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 perspectives.
• 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 test

16) Personal, Ethical, and Civic Values and Decision-making:

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; and
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.