Page 1 Assessment: Reporting Unit Four Column

Assessment: Reporting Unit Four Column

Program (CoELA) - English Language Literature - Secondary Ed

Assessment Contact: Dr. Chad Barbour

Student LearningOutcomes

Assessment Criteria &Procedures Assessment Results Use of Results

Goal Status: Active

Related Documents:English Language Lit Secondary EdClaim 1 Key Assessment.docx

Use of Result: N/A (08/30/2018)Finding Reporting Year: 2018-2019Goal met: NoTo be assessed in Fall 18. (08/30/2018)

Schedule/Notes: EDUC441, SpringYear 4

Direct - Writing IntensiveAssignment - Unit Plan:Candidates will design a unit planthat illustrates their ability tointegrate all six components of theEnglish language arts into units, andtheir ability to intentionally choosecommunication models for lessonsbased on the rhetoric andcommunication principles. One ofthe lessons in this unit plan mustcenter on language and culture.

Criteria Target: Meaning andCommunication sub-area scores willbe analyzed for general feedback asto candidates’ ability related to thisclaim.

Use of Result: N/A (08/30/2018)Finding Reporting Year: 2017-2018Goal met: NoNo current results due to reinstatement of program in Fall2015. (08/30/2018)

Schedule/Notes: MTTC Englishsubject test Year 4, April - must bepassed prior to student teaching formajors

Direct - Exam/Quiz - Standardized -MTTC English Subject Test

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO3 -Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art. ,ILO4 - Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.

Goal Category: Student Learning

Instructional Choices - Candidateswill make instructional choices thatconsider the integrated nature of theEnglish language arts, the relationshipbetween culture and language, andthe principles of rhetoric andcommunication.

Start Date: 07/07/2014

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Goal Status: Active

Use of Result: More descriptivegrammar should be taught in theclass.

Students will need to be testedabout their understanding ofhistory of English language.(08/30/2018)

Finding Reporting Year: 2017-2018

94% of the students were able to define descriptive andprescriptive grammar and appreciate the differences anddeclare which they would prefer to teach and use withreasons for their preferences.

88% of students took accurate notes on the 8 part videoabout History of English Language. (08/30/2018)

Goal met: YesOther Findings


Schedule/Notes: ENGL 222 Year 2,fall semester

EDUC 441 Year 4, spring semester

Direct - Exam/Quiz - within thecourse - Final Exam Question:Candidates will respond to anembedded question on the finalexam in each of two courses that willdemonstrate that they value bothprescriptive and descriptivegrammar, and appreciate thedynamic nature of English as alanguage shaped by historical, social,and cultural influences

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.


Grammar and Language - Claim 2.Candidates will value bothprescriptive and descriptivegrammars and conventions of Englishand appreciate the dynamic nature ofEnglish as a language shaped byhistorical, social, and culturalinfluences.


Goal Status: Active

Use of Result: N/A (08/30/2018)Finding Reporting Year: 2017-2018Goal met: YesNo current results due to reinstatement of program in 2015.(08/30/2018)

Direct - Portfolio Review - GraphicOrganizer:Candidates will create a graphicorganizer that presents contexts fora wide range of texts, reflecting therelationships among texts andbetween literature, history, andculture. Work on this longitudinalassignment will begin in ENGL180.Candidates will submit thecompleted organizer as a required


Context - Claim 3. Candidates willconsider the broad progression ofliterary history and criticalmovements across time and space –including North American literature,classic and world literature, YAliterature, visual texts, and criticaltheory – and place texts in context.



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Schedule/Notes: Student TeachingApplication Portfolio submissionYear 4,spring semester

element in their Student Teachingapplication portfolio.

Criteria Target: Literature andUnderstanding sub-area scores willbe analyzed for general feedback asto candidates’ ability related to thisclaim.

Use of Result: N/A (08/30/2018)Finding Reporting Year: 2017-2018Goal met: NoNo current results due to reinstatement of program in 2015.(08/30/2018)


Direct - Exam/Quiz - Standardized -MTTC English Subject Test

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO3 -Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.

Goal Status: Active

Use of Result: Devote moreinstruction to writing and analysisskills. (08/30/2018)

Finding Reporting Year: 2017-2018Goal met: Yes231: The average level of performance was in theintermediate range. Students continue to do well inidentifying important passages and applying rudimentaryinterpretation of them, but fall short of a building a moreadvanced argument about the text.

232: Analytical skills show to be in the average/aboveaverage range. (08/30/2018)

Schedule/Notes: ENGL231 andENGL232 Year 2

Direct - Writing IntensiveAssignment - Essay:Candidates complete textual analysisin American literature surveycourses, using literary terminology,genre characteristics, and closereading.


Schedule/Notes: ENGL499 Year 4,spring semester

Direct - Capstone Project - includingundergraduate research - SeniorProject:Candidates complete a senior thesisproject illustrating their mastery oftextual analysis, and synthesizingtheir knowledge of formal analysiswith criticism.

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, or


Text Analysis - Claim 4. Candidateswill synthesize knowledge of genre,craft, literary history, and criticism toanalyze texts.



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Criteria Target: Genre and Craft ofLanguage sub-area scores will beanalyzed for general feedback as tocandidates’ ability related to thisclaim.




Direct - Exam/Quiz - Standardized -MTTC English Subject Testcreate a substantial work of art.

Goal Status: Active


Schedule/Notes: EDUC441 Year 4,spring semester

Direct - Writing IntensiveAssignment - Research Project:Candidates complete a researchproject demonstrating ability tovalue and apply effective literacyand scholarship practices



Schedule/Notes: EDUC441 Year 4,spring semester

Direct - Writing IntensiveAssignment - Unit Plan:Candidates adapt or design, andpresent a research project unit plan,illustrating their ability torecommend effective literacy andscholarship practices to students.

Use of Result: N/A (08/30/2018)Finding Reporting Year: 2017-2018Direct - Exam/Quiz - Standardized -

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations.


Claim 5 Literacy and ScholarshipPractices - Candidates will value,apply, and recommend effectiveliteracy and scholarship practices.



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Criteria Target: Skills and Processessub-area scores will be analyzed forgeneral feedback as to candidates’ability related to this claim.

Goal met: NoNo current results due to reinstatement of program in 2015.(08/30/2018)


MTTC English Subject Test


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Program (CoELA) - Language Arts BA Elementary. Ed.

Mission Statement: The mission of the Department of English is to provide a stimulating learning environment to provide experiences to student which will improve theirwritten and oral communication skills, increase their critical thinking, and prepare students for graduate school and/or careers.Assessment Contact: Prof. Mary McMyne



Goal Status: Active

Use of Result: Question for theDean/Arts & Letters/School of Edmeeting: Should somethingdifferent be done with therequirement to include a lesson inthe EDUC 411 unit that values thesocio-cultural and dynamic natureof language? This is very difficultto fit in EDUC 411 (which is only a2 credit course). (09/03/2018)

Finding Reporting Year: 2017-2018Goal met: NoData from Fall 2017 course assessment:Unit plan integrates all 6 language arts: 6/6Unit plan is based on sound rhetorical principles: 6/6Unit plan contains a lesson focusing on the dynamic natureof language: 0/6 (09/03/2018)

Schedule/Notes: EDUC 411

Direct - Writing IntensiveAssignment - Candidates will designa unit plan that illustrates theirability to integrate all sixcomponents of the English languagearts into units, and makeinstructional decisions based onsound rhetorical principles.Candidates will design a lesson in theunit that values the socio-culturaland dynamic nature of language.

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO3 -Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art. ,ILO4 - Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.


Instructional Choices - Candidateswill make instructional choices thatconsider the integrated nature of thelanguage arts, the socio-cultural anddynamic nature of language, and theprinciples of rhetoric andcommunication.

Use of Result: Integratedadditional materials into Fall 2018

Finding Reporting Year: 2016-2017Goal met: Yes

Direct - Exam/Quiz - within thecourse - Embedded questions on the

Grammar and Language - Candidateswill value both prescriptive and


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Goal Status: Active

course design to make studentsmore appreciative of the dynamicnature of English affected byoutside forces (e.g., activitiestranslating Old English, MiddleEnglish, Early Modern English;guest lecture by the Actors fromthe London Stage on the languageof Shakespeare). (08/03/2018)

Data from the Fall 2016 final exam embedded questions:Students understand the prescriptivism versus descriptivismdebate: 83%Students value both descriptive and prescriptive grammars:89%Students appreciate dynamic nature of English: 71.5%(01/06/2017)

Schedule/Notes: ENGL 222

final exam will allow students todemonstrate that they value bothprescriptive and descriptivegrammar, and appreciate thedynamic nature of English as alanguage shaped by historical, social,and cultural influences.

Use of Result: Future offerings ofcourse will collect all informationusing the MDE-approved programassessment method (embeddedquestions on the final exam).(01/23/2018)

Finding Reporting Year: 2017-2018Goal met: NoData from the Fall 2017 course offering:Students understand the prescriptivism versus descriptivismdebate: 94%Students value both descriptive and prescriptive grammars:NO DATAStudents appreciate dynamic nature of English: 88%(01/23/2018)


Direct - Exam/Quiz - within thecourse - Instructor assessed studentposition on prescriptive anddescriptive grammars andconventions of English with an essay;instructor assessed dynamic natureof English by having students takenotes on an 8-part video on thesubject.

Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations.Revision Notes: ASSESSED EVERYFALL IN ENGL 222


descriptive grammars andconventions of English and appreciatethe dynamic nature of English as alanguage shaped by historical, social,and cultural influences.

Goal Status: Active

Related Documents:LangArtsSeniorPoster.png

Use of Result: Continue toparticipate in senior researchsymposium. (05/31/2018)

Finding Reporting Year: 2017-2018Goal met: Yes4/5 students completing the Language Arts senior thesisduring the last two years successfully completed theproject.The grade breakdown was as follows: A+, A, A, B, andincomplete.The student who did not complete the project left theprogram.The most recent student participated in the 2018 SeniorResearch Symposium and has submitted a proposal topresent her research at an MCTE event downstate later thisfall (senior research poster attached). She reports thatcreating the poster was really useful in drafting her paper,so we will continue to participate in the symposium.(05/31/2018)


Direct - Exam/Quiz - within thecourse - Students will recommendresearch-proven language artspedagogies as part of a 20+ pagecapstone research paper, drawingfrom elements of their integratedstudies in theatre, communication,and literature.

Goal Level (Bloom/Webb): High-Level (Creating/Evaluating) [Bloom]Institutional Learning: ILO4 -Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.


Lifelong Reading and Writing -Candidates will consider andrecommend research-provenlanguage arts teaching practices thatfoster lifelong reading and writing inchildren.


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Goal Status: Active

Use of Result: For Fall 2018, inENGL 231, devote class time towriting instruction; provide moreopportunity to draft and reviseand engage with basic skills ofwriting about literature. ForSpring 2019, in ENGL 232,continue with organization ofcourse into separate units forprose and poetry (09/03/2018)

Finding Reporting Year: 2017-2018Goal met: YesIn Fall 2017, in ENGL 231, students performed a closereading of a text that illustrated how its style, voice, andlanguage choices, as well as literary techniques and devices,impacted overall sense and meaning. They also consideredhow the text reflects or challenges the culture, values, andperspectives of the period. Of the three essays studentscomposed performing analysis of literary texts, the averagelevel of performance was in the intermediate range.Students continue to do well in identifying importantpassages and applying rudimentary interpretation of them,but fall short of a building a more advanced argument aboutthe text. In Spring 2018, in ENGL 232, students performedsimilarly on both prose and poetry analytical essays. Theirperformance in both genres was in the high intermediaterange. This is in contrast with previous years where poetryanalysis faltered behind prose. (09/03/2018)

Schedule/Notes: ENGL 231, 232

Direct - Writing IntensiveAssignment - Candidates completestandardized essay assignments inAmerican literature survey courses,using literary terminology, genrecharacteristics, and close reading, tocomplete textual analysis.

Institutional Learning: ILO3 -Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.


Analyze Texts - Candidates willsynthesize knowledge of genre, craft,and criticism to analyze texts.

Goal Status: Active

High Impact Program Practices 1:Undergraduate ResearchHigh Impact Program Practices 2:Writing-Intensive Course(s)

Related Documents:HistoryDayFlyer2018.pdf

Use of Result: Moved somematerials pertaining to lifelonglove of reading and writing focusto ENGL 470 (language arts seniorthesis course). Removed creativewriting component in EDUC 411based on feedback from thedistrict. Coordinated a series ofmeetings in spring and summer2018 between program professorsand key members of the localschool district to initiate a newmodel for field placement in EDUC411 and EDUC 422 that wouldboth meet district needs and giveour candidates the opportunity tomore actively apply andrecommend effective literacy andscholarship practices. As of Fall2018, the EDUC 411 and 422

Finding Reporting Year: 2017-2018Goal met: NoA three-year review of student assignments, courseevaluations, and informal feedback in EDUC 411--the placewhere key assessment of this outcome is supposed tooccur--revealed that students are not given enough of anopportunity to focus enough on mastering this outcome inthat course and its related fieldwork, due to the time spenton instilling in students a lifelong love of reading and writingin EDUC 411. (04/12/2018)

Schedule/Notes: ENGL 320, EDUC411, ENGL 470

Direct - Writing IntensiveAssignment - Candidates complete aresearch project that illustrates theirability to value and apply effectiveliteracy and scholarship practicesmidway through their coursework.Later, they will design a unit plan,which illustrates their ability torecommend effective literacy andscholarship practices to students.They also display their mastery ofthe ability to apply literacy andscholarship practices in their seniorproject.

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, or


Literacy and Scholarship Practices -Candidates will value, apply, andrecommend effective literacy andscholarship practices.


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courses will be co-taught by LSSUprofessors at the local middleschool, with field placementoccurring during a History-Daythemed 5th grade after schoolprogram designed by LSSUcandidates in EDUC 411 (withdebriefing and reflection occurringdirectly afterwards at the middleschool in another room). Thecloser supervision of professorsand more direct alignment of thisprogram outcome with fieldworkwill allow students more practiceapplying and recommendingeffective literacy and scholarshippractices. (04/12/2018)

Budget Rationale: To encourageparents of fifth graders to havetheir children join the after-schoolprogram, the School of Educationshould pay for all materials.Budget Request: 500

create a substantial work of art.


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Program (CoELA) - Literature - Creative Writing BAMission Statement: Mission Statement: The mission of the Department of English’s Creative Writing Program is to provide a stimulating learning environment in order forstudents to improve their written and oral communication skills, increase their critical and creative thinking, and prepare students for related careers and/or graduate school.The Creative Writing Program emphasizes self-expression and allows students to develop their craft and skills in numerous genre by using a variety of writing experiences,including: classes, workshops, readings, internships, editorships, conferences, and collaboration with other arts and disciplines.Assessment Contact: Prof. Julie Barbour



Goal Status: Active

High Impact Program Practices 2:Capstone Course(s), Projects

Finding Reporting Year: 2017-2018Goal met: NoThe assessment for this program is completed every twoyears; the next assessment will occur at the end of AY 2018-19 (09/03/2018)

Use of Result: Consider ways toimprove student ability completeworks. (05/24/2018)

Finding Reporting Year: 2016-2017Goal met: NoOn a five point scale, the seven student theses in thesample scored the following on the four points of thisoutcome in ENGL 480 and 482 (see notes above):Develop: 4.71Plan: 4.57Create: 4.71Complete: 4.29 (05/24/2018)Schedule/Notes: ENGL 480: (1)

develop (2) planENGL 482: (3) create (4) complete

Direct - Capstone Project - includingundergraduate research - OurLiterature-Creative Writing programis assessed through review of seniorthesis projects and embeddedcourse assignments against programclaims. During the AY2015-2016 andAY2016-2017, we were able toassess the senior thesis projects forseven graduates (not all projectswere available for assessment due toone creative writing facultymember’s departure from the

Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, or


Creation - Students will use theelements of craft and the writingprocess to (1) develop, (2) plan, (3)create, and (4) complete book-lengthworks of literary merit in a genre oftheir choice



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create a substantial work of art. ,ILO4 - Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.Revision Notes: Previous goal forthis category ("The ability to use theelements of craft, to createcompelling works of literary merit inprose, drama, and poetry") furtherdefined for 2017 program review.

Goal Status: Active

High Impact Program Practices 1:Collaborative Assignments, ProjectsHigh Impact Program Practices 2:Undergraduate Research

Direct - Exam/Quiz - within thecourse - Faculty may use a variety ofmethods to assess these outcomesincluding quizzes, essays, and oralevaluations, portfolio review, andself-evaluation statement. Facultymay also assess the students’ abilityto integrate trends and aspects ofcontemporary thought in their ownwork, and the ability to recognizethese elements as a part of theprocess of evaluation of work forpossible publication.


Use of Result: Continue currentpractice; evaluate assignmentmore closely according to thisframework (breaking out into five

Finding Reporting Year: 2016-2017Goal met: YesAssignments were scored on a five point scale.Fall 2016: 4.4

Direct - Writing IntensiveAssignment - Our Literature-CreativeWriting program is assessed throughreview of senior thesis projects andembedded course assignmentsagainst program claims.

The particular assignment assessedfor this outcome was a Market

Institutional Learning: ILO3 -Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art. ,ILO4 - Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.Revision Notes: Previous goal forthis category under the title"Evaluation" (Consider the conceptof and determine how to create asustainable writing life consistent


Publishing/Pathways - Students will(1) analyze the process by whichcreative work is evaluated forpublication and (2) identify significanttrends in publishing.



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High Impact Program Practices 2:Writing-Intensive Course(s)

point scale for two objectives).(05/24/2018)

Spring 2015: 4.52 (05/24/2018)Research Portfolio in ENGL 409.with the University’s mission to leadstudents on “paths to rewardingcareers and productive, satisfyinglives” ) further defined for 2017program review.

Goal Status: Active

High Impact Program Practices 1:Writing-Intensive Course(s)High Impact Program Practices 2:Common Intellectual Experiences

Direct - Exam/Quiz - within thecourse - The study of Literature isimportant to the study of andcreation of Creative Writing. Theliterature requirements for creativewriting majors currently includeEnglish 180, 340, 421, 404 or 408,235 or 236, and either the Americanliterature sequence, 231 and 232, orthe British Literature sequence, 233and 234. These courses are assessedby the Literature program using avariety of assessment methodsincluding: quizzes, essays, oralexamination, and analysis ofscholarly papers.



Use of Result: Continue currentpractice; evaluate assignmentmore closely according to thisframework (breaking out into fivepoint scale for two objectives).(05/24/2018)

Finding Reporting Year: 2016-2017Goal met: YesAssignments scored on a five-point scale:Fall 2016: 4.6Spring 2015: no data (new assessment) (05/24/2018)


The assignments assessed for thisoutcome were Sacred WritingPrompts and Process Narratives inENGL 409.

Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.Revision Notes: Previous goal forthis category (Knowledge,comprehension, and analysis offoundational texts of literature,including British and American, andthe ability to read and respondcritically to those texts) furtherdefined for 2017 program review.Assessment Year: AY15-16, AY16-17


Literature - Students illustrate theability to (1) read literature closelyand (2) borrow craft techniques fromprofessional authors.



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Goal Status: Active



Use of Result: Assignments will beevaluated more closely accordingto the framework in futuresemesters. (05/24/2018)

Finding Reporting Year: 2016-2017Goal met: NoFall 2016: No data

Spring 2015 (operating on a 5-point scale):Oral critiques: 4.66, Written: 4.67Border Crossing Reader Project: 4.69 (05/24/2018)

Schedule/Notes: Key assessmentsfor this outcome took place in ENGL409 and included workshop as wellas a Border Crossing Reader Project.


Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO3 - Analysis andSynthesis - Students will organizeand synthesize evidence, ideas, orworks of imagination to answer anopen-ended question, draw aconclusion, achieve a goal, or createa substantial work of art. , ILO4 -Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.Assessment Year: AY15-16, AY16-17


Critical Response - Students (1)reflect critically on multiple genresand (2) express constructive feedbackto others (a) orally and (b) in writing.


Goal Status: Active


Use of Result: Consider ways tobetter prepare students for anindependent writing life.(05/24/2018)

Finding Reporting Year: 2016-2017Goal met: NoSenior theses scored on five-point scale for the points notedin the course outcome:(1) reflect meta-cognitively about process: 4.86(a) use feedback from others: 4.71(b) self-reflection: 4.57(c) revise writing: 4.43(d) prepare for an independent writing life: 4.14Schedule/Notes: Senior Theses

Direct - Capstone Project - includingundergraduate research - OurLiterature-Creative Writing programis assessed through review of seniorthesis projects and embeddedcourse assignments against programclaims. During the AY2015-2016 andAY2016-2017, we were able toassess the senior thesis projects forseven graduates (not all projectswere available for assessment due toone creative writing facultymember’s departure from the

Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oral


Meta-cognition/Process - Studentsillustrate the ability to (1) reflectmeta-cognitively about process, (a)using feedback from others as well as(b) self-reflection to (c) revise writingand (d) prepare for an independentwriting life.



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High Impact Program Practices 2:Capstone Course(s), Projects

(05/24/2018)Projects assessed from ENGL 480and ENGL 482.

presentations., ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art. ,ILO4 - Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.Assessment Year: AY15-16, AY16-17


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