General Education Assessment Report Template

Academic Year: 2016-2017 Course Name/Catalog Number: COE 102 General Education Component: First-Year Seminar UULO(s) assessed this year:

☒ Intellectual Breadth/Life-long Learning ☒ Inquiry/Critical Thinking ☒ Communication ☒ Global/Multicultural Knowledge and Awareness ☒ Citizenship & Ethics

Other learning outcomes assessed this year:

1. Prepare students to succeed in other general education courses 2. Give students a stronger sense of community and purpose 3. Provide students with both direct contact with university faculty and small-group interaction with peers

Process: Please provide a brief narrative of the assessment process for this course. Include a description of the type of student work assessed (e.g., research papers, exams, etc.), the number and roles of people involved in the process, any tools used for the assessment (e.g., checklists, rubrics, etc.), and how student learning was evaluated.

COE 102 learning outcomes were assessed directly and indirectly. The Inquiry/Critical Thinking UULO was directly assessed by analyzing student writing samples with rubrics. The writing samples were position papers focused on inquiry and critical thinking skills (See Appendix 2). To assess this UULO, one random paper per fall 2016 COE 102 section was collected, with one section collecting an additional paper (N = 9). 9 COE FYS/SYS instructors and one FYS/SYS coordinator scored the sample papers using a modified AAC&U Information Literacy rubric and the AAC&U Critical Thinking rubric (See Appendix 3).

The COE FYS/SYS instructors and FYS/SYS coordinator met on March 10, 2017, normed the AAC&U rubrics, scored the samples, and debriefed as a group. See Appendix 4 for data and averages for each section of the rubrics. The coordinator reviewed the rubrics and determined the rubrics appeared to be scored similarly by the instructors. The results were shared with the instructors and discussed as a group on April 25, 2017 and May 12, 2017.

The remaining four UULOs and three additional COE 102 learning outcomes were assessed indirectly by online Learning Outcomes Surveys in Fall 2016 (74.3% response rate) (See Appendices 1). Student surveys were sent via email to students with reminder emails if necessary.

Results: Please provide a brief summary of the results of your assessment process. Include both what you learned about your students’ achievement of the specified learning outcomes and what you learned about the assessment process itself, if applicable. The results of our direct assessment appeared to evidence students performing at a first-year level for both critical thinking and information literacy (See Appendix 4). Although skills and competencies may vary by class, fall 2016 assessment results were slightly higher than fall 2015 (See Appendix 5). Therefore, this gain may also be attributed to our instructors targeting these skills and competencies since our assessment and subsequent discussion of these skills the previous two years. The instructors were very positive about the direct assessment experience and engaged when we discussed the results as a team. The results of our indirect assessment indicated that students perceived they improved moderately to much on their skills, knowledge, and awareness of UULOs (Table 2, Appendix 1). These results also indicated that students perceived a moderate to great amount of intellectual, personal, and social growth (Table 3, Appendix 1), had a stronger sense of community and purpose (Table 4, Appendix 1), and were somewhat to strongly satisfied with faculty respect for students and their classroom instruction (Table 5, Appendix 1). In relation to the assessment process, we learned that providing time for students to complete this indirect assessment survey during class on their phones raised our overall response rate. We were very pleased with our Fall 2016 response rate (74.3%) in comparison to Fall 2015 (53.4%) and will continue encouraging instructors to allow in-class time for this survey. Conclusions: Please describe how the results of this assessment process might be used to revise instruction in this course and/or refine the assessment process in future years. The results of our FYS direct assessment were shared and discussed with our first and second-year instructors at the same time that we discussed the results of our SYS direct assessment. This discussion produced a helpful comparison between these seminars that sparked ideas about potentially revising instruction in FYS. These ideas included: (1) revising our syllabi learning outcomes for writing in consultation with the UNLV English Department, (2) better utilizing the student’s draft as a learning process for writing and revising, and (3) adding in-class time for student-instructor individualized meetings to focus on the writing process. While our instructors were very positive about the direct assessment process, we discussed alternative forms of assessment for the next year with either different rubrics or different forms of direct assessment of these outcomes. The results of our indirect assessment process indicated that our FYS program is thriving and our students are learning the skills and knowledge necessary to promote academic success and retention. The College of Education FYS/SYS Coordinator is currently working with Dr. Bernacki from the Department of Educational Psychology and Higher Education to assess the UULO’s using computer software that analyses student writing samples. We hope this work will bolster our FYS assessment next year.

Appendices: Please attach any applicable assignment descriptions, rubrics, results tables, or graphic representations of results.

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Appendix 1: Learning Outcomes Survey Results - Fall 2016

Table 1. Participation Rate FYS Fall 2016 SYS Fall 2016

Responses 124 111

Enrollment 167 284

Response Rate 74.3% 39.8%

Table 2. Student Progress on UULOs FYS Mean (SD) SYS Mean (SD) Improve my inquiry and critical thinking skills

3.40 (1.14) 3.41 (1.17)

Improve my written communication skills

3.30 (1.17) 3.36 (1.17)

Improve my oral communication skills

3.41 (1.17) 3.44 (1.27)

Increase my global knowledge and awareness

3.37 (1.21) 3.39 (1.22)

Increase my multicultural knowledge and awareness

3.41 (1.28) 3.37 (1.26)

Increase my understanding of rights and responsibilities regarding citizenship

3.31 (1.32) 3.16 (1.33)

Increase my understanding of ethics

3.39 (1.31) 3.63 (1.18)

Note. 1 = None, 2 - Little, 3 = Moderate, 4 = Much, 5 = Very Much

Table 3. Student Growth and Preparation FYS Mean (SD) SYS Mean (SD) Intellectual growth

3.66 (1.05) 3.80 (.88)

Personal growth 3.63 (1.12) 3.70 (1.01)

Social growth 3.36 (1.24) 3.67 (1.00)

Preparation for further study

3.64 (1.05) 3.58 (.99)

Note. 1 = None, 2 - Little, 3 = Moderate, 4 = Great, 5 = Very Great

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Table 4. Student Satisfaction FYS Mean (SD)* SYS Mean (SD)** UNLV in general 4.35 (.74) 4.68 (.96) My sense of belonging on this campus

4.04 (1.03) 4.45 (1.17)

*FYS Mean (SD) Note. 1 = N/A, 2 = Strongly Dissatisfied, 3 = Somewhat Dissatisfied, 4 = Somewhat Satisfied, 5 = Strongly Satisfied

**SYS Mean (SD) Note. 2 = N/A, 2 = Very Dissatisfied, 3 = Dissatisfied, 4 = Neutral, 5 = Satisfied, 6 = Very Satisfied

Table 5. Student Satisfaction FYS Mean (SD)* SYS Mean (SD)** Faculty respect for students 4.43 (.85) 4.96 (1.01) Class size 4.36 (.78) 4.78 (.98) Quality of instruction 4.15 (.64) 4.82 (1.02) Availability of faculty for office appointments

4.04 (1.23) 4.89 (1.02)

Concern for me as an individual 3.96 (1.06) 4.80 (1.09) Informal contact with faculty in non-academic settings

3.22 (1.60) 4.43 (1.23)

*FYS Mean (SD) Note. 1 = N/A, 2 = Strongly Dissatisfied, 3 = Somewhat Dissatisfied, 4 = Somewhat Satisfied, 5 = Strongly Satisfied

**SYS Mean (SD) Note. 2 = N/A, 2 = Very Dissatisfied, 3 = Dissatisfied, 4 = Neutral, 5 = Satisfied, 6 = Very Satisfied

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Appendix 2: Taking Sides Position Paper Instructions The Taking Sides series of texts, used in this class, provides different perspectives on the

issues surrounding the academic achievement gap between students from different backgrounds. You will be examining the question of whether or not the disparity of academic achievement between white students and African American and Hispanic students can be overcome through school-based efforts. From your investigation, using the Taking Sides texts and other sources, you will engage in a Collaborative Argumentation Session with your peers (where you are assigned a team and debate the issues in class), and you will write a Final Paper supporting your personal position.

(a) Final Paper: You will write a formal position paper on the achievement gap issue. Your position must be informed by both Taking Sides readings, in addition to outside research you have conducted on the topic. You will submit an outline of your paper for feedback. You will have to use at least three (3) outsides resources to inform your position in your final paper. At least two (2) of these resources must be scholarly; one (1) of them may be a popular resource. The content of your Final Paper will include the following:

1. An overall introduction to the issue. What exactly is the issue at hand? What is your

paper going to be about? What are we looking at here? 2. Your position on the issue. What is your position? Why do you take this position? What

information supports your position? Be sure to be clear about your position. Go in-depth as to why you take it, and what is out there to support it.

3. The opposing side of the issue. What does the other side say? What are the objections to your position? How would someone who takes a different position make their case? What information supports the opposing side?

4. The refutation of the opposing side. Why are the objections raised by the opposing side incorrect and/or not persuasive? Why is the information supporting the opposing side not persuasive in comparison to your own position?

5. Bring it back to your position and summarize it for the reader. Briefly state why you still maintain your personal position, even though there are objections.

Your final paper will include these headings (corresponding with the grading rubric): Introduction My Position Opposing Position Refutation of Opposing Position Position Summary References

*Remember, for this paper you must cite your resources! Any and all information (e.g., idea, statement, fact, figure, etc.) that comes from a source must be cited within the content of your paper. Also, create a reference list using APA 6th edition or MLA formatting

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Appendix 3: VALUE Rubrics

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Appendix 4: Fall 2016 Assessment Data and Averages

Paper Synth Applies Paraphrase Cites Explanation Evidence Influence Position Conclusion Pages 1MS 3 3 3 3 4 4 4 4 4 5 1CG 2 2.5 3 2.5 3.5 3.5 2.5 3 3 4 1LL 2.5 3 1 2 3 2 2.5 3 3

1NS 2.5 3 2.5 2 3 2.5 2 3 3 5 1RG 3 2 2 3 2.5 2 2 3 2 4.5 1MM 2 2.5 2 3 3.5 3 3 3.5 2 5 1AC 2.78 2.5 2 2.5 3.5 4 3.5 4 4 5 1AVG 2.54 2.64286 2.21428571 2.57 3.28571429 3 2.785714 3.35714 3 4.75 2MS 1 1 0.5 1 1 1 0.5 0.5 0.5 4 2AVG 1 1 0.5 1 1 1 0.5 0.5 0.5 4 3NS 0 0 0 0 1.25 0 0 1 0.5 3 3MS 0 0 0 0 1.5 0 0.5 1 0.5 3 3AVG 0 0 0 0 1.375 0 0.25 1 0.5 3 5LL 2.5 3 2 3 3 3 3 3 2 5 5CG 1.5 2 2 1 3 2 3 2 2 5 5AVG 2 2.5 2 2 3 2.5 3 2.5 2 5 7RG 1 1.5 2 1 1 1 1 1 1 3 7MS 2 2.5 2 1.5 2 2 2 2 1.5 3 7AVG 1.5 2 2 1.25 1.5 1.5 1.5 1.5 1.25 3 9AC 3 3 3 3 3.5 3.5 3.5 3.5 3.5 5 9CG 2.5 2.5 3 2.5 3.5 3.5 3 3.5 2.75 5 9AVG 2.75 2.75 3 2.75 3.5 3.5 3.25 3.5 3.125 5 11RG 1 1 0 1 1 1 1 0.5 0 2 11NS 1 1 1.5 1 1 1 0 1 1.5 2 11AVG 1 1 0.75 1 1 1 0.5 0.75 0.75 2 13MS 1 1 0 1 1 1 1 1 1 5 13CG 2.5 2.5 1 1 3.5 2 3 2.5 3 5 13AVG 1.75 1.75 0.5 1 2.25 1.5 2 1.75 2 5 14MS 1 1 1 1 0.5 0.5 0.5 1 1 3 14AVG 1 1 1 1 0.5 0.5 0.5 1 1 3 15MS 3 2.5 3 2.5 3 3 3 3.5 3 7 15LL 3 3 2 3 4 4 4 4 4 7 15AVG 3 2.75 2.5 2.75 3.5 3.5 3.5 3.75 3.5 7 17NS 2 2 2 2.5 2.5 2.5 2 2.5 2.25 6 17MS 2.5 2 2 3 2 2.5 2 2 2 6 17AVG 2.25 2 2 2.75 2.25 2.5 2 2.25 2.125 6 19AC 3 3 3 3 3.5 4 4 3.5 4 5 19MM 1.5 1.5 1.5 3 2 2 2 2 2 5 19AVG 2.25 2.25 2.25 3 2.75 3 3 2.75 3 5 20LL 2 3 2 1.5 3 2.75 3 2.5 2 6 20MS 1.5 1 1 1 2 2 2 1.5 1 6 20AVG 1.75 2 1.5 1.25 2.5 2.375 2.5 2 1.5 6 21MM 0.5 1.5 2 3 3 3.5 3.5 3.5 3.5 4

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21AC 3 3 3 2.5 3 3.5 3.5 3.5 3.5 4 21AVG 1.75 2.25 2.5 2.75 3 3.5 3.5 3.5 3.5 4 23MM 0.5 2 0.5 0 3 2.5 2 2.5 2 5 23AC 1 0.5 1 1 1 1 1 1 1 5 23NS 1 1 0.5 0 1.5 1 0 1.5 1.5 5 23RG 1 1 0.5 0 1 1.5 0.5 2 1 4.25 23LL 1 0.5 1 0 1.5 1 1.5 1.75 1 5 23MS 1 1 1.5 0 1 1 0.5 1 1 5 23CG 1 1 2 0 1 1 1 1.5 2 5 23AVG 0.929 1 1 0.14 1.42857143 1.285714 0.928571 1.60714 1.35714286 4.893 25JG 2 2 2 3 3 3 3 2 2 9 25RG 3 3 3 2.5 3.5 3.5 4 3.5 4 10 25AVG 2.5 2.5 2.5 2.75 3.25 3.25 3.5 2.75 3 9.5 27MS 2.5 2.5 3 3 2.5 2 2 2 2 5 27MM 1.5 1.5 0 3 2 2 1.5 2 2 5 27AVG 2 2 1.5 3 2.25 2 1.75 2 2 5 29CG 2 1.75 1 1 2 2 2 2 1 3 29MC 1.5 2 1 1 2.5 2.5 2 2 1.5 4 29AVG 1.75 1.875 1 1 2.25 2.25 2 2 1.25 3.5 31JG 1 2 2 2 2 2 2 3 3 6 31RG 1 1 1.5 1 1.5 2 1 2 1 6 31AVG 1 1.5 1.75 1.5 1.75 2 1.5 2.5 2 6 33NS 3 3 3 2 3.5 3 3 3.25 3 6 33MC 3 3 1.5 1 3.5 3.5 3 4 3.5 6 33AVG 3 3 2.25 1.5 3.5 3.25 3 3.625 3.25 6 35RG 2.5 2.5 2 1.5 2 2 2 2.5 2 5 35JG 3 3 3 3 4 4 3 4 4 5 35AVG 2.75 2.75 2.5 2.25 3 3 2.5 3.25 3 5 37MM 2 2 2 3 2.5 2 1.5 1 1.5 4 37LL 1.5 2 2 3 2 2 2.5 3 2.5 4 37AVG 1.75 2 2 3 2.25 2 2 2 2 4 38CG 3 3 2.5 2 2.5 2.5 2.5 2.5 2 3 38NS 1 1 0.5 1 0.5 1 0 1 0.5 3 38AVG 2 2 1.5 1.5 1.5 1.75 1.25 1.75 1.25 3

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COE 102 Fall 2016 Averages

Paper Synth Applies Paraphrase Cites Explanation Evidence Influence Position Conclusion Pages 1AVG 2.54 2.64286 2.21428571 2.57 3.28571429 3 2.785714 3.35714 3 4.75 2AVG 1 1 0.5 1 1 1 0.5 0.5 0.5 4 3AVG 0 0 0 0 1.375 0 0.25 1 0.5 3 5AVG 2 2.5 2 2 3 2.5 3 2.5 2 5 7AVG 1.5 2 2 1.25 1.5 1.5 1.5 1.5 1.25 3 9AVG 2.75 2.75 3 2.75 3.5 3.5 3.25 3.5 3.125 5 11AVG 1 1 0.75 1 1 1 0.5 0.75 0.75 2 13AVG 1.75 1.75 0.5 1 2.25 1.5 2 1.75 2 5 14AVG 1 1 1 1 0.5 0.5 0.5 1 1 3

AVG 1.654 1.73929 1.44642857 1.53 2.09107143 1.8 1.778571 1.96071 1.7625 4.175

COE 202 Fall 2016 Averages

Paper Synth Applies Paraphrase Cites Explanation Evidence Influence Position Conclusion Pages 15AVG 3 2.75 2.5 2.75 3.5 3.5 3.5 3.75 3.5 7 17AVG 2.25 2 2 2.75 2.25 2.5 2 2.25 2.125 6 19AVG 2.25 2.25 2.25 3 2.75 3 3 2.75 3 5 20AVG 1.75 2 1.5 1.25 2.5 2.375 2.5 2 1.5 6 21AVG 1.75 2.25 2.5 2.75 3 3.5 3.5 3.5 3.5 4 23AVG 0.929 1 1 0.14 1.42857143 1.285714 0.928571 1.60714 1.35714286 4.893 25AVG 2.5 2.5 2.5 2.75 3.25 3.25 3.5 2.75 3 9.5 27AVG 2 2 1.5 3 2.25 2 1.75 2 2 5 29AVG 1.75 1.875 1 1 2.25 2.25 2 2 1.25 3.5 31AVG 1 1.5 1.75 1.5 1.75 2 1.5 2.5 2 6 33AVG 3 3 2.25 1.5 3.5 3.25 3 3.625 3.25 6 35AVG 2.75 2.75 2.5 2.25 3 3 2.5 3.25 3 5 37AVG 1.75 2 2 3 2.25 2 2 2 2 4 38AVG 2 2 1.5 1.5 1.5 1.75 1.25 1.75 1.25 3

AVG 2.048 2.13393 1.91071429 2.08 2.5127551 2.547194 2.352041 2.5523 2.3380102 5.349

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Appendix 5: Fall 2015 Assessment Data and Averages

paper Synth Applies Paraphrase Cites Explanation Evidence Influence Position Conclusion Pages 1GC 3 3 3 3 4 3 2 2 1 5 1MM 3 3 2 3 4 3.5 3.5 3 3 5 1AVG 3 3 2.5 3 4 3.25 2.75 2.5 2 5 2NS 0.5 1 0 0 1.5 1 0.75 2 2 4 2KF 2 2 2 1 2 2 2 2 2 4 2AVG 1.25 1.5 1 0.5 1.75 1.5 1.375 2 2 4 3EA 1.5 2 2 1 2 2.5 2 2 2.5 5 3AN 3 2 3 2 3 3 2 3 2 5 3AVG 2.25 2 2.5 1.5 2.5 2.75 2 2.5 2.25 5 4RP 3 3 3 2 3 3 2 3 2 5 4PM 2 2 2 2 2 2 1 1 1.5 5 4AVG 2.5 2.5 2.5 2 2.5 2.5 1.5 2 1.75 5 5KF 2 2 2 2 2 2 2 2 2 6 5CC 1 0.5 0.5 0 1 0.5 0.5 1 1 6 5AVG 1.5 1.25 1.25 1 1.5 1.25 1.25 1.5 1.5 6 6MS 0 1 0 0 1 1 1 1 1 7 6EC 3 2.5 2.5 0 3 3.5 3 3 3 7 6AVG 1.5 1.75 1.25 0 2 2.25 2 2 2 7 7EC 2 2 1.5 1 1.5 2 1.5 2 1 4 7MS 3 3 2.5 2.5 3 3 3 2.5 3 4 7AVG 2.5 2.5 2 1.75 2.25 2.5 2.25 2.25 2 4 8AN 2 1 2 0 2 2 2 2 2 4 8CC 2 1.5 1.5 1.5 2 2 1.5 1.5 2 4 8AVG 2 1.25 1.75 0.75 2 2 1.75 1.75 2 4 9NS 1.25 1.25 1 1 1 1 1 1 1 3 9CC 1 1 1.5 2 1 1 0.5 1 1.5 3 9MS 1 2 2 1 1 1 0 1 1 2 9EC 1 1.5 0.5 1 1 1 0.5 1 1 3 9KF 2 2 2 1 2 1 2 2 2 3 9EA 1.5 1.5 1.5 2 2 2 2 1 2 3 9GC 1 2 0 1 1 2 2 2 1 3 9RP 2 2 0 1 1.5 1.5 1 2 2 3 9AN 1 1 2 1 2 1 1 1 1 3 9PM 1 2 2 2 1 1 1 1 1 3 9MM 2 2 2 2 2 2 2 2 2 3 9AVG 1.341 1.65909 1.31818182 1.36 1.40909091 1.318182 1.181818 1.36364 1.40909091 3 10EC 1.25 1.25 1 1 1.5 2 1 1.5 1 2 10CC 1 0.5 0.5 0 1 1 0.5 0.5 1.5 2 10AVG 1.125 0.875 0.75 0.5 1.25 1.5 0.75 1 1.25 2 11GC 2 2 3 2 2.5 2.5 2 2 1 5 11MM 2 2 2 2 2 2 2 2 2 5 11AVG 2 2 2.5 2 2.25 2.25 2 2 1.5 5 12MM 1 1 2 1.5 2 2 1.5 2 1.5 4

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12PM 1 1 0 1 2 1 0 1 0 4 12AVG 1 1 1 1.25 2 1.5 0.75 1.5 0.75 4 13NS 1.25 1 0 0 2.5 1 1.5 2 2 4 13PM 1 1 0 1 2 1 0 1 1 4 13AVG 1.125 1 0 0.5 2.25 1 0.75 1.5 1.5 4 14GC 1 2 1.5 1 1.5 1.5 2 2 1.5 3 14MM 1 1 2 1.5 2 2 1.5 2 1 3 14AVG 1 1.5 1.75 1.25 1.75 1.75 1.75 2 1.25 3 15NS 1.5 2 2 3 2.5 1.75 1 2 2 4 15KF 3 3 2 2 3 3 2 2 2 4 15CC 2 2 1.5 2 3 2 2 1.5 1.5 4 15MS 2.5 2.5 2 2.75 2.5 2 2 2 2 4 15EC 2 2 1.5 2 2.5 2 2.5 2.5 2 4 15EA 1 1.5 1.5 2 2 2 2 1.5 1.5 4 15RP 1 1 1 2 2 1 1 1 2 4 15PM 1 1 2 1 2 2 1 2 2 4 15MM 1.5 1.5 2 3 2 1.5 2 2 1 4 15GC 1.75 2 1.25 1.25 2 2.25 1 1.5 2 4 15AN 2 2 2 2 2 2 1 2 1 4 15AVG 1.75 1.86364 1.70454545 2.09 2.31818182 1.954545 1.590909 1.81818 1.72727273 4 16PM 0 0 2 2 2 2 1 2 2 5 16KF 0 0 0 0 2 0 2 2 2 5 16AVG 0 0 1 1 2 1 1.5 2 2 5 17MS 3 2.5 2.5 2 3 3 3 3 3 8 17CC 2 2 1.5 1 2 2.5 2 2.5 2 8 17AVG 2.5 2.25 2 1.5 2.5 2.75 2.5 2.75 2.5 8 18CC 2 2 1.5 1.5 1.5 2.5 2 2 2.5 6 18KF 3 2 2 2 3 2 3 3 2 6 18AVG 2.5 2 1.75 1.75 2.25 2.25 2.5 2.5 2.25 6 19MM 2 2 2 1 2 2 2 1.5 1.5 3 19EC 2.5 2 1.75 1 2.5 2.5 2.5 3 2.5 3 19AVG 2.25 2 1.875 1 2.25 2.25 2.25 2.25 2 3 20NS 1 1 0.5 2 2 0 0.5 2 1.25 4 20MS 1 2 2 1 2 2 1.5 1.5 2 4 20AVG 1 1.5 1.25 1.5 2 1 1 1.75 1.625 4 21KF 3 3 2 2 3 2.5 3 3 3 6 21MM 2 2 2 3 3.5 3.5 4 3.5 3.5 6 21AVG 2.5 2.5 2 2.5 3.25 3 3.5 3.25 3.25 6 22MM 2.5 2 1.5 1.5 3 2.5 2.5 3 3 5 22PM 2 1 2 1 2 3 2 2 2 5 22AVG 2.25 1.5 1.75 1.25 2.5 2.75 2.25 2.5 2.5 5 23RP 3 3 3 3 4 3.5 3.5 3.5 3 6 23AN 3 2 3 3 3 2 3 3 3 6 23AVG 3 2.5 3 3 3.5 2.75 3.25 3.25 3 6 24GC 1 1.5 2 2 2.5 2 2 2 2 4 24EA 1 1.5 2 1.5 2.5 2 2.5 2 2 4

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24AVG 1 1.5 2 1.75 2.5 2 2.25 2 2 4 25NS 3 3 3 3 3 3 2.5 3 3 6 25PM 2 2 1 1 2 2 1 2 2 6 25AVG 2.5 2.5 2 2 2.5 2.5 1.75 2.5 2.5 6 26MS 2 2.5 2 2 2 2 2 2 2 6 26AN 3 3 3 3 3 2 3 3 3 6 26AVG 2.5 2.75 2.5 2.5 2.5 2 2.5 2.5 2.5 6

COE 102 Fall 2015 Averages

Paper Synth Applies Paraphrase Cites Explanation Evidence Influence Position Conclusion Pages 1AVG 3 3 2.5 3 4 3.25 2.75 2.5 2 5 2AVG 1.25 1.5 1 0.5 1.75 1.5 1.375 2 2 4 3AVG 2.25 2 2.5 1.5 2.5 2.75 2 2.5 2.25 5 4AVG 2.5 2.5 2.5 2 2.5 2.5 1.5 2 1.75 5 5AVG 1.5 1.25 1.25 1 1.5 1.25 1.25 1.5 1.5 6 6AVG 1.5 1.75 1.25 0 2 2.25 2 2 2 7 7AVG 2.5 2.5 2 1.75 2.25 2.5 2.25 2.25 2 4 8AVG 2 1.25 1.75 0.75 2 2 1.75 1.75 2 4 9AVG 1.341 1.65909 1.31818182 1.36 1.40909091 1.318182 1.181818 1.36364 1.40909091 3 10AVG 1.125 0.875 0.75 0.5 1.25 1.5 0.75 1 1.25 2 11AVG 2 2 2.5 2 2.25 2.25 2 2 1.5 5 12AVG 1 1 1 1.25 2 1.5 0.75 1.5 0.75 4 13AVG 1.125 1 0 0.5 2.25 1 0.75 1.5 1.5 4 14AVG 1 1.5 1.75 1.25 1.75 1.75 1.75 2 1.25 3

AVG 1.606 1.58561 1.47121212 1.16 1.96060606 1.821212 1.470455 1.72424 1.54393939 4.067

COE 202 Fall 2015 Averages

15AVG 1.75 1.86364 1.70454545 2.09 2.31818182 1.954545 1.590909 1.81818 1.72727273 4 16AVG 0 0 1 1 2 1 1.5 2 2 5 17AVG 2.5 2.25 2 1.5 2.5 2.75 2.5 2.75 2.5 8 18AVG 2.5 2 1.75 1.75 2.25 2.25 2.5 2.5 2.25 6 19AVG 2.25 2 1.875 1 2.25 2.25 2.25 2.25 2 3 20AVG 1 1.5 1.25 1.5 2 1 1 1.75 1.625 4 21AVG 2.5 2.5 2 2.5 3.25 3 3.5 3.25 3.25 6 22AVG 2.25 1.5 1.75 1.25 2.5 2.75 2.25 2.5 2.5 5 23AVG 3 2.5 3 3 3.5 2.75 3.25 3.25 3 6 24AVG 1 1.5 2 1.75 2.5 2 2.25 2 2 4 25AVG 2.5 2.5 2 2 2.5 2.5 1.75 2.5 2.5 6 26AVG 2.5 2.75 2.5 2.5 2.5 2 2.5 2.5 2.5 6

AVG 1.827 1.75874 1.75611888 1.68 2.31293706 2.015734 2.064685 2.23601 2.14248252 4.846