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WSUProgram ReportYear 2: 2017-2018

Molly Sween, GEIAC Chair

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ContentsWSU Program: An Experiment in Interdisciplinary General Education.....................2WSU Course Descriptions...........................................................................................3

WSU 1450 – Intersections of Art and Communication (3)......................................3WSU 1560 – Identity in the Digital Age (3)............................................................3WSU 1560 – The Story and the Brain: Neuroscience and Literature (3)...............3WSU 1560 – Sustainability in Thought and Practice (3)........................................3WSU 1560 – Research, Creativity, and Exploration Among Disciplines (3)...........3WSU 1680 – Microbes Rule: Impact of Disease on History (4)..............................3WSU 1680 – Sciences of Human Variation: From Sex to Gender and Race to Ethnicity (3)............................................................................................................3WSU 2350 – Writing with Numbers (4)..................................................................4

WSU Course Assessment Data....................................................................................5WSU 1450, Intersection of Art and Communication – Fall 17................................5WSU 1560, Identity in the Digital Age – Fall 17.....................................................8WSU 1560, The Story and The Brain: Neuroscience and Literature – Fall 17.....11WSU 1560, Sustainability in Thought and Practice – Spring 18..........................18WSU 1680, Microbes Rule: Impact of Disease on History...................................21WSU 1680, Sciences of Human Variation; from Sex to Gender and Race to Ethnicity...............................................................................................................24WSU 2350, Writing with Numbers.......................................................................30

WSU Course Evaluation Quantitative Summary.......................................................34WSU Course Evaluation Representative Qualitative Summary................................35

Question 14 ("What aspects of this WSU course did you like MOST?"):..............35Question 15 ("What aspects of this WSU course did you like LEAST?"):.............36Question 16 ("If you could take this WSU course over again, is there anything YOU could have done differently in your role AS A STUDENT to improve your learning?"):...........................................................................................................36Question 17 ("What advice would you give another student who is considering taking this WSU course?"):...................................................................................39

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WSU Program: An Experiment in Interdisciplinary General Education

Courses with the WSU designation are lower-division, worth 3 – 5 credits, and satisfy General Education (GE) requirements in either two GE Core or Breadth areas, or a combination of GE Core and Breath areas. Students will satisfy requirements in two GE areas in one WSU course. Students may take as many WSU courses as they wish, but only the non-overlapping GE attributes from subsequent WSU courses will count toward GE requirements. WSU courses are designed to be interdisciplinary: they will provide students with multiple perspectives on a given topic. The interdisciplinary structure of the course will provide students with a deeper and more nuanced understanding of the topic than would typically be gained in separate courses. In most cases, WSU courses will be taught by two faculty members who provide expertise on the topic from each relevant area of GE.

Faculty members seeking to teach a WSU course are invited to apply each fall semester to be approved for the following year. As with proposing any new course, the WSU course application process requires that faculty provide a justification for the course, describe its uniqueness in the curriculum, and create a syllabus with details of the course content, assessments, and student learning outcomes. The approval process for WSU course applications is a little different than typically course approval. WSU courses are reviewed and approved by Curriculum Committee for their quality and fit in the curriculum. In addition, WSU course applications are reviewed and approved by the General Education Improvement and Assessment committee (GEIAC) for their interdisciplinary nature and by the two GE Area Committees addressed by the course for their adequacy assessing and achieving GE area learning outcomes. Typically, it is expected that WSU courses will be taught by two faculty members from departments in the GE areas covered by the course. Each faculty member is compensated for having the WSU course approved ($100) and for teaching the course, if taught overload. If the WSU course is taught in-load, the department will be compensated. Compensation is provided by the Office of the Associate Provost for Academic Programs and Assessment (Dr. Eric Amsel). However, WSU courses are approved by all-faculty committees and managed by GEIAC. Student credit hours generated by the courses will be shared between the departments of the instructional faculty.

The WSU program that passed Faculty Senate has a five-year life. 2016-2017 was the inaugural year WSU courses were taught. During this time, assessment data from WSU courses will be analyzed by GEIAC to determine whether well-designed interdisciplinary GE courses can achieve student learning outcomes in multiple GE areas. As such, the WSU program is truly experimental. Any plans to ‘scale up’ the WSU program to be a permanent

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part of the WSU GE program would be at the discretion of GEIAC, Curriculum, and Faculty Senate, as well as the Provost’s Office. Faculty, department chairs, and deans should consider the advantages of proposing or supporting such proposals. For faculty, the opportunity to develop an interdisciplinary course may be exciting and engaging. The possible topics open to interdisciplinary investigation are rich and the rewards intellectually satisfying. For department chairs, there is the opportunity to expose students to your discipline who may not otherwise take courses in your department. This is a way to attract new majors and minors to the department with little or no additional expense. Finally for deans, there are opportunities to create new connections between colleges for courses that may capture the imagination and interest of entering freshmen and sophomore and motivate their retention.

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WSU Course Descriptions

WSU 1450 – Intersections of Art and Communication (3)This interdisciplinary, team-taught course will introduce students to and enrichtheir understanding of the nature of art and communication through studying the basic principles and elements of each and how they intersect in works of art and communication contexts. Emphasis is on message construction and relationships as evidenced in the intersections of art and communication. Through application of foundational elements to real life situations and experiences, it is hoped that students will become more informed communicators and critical viewers of art.

WSU 1560 – Identity in the Digital Age (3)Who am I? How do I present myself to others? What, in other words, is my identity? While identity questions are perennial, the answers often are influenced by culture. In today’s world, digital technology plays an increasingly prominent role in defining culture and, by extension, in defining identity. In this interdisciplinary, team-taught course, we examine digital technology -- and digital culture -- and how this culture shapes identity.

WSU 1560 – The Story and the Brain: Neuroscience and Literature (3)This interdisciplinary, team-taught course will teach students about neuroscience and the workings of the brain and apply neuroscientific concepts and theories to literary works. This course will also explore the neuroscientific processes that occur when students read, write, and interpret literature. In other words, in this course students will read literature about the brain to illustrate the workings of the brain on literature.

WSU 1560 – Sustainability in Thought and Practice (3)This interdisciplinary, team-taught course offers an integrative, multi-disciplinary approach to sustainability. The course encourages students to make connections between their own lives and the social, economic, and political spheres. It connects disciplines and ideas ranging from the sciences to the humanities, and provides a broad background in sustainability concepts, theory and practice. The course focuses on topics such as ecology basics, climate change science, environmental thought, environmental economic policy, current/contemporary environmental issues, land use and the built environment (sustainable planning, energy conservation, renewables, green technology).

WSU 1560 – Research, Creativity, and Exploration Among Disciplines (3)

The course is an interdisciplinary, team-taught course, which will teach students about scholarship processes in the social sciences, arts and humanities, and the sciences. Students will have opportunities to make connections between the various disciplines, and understand how research, exploration, and creative processes are intertwined.

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WSU 1680 – Microbes Rule: Impact of Disease on History (4)While biologists have long understood the power of disease to shape events in world history, the depth of that power has rarely emerged in history books. This interdisciplinary, team-taught course seeks to redress that imbalance through historical anecdote and scientific explanation as it investigates the ways in which diseases have affected dramatically the course of history across several topics, including religion, war, and migration. Students will experience video lectures and vignettes with accompanying essays and learning exercises that will introduce them to the startling influence of microbes in the course of human events.

WSU 1680 – Sciences of Human Variation: From Sex to Gender and Race to Ethnicity (3)

Race and sex are categories that are studied from the perspective of the biological sciences. In contrast, ethnicity and gender are social categories that are the topic of study in the social sciences. This class explores issues of race/ethnicity and sex/gender through an interdisciplinary lens to understand the biological and social basis of these categories. Students will learn key ideas in the Life and Social Sciences as they learn to understand human variation and their own ethnic and gender identities and its social significance.

WSU 2350 – Writing with Numbers (4)Topics from mathematics that convey the beauty and utility of

mathematics and illustrate its application to modern society. The course also develops language to speak accurately about mathematical concepts in a way a layperson would understand and practice in writing about these concepts.

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WSU Course Assessment Data

WSU 1450, Intersection of Art and Communication – Fall 17Learning Outcomes for Creative Arts (CA) and Humanities (HU)

Gen Ed Learning GoalStudents will:

Measurable Learning OutcomeStudents will demonstrate their understanding by:

Method of MeasurementDirect and Indirect Measures*

Threshold Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Students will create works of art and/or increase their understanding of creative processes in writing, visual arts, interactive entertainment, or performing arts.

Learning Outcome 1.

Student will create a work of art that communicates a specific message of their choosing, focused on the theme of “Matter of Fact.”

Gallery Exhibit“Matter of Fact”

Average score: 80%

Met: 22Unmet: 1

Average score: 92%

Most students did a good job with this signature assignment because they worked with the professors throughout the semester to discuss ideas, scaffold the assignment, etc.

Continue the process for future classes

Students will demonstrate knowledge of key themes, concepts, issues, terminology and ethical standards employed in creative arts disciplines. They will use this knowledge to analyze works of art from various traditions, time periods, and cultures.

Students will analyze works of art using principles of design and foundations of communication.

Measure 1:

Online Discussion

Average Score: 80%

Met: 20Unmet: 2

Average Score 88%

Students do well with discussions because they are shorter, more defined assignments. As long as they can provide a justification for their choices, they receive higher scores.

Continue for future classes.

Measure 2:

Class Discussion

Observation-Every student should participate

Students were able to identify different foundations and principles of art found in various art works during a class discussion.

Students were engaged because of the visual aspect of the discussion as well as the cooperative learning approach we took for learning about principles and foundations of art (we did a

Continue for future classes

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jigsaw for the class, which required every student to participate).

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Gen Ed Learning Goal

Measurable Learning Outcome

Method of Measure




Students will demonstrate knowledge of diverse philosophical, communicative, linguistic, or literary traditions, as well as of key themes, concepts, issues, terminology, and ethical standards in humanities disciplines.

Learning Outcome 1.

Students will participate in online discussions utilizing prompts focused on key themes, concepts, issues, and terminology associated with the intersections of art and communication.

Measure 1:

Article Review & Video Discussion(one assignment with two parts)

average score 80%

Met: 17Unmet: 6

average score: 80%

The average of this measure is a bit misleading because there were 3 students who did not submit.

Remind students to submit their work on time. Require all students to submit all assignments in order to pass the class. (In other words, they cannot have any missing assignments if they want to pass).

Students will analyze cultural artifacts within a given discipline, and, when appropriate, across disciplines, time periods, and cultures.

Students will analyze an artifact using principles of design and foundations of communication.

Measure 1:Gallery Abstract

Average Score: 80%

Met: 16Unmet: 7

Average Score: 71%

Students did not understand the information they needed to include in their assignments. Many of them ignored rubric guidelines and scored poorly as a result.

There needs to be more transparency with this assignment. We will re-work it so students have an opportunity for rewrites . We will also discuss it in more depth in class.

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Method of Measurement

Threshold

Findings Linked to Learning Outcomes



Students will demonstrate the ability to effectively communicate their understanding of humanities materials in written, oral, or graphic forms.

Students will create an oral presentation that demonstrates their understanding and implementation of the elements of art and the principles of communication in their original work of art.

Measure 1:

Oral Presentation of Gallery Exhibit

80%

Met: 16Umet: 7

Average score: 82%

The oral presentation included much of the content from the abstract assignment. The same students who struggled with the abstract, struggled with the oral presentation.

We hope that with the clarification of the abstract, we will also improve the scores for the oral presentation. We will also discuss it in more depth during class.

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WSU 1560, Identity in the Digital Age – Fall 17Learning Outcomes for Social Science (SS) and Humanities (HU)

GEN ED SS Outcome 1Outcome: Students will describe how individuals and groups influence and are influenced by social contexts, institutions, physical environments and/or global process. Method of Measurement:Course Paper (titled “Web Presence and Social Media Analysis”)Threshold:The threshold for acceptable performance is a 75%.Findings:The average score on this assignment was 84.14%. 95.24% of students (20 of 21) met the threshold for acceptable performance in this outcome.

Action Plan:Overall, students did well in this category, with the clear majority of students exceeding the threshold for acceptable performance. In our action plan from the previous year we said the following:

“… our plan to improve this outcome is to emphasize how individuals are interpolated, and to some extent shaped by the society and institutions in which they live. Students often emphasize their individuality, their self reliance, and the ability to determine their own fates. While these are dispositions worth cultivating, they often eclipse the ways that individuals are shaped by larger social forces. Just as the individual shapes society, society shapes the individual. Going forward we need to emphasize this dialectic more. “

Performance in this category improved slightly from the previous year which suggests that our plan may have merit. As such we plan to continue to use it again going forward.

GEN ED SS Outcome 2Outcome: Students will apply basic social science concepts, theories, and/or methods to a particular issue and identify factors that influence change.Method of Measurement:Course paper (titled “Polemics Analysis”)Threshold:The threshold for acceptable performance is a 75%.Findings:The average score on this assignment was 78% 90.48% of students (19 of 21) met the threshold for acceptable performance

in this outcome.Action Plan:On the whole students did well in this category, with the clear majority of students exceeding the threshold for acceptable performance. We would like to continue to improve student success in this outcome (as we stated in our action plan from the previous year) by making students “dwell longer on the social, economic and technological factors that lead to change as well as the theories and frameworks through which to describe this change.” Although our statistics indicated that performance declined on this measure by 3 percentage points two semesters of data with a class size

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of 20 students isn’t large enough to suggest a change of course yet. Hence, going forward we will continue to invest time on social science theories and require students to leverage them directly in their papers.

GEN ED SS Outcome 3Outcome: Students will identify an argument about a social phenomenon and understand alternative explanations.Method of Measurement:Course paper (titled “Polemics Analysis”)Threshold:The threshold for acceptable performance is a 75%.Findings:The average score on this assignment was 78% 90.48% of students (19 of 21) met the threshold for acceptable performance in this outcome.Action Plan:Overall, students did well in this category; all but two students exceeded the threshold for acceptable performance. Our action plan from the previous year stipulated that we include the “articulation of counter-arguments” as a criteria in our grading rubric and as an actual explicit requirement in a paper. This was embedded in our polemics analysis paper. Although the longitudinal statistics on this outcome show an actual decline in performance the sample is small. It would be premature to change course. Going forward we will continue to include the “articulation of counter-arguments” as a requirement in papers and also include it in rubrics.

Humanities Outcomes

GEN ED HUM Outcome 1Outcome: Students will demonstrate knowledge of diverse philosophical, communicative, linguistic, or literary traditions, as well as of key themes, concepts, issues, terminology, and ethical standards in humanities disciplines.Method of Measurement:Course paper (titled “Analytical Essay”)Threshold:The threshold for acceptable performance is a 75%.Findings:The average score on this assignment was 83.76%95.2% of students (20 out of 21) met the threshold for acceptable performance in this outcome.Action Plan:Overall, students did well in this category, with the clear majority of students exceeding the threshold for acceptable performance. (The only student who did not meet the threshold did not submit a paper for the assignment.) In our action plan from the previous year, we wrote:

“…our plan to improve this outcome further is to work with students more on reading comprehension, as they sometimes struggled with this. We will address this by devoting class time to making sure that students grasp the fundamentals of each reading’s argument, and we will especially emphasize comparison among multiple readings regarding key themes and

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concepts.”

We devoted much class time to these goals our second time teaching the class, and the category did show improvement from the previous year (an improvement that was also noticeable in the students’ in-class discussions as the semester progressed). This is a change we would continue going forward.

GEN ED HUM Outcome 2Outcome: Students will analyze cultural artifacts within a given discipline, and, when appropriate, across disciplines, time periods, and cultures. Method of Measurement:Course paper (titled “Analytical Essay”)Threshold:The threshold for acceptable performance is a 75%.Findings:The average score on this assignment was 83.76%95.2% of students (20 out of 21) met the threshold for acceptable performance in this outcome.Action Plan:Overall, students did well in this category, with the clear majority of students exceeding the threshold for acceptable performance. We were also pleased that we were able to improve on this learning outcome from the previous year. As we specified in last year’s plan for action, we added more close reading exercises in class discussion and redesigned the final assignment so that all students were required to perform a detailed close reading and analysis of a cultural artifact from the course. In addition to continuing these changes going forward, we also plan to have students complete short close-reading in-class writing assignments, to give them additional proficiency in this area.

GEN ED HUM Outcome 3Outcome: Students will demonstrate the ability to effectively communicate their understanding of humanities materials in written, oral, or graphic forms.Method of Measurement:Course paper (titled “Analytical Essay”)Threshold:The threshold for acceptable performance is a 75%.Findings:The average score on this assignment was 83.76%95.2% of students (20 out of 21) met the threshold for acceptable performance in this outcome.Action Plan:Again, students did well in this category, with the clear majority of students exceeding the threshold for acceptable performance. We also saw student improvement in meeting this learning outcome, aided by changes we implemented based on the previous assessment: “We will encourage students to meet during office hours, work on drafts of papers, and/or take advantage of resources like the Writing Center.” This is, of course, an ongoing issue, and a future class would stress even more one-on-one writing workshops to help solidify this skill set.

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WSU 1560, The Story and The Brain: Neuroscience and Literature – Fall 17Learning Outcomes for Social Science (SS) and Humanities (HU)

Outcome Measurable Learning OutcomeStudents will demonstrate their mastery of the skill by:


ThresholdFindings Linked to Learning Outcomes



Gen ED SS Outcome 1:“Interactions between individuals and society”Students will describe how individuals and groups influence and are influenced by social contexts, institutions, physical environments and/or global process.

- Class discussions related to this topic.

-Answering questions on quizzes related to this outcome.

-Incorporating this learning outcome within one of 12 journal assignments.

-Incorporating this learning outcome with their Final Project

-Incorporating this learning outcome with The Brain as it Creates.

Students were assessed indirectly through discussions in class and through their journal assignments. Direct assessment of this learning outcome was conducted on the Final Project and The Brain as it Creates as well as through questions on quizzes (6 quizzes throughout the semester).

80% of students should score at 75% or higher on course assessments

75% of students should be approaching, meet or exceed mastery of this concept.

1. Class Discussions: 22/23 scored 75% or higher on class participation

2. Quizzes: 19/23 scored at 75% or higher.

3. Journal Assignments: 22/23 scored 75% or higher.

4. The Final Project: 21/23 scored at 75% or higher

5. The Brain as it Creates: 21/23 scored at 75% or higher.

MASTERY ASSESSMENT OF CULMINATING ASSIGNMENTS:

91% of students met or exceeded this outcome (only the ones who did

Class discussions were very productive and allowed students to express themselves freely while bouncing ideas off of others. Quiz grades were consistently above 75% for the majority of the class, which is outstanding for a freshman/gen ed course. The journal assignments were fairly straightforward, but students sometimes missed the assignments last year, so we changed them this year, which increased submissions. The final projects were the culminating events of the course. The students were given all gen ed outcomes and told that their Final Project (which consisted of an oral presentation and a powerpoint) should address all outcomes. In addition, the Brain as it Creates assignment required students to incorporate the learning outcomes into their poems and also into their interpretations of their poems. A few students chose not to submit final projects and The Brain as it Creates, so we need to incentivize these.

None required for most assessments. We successfully made the journal assignment completion rate higher this year, but we had fewer students complete the last two culminating assignments. We may need to require them (students fail the course) if those assignments are not completed.

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not complete the assignments did not meet mastery)

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Gen ED SS Outcome 2:“Application of concepts, theories, and methods”.Students will apply basic social science concepts, theories, and/or methods to a particular issue and identify factors that influence change.

-Class discussions related to this topic.

- Answering questions on quizzes related to this outcome.







- Class Discussions: 22/23 scored 75% or higher on class participation

-Quizzes:19/23 scored at 75% or higher.

-Journal Assignments: 22/23 scored 75% or higher.

-The Final Project: 21/23 scored at 75% or higher

-The Brain as it Creates: 21/23 scored at 75% or higher.


91% of students met or exceeded this outcome (only the ones who did not complete the assignments did not meet mastery)

Class discussions were very productive and allowed students to express themselves freely while bouncing ideas off of others. Quiz grades were consistently above 75% for the majority of the class, which is outstanding for a freshman/gen ed course. The journal assignments were fairly straightforward, but students sometimes missed the assignments last year, so we changed them this year, which increased submissions. The final projects were the culminating events of the course. The students were given all gen ed outcomes and told that their Final Project (which consisted of an oral presentation and a PowerPoint) should address all outcomes. In addition, the Brain as it Creates assignment required students to incorporate the learning outcomes into their poems and also into their interpretations of their poems. A few students chose not to submit final projects and The Brain as it Creates, so we need to incentivize these.


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Gen ED SS Outcome 3:

“Diverse Perspectives”Students will identify an argument about a social phenomenon and understand alternative explanations.

-Class discussions on readings from different ages, genders, and cultures.




Students were assessed indirectly through discussions in class and through their journal assignments. Direct assessment of this learning outcome was conducted on the Final Project and The Brain as it Creates.



-Class Discussions: 22/23 scored 75% or higher on class participation

-Quizzes:19/23 scored at 75% or higher.

-Journal Assignments: 22/23 scored 75% or higher.

-The Final Project: 21/23 scored at 75% or higher

-The Brain as it Creates: 21/23 scored at 75% or higher.


91% of students met or exceeded this outcome (only the ones who did not complete the assignments did not meet mastery)

Class discussions were very productive and allowed students to express themselves freely while bouncing ideas off of others. Quiz grades were consistently above 75% for the majority of the class, which is outstanding for a freshman/gen ed course. The journal assignments were fairly straightforward, but students sometimes missed the assignments last year, so we changed them this year, which increased submissions. The final projects were the culminating events of the course. The students were given all gen ed outcomes and told that their Final Project (which consisted of an oral presentation and a powerpoint) should address all outcomes. In addition, the Brain as it Creates assignment required students to incorporate the learning outcomes into their poems and also into their interpretations of their poems. A few students chose not to submit final projects and The Brain as it Creates, so we need to incentivize these.


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Threshold

Findings Linked to LearningOutcomes



HU #1Students will demonstrate knowledge of diverse philosophical, communicative, linguistic, or literary traditions, as well as of key themes, concepts, issues, terminology, and ethical standards in humanities disciplines.

Class discussions related to this topic.Answering questions on quizzes related to this outcome.Incorporating this learning outcome within one of 12 journal assignments.Incorporating this learning outcome with their Final ProjectIncorporating this learning outcome with The Brain as it Creates.

Students were assessed indirectly through discussions in class and through their journal assignments.

Direct assessment of this learning outcome was conducted on the Final Project and The Brain as it Creates as well as through questions on quizzes (6 quizzes throughout the semester).


75% of students should be approaching, meeting, or exceeding mastery of this concept

Final project; of the 19 submissions, all scored 75% or higher.

Brain/Creates; of the 20 submissions, all scored 75% or higher.

Final quiz; of the 20 submissions, 19 scored 75% or higher.

Aligned quiz questions; 80% of students achieved 75% or higher.

Students successfully demonstrated their command of the outcomes. All assessments were above threshold and all assessment which addressed the outcome in a variety of ways

No changes seen as necessary

HU #2Students will analyze cultural artifacts within a given discipline, and, when appropriate, across disciplines, time periods,

Class discussions related to this topic.Answering questions on quizzes related to this outcome.Incorporating this learning outcome within one

Students were assessed indirectly through discussions in class and through their journal assignments.

Direct


75% of students should be


Brain/ Creates; of the 20 submissions, all scored 75% or higher.



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and cultures.

of 12 journal assignments.Incorporating this learning outcome with their Final ProjectIncorporating this learning outcome with The Brain as it Creates

assessment of this learning outcome was conducted on the Final Project and The Brain as it Creates as well as through questions on quizzes (6 quizzes throughout the semester).

approaching, meeting, or exceeding mastery of this concept


77% of students achieved 75% or higher on essay questions related to this outcome.

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GE Learning Goal

Measurable LearningOutcome

Method of Measure.

Threshold

Findings Interpretation Action Plan

HU #3 Students will demonstrate the ability to effectively communicate their understanding of humanities materials in written, oral, or graphic forms.

Class discussions related to this topic.Answering questions on quizzes related to this outcome.Incorporating this learning outcome within one of 12 journal assignments.Incorporating this learning outcome with their Final ProjectIncorporating this learning outcome with The Brain as it Creates



75% of students should be approaching, meeting, or exceeding mastery of this concept


Brain/Creates; of the 20 submissions, all scored 75% or higher


Aligned quiz questions; 78% of students achieved 75% or higher



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WSU 1560, Sustainability in Thought and Practice – Spring 18Learning Outcomes for Social Science (SS) and Humanities (HU)

Outcome Measurable Learning Outcome






Writing two short (600 word) papers that meet assignment guidelines.

Two short papers read by faculty. Written comments and grade.

80% of students should score at 80% or higher

Paper 1: 9/10 scored at 80% or higher.

Paper 2: 7/10 scored at 80% or higher.

Students did multiple drafts so the solid results are not surprising.

None required.

Gen ED SS Outcome 2:“Application of concepts, theories, and methods”.Students will apply basic social science concepts, theories, and/or methods to a particular issue and identify factors that influence change.

Final Presentations

Final Presentations observed by faculty. Grade.


Grades for presentation: 7/10scored at 80% or higher.

3 students stopped coming to class and will receive UWs and this explains the results.

We emailed students and encouraged them to come to class but they had serious personal problems.

Gen ED SS Writing a 5-page paper 80% of students 5-page 3 students stopped We

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Outcome 3:“Diverse Perspectives”Students will identify an argument about a social phenomenon and understand alternative explanations.

longer (5 pages + works cited) paper that meets assignment guidelines.

read by faculty. Written comments and grade.

should score at 80% or higher

paper: 7/10 scored at 80% or higher.

coming to class and will receive UWs.

emailed students and encouraged them to come to class but they had serious personal problems.

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Learning Outcome 1.

Measure 1:

Short paper #1: Students identify a concept or issue from the readings and explain why this concept or issue is significant to their lives.


Measure 1:

Short Paper 1: 9/10 scored at 80% or higher.

Measure 1:

Students did multiple drafts so the strong results are not surprising.

Measure 1: None required.

Measure 2: Short Paper #2: Students identify a concept or issue from the readings and explain why this concept or issue is significant to their lives.


Measure 2: Short Paper #2: 7/10 scored at 80% or higher.

Measure 2:

Students started slipping and we had only 7 out of 10 handing in this assignment.

Measure 2: None required. Hope for better attendance next time.







Students will Learning Measure 1: 80% of Measure 1: Measure 1: Measure

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demonstrate knowledge of diverse philosophical, communicative, linguistic, or literary traditions, as well as of key themes, concepts, issues, terminology, and ethical standards in humanities disciplines.

Outcome 1.

Short paper #1: Students identify a concept or issue from the readings and explain why this concept or issue is significant to their lives.

students should score at 80% or higher

Short Paper 1: 9/10 scored at 80% or higher.

Students did multiple drafts so the strong results are not surprising.

1: None required.

Measure 2: Short Paper #2: Students identify a concept or issue from the readings and explain why this concept or issue is significant to their lives.


Measure 2: Short Paper #2: 7/10 scored at 80% or higher.

Measure 2:

Students started slipping and we had only 7 out of 10 handing in this assignment.

Measure 2: None required. Hope for better attendance next time.

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WSU 1680, Microbes Rule: Impact of Disease on HistoryLearning Outcomes for Social Science (SS) and Life Science (LS) Fall 17, Spring 18Outcome Measurable

Learning OutcomeStudents will demonstrate their mastery of the skill by:


Threshold




NS Gen Ed LO 1 Nature of science. Scientific knowledge is based on evidence that is repeatedly examined, and can change with new information. Scientific explanations differ fundamentally from those that are not scientific.

Six Unit quizzes on course content. (50% of quiz questions are on life science topic)

Direct – measure the number of correct responses

80% students should score at 70% or higher

62% students averaged over 70% for the 6 Unit quizzes.73% students averaged over 60% for the 6 Unit quizzes.89% of students achieved at least 2 scores above 80%.

This measured their participation in the text reading assignments, watching the short videos, reading the essays for each unit, and on vocabulary building.

Vocabulary terms were modified for the life science portion of the course. Several handouts were incorporated into the science portion of the lecture and several science essays were modified.

NS Gen Ed LO 2 Integration of science. All natural phenomena are interrelated and share basic organizational principles. Scientific explanations obtained from different disciplines should be cohesive and integrated.

Six analysis papers were written to answer the “History Mystery” question for each unit.

Indirect – each paper was graded for synthesis of ideas, ability to supply reasonable arguments or supportive statements for their ideas, and on grammar.


Over 84% of students scored over 80% after the first two assignments.

It took several attempts for some students to learn how to effectively communicate/support their ideas.

Implemented a class discussion in the first two weeks on how to effectively complete this assignment.

NS Gen Ed LO 3 Science and society. The study of science provides explanations that have significant

Capstone Writing Project – Take a specific disease and discuss its social, medical, environmental and historical implications

Indirect - Capstone writing project graded by faculty using a general writing rubric supplied to the student.


65/72 (90%) scored at 80% or higher.

We handed out a writing rubric to illustrate how to write a strong paper and had several in-class discussions about the capstone paper.

None required.

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Threshold




impact on society, including technological advancements, improvement of human life, and better understanding of human and other influences on the earth’s environment.

both currently and for the future. This required integration and then synthesis of facts, concepts, and ideas into a cohesive paper.

NS Gen Ed LO 4 Problem solving and data analysis. Science relies on empirical data, and such data must be analyzed, interpreted, and generalized in a rigorous manner.

Reflection paper (RP) answering the Big Question – Why have historians neglected the role disease has played in history? This required an analysis of all course materials.Three movie reviews (MR) examining the science of the selected movies.

Indirect - Faculty read and evaluated each paper based on the grading rubric

RP - 90% of students should score at 80% or higher

MR - 90% of students should score at 80% or higher



Time was spent in class going over the grading rubric and giving detailed instructions concerning the intent of the paper.

None required.

A set of instructions on how to write a movie review was developed and posted in Canvas.

LS Gen Ed LO 1 Levels of organization

Six Unit quizzes on course content.




This measured their comprehension of the text reading assignments, watching the short videos, and reading the essays for each unit.


2



Threshold




LS Gen Ed LO 2Metabolism and homeostasis

Six Unit quizzes on course content. Required understanding of science and disease essays, reading, and videos




This measured their comprehension of text reading assignments, watching the short videos, and reading the essays for each unit.


LS Gen Ed LO 3Genetics and evolution

Six Unit quizzes on course content. Required understanding of science and disease essays, reading, and videos




This measured their comprehension of the text reading assignments, watching the short videos, and reading the essays for each unit.


LS Gen Ed LO 4Ecological interactions

Capstone Writing Project – Take a specific disease and discuss its social, medical, environmental and historical implications both currently and for the future.

Indirect - Capstone writing project graded by faculty using a general writing rubric supplied to the student.



We handed out a writing rubric to illustrate how to write a strong paper and had several in-class discussions about the capstone paper.

None required.

SS Gen Ed LO 1

Six Unit quizzes on

Direct – measure the

80% students

62% students

This measured their

Vocabulary terms were

2



Threshold




Interactions between individuals and society - Students will describe how individuals and groups influence and are influenced by social contexts, institutions, physical environments and/or global process.

course content. (50% of quiz questions are on life science topic)

number of correct responses

should score at 70% or higher

averaged over 70% for the 6 Unit quizzes.73% students averaged over 60% for the 6 Unit quizzes.89% of students achieved at least 2 scores above 80%.

participation in the text reading assignments, watching the short videos, reading the essays for each unit, and on vocabulary building.

modified for the life science portion of the course. Several handouts were incorporated into the science portion of the lecture and several science essays were modified.

SS Gen Ed LO 2 Application of concepts, theories, and methods - Students will apply basic social science concepts, theories, and/or methods to a particular issue and identify factors that influence change.

Six analysis papers were written to answer the “History Mystery” question for each unit.

Indirect – each paper was graded for synthesis of ideas, ability to supply reasonable arguments or supportive statements for their ideas, and on grammar.


Over 84% of students scored over 80% after the first two assignments.

It took several attempts for some students to learn how to effectively communicate/support their ideas.

Implemented a class discussion in the first two weeks on how to effectively complete this assignment.

SS Gen Ed LO 3 Diverse perspectives - Students will identify an argument about a social phenomenon and understand alternative explanations.

Reflection paper (RP) answering the Big Question – Why have historians neglected the role disease has played in history? This required an analysis of all course materials.

Indirect - Faculty read and evaluated each paper based on the grading rubric

RP - 90% of students should score at 80% or higher


Time was spent in class going over the grading rubric and giving detailed instructions concerning the intent of the paper.

None required.

.

2

WSU 1680, Sciences of Human Variation; from Sex to Gender and Race to Ethnicity

Learning Outcomes for Social Science (SS) and Life Science (LS)Fall 17Evidence of Learning: General Education, Life Science Courses

Gen Ed Learning GoalStudents will demonstrate understanding of:






Nature of Science. Scientific knowledge is based on evidence that is repeatedly examined, and can change with new information. Scientific explanations differ fundamentally from those that are not scientific.

Learning Outcome 1.

S1

Measure 1: Questions for quizzes and exams coded for on chi tester.

The majority of students will score at least 70% on their essays.

Measure 1: 80% scored at least 70%

Measure 1: Reasonable score but could improve by focusing more of lecture and discussion on this outcome.

Measure 1: This is my first time doing it and not all of my questions were coded. Will code more questions.

GE Learning Goal


Method of Measure.

Threshold Findings Interpretation

Action Plan

Integration of ScienceAll natural phenomena are interrelated and share basic organizational principles. Scientific explanations obtained from different disciplines should be cohesive and integrated.

S2Measure 1: Questions for quizzes and exams coded for on chi tester.



Highest score could potential spend less time on this outcome to make more time for outcomes with lower scores.

Measure 1: This is my first time doing it and not all of my questions were coded. Will code more questions

3

*At least one measure per objective must be a direct measure.

3

GE Learning Goal


Method of Measure


Action Plan

Science and SocietyThe study of science provides explanations that have significant impact on society, including technological advancements, improvement of human life, and better understanding of human and other influences on the earth’s environment.

S3




Highest score could potential spend less time on this outcome to make more time for outcomes with lower scores.


GE Learning Goal


Method of Measure


Action Plan

Problem Solving & Data AnalysisScience relies on empirical data, and such data must be analyzed, interpreted, and generalized in a rigorous manner.

S4




Reasonable score but could improve by focusing more of lecture and discussion on this outcome.


3

GE Learning Goal


Method of Measure


Action Plan

Levels of OrganizationAll life shares an organization that is based on molecules and cells and extends to organisms and ecosystems.

LS1






GE Learning Goal


Method of Measure


Action Plan

Metabolism and homeostasis: Living things obtain and use energy, and maintain homeostasis via organized chemical reactions known as metabolism.

LS2






3

GE Learning Goal


Method of Measure


Action Plan

Genetics and evolution: Shared genetic processes and evolution by natural selection are universal features of all life

LS3






GE Learning Goal


Method of Measure


Action Plan

Ecological interactions: All organisms, including humans, interact with their environment and other living organisms.

LS4






3

Evidence of Learning: General Education, Social Science CoursesWSU 1680 cont.







Defining and describing applicable terms and theories re: social contexts they and others’ experience.

6 Essay Responses


Essay 6 LO met by 80% of studentsEssay 7 LO met by 95% of studentsEssay 8 LO met by 90% of studentsEssay 9 LO met by 85% of studentsEssay 10 LO met by 70% of studentsEssay 12 LO met by 85% of students

Although the majority of students met the threshold of scoring 80% or better on these essays, Essay 10 on intersectionality of identity could be improved.

Perhaps different pedagogy, different films, different readings and more thorough discussions could be used to better illustrate intersectionality of identity.

Gen ED SS Outcome 2:“Application of concepts, theories, and methods”.Students will apply basic social science concepts, theories, and/or methods to a particular issue and identify factors that influence

Defining and describing applicable theories to issues of sex, races, and identity intersections reflecting the impact of historical problematic human interactions on themselves and on others. Their writing will reflect an

6 Essay Responses


Essay 6 LO met by 80% of studentsEssay 7 LO met by 95% of studentsEssay 8 LO met by 90% of studentsEssay 9 LO met by 85% of studentsEssay 10 LO met by 70% of



3






change. understanding of the cause/effect of these problematic contexts and possible resolutions.

studentsEssay 12 LO met by 85% of students

Gen ED SS Outcome 3:“Diverse Perspectives”Students will identify an argument about a social phenomenon and understand alternative explanations.

Presenting their and others’ perspectives regarding the social constructions of sex and race as well as the intersectionality of other identities.

6 Essay Responses


Essay 6 LO met by 80% of studentsEssay 7 LO met by 95% of studentsEssay 8 LO met by 90% of studentsEssay 9 LO met by 85% of studentsEssay 10 LO met by 70% of studentsEssay 12 LO met by 85% of students



3

WSU 2350, Writing with NumbersLearning Outcomes for Quantitative Literacy (QL) and Humanities (HU)




Threshold





Learning Outcome 1.

To provide students with simple language to describe mathematical concepts in professional and personal communications.

Learning Outcome 1.

Measure 1:

Students will compose at least four written documents in both professional and personal contexts. This will measure whether they are able to communicate mathematical concepts in a written, linguistic form.

--Letter to a friend about math. (Module 1)

-- Persuasive paper planning how and where to save $75,000. (Module 2)

-- Real-world word problem.

Measure 1:

80 percent of the students will demonstrate the ability to write about math within personal and professional context to at least a C level.

Overall 81%

95%

67% (1 did not do assn; 70% without that 0)

76% (1 did not do assn., 80% without that 0)

Measure 1:

Five writing assignments measured the students’ ability to write about math in different contexts. On three of those, one student did not complete the assignment. Even with those 0 scores skewing the results, 81% of the class achieved a C or better in this area. After the initial assignments, the work became more challenging, but the students appear to have improved over time.

Measure 1:

Context matters. In the first assignment, students were simply asked to write a letter to a friend about their experience in math. The subsequent assignments asked students to do a math problem and write about it, integrating the math and humanities. Those were more difficult assignments, but the students seemed to improve over time in this area.

Measure 1:

The results demonstrate the class structure is sound. Next time we teach this, I will spend more time talking about how to organize the persuasive paper and subsequent writing assignments.

3




Threshold




To provide students with simple language to describe mathematical concepts in professional and personal communications.

(Module 4)

--Paper on the lottery, good or bad? (Module 5)

-- Letter on why weight loss plan is a good or bad buy based on mean, median, mode. (Final exam essay question.)

75% (1 did not do assn., 79% without that 0)

100% (all completed assn.)

Measure 2:

Students will write regular journals to describe their discoveries and difficulties in learning mathematical concepts. This will measure whether they are developing a vocabulary that allows them to think mathematically.

Measure 2:

80 percent of students will demonstrate the ability to write about math informally by scoring 75 percent in journal entries.

76% (90% at

Measure 2:

The journaling was graded as complete/incomplete, and when students got busy, they would skip doing them. Even with that, the percentage of students who completed 70% of the journaling was 90%.

Measure 2:

The information provided in the journaling helps instructors to gauge how students are feeling about the work, but it is not a good measure of the learning outcome.

Measure 2:

Journaling will remain a requirement but will not be used in assessment in future iterations of the class.

3




Threshold




-- Students complete journals.

70)(35 journal entries worth 2 points each)

GE Learning Goal


Method of Measure.


Action Plan

Students will analyze cultural artifacts within a given discipline, and, when appropriate, across disciplines, time periods, and cultures.

Learning Outcome 2

To introduce students to readings and movies in which math plays a role in culture and everyday lives.

Measure 1:

Essay questions on two midterm tests will seek analysis of readings and movies.

--Midterm 1 essay question, describe metaphor from reading or video and create your own metaphor for math.

-- Midterm 2 essay question, analyze two readings or videos and describe recurring themes.

Measure 1:

80 percent of students will score 75 percent or better on the essay portions of the tests.

86%

90%

Measure 1:

The midterm questions, which were designed to measure this learning goal, were successful. Students were well prepared to bring their analysis skills from the humanities to the math exam.

Measure 1:

These humanities artifacts of readings and movies provided a launching point to talk about how math is used in real life. This was a particularly useful exercise to integrate math and humanities.

Measure 1:

Keep the essay questions and update the readings and films as new, fresh examples become available.

Learning Outcome 3

Measure 2:

Final project

Measure 2:

80 percent

Measure 2:

90% of

Measure 2:

By the end of

Measure 2:

This

3

To encourage students to use the artifacts to examine how math can be used in their own lives.

will challenge students to find a math problem in their lives and solve it.

--Final project proposal (initial plan).-- Draft of final project (paper).-- Final project presentation.

of students will score 75 percent or better on the combined three parts of the final project (Signature Assignment).

90%

students scored 75% or better on the combined three parts of the project.

the semester, students successfully found ways to apply math to their personal lives.

project, broken into three parts each with instructor feedback, was the most successful measure of how math and the humanities were integrated in this course.

GE Learning Goal


Method of Measure.


Action Plan

Students will demonstrate the ability to effectively communicate their understanding of humanities materials in written, oral, or graphic forms.

Learning Outcome 4

To develop skills in written, graphic and oral communication in a variety of professional contexts to explain mathematical concepts.

To develop skills in written, graphic and oral communication in a variety of professional contexts to

Measure 1:

At least four written assignments will demonstrate use of the mathematical concepts learned in the various modules.

See Learning Outcome 1, Measure 1.

Measure 1:

See Learning Outcome 1, Measure 1.

Measure 1:

Overall students scored 81% in this learning outcome, which focuses on writing about math.

Measure 1:

The assessment indicates this is working and students’ work is improviing through the semester.

Measure 1:

The assignments will be kept but instruction on writing will be improved.

Measure 2:

Students will create visualization and orally

Measure 2:

80 percent of students will demonstrat

Measure 2:

85% of students were able to visualize

Measure 2:

This is a good assessment of this

Measure 2:

These assignments will be kept.

4

explain mathematical concepts.

explain mathematical concepts.

-- Tessellation (geometric pattern), Module 3.

-- Final project presentation.

e the ability to explain mathematical concepts to their peers satisfactorily, with a C or better.

Overall: 85%

Tessellation: 70%

Final project presentation: 90%

mathematical concepts and present them orally in these assignments.

learning outcome.

4

WSU Course Evaluation Quantitative Summary

Enrollments during the inaugural year of WSU courses were strong with 162 students in fall of 2017 and 127 students in the spring of 2018 for a total of 289 students across 9 courses (average class size=32, range=12-74). A course evaluation with 13 quantitative (scored 1-5) and 4 qualitative items unique to WSU courses was developed and administered. The means and ranges reported below are by item across all 9 courses.

Item Mean Range1. How well do the instructors stimulate and challenge you to

analyze and questioncourse material?

4.54 3.50 – 4.80

2. How well do the instructors integrate information across their disciplines andbackgrounds?

4.52 3.50 – 4.88

3. How do you rate your instructors' level of interest and enthusiasm toward thecourse material?

4.58 4.28 - 5.00

4. How do you rate your instructors' interactions with you as a student, inside and outside of class?

4.58 4.43 - 5.00

5. How do you rate your instructors' interactions with each other in class?

4.65 4.45 – 5.00

6. How do you rate the quality of feedback provided on your coursework?

4.09 3.50 - 4.50

7. How effective were the varied learning activities in helping you understand therelationships between the two discipline areas?

4.39 3.50 - 4.60

8. How do you rate the organization of presentations and course material?

4.42 2.00 - 4.88

9. How do you rate the clarity of course presentations and instructors' explanations?

4.40 3.50 - 4.75

10. How do you rate the clarity of the criteria for assessing your coursework (e.g., grading rubrics, sample work, outlines)?

4.25 3.50 – 4.88

11. Based on your experience in this course, how likely are you to take and/orrecommend WSU courses to other students?

4.54 3.50 – 4.88

12. Overall this WSU course was: 4.43 3.50 - 4.6113. Overall the instructors were: 4.57 4.00 - 4.71

4

WSU Course Evaluation Representative Qualitative Summary

Question 14 ("What aspects of this WSU course did you like MOST?"): I liked how this class was a thinking class. Most classes these days are all

about memorization where this class has a lot of thinking involved. I liked the quality of the teachers, they have been some of the best

teachers I have had in all of my academic life. They bring a great energy to the class that I feel like I would be interested in anything they teach.

Pushed us to expand our knowledge of the subject. Debates were fun, the Black Mirror was a great example of the class.

I loved being able to have deep discussions as a class without many point-based assignments. I became very engaged and interested in this course because it was about meaningful content rather than points and useless facts.

I liked that it was interdisciplinary. I loved being able to hear from guest lecturers of different disciplines. I

also thought that the course work was interesting and definitely helped me to grow academically. It was my favorite class.

I loved this class. My favorite part was learning what research other professors are doing and how they are doing it. I was fascinated to learn about all kinds of different disciplines and try and figure out how they have helped each other.

I liked how the class had a lot of great hard working people in the class and the instructors worked really well together so everything made sense!

I loved that this class was different than other courses offered! It was interesting to see how two different areas of study could come together.

It was the first general education course I've taken that actually felt like a general education course and not an introduction course into a field I was not planning on attending.

The dual perspectives from a historical aspect and a scientific view. Well done.

I loved the content the most! It was engaging and interesting, and packed to the brim with information that I never knew!

The subject material was really interesting and the instructors did a great job with setting up an effective course structure.

I like that the course integrated two separate subjects. It was incredibly effective and my understanding of mathematics grew, and I had the opportunity to utilize my communication skills.

I really liked the connection between humanities and mathematics. The math in particular was explained very well and the print outs/notes really helped me understand the things being taught. I also loved the extra credit opportunities and am grateful that those were given to us.

I loved the integration between math and English. The team teaching helped me to effectively learn the material.

4

I really enjoyed class time, and the stimulating lectures and discussions had during that time. I would 100% recommend more time spent in class versus the homework.

4

Question 15 ("What aspects of this WSU course did you like LEAST?"):

Quizzes were often difficult for me. Perhaps more studying would have been helpful.

I did not like how we only met once a week because I feel like we would lose most of the discussions we had went over and learned but that could be wrong but it wasn't too bad.

Sometimes the tests were a bit convoluted, but they always were willing to change things within reason.

The quizzes were hard. I would watch and read each section but could not do well on the quizzes.

There wasn't many things I didn't like. It's okay to ask the same question early in the course, and then again

later to see progression in thought. That being said, I feel the question of how I've been discriminated against was asked WAY too many times. And my thoughts didn't change throughout the semester regarding this question.

Sometimes the tests were a bit convoluted, but they always were willing to change things within reason.

The only slight problem I had with the course was there were a few times assignments were not clearly defined and laid out.

I did not like the math, because I never liked math. But this class made it a little bit easier and better to do math.

The test reviews where hard to do at some points if there was no answer key given before hand.

Honestly, there was nothing I disliked. It is a little difficult because there is a lot of information in one class,

however when you sign up for the class you should understand and be ready for that due to the nature of the class.

Question 16 ("If you could take this WSU course over again, is there anything YOU could have done differently in your role AS A STUDENT to improve your learning?"):

I would make sure to take more notes. Actually study for the first exam. Study for the tests a little bit more, spend more time on the readings I could have talked a lot more and engaged in the class discussions. I

am introverted and get nervous about talking in front of people because I've been trained to think I'm going to give the wrong answer so I wouldn't share my option. I wish I would have more because I recognize that no one in the class would have judged me and the teachers would have not told me I was wrong.

Participate more often. I would have managed my time better. On the days where I didn't have

4

enough sleep, I wish I would've worked twice as hard to get good notes. I would take a stats class and learn to understand t-tests that way I

could understand the results of Activity 1 and how I can use this knowledge in my research going forward.

read the assigned reading This was my first semester at Weber State, I was honestly scared to ask

professors for things at first. I came with the perception that professors jobs were to lecture, not to work with students. I was wrong. If taking this course all over again, I would have talked with the professors more and asked questions earlier.

I could have taken their advice to look over the material during the "off" weeks and been better prepared to participate in the dialogue the instructors prepared for the class to help them for the next due date.

I would have taken more advantage of the crossword puzzles, quizlet stuff, and all of that information.

I really tried to do well in the course. Time was sometimes an issue, but if I had more time available to me, I would have loved to dive into the readings more deeply.

I could have been better about not procrastinating some of my assignments to avoid rushing them.

I would've preferred to get my quizzes in on time and essays turned in. I could studied for the tests better. Especially those first couple of

exams. Once we hit the half-way mark for the class, I figured out exactly how much studying I needed, but I wish I had known before then.

Not procrastinate on the projects. I would study more about the text book, and look into the chapter. I would probably give myself more time to write the papers and edit

them. I would break free of being shy so that I could say in front of the class

half of the things I wanted too. I would add in more study guides type of things. Read the book more frequently reread the chapters If I had more time to invest in the course I would have spent more time

reading from the book and external links included in the online Canvas course.

maybe study harder for the tests Nothing, I found the content of the course easy and enjoyable to take

in. I would've used the course book a little bit more while doing the writing

assignments. I would have got the vignettes and online course discussions done on

time for class so that I could have participated more in class discussions. I did them in a timely manor but just not all the way through when it was time to discuss them in class but that's okay because we talked about them in class anyway.

4

I think I could have been more disciplined in the reading assignments. Knowing the 20/30/40 page readings only accounted for 5 questions each quiz it was hard to be motivated to do it. Logically, and in sense of time I just took the 5 points missed.

Study for the Midterm Maybe share my experiences more, being more involved in speaking

during class conversations, but I also value keeping to myself. I did better when I got my assignments done right away. I would take advantage of both professors offer to help more often. I felt like attendance is very important in this course. It made it difficult

any of the days I had to miss. I wish there were ways to get the filled out notes from the current day online.

Just not procrastinate on any of the course work. Ask more questions, and read the online material. Yes. I would have utilized my professors more and asked for help before

I got behind. I was able to catch up slightly but it would have been more helpful if I had asked for help sooner.

Not that I can think of. I think when I started the class I would have tried to get 100% on all of

my homework instead of getting 100% in the last half of the class. I would have spoken up more in class. There was usually two or three

people that did most of the talking and spent a lot of time with their questions so I didn't want to make the class further off track by raising my hand. I learned in the end that I had good things to share and that there was no excuse for me to not share my thoughts.

4

Question 17 ("What advice would you give another student who is considering taking this WSU course?"):

I would tell them not to worry about the English portion and to make sure and get good notes for the tests.

Just read the what is assigned and you'll be golden. Make sure you are reading what is assigned, sometimes they can

get long and you don't want to. But, they are interesting books that you will enjoy.

Engage in the class, make sure not to get behind on the reading, and to have fun! This is a really entertaining class and don't be afraid to joke around and have fun with everyone when having class discussions.

To participate as much as possible. Be involved in class! That doesn't mean raising your hand all the

time, but be engaged with the literature and readings so you know what is happening in class, and go into it with a good attitude. Play along with the professors and tease with them because it makes class even more fun with constant inside jokes being passed around. This helps you make a connection with them and still makes the class fun. TAKE THE CLASS, YOU WON'T REGRET IT!

You get what you put into the class. Both professors are more than willing to help you but you have to be willing to put in the time and the effort. Also as a freshman getting done with his first semester, you should show up to every class and be present when taking notes. Also do not procrastinate on your final projects, they are a lot more fun to do when you have time and do not have to stress about them.

Pay close attention to course readings and in class. I would tell a new student to annotate the texts, read ahead of time,

take breaks during long readings, make lists of ideas you want to bring up in discussions, participate, spend most of your time PREWRITING/brainstorming ideas BEFORE writing your papers, don?t procrastinate - start writing early, and go to the writing center - they?re awesome!

To take notes on the discussions and readings. Be prepared to think about things differently than you normally

would. Take good notes, but be in the moment during the lecture. Don't be

afraid to ask questions or make comments. The response is always positive.

Take it. It is so much fun. Be engaged and ask the professors questions because they really like students and want to help you in your college experience.

DO IT, YOU CANNOT GO WRONG. IT'S THE BEST OF BOTH WORLDS.

Keep an open mind and have fun! The best advice I can give another student considering taking this

4

course is this: Do it! This course offers a lot of interesting and thought provoking information while giving you both Life Science and Physical Science credit. You are hurting yourself by not taking part in this beneficial experience.

Study well for the scientific terms. Know them really well. TAKE IT! I would just make sure that the student stays on top of class work to

make sure and get the most out of their classes. Pay attention to what the instructors have put on Canvas. The book

is supplementary, what the professors have created is valued more. Read the online essays carefully, lots of the course is focused on

them. I would tell them to take it. Very interesting and wasn't overly

demanding like a lot of GenEds tend to be. Definitely take it, but be prepared for studying. The course isn't full

of paperwork, or anything like that, but get ready to remember a lot of vocabulary.

Take it, it was sometimes interesting and it's worth it. This course in particular, I would tell them to leave behind all

beliefs, bias, and keep an open mind. Some of the things taught are eye opening. Also ,to talk to a student advisor because sometimes these course will count towards two generals and sometimes they don't. In my case I got credit for one instead of the two but I enjoyed the course so much that I continued with it.

Take the course. It's fascinating and important stuff to know regarding our past, and most importantly, what we can learn from this to effect and ensure a better future.

Class is geared toward social minorities. Most of the information is interesting regardless of who you are though.

The teachers and classmates are welcoming and it is a very good class to take.

If you need help with anything ask your professors, they are great. For anyone who struggles with math, I would tell them to absolutely

take this course. Work hard and attend class. If you pay attention you will pass!

When doing the 'quizzes' take advantage of the multiple opportunities to retake them or ask the professor to help you before you take your last attempt so you get 100% on each one, if you don't do very well on the exams it will help keep you afloat. Also, take advantage of the extra credit!

Communication with your teacher, is one of your best tools in college.

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