of mainland Latin America. 

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

I’ve taught this class 12 times at Geneseo, and several times at other universities, so I have a reasonable idea of how students will normally perform on the two midterms and the final exam.  Last year (fall of 2020) due to the pandemic all tests for this class were online and open book, but this semester I returned to in-class, closed book exams.  Student grades on the two multiple choice midterms were about 10- 15% lower than normal, a pattern I saw in another class (ANTH 100) this semester. This final exam consisted of 80 multiple choice questions and three essay questions.  I graded the essay questions rather generously to offset what I expected—low scores on the multiple-choice section.  This is our fourth pandemic semester, and students have performed worse this semester than the previous three in all of my classes.  I suspect that this is because I returned to normal, in class exams and teaching but students have not re-adjusted to that.   

How can this semester’s results be improved?

Grades in all of my classes were low this semester, and I believe this can be generally linked to the ongoing stress of the pandemic and a return to in-class testing after 2.5 semesters of online tests from March 2020 to Spring 2021.  I’m not sure how these results could be improved.  I adjust the course slightly every semester, but because I have been teaching Latin American archaeology classes for over 20 years, I have a good idea of what to expect from students in a given semester.  The pandemic has completely changed how students behave in my classes (e.g., less attendance, more late assignments, more students who do not engage with the course but don’t drop it, etc.).  So, the glib answer is that I hope things will return to normal when the pandemic ends.  If not, my other option is just to make the exams easier --something that has been gradually happening anyway since before the pandemic.    Archaeology area courses always require at least some basic memorization of things like site names and dates.  Student performance on these sorts of basic tasks has been gradually declining for years.  So, the pandemic seems to have exacerbated a trend I’ve seen for a while.  

Procedures & Criterion for

Students will demonstrate knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization (DEPTH).

Procedures & Criterion for

Google form sent to all instructors teaching non-western traditions classes, focusing on an assignment demonstration depth of knowledge of a single tradition, and data gathered by the M/ committee.

ANTH 100 Cultural Anthropology White, Jewels

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

I assessed the final paper. The final paper required students to research 3-5 cross cultural groups with some similar cultural topic of interest that assess patterns in human behavior (i.e. religion, art, economics, gender, etc.)

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

Some students took advantage of the writing center, setting up extra student meetings, and obtaining library help as advised in my course. This would explain those that exceed my expectations.

How can this semester’s results be improved?

I think including a specific and required unit on library research would be helpful in the future.

ANTH 100 Cultural Anthropology   Pipes, Marie-Lorraine

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 I assessed the final essay/assignment of the course. In the essay, students were required to select four narratives from a volume of Slave Narratives edited by William L. Andrews and Henry Louis Gates. They compared the experiences of the authors during Enslavement, the systems of social control that kept the Enslaved and Slavers in their roles, the systems of silence that allowed Slavery to persist, and the cultural anxieties faced by those fled and those who helped them.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

The majority of students were able to emotionally connect with the subject matter. Issues of gender, forms of social control, and enculturation were woven into their essays. These issues can be difficult for some students to understand in modern situations. The students then did research on modern slavery throughout the world, including the US. By understanding the social mechanism of slavery in US history, they were prepared to understand how it persists in the modern world even though it is often illegal.

How can this semester’s results be improved?

It could be improved by tighter control over the modern-day examples selected by the students. Most students selected great examples such as forced prison labor in the US, child labor and sex workers. But one group examined the sale of organs which was close but off target.

ANTH 100 Cultural Anthropology Aimers, James

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 I considered the 75-question multiple choice final exam to be a means of assessment of “a broad outline of world history” although in the case of ANTH 100 this translates to a broad understanding of world cultural diversity because this is not a history course.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

"I’ve taught ANTH 100 dozens of times over 20 years at multiple institutions and I’ve never seen results like this.  I’ve never seen results like this in any class.  I do have some possible explanations, however.

1) This was the last exam of the exam period.  It is reasonable to assume that some students did not budget their time effectively and did not study enough.  However, this is not a full explanation because this exam has been held on the last day of exams before (pre-pandemic), with much better results. 

2)  As the end of the semester neared, the Omicron variant of Covid-19 emerged.  Two students wrote to me the week before the exam to request that I change it to an online format.  I seriously considered that but ultimately decided against it. However, students reported that in the final week or two of the semester, many faculty changed to online exams.   I’m sure that at least some students were hoping for a last-minute change to an online format, which would have been essentially an easier“open book” exam.  I did that for the first three semesters of the pandemic (Spring 2020, Fall 2020, Spring 2021) for very similar multiple-choice exams and the results were much more normal (although still low—the pandemic is clearly involved here somehow).

3) The class averages on the two midterms in this class were also much lower than usual (about 15% lower than normal).  Although the midterm results were not as disappointing as the final exam results, I could see that the final exam results were likely to be similar, so I graded the more subjective assignments in the course (e.g., written projects) more generously than normal. Thus, students went into the exam with an idea of what they needed to achieve in order to get the grade they wanted.  In short, my leniency on other assignments may have reduced the incentive for students to study for the final exam.

4)  I wondered if a large number of students took the course pass/fail, but only three did. So that does not explain the results. 

5) Many faculty are creating lower stakes final exams or eliminating formal final exams altogether.  My final exam results may be linked to this trend and student expectations for lower-stakes final exams.  We’ll have to get though the pandemic to see if this is true.

6) I’ve seen a lack of engagement in my classes in general that is clearly linked to the pandemic. For example, students who rarely engaged with the course didn’t drop it.  Many students reported mental health issues.  Even when I gave students’ multiple extensions many didn’t follow through.  They just were not engaging with my course in a normal way, because, of course, this was not a normal semester. 

How can this semester’s results be improved?

These results were unprecedented and clearly related in some way to the impact of the pandemic.  Fall 2021 was the fourth “Covid semester” in this course but the first in which I’ve given an in-class, closed-book final exam.  Given the number of times I’ve taught this course I don’t believe my final exam was unreasonably difficult. I suspect that my lenient grading on other assignments in the class reduced the pressure on students to perform well on the exam, and that the pandemic played a role.  This was another stressful, exhausting semester for students and for me.   

What will I do to improve next semester’s results?  Who knows!  Where will we be in the pandemic next week, next month or in April 2022?  It’s all improvisation at this point.  If the semester is more normal in spring 2022, I may be able to revert to more rigorous grading of non-exam assignments, and this may motivate students to study more for the final exam. 

Finally, I’d say that the final exam results are not a particularly accurate reflection of overall student success in the course.  I know that many students came out of the course with a better understanding of global cultural diversity even if the final exam scores do not reflect that.  The final grade distribution in the course was normal and a better reflection of what students learned.  I’m beginning to wonder if the days of the traditional, closed book final exam are numbered in courses like this.  Ultimately, I think that would be a loss, but I wonder if it is inevitable for a range of reasons. 

ANTH 100: Cultural Anthropology Ketonen-Keating, Irene

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

I counted students who earned a B-or better final grade as "Exceeds," students who earned final grades from C- to C+ as "Meets," students who earned final grades from  D- to D+ as "Approaches," and students with a final E grade as "Does Not Meet." 

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

I think the students did well, despite the pandemic. We read "A Sinhalese Village in Sri Lanka" paired with an introductory text book, so that students could first learn concepts in the textbook and then become familiar with an  in-depth case study through the ethnography.

How can this semester’s results be improved?

I am unsure of how to improve results. The students who did poorly failed to submit assignments, despite multiple emailed reminders.

ANTH 202: Nutrition, Disease and Health Krumrine, Kristi  (section 1)

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 I assessed the essay assignment given after completion of the required book, "Dancing Skeletons". In the essay, they were required to discuss nutritional and health issues in Mali, within the the social, religious, political-economic and environmental contexts of the country.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

There was a relatively large number of students who did not meet expectations. In some cases, students may not have read the book. But in other cases, and this is also likely to be true of those who approached expectations, they did not put in enough effort into actually writing the essay and did not include enough detail.

How can this semester’s results be improved?

Even though students were encouraged to keep up on the reading and were given guidance in terms of important concepts through participating in a discussion forum, it would probably be helpful to carve out more class time to discuss important concepts in person. This would hopefully encourage more in-depth reading rather than just skimming.

ANTH 202: Nutrition, Disease and Health Krumrine, Kristi (section 2 )

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

I assessed the required essay from the book, "Dancing Skeletons." In the essay, students were asked to discuss nutrition and health in Mali, through a social, religious, and political-economic lens.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

The results for this section were very good, and better than section 01. I wasn't surprised by the results because Section 02 was smaller in size, and was mostly comprised of older students (juniors and seniors) who were human development and biology majors and minors (as opposed to sophomore sociomedical majors in section 01). Because they were older, they may have had more effective work/study skills, and the smaller size of the class allowed for a better discussion setting. Also, because of the schedule for section 01, we had fewer class days to devote to discussions as compared with section 02. Unfortunately, I think that the students in secton 01 would have benefitted more from having additional class time for that part of the course.

How can this semester’s results be improved?

Similar to my comments for section 01, I think that carving out more in-class discussion time is helpful for internalizing important concepts from the book. Because of the schedule, section 02 had more discussion time and I think that it shows when you compare the assessment results.

BIO 318: Health and Developing World Muench, Susan Bandoni

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

I assessed an essay done at the end of the course. The course is organized around several crises in global health, and I offered three options for discussing the context of one of these crises. The three options were the West African ebola outbreak, the earthquake and cholera outbreak in Haiti, and the HIV and TB crises in South Africa. The assignment required them to discuss the context and how an understanding the context informed an analysis of the public health crisis.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

First, I realized too late that the assignment may not have been ideally tailored for the assessment. It was quite brief and narrowly focused for the breadth of the assessment question. I was generous in my ratings because of the limitations imposed by the format.

Second, I realized that although my course was carefully tailored to the Geneseo learning outcomes, I'm not sure it fits the SUNY learning outcomes as well. As a natural science course, there is a limit to what I can do in teaching history, economics and culture on top of some science. Yet, I would still argue there is value in having a natural science course in the menu. I believe that the new GLOBE tags will help with this issue as we are all limited to two areas of focus, rather than every course trying to embody all of the values inherent in a multicultural core.

Third, I believe that putting this assignment at the end of a single unit where we had just studied the particular context might have been better. Students were somewhat distant from the material when they wrote these.

How can this semester’s results be improved?

Evaluating these essays resulted in my rethinking how I evaluate students in general. For a long time, class sizes have been too large for a lot of writing assignments. With class sizes being lower and the opportunity to redesign to fit the new core, I think I may shift to a group of small written assignments and reduce the role of tests. I shifted away from assignments during the pandemic in part to manage my workload and because of students' fatigue from large assignments. My goal will be to create smaller, more tailored assignments more often, and with additional scaffolding, where perhaps they write something for each unit (public health crisis), with a portion written each week.

GEOG 123 Developing World        Norris, Darrel

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 I  assessed the students, research papers. The latter were 6-8 pages long, based on a pool of three dozen Developing World topics. Students were required to have a proposal approved and had two months to write the paper.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

The share exceeding expectations mirrors a long-term pattern in this course, about 40 percent well-prepared, engaged, and industrious. And this semester they seem to have been minimally affected by their high-school Covid regimen. The share approaching or falling short of expectations is higher than usual, close to 30 percent and almost certainly Covid-driven. Symptoms included apathy, procrastination, weaker than usual prose and numeracy, and simple inexperience writing papers. Hardly any students took advantage of office hours or the privilege of early 'non-penalty' paper submission to correct prose lapses before the final hand-in. I suspect that many of my colleagues will report a similar pattern.

How can this semester’s results be improved?

The simple answer is to tighten admissions, but that is practically and politically not feasible. Carrot and stick options are few but might work. If I provide far better DIRECTION on the topics and approaches to them, likely across a more manageable spectrum of themes, with detailed Canvas guidelines, I can possibly cut that 30 percent at least in half without compromising the mission of the course. I had already done that with the seven assignments they submit and the adjustment  worked. But I am sure that deficiencies of literacy and numeracy will persist for about 10 percent.

GEOG 123 The Developing World Rogalsky, Jennifer

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 I assessed the final essay of the course. In the essay, students were required to connect a current issue/event to that country's and region's historical, economic, political, environmental, social/cultural, demographic, etc. situation. Students also have to think globally about the issue/event in that developing country, to understand how we/the U.S. influence, and are influenced by, these seemingly distant places.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

No response

How can this semester’s results be improved?

No response

GEOG 365 Geography of Islam   Norris, Darrel

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

The outcomes are quite consistent with all my upper division courses. The 'best' papers and presentations are conference-ready; the worst tend to reflect student lack of preparedness more than a deficiency of potential.

How can this semester’s results be improved?

I believe no change is warranted.

HIST 271:  Jones, Ryan

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

  I assessed the students final essay exam.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

It's hard to do this work in the middle of a pandemic.

How can this semester’s results be improved?

Courses will need to be adjusted to meet student stress levels. And I think a survey is not the best form to do an M/ so I'm considering a more targeted approach.

HIST 282 History of Modern East Asia Ma, Ling

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 "I used the combination of short reflections and a final essay to evaluate students' ability to

go beyond the surface and identify causations, underlying assumptions, and implications

and offer innovative and critical synthesis and analysis of assigned readings or topics. For example, for the final essay, students are required to describe and document at least 5 substantially different East Asian narratives/images/views of the ""West"" by drawing on course readings assigned throughout the semester. At least 2 of them must be from the 19th century and at least 2 must be from the 20th century. They need to demonstrate their ability to reveal nuances and attention to the changing and constructed nature of the ""West."" Discuss what ""specifically"" and ""exactly"" the author associated with the rough idea of the West: was it the train, the steamboat, the constitution, racism, gun-boat imperialism, monogamy, beef, or what? How do you characterize a specific rendering of the West: was it flattering, mocking, neutral, reflective, outright racist, subtly racist, critical/uncritical, etc. (mobilize your adjectives!)? Why did the author attribute certain qualities to the notion of the ""West?"" Identify relevant contextual factors as you explain their rationales and behaviors.”

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

I have noted a strong correlation between a student's attendance and their learning outcomes. Students who regularly attended class discussions all met or exceeded the requirements. This pattern reflects that my classroom and class time are crucial and effective spaces for clarifying difficult issues and exchanging feedback with students. Once students missed this most important instructional opportunity, they struggled to command in-depth and nuanced knowledge of the subjects, even if they were provided with routine and detailed written feedback.        

How can this semester’s results be improved?

Most importantly, the results can be improved by tightening attendance policy, which was weakened due to the pandemic, and holding students more accountable for their participation in the class.

HIST 291 History of the Pre-Modern Islamic World Ansari, Mohammad Sadegh

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

I assessed the final essay of the course. In the essay, the students were required to examine a particular theme (economy, kingship, slavery, gender, etc.) in the context of an Islamic society and determine to what extent the theme in question was impacted by Islam and to what extent we could talk about it as an Islamic subject (e.g. can slavery be Islamic and if so, how did it differ from other forms of slavery). The assessment was based on the level of the students' mastery of the course material and argumentative abilities to make a persuasive case for their answers. 

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

No response

How can this semester’s results be improved?

No response

MUSC 123 Kimball, James

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 I assessed the results of a test on African music traditions - part listening quiz, part short essay responses.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

The class as a whole were interested in the material and keep up with assignments.

How can this semester’s results be improved?

Perhaps better recognition of the few students who were falling behind.

PHIL  215 Eastern Philosophy  Filice, Carlo

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

I assessed the final essay/assignment of the course. In the essay, students were required to critically compare an ancient text or tradition from Asia, to a more modern "Eastern" text ... on a philosophical issue chosen by student.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

results were close to the norm,  compared to my  other courses

How can this semester’s results be improved?

I will need to emphasize more urgently the need to really read the assigned texts  (on the part of students).  Perhaps doing more sample group reading in class will help.

PSYC 385 : Cross-cultural Psychology DeHart, Ganie       

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 I assessed responses to the final test of the semester.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

Students show a high level of engagement in this class, and they are exposed to many ideas about culture and human behavior they have never encountered before. The class seems to reorganize how many students think about the field of psychology. They read, discuss, and write about primary sources.

How can this semester’s results be improved?

The area in which I'd most like to see improvement is students' reflection on how culture has influenced their own development, thinking, and behavior. Perhaps increased emphasis on this aspect earlier in the semester, along with more reminders about it later in the semester, would help

SOCL 105 Introduction to Global Social Change Lisa Meyer (sections 1 and 2)

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 "I assessed the final assignment of the course that required students to address a specific socioeconomic development issue in depth for a developing country of their choice. A complete assigned satisfied the following criteria:

1) A brief summary of the topic chosen. In an effort to provide a broader context to the issue, students draw on the information gathered for their Country Profile Worksheet regarding the nations’ history, political, economic, and social conditions. A brief discussion of regional context may also be necessary.

2) A more detailed description of the chosen issue and an explanation of its significance for the nation’s development (considering impact on the quality of life for the entire population or major social groups, implications for broader development).

3) An outline of current policy aimed at addressing the issue or explain a lack thereof. Description (if any) of measures currently or previously attempted/implemented in the country to address the issue, and explain the impact of these on the population.

4) An outline of proposed policy/measures/project activities that is already under consideration OR an outline of an original policy/measure/project. Original or not, students must provide evidence to support their proposal (e.g. a successful policy/program in operation in another comparable country). If possible, include a consideration of possible implementing agents: government agencies, foreign private corporations and/or non-profit organizations, grassroots community groups, etc.). In addition, students should identify potential challenges to the policy and, if possible, suggest ways to address or work around these challenges (these may include lack of resources, political opposition, ongoing conflict, etc).

5) An outline of your projected outcomes/goals of the policy. These can be general (e.g. reduction in incidence of HIV-AIDS) or specific (X% reduction in incidence of HIV-AIDS among 15-25-year-olds in a particular region). (Note: the latter would need substantiation, such as relevant statistical data from measures taken in a comparable country).

6) A brief conclusion of how best to promote the proposed policy recommendation(s).

"

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

Students were able to successfully use the statistical and historical information collected for their developing nation of choice on the first assignment (Country Profile Worksheet) to provide a more in-depth examination of a particular issue that is hindering national development in that country and to think critically and analytically about policies to promote development.

How can this semester’s results be improved?

Results indicate that the country assignments are successful and students are meeting the learning outcomes for the course.

SPAN 314 Latin American Civilization – Challenges of the XXI Century       Costa de Moraes, Wesley

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 In their final exam, essay format, students were asked to apply the broad knowledge that they received on Latin American societies to analyze specifically the current challenges posed by the COVID-19 crisis

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

Students’ results demonstrate their excellent level of engagement with the course and how both the materials utilized and class activities proved effective to provide them with a broad knowledge of Latin American societies

How can this semester’s results be improved?

I would not change the current format of this course

THEA 204 Asian Theatre Survey Kaplan, Randy Barbara

Which outcome did you assess?

2 (Depth) Demonstrates knowledge of the distinctive features of the history, institutions, economy, society, culture, etc., of at least one non-Western civilization.

Description of assessment method:

 Assessed final assignments for the course, a Museum Exhibit designed and implemented by the student accompanied by Annotated Bibliography for reading and viewing by other students.

I assessed ONCE during the semester.

Results

Reflect on what your results might mean/how they can be explained:

No response

How can this semester’s results be improved?

No response

Procedures & Criterion for

Procedures & Criterion for

Procedures & Criterion for