The following evaluation instrument is completed when students present their senior project to the Program Director, Faculty Mentor, and the Liberal Studies Advisory Committee. The Advisory Committee uses this information to identify strengths and weaknesses of the Bachelor of Liberal Studies program. In addition, the instrument is used as an assessment when students submit their exit essay for the program. Using their individual and collective professional judgment at each point in time, the constituents involved will use the following rubric to determine proficiency levels on a graded scale of 0-3, using decimal points as appropriate (e.g. 2.5).
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Program Learning Objectives and Outcomes
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Exceeds
2
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Meets
1
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Do Not Meet
0
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Demonstrate effective oral and written communication skills appropriate to the intended audience. |
Communicate in a well-organized, clear manner, whether it be written, oral, or non-verbal/ artistic. |
Communicate in a manner that is adequate, whether it be written, oral, or non-verbal/artistic. |
Inability to communicate in an organized fashion that is clear, fluent or effective whether written, oral, or non-verbal/artistic. |
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Demonstrate the ability to analyze and integrate knowledge through critical thinking in order to effectively solve problems or answer questions. |
Demonstrates the ability to analyze, integrate, and construct a clear and insightful problem statement or creative process with evidence of all relevant contextual factors. |
Demonstrate ability to comprehend a problem statement or creative process with evidence of most relevant contextual factors. Problem statement or creative process has some detail. |
Demonstrates a limited ability in identifying a problem statement or creative process with related contextual factors. |
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Demonstrate an understanding of the value and contributions of human diversity. |
Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others' engagement with diversity. |
Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and cultures. |
Expresses attitudes and believes as an individual, from a one-sided view. Is indifferent or resistant to what can be learned from diversity of communities and cultures. |
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Demonstrate an understanding of how the academic journey relates to the achievement of personal and professional goals. |
Student describes thoughtful, comprehensive personal, academic, and/or professional goal(s) that has a corresponding reasonable, thorough plan for achieving the goal(s). |
Student describes personal, academic, or professional goal(s) with depth. Plan for achieving goal(s) is clearly described but may be inconsistent, unreasonable, or incomplete. |
Student describes consideration for personal, academic, and/or professional goal(s). No demonstrated plan for achieving goal(s) present. |
Source: AAC&U VALUES Rubrics were used to align the criteria for exceeding, meeting, and not meeting the program learning objectives and outcomes.
