Department of Humanities. Student Learning Assessment Report

Transcripción

1 Department of Humanities Student Learning Assessment Report

2 Mission Statement The Department endeavors to foster students to think critically across disciplines so as to stimulate the development of creative and intellectual curiosity, promote the ability to form sound intellectual judgments and ethical values, and foment creativity and innovation.

3 Focus of Assessment Project The focus of the student learning assessment was the skill of critical thinking. To provide all the students of the campus with the best humanistic education thus contributing to the cultivation of professionals with a well-rounded, universal perspective.

4 Justification The skill was identified as an area of possible improvement through the evaluation of a survey questionnaire administered to students of the department s s core course (HUMA )

5 Population The project involved a group of 8 professors and a group of 25 students The project aimed for the involvement of a small group representative of the department s s diversity

6 Assessment Pre-intervention: A preliminary critical thinking exercise was administered The results were analyzed afterward

7 Assessment Intervention On 11/14/2006 an interactive workshop involving presentations by 6 professors took place, with much student involvement

8 Assessment Post-Intervention A second critical thinking exercise was administered The results were analyzed afterward

9 Results The evaluation of the results indicates an improvement in critical thinking skills scores were 4 % higher in the post- intervention exercise larger number of perfect scores scores similar across student groups

10 Possible Reasons or Hypotheses The results of the test, and much positive feedback after the event, indicate that the form of the workshop was appropriate for the improvement of critical thinking skills

11 Course of action Materials were posted on the departmental assessment website The desire to create a culture of continuous improvement of the skill of critical thinking was reinforced Similar events can be organized in the future, building on the experience of this event

12 Next learning assessment closing the loop project The next learning assessment will be oriented toward the development of collective tools useful for the teaching of the Humanities basic course, pending departmental consideration and eventual approval

13 Appendices Copies of the critical thinking exercises and their evaluations Material from the departmental assessment website was made available at: uprm.info/huma/

14 Appendix 1: Exercise PREGUNTA B: TEXTO El origen de la novela como técnica t y género g literario está en el siglo XVII en la lengua española, siendo su mejor ejemplo Don Quijote de la Mancha (1605) de Miguel de Cervantes. Se considera como una de las primeras novelas modernas del mundo, innovaba respecto a los modelos clásicos de la literatura greco- romana como lo eran la epopeya o la crónica. Esta novela ya incorpora una estructura episódica según un propósito fijo premeditadamente unitario.

15 Appendix 1: Exercise Cuál l es el punto principal de este texto? 1. Miguel de Cervantes es el autor de Don Quijote. 2. La novela es una técnica t y género g literarios. 3. Don Quijote de la Mancha innovó en la novela moderna. 4. Una novela tiene varios episodios con un propósito unitario. 5. La epopeya y la crónica eran modelos clásicos de la literatura greco-romana. romana.

16 Appendix 2: Website

17 Appendix 2: Website Exercises One and Two Comparison Percentage Correct Exercise 1 Exercise 2

18 Appendix 2: Website Exercise One: Percentage Correct by Years of Study Percentage Correct Years of Study

19 Appendix 2: Website Percentage Correct Exercise Two: Percentage Correct by Years of Study Years of Study 50

20 Appendix 2: Website Exercise One - Division of Correct Answers Exercise Two - Division of Correct Answ ers Number of Correct Answers, of 4 Number of Correct Answers, of 4

21 The