Millersville University, Faculty Senate
Faculty Senate Minutes
6 April 1999
III: Connections -Four Objectives: (Proposed)
Rationale-. Some capacities need to be acquired by students
throughout their college careers; multiple opportunities for
exposure and a grounding in a number of different disciplines
provide an opportunity for depth and help avoid superficiality.
This type of knowledge is genuinely interdisciplinary, in the
most significant sense. It requires the student to make
connections not only among courses from different disciplines,
but from courses to life.
FOR EACH OF THE FOUR OBJECTIVES, I HAVE LISTED SEVERAL
MEANS OF ASSESSMENT WHICH WERE DISCUSSED AS POSSIBLE AT THE TIME
THE OBJECTIVES WERE FIRST DISCUSSED. THESE ARE MERELY
SUGGESTIONS, AND ARE NOT INTENDED AS RECOMMENDATIONS.
13) Coherence: At completion of degree requirements, MU
students will be able to see and discuss connections among
courses in various disciplines and between their course work and
"real life." In addition, they will be able to use what
they have learned to make decisions and solve problems.
- Means of Assessment #1: Repeat attitudinal survey
already given to entering freshmen
- Means of Assessment #2:: Interview students, asking
them about how they have changed since coming to MU, in
terms of these objectives.
- Means of Assessment #3: On a locally developed test,
administered to students, include items asking them to
correctly identify such connections. Look for evidence of
ability to synthesizel think creatively.
14) Diversity: At completion of degree requirements, MU
students will be able to demonstrate knowledge, attitudes and
skills essential for communicating with, working with, and making
decisions with people of diverse backgrounds.
- Means of Assessment #1: Administer a locally developed
test to a sample of students, which describes situations
requiring the skills discussed above, presents possible
choices, and asks what they would do and why. Include
items testing knowledge of other cultures and
- Means of Assessment #2: Do statistical studies
comparing numbers of negative and positive diversity-related
incidents with those at comparable schools
- Means of Assessment #3: Repeat attitudinal survey
already given to entering freshmen
- Means of Assessment #4: At graduation, interview a
sample of students. Ask about their own experiences, bad
and good, and how they have changed or not changed. Ask
them to give examples of what they have learned in their
classes about diversity.
15) Historical Consciousness: At
completion of degree requirements, MU students will be able to
explain how the development and expression of institutions and
beliefs interact with historical circumstances.
- Means of assessment #1: Collect and
review a random sample of essay tests, research papers,
posters, projects, etc. from courses which emphasize
historical connections, including introductory,
perspectives, and advanced wnting courses and honors
theses. In all cases, students should be able to explain
the i . nteraction of specified institutions and beliefs
with historical circumstances.
- Means of Assessment #2: Include items
testing historical consciousness on a locally developed
16) Personal, Ethical, and Civic Values
At completion of degree requirements, MU
students will be able to:
a) articulate and defend with reasons their own
personal, moral, and civic values;
b) understand and respect the differing perspectives of others;
c) use this knowledge of self and others to resolve conflicts and
make decisions in "real life"; and
d) manifest a commitment to core values such as wellness,
academic honesty, and civic responsibility.
- Means of Assessment #1: Administer a
locally developed test to a sample of students, similar
to the tests discussed by Piaget, Kohlberg, Gilligan, etc.
This test would describe decision-making situations,
present possible choices, and ask for justifications.
- Means of Assessment #2., Interview
students, asking them about how they have changed since
coming to MU, in terms of these objectives. Ask students
whether they remembered a classroom discussion of ethical
issues that affected them
- Means of Assessment #3: Do statistical
studies comparing numbers of negative and positive
incidents with those at comparable schools (Examples:
negative might include cheating, stealing, date rape,
vandalism, etc. positive might include volunteering, good
Samantanism, charitable contributions, etc.)
- Means of Assessment #4: Repeat
attitudinal survey already given to entering freshmen.
- Means of Assessment #5: Interview
employers of recent graduates, and ask them about our
students' performance and attitudes.
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