also rate students using other pertinent VALUE rubrics that are also being used for other classes, and these can be used to gauge the student's progress in that set of learning skills. For example, if a major writing project is required, the instructor can also use the Written Communication VALUE rubric, which will first be used in Freshman Composition (the prerequisite to the Humanics sequence), and the scores on the rubrics can be used to assess the student's progress toward mastery of the five skills on that rubric.

The knowledge, skills and dispositions acquired in these courses will be measured in the classes themselves as well as through standardized tests, discussed earlier in the proposal. In addition, the skills and content will map onto advanced coursework in the majors and minors offered at the University, with particular relevance to coursework in business, computational sciences, leadership development, public administration/public policy, and education.

For student learning outcomes, HUM 101 will have the students:

  1. Evaluate the role of language/rhetoric in the expression of ideas and actions.
  2. Explore definitions of self, society and ethical reasoning in diverse cultural contexts.
  3. Explain how theories of the mind/human cognition developed and illustrated how humans acquire, store and process knowledge.
  4. Analyze the relationships between intellect, creativity, and forms of reasoning.
  5. Analyze the impact of pre-industrial technology on post-industrial technology.

Course Assessment: at a minimum, the instructor will complete and upload to each student's e-portfolio the AACU's VALUE rubrics for Information Literacy and Inquiry and Analysis. The instructor can also complete other pertinent VALUE rubrics that address the skills taught in the class.

Though the actual syllabi for this multi-section has not been formalized, the QEP Development Committee envisions the following assessment plan for the student learning outcomes listed above:

Student Learning OutcomeMethod of AssessmentMeasurement of Assessment and Performance TargetDesired Learning Outcome(s)
Evaluate the role of language/ rhetoric in the expression of ideas and actions.Reading assignments, quizzes, and short essays that explore and analyze how writings about innovation impact readers and actions, decisions and outcomes at the mico and macro levels75% of students will successfully complete an inquiry based argument paper on how rhetorical strategies shape social and intellectual outcomesStudents will transfer their reading, inquiry and writing skills into their coursework in ways that demonstrate curiosity about how words work in the polis.

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Quality Enhancement Plan: “Learning that Works”