honors college co-curricular assessment qualitative approaches
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DESCRIPTIONHONORS COLLEGE CO-CURRICULAR ASSESSMENT QUALITATIVE APPROACHES. MARJEAN D. PURINTON ASSOCIATE DEAN PROFESSOR OF ENGLISH TTU Assessment Network Summer Meeting July 18, 2012. 1798. LYRICAL BALLADS by William Wordsworth and Samuel Taylor Coleridge - PowerPoint PPT Presentation
HONORS COLLEGE CO-CURRICULAR ASSESSMENT
MARJEAN D. PURINTON ASSOCIATE DEAN
PROFESSOR OF ENGLISH
TTU Assessment Network Summer Meeting July 18, 2012
1798LYRICAL BALLADS by William Wordsworth and Samuel Taylor Coleridge PLAYS ON THE PASSIONS by Joanna Baillie
• Inquiries that explore human or social problems
• Close readings of texts and symbols • Comparative analysis • Interpretation • Evaluation • Critical thinking
1996PLAYS ON THE PASSIONS re-enters Romantic literary canon • Contexts
• Theoretical paradigms • Comparative interpretations • Scholarly conversations & writings
How do we assess a process that results in an artifact so abstract and subjective?
What evidence can we point to that students have engaged in responsible readings, critical thinking, and clear
Study Abroad Waiver Evaluation Rubric
• Assessment is formative as it provides meaningful feedback and opportunities for revision and improvement;
• Assessment identifies clearly discernible skills and standards of performance;
• Assessment provides evidence of responsible readings, critical
thinking, clear communication; • Assessment engages student in self-reflection, enriches academic
skills, fosters higher-levels of thinking and writing.
Goals for Honors College Co-Curricular Activities:
Honors College co-curricular activities foster an excitement for knowledge, a passion for ideas, the capacity to rejoice at demonstrations of creativity, and the compassion generated by a shared community. • How can we possibly assess excitement, passion, joy, and compassion?
• Do we care about the student’s personal development and growth?
• The ability to apply academic skills to problem-solving situations that are not generated by the formal learning environment of the classroom?
• The love for lifelong learning?
• The willingness to take risks and to stretch academic, social, and personal limits?
• Do we want to build ethical leadership? We have to value the responses we receive to surveys, questionnaires, interviews, testimonials, observations, self-evaluations about the various co-curricular activities administered by the Honors College.