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PowerPoint PresentationComputer Applications - CIS 1113 Pilot
Courses, Fall 2016 Face-to-Face
Students assessed
Students assessed
Missed Pre - Missed Post -
Assessment Task % knowledge Test % knowledge Test
1.1Identify the operating system used by a computer 62.1% 22 78% 9 1.2Demonstrate knowledge of the Windows Start menu 69.0% 18 93% 3 1.3Identify drives on a computer 44.8% 32 63% 15 1.4Identify the help menu 82.8% 10 88% 5 1.5Use Search to locate a file 63.8% 21 83% 7 1.6Identify and demonstrate knowledge of basic office software
program; identifying their corresponding file extensions 72.4% 16 90% 4
1.7Identify the desktop 51.7% 28 66% 14 1.8Identify the task bar 48.3% 30 66% 14 1.9Minimize and maximize windows 53.4% 27 76% 10
1.10Start programs 72.4% 16 95% 2 1.11Open, close and switch between windows 79.3% 12 93% 3 1.12Open files using appropriate programs 39.7% 35 51% 20 1.13Delete documents 79.3% 12 83% 7 1.14Shutdown, restart, and log off a computer 62.1% 22 51% 20
TECHNOLOGY LITERACY SURVEY WORD Students assessed Students
assessed Pre 58 Post 44
Missed Pre - Missed Post - % knowledge Test % knowledge Test
2.1Open a document 62.1% 22 68.2% 14
2.2Identify the Ribbon 58.6% 24 75.0% 11
2.3Use Save As to save to a particular folder and name the document
43.1% 33 38.6% 27
2.5Use Spelling and Grammar check 75.9% 14 88.6% 5
2.6Format the size, color and type of font 39.7% 35 63.6% 16
2.7Set single or double spacing 65.5% 20 77.3% 10
2.8Align text 79.3% 12 88.6% 5
2.9Use bullets and automatic numbering 86.2% 8 100.0% 0
2.10Use the Undo button 89.7% 6 95.5% 2
2.11Cut, copy and paste 81.0% 11 88.6% 5
2.12Set margins 58.6% 24 70.5% 13
2.13Select portrait or landscape 69.0% 18 72.7% 12
2.14Demonstrate knowledge of the differences between “Save” and “Save As” functions
75.9% 14 97.7% 1
2.16Save and close a document 81.0% 11 88.6% 5
TECHNOLOGY LITERACY SURVEY EMAIL Students assessed Students
assessed Pre 58 Post 41
Missed Pre - Missed Post - % knowledge Test % knowledge Test
3.1Define email 93.1% 4 92.7% 3 3.2Tell the difference between a URL and an email address 79.3% 12 87.8% 5 3.3Register for a new email account 55.2% 26 56.1% 18 3.4Log into email 79.3% 12 85.4% 6 3.5Address an email and create an email message; then, Send
an email 5.2% 55 26.8% 30
3.6Open an email and reply to all 82.8% 10 82.9% 7 3.7Forward an email 86.2% 8 87.8% 5 3.8Add an attachment to an email 91.4% 5 92.7% 3 3.9Open an attachment in an email 91.4% 5 90.2% 4
3.10Delete an email and retrieve an email from the trash 55.2% 26 61.0% 16 3.11Understand basics of email etiquette 60.3% 23 56.1% 18 3.12Use caution when opening an email from an unfamiliar
source 91.4% 5 92.7% 3
3.13Sign out of email 94.8% 3 100.0% 0 3.14Define computer virus 79.3% 12 82.9% 7 3.15Avoid giving out personal information to unfamiliar people 82.8% 10 82.9% 7 3.16Identify and delete junk mail, including spam 67.2% 19 68.3% 13 3.17Be selective and cautious about forwarding email to large
groups of people 79.3% 12 85.4% 6
QUANTITATIVE & SCIENTIFIC REASONING
QUANTITATIVE & SCIENTIFIC REASONING
• Division of Science and Math faculty met for a retreat in August 2016 and discussed assessment
• The assessment data included in this portion of the presentation include data from all 3 EOSC General Biology instructors: Mr. David Juarez (Wilburton), Dr. Andrea Green (Wilburton and McAlester), and Ms. Casey Meek (Idabel)
• What about Math? • No data from Math courses are included because we decided to look at
mathematical application in non-math courses instead.
Discussion
QUANTITATIVE & SCIENTIFIC REASONING
Assessment Methods • All 3 biology instructors agreed upon using 3 separate assignments to
assess learning goals 4.1-4.5. • All 3 of these assignments were exactly the same across all 3 instructors’
classes. • These assignments were administered after introducing their included
subject material to students. • All 3 instructors collected data from these 3 assignments to report in this
presentation. • We compared the number of student attempts with the number of
student successes, and presented results as a percentage for each assessment (assignment). • Example
• What proportion of students that attempted the assignments obtained the correct answers on those assignments?
• Number “Correct” on assignments defined by those students that scored at least 60% on that assignment
Results of Fall 2016 Student Assessment
QUANTITATIVE & SCIENTIFIC REASONING
• 4.1. Describe and delineate the components of the scientific method
Results of Fall 2016 Student Assessment 4.1. Describe and delineate the components of the scientific method
• General Biology – Green
• General Biology – Juarez
• General Biology – Meek
• 4.1 All Biology classes combined
QUANTITATIVE & SCIENTIFIC REASONING
Learning Goals 4.2, 4.3, and 4.4. We used one assignment that assessed learning goals 4.2, 4.3, and 4.4, which are as follows:
• 4.2. Apply scientific and mathematical methods to solving problems
• 4.3. Collect, graph, and summarize data and make relevant observations and statements of results and formulate questions
• 4.4. Evaluate evidence and determine if conclusions based upon data are valid and reliable
QUANTITATIVE & SCIENTIFIC REASONING
4.2, cont’d
• General Biology – Green
• Applying mathematical methods
General Biology – Juarez
Applying mathematical methods
QUANTITATIVE & SCIENTIFIC REASONING
4.2, cont’d
• Applying mathematical methods
QUANTITATIVE & SCIENTIFIC REASONING
observations and statements of results and formulate
questions • General Biology—Green
• Graphing data
• Interpreting graph
QUANTITATIVE & SCIENTIFIC REASONING
4.4. Evaluate evidence and determine if conclusions based upon data are valid and reliable
• General Biology-Green
• General Biology – Meek
QUANTITATIVE & SCIENTIFIC REASONING
QUANTITATIVE & SCIENTIFIC REASONING
• General Biology-Green
QUANTITATIVE & SCIENTIFIC REASONING
Summary • 85.7 % of students could describe and delineate the components
of the scientific method (4.1)
• 91.5 % of students could apply scientific and mathematical methods to solve problems (4.2)
• 89.7 % of students could collect, graph, and summarize data and 82.1% of students could make relevant observations and statements of results and formulate questions (4.3)
• 89.7% of students could evaluate evidence and determine if conclusions based upon data are valid and reliable (4.4)
• 94.4% of students could distinguish sound scientific works from non-scientific works (4.5)
QUANTITATIVE & SCIENTIFIC REASONING
Conclusions- General Biology • Students achieved all learning outcomes with at least 60%
proficiency
• Our lowest combined % correct was 82.1% for learning goal 4.3 (interpreting graphs).
• Weaknesses • Using math to solve problems • Creating correct graph type for data being analyzed • Interpreting results in graphical format
• Closing the loop • Increase exercises that require math to solve problems • Increase tutorials on how to graph and when to use a bar graph or a line
graph • Tutorials and more practice on graph interpretation
ORAL COMMUNICATION
CATEGORY TOTALS 233 253 253 252 231 159
CATEGORY AVERAGE 3.28 3.56 3.56 3.55 3.25 2.24 18.82
STANDARD DEVIATION 0.92308017 0.788468049 0.794038068 0.627954012 1.038664874 0.98730340
4 3.810732458
Current Semester
CONTENT & COMPREHENSION 3.28
VOLUME &DICTION 3.55
TOTAL SCORE
Current Semester
CRITICAL THINKING
• A new rubric was created by critical thinking assessment team. • The rubric was emailed to EOSC faculty for evaluation and
modification. • Only slight modifications were made. • Rubric was emailed in November to faculty to pilot in the following
courses for Fall 2016: • Behavioral Social Science- Cathy Cogburn-Govt • Business-Kay Langham- Intro to Business • Language- Timothy O'Neal- Global Humanities, Kristen Turner-Mass
Comm • Nursing-1118, 2118 • Science and Math- Peggy McBeath-Intermediate Algebra,
McAlester- Microbiology (Idabel)
Revised Critical Thinking Rubric Used for Assessment Fall 2016
Performance
Element
context
perspective inaccurately and fails
Identifies simple solutions,
conclusion altogether
evidence presented
complete
whole
manner without order
simple pattern
coherent
Performance
Element
perspective inaccurately and
perspective
conclusion altogether
manner without order
Performance
Element
HUMAN 2113
perspective inaccurately and
perspective
conclusion altogether
manner without order
Performance
Element
perspective inaccurately and fails
to present a solution/
conclusion altogether
manner without order
Information Literacy Assessment Spring 2017
• 25 question “survey” • consists of multiple choice and true/false questions • try to insert it in a course with some sort of research
element • questions cover subjects such as plagiarism, citing
sources, using library resources, evaluating sources
Question MCOMM 1113 (N=8) BIOL 2103 (N=16) AVG.
MC: Plagiarism is AVG: 100 AVG: 100 100
T-F: Thoroughly reading your assignment and
understanding what your professor expects when
you turn in your paper is a key step in the
research process.
MC: While doing your background research, if you
find that there is too much information, you will
need to _________ your topic.
MC: In researching steroid use, you look up your
topic on the web and find an article in a personal
blog that claims the use of steroids by high school
girls increased from 1.2 percent in 1991 to 5.3
percent in 2003. Your next best step:
AVG: 75
SD: 1.86
AVG: 93.75
SD: 1.0
documenting the sources you use in your paper?
AVG: 50
SD: 2.14
AVG: 50
SD: 2.07
to
purpose of your research paper.
AVG: 100
SD: 0
AVG: 93.75
SD: 1.0
96.875
MC: I read a book for a course I was taking at
EOSC. It contained the footnote: Bonilla-Silva, E.
(1997) “Rethinking racism: Toward a structural
interpretation.” American Sociological Review, 62,
June 1997, 465-480. This citation is for:
AVG: 12.5
SD: 1.42
AVG: 68.75
SD: 1.92
AVG: 62.5
SD: 2.08
AVG: 81.25
SD: 1.62
MC: Which is a correct Works Cited entry? AVG: 0
SD:
when writing a research paper.
AVG: 87.5
SD: 1.42
AVG: 87.5
SD: 1.37
even if you do credit the source, is still considered
plagiarism.
68.75
MC: A lot of broken links on a web site may
indicate that the information is not
____________.
SD: 2.08
AVG: 75
SD: 1.79
the Journal of Nutrition Education and Behavior?
AVG: 62.5
SD: 2.08
AVG: 87.5
SD: 1.37
based on the title of the source.
AVG: 12.5
SD: 1.42
AVG: 37.5
SD: 2
25
MC: In general an index to a book can be found: AVG: 50
SD: 2.14
AVG: 75
SD: 1.79
MC: APA and MLA style both refer to AVG: 100
SD:
T/F: All of the letters at the beginning of call
numbers are based on the name of the
department—A is Agriculture, C is Commerce, D is
Defense and so on.
culture first developed in the 1950s due to the
increasing economic independence of young
people. Is this statement a thesis or a fact?
AVG: 62.5
SD: 2.08
AVG: 75
SD: 1.79
Oklahoma State College Library, you should use:
AVG: 87.5
SD: 1.42
AVG: 81.25
SD: 1.62
source of information for every topic.
AVG: 37.5
SD: 2.08
AVG: 56.25
SD: 2.05
would you go to for research studies written by
an expert and focused on a very narrow topic?
AVG: 87.5
SD: 1.42
AVG: 56.25
SD: 2.05
focused enough that a person researching it
would not be overwhelmed with information.
AVG: 62.5
SD: 2.08
AVG: 81.25
SD: 1.62
71.875
T/F: A Works Cited list is not required of all in-text
citations have the author(s) and the page
number(s) of the source.
71.875
• Which of these is NOT a reason for documenting the sources you use in your
paper? (50%) *rethink or reword this question
• All of the letters at the beginning of call numbers are based on the name of the
department—A is Agriculture, C is Commerce, D is Defense and so on. (50%)
• The Web is the most current and accurate source of information for every topic.
(46.875%) *bad question
• I read a book for a course I was taking at EOSC. It contained the footnote: Bonilla-
Silva, E. (1997) “Rethinking racism: Toward a structural interpretation.” American
Sociological Review, 62, 465-480. This citation is for: (40.625%)
• An MLA Works Cited list is alphabetized based on the title of the source. (25%)
• Which is a correct Works Cited entry? (18.75%)
50% or lower
• Work on proper citations—Works Cited page?
• Explain classification system?
Essay Assessment- Penny Jones ENGL 1213- Already have
Technology Literacy- Janet Wansick OLS 1111 & CIS 1113
Quantitative & Sci Reasoing-Maye Durant CHEM 1315 & BIOL 2103
Co Requisite to Scale
CO-REQUISITE TO SCALE REPORT
CO-REQUISITE TO SCALE REPORT
CO-REQUISITE TO SCALE REPORT
Eastern will have co-requisite courses in place for Mathematics and English for Fall 2017
Math update-
English update-
CURRICLUM MAPPING
3. Information & Technology Literacy
4. Quantitative & Scientific Reasoning
5. Cultural,Global Awareness, & Social
Responsibiliy
Course prefix Course ID 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 3.5 3.6 4.1 4.2 4.3 4.4 4.5 5.1 5.2 5.3 5.4 5.5
ACCT 1113 R I I I I R R R I I I I
ACCT 2103 R I R R I R R R R R I R
ACCT 2203 R R R R R R R R R R R R
AG 2113 R R R R I M I I I R I R
AGCOM AGCOM R R I R R M I I I I I I
AGEC 1114 R R R R I M I I R R R R
AGRON 1213 R R R R I M I I R R R R
AGRON 2124 R R R R I W I I R R R R
ANSI 1124 R R R I M I I R R R R
AOT 1243 R R R R R R
AOT 2303 R R R R R R
AOT 2333 R R R R R R
BIOL 1114 R R R R R R
BIOL 2114 M R R R R I
BIOL 2103 R R R R R
BIOL 2204 R R R R R R
BIOL 2204 M R R R M I
BIOL 2214 R R R R R R
BIOL 2114 R R R R
BIOL 2224 R I R R I I
BIOL 2224 R R R R R R
BIOL 2225 R R R R R R
BUSAD 1023 R R R R R R
EOSC Faculty Developed Map
Students assessed
Students assessed
Missed Pre - Missed Post -
Assessment Task % knowledge Test % knowledge Test
1.1Identify the operating system used by a computer 62.1% 22 78% 9 1.2Demonstrate knowledge of the Windows Start menu 69.0% 18 93% 3 1.3Identify drives on a computer 44.8% 32 63% 15 1.4Identify the help menu 82.8% 10 88% 5 1.5Use Search to locate a file 63.8% 21 83% 7 1.6Identify and demonstrate knowledge of basic office software
program; identifying their corresponding file extensions 72.4% 16 90% 4
1.7Identify the desktop 51.7% 28 66% 14 1.8Identify the task bar 48.3% 30 66% 14 1.9Minimize and maximize windows 53.4% 27 76% 10
1.10Start programs 72.4% 16 95% 2 1.11Open, close and switch between windows 79.3% 12 93% 3 1.12Open files using appropriate programs 39.7% 35 51% 20 1.13Delete documents 79.3% 12 83% 7 1.14Shutdown, restart, and log off a computer 62.1% 22 51% 20
TECHNOLOGY LITERACY SURVEY WORD Students assessed Students
assessed Pre 58 Post 44
Missed Pre - Missed Post - % knowledge Test % knowledge Test
2.1Open a document 62.1% 22 68.2% 14
2.2Identify the Ribbon 58.6% 24 75.0% 11
2.3Use Save As to save to a particular folder and name the document
43.1% 33 38.6% 27
2.5Use Spelling and Grammar check 75.9% 14 88.6% 5
2.6Format the size, color and type of font 39.7% 35 63.6% 16
2.7Set single or double spacing 65.5% 20 77.3% 10
2.8Align text 79.3% 12 88.6% 5
2.9Use bullets and automatic numbering 86.2% 8 100.0% 0
2.10Use the Undo button 89.7% 6 95.5% 2
2.11Cut, copy and paste 81.0% 11 88.6% 5
2.12Set margins 58.6% 24 70.5% 13
2.13Select portrait or landscape 69.0% 18 72.7% 12
2.14Demonstrate knowledge of the differences between “Save” and “Save As” functions
75.9% 14 97.7% 1
2.16Save and close a document 81.0% 11 88.6% 5
TECHNOLOGY LITERACY SURVEY EMAIL Students assessed Students
assessed Pre 58 Post 41
Missed Pre - Missed Post - % knowledge Test % knowledge Test
3.1Define email 93.1% 4 92.7% 3 3.2Tell the difference between a URL and an email address 79.3% 12 87.8% 5 3.3Register for a new email account 55.2% 26 56.1% 18 3.4Log into email 79.3% 12 85.4% 6 3.5Address an email and create an email message; then, Send
an email 5.2% 55 26.8% 30
3.6Open an email and reply to all 82.8% 10 82.9% 7 3.7Forward an email 86.2% 8 87.8% 5 3.8Add an attachment to an email 91.4% 5 92.7% 3 3.9Open an attachment in an email 91.4% 5 90.2% 4
3.10Delete an email and retrieve an email from the trash 55.2% 26 61.0% 16 3.11Understand basics of email etiquette 60.3% 23 56.1% 18 3.12Use caution when opening an email from an unfamiliar
source 91.4% 5 92.7% 3
3.13Sign out of email 94.8% 3 100.0% 0 3.14Define computer virus 79.3% 12 82.9% 7 3.15Avoid giving out personal information to unfamiliar people 82.8% 10 82.9% 7 3.16Identify and delete junk mail, including spam 67.2% 19 68.3% 13 3.17Be selective and cautious about forwarding email to large
groups of people 79.3% 12 85.4% 6
QUANTITATIVE & SCIENTIFIC REASONING
QUANTITATIVE & SCIENTIFIC REASONING
• Division of Science and Math faculty met for a retreat in August 2016 and discussed assessment
• The assessment data included in this portion of the presentation include data from all 3 EOSC General Biology instructors: Mr. David Juarez (Wilburton), Dr. Andrea Green (Wilburton and McAlester), and Ms. Casey Meek (Idabel)
• What about Math? • No data from Math courses are included because we decided to look at
mathematical application in non-math courses instead.
Discussion
QUANTITATIVE & SCIENTIFIC REASONING
Assessment Methods • All 3 biology instructors agreed upon using 3 separate assignments to
assess learning goals 4.1-4.5. • All 3 of these assignments were exactly the same across all 3 instructors’
classes. • These assignments were administered after introducing their included
subject material to students. • All 3 instructors collected data from these 3 assignments to report in this
presentation. • We compared the number of student attempts with the number of
student successes, and presented results as a percentage for each assessment (assignment). • Example
• What proportion of students that attempted the assignments obtained the correct answers on those assignments?
• Number “Correct” on assignments defined by those students that scored at least 60% on that assignment
Results of Fall 2016 Student Assessment
QUANTITATIVE & SCIENTIFIC REASONING
• 4.1. Describe and delineate the components of the scientific method
Results of Fall 2016 Student Assessment 4.1. Describe and delineate the components of the scientific method
• General Biology – Green
• General Biology – Juarez
• General Biology – Meek
• 4.1 All Biology classes combined
QUANTITATIVE & SCIENTIFIC REASONING
Learning Goals 4.2, 4.3, and 4.4. We used one assignment that assessed learning goals 4.2, 4.3, and 4.4, which are as follows:
• 4.2. Apply scientific and mathematical methods to solving problems
• 4.3. Collect, graph, and summarize data and make relevant observations and statements of results and formulate questions
• 4.4. Evaluate evidence and determine if conclusions based upon data are valid and reliable
QUANTITATIVE & SCIENTIFIC REASONING
4.2, cont’d
• General Biology – Green
• Applying mathematical methods
General Biology – Juarez
Applying mathematical methods
QUANTITATIVE & SCIENTIFIC REASONING
4.2, cont’d
• Applying mathematical methods
QUANTITATIVE & SCIENTIFIC REASONING
observations and statements of results and formulate
questions • General Biology—Green
• Graphing data
• Interpreting graph
QUANTITATIVE & SCIENTIFIC REASONING
4.4. Evaluate evidence and determine if conclusions based upon data are valid and reliable
• General Biology-Green
• General Biology – Meek
QUANTITATIVE & SCIENTIFIC REASONING
QUANTITATIVE & SCIENTIFIC REASONING
• General Biology-Green
QUANTITATIVE & SCIENTIFIC REASONING
Summary • 85.7 % of students could describe and delineate the components
of the scientific method (4.1)
• 91.5 % of students could apply scientific and mathematical methods to solve problems (4.2)
• 89.7 % of students could collect, graph, and summarize data and 82.1% of students could make relevant observations and statements of results and formulate questions (4.3)
• 89.7% of students could evaluate evidence and determine if conclusions based upon data are valid and reliable (4.4)
• 94.4% of students could distinguish sound scientific works from non-scientific works (4.5)
QUANTITATIVE & SCIENTIFIC REASONING
Conclusions- General Biology • Students achieved all learning outcomes with at least 60%
proficiency
• Our lowest combined % correct was 82.1% for learning goal 4.3 (interpreting graphs).
• Weaknesses • Using math to solve problems • Creating correct graph type for data being analyzed • Interpreting results in graphical format
• Closing the loop • Increase exercises that require math to solve problems • Increase tutorials on how to graph and when to use a bar graph or a line
graph • Tutorials and more practice on graph interpretation
ORAL COMMUNICATION
CATEGORY TOTALS 233 253 253 252 231 159
CATEGORY AVERAGE 3.28 3.56 3.56 3.55 3.25 2.24 18.82
STANDARD DEVIATION 0.92308017 0.788468049 0.794038068 0.627954012 1.038664874 0.98730340
4 3.810732458
Current Semester
CONTENT & COMPREHENSION 3.28
VOLUME &DICTION 3.55
TOTAL SCORE
Current Semester
CRITICAL THINKING
• A new rubric was created by critical thinking assessment team. • The rubric was emailed to EOSC faculty for evaluation and
modification. • Only slight modifications were made. • Rubric was emailed in November to faculty to pilot in the following
courses for Fall 2016: • Behavioral Social Science- Cathy Cogburn-Govt • Business-Kay Langham- Intro to Business • Language- Timothy O'Neal- Global Humanities, Kristen Turner-Mass
Comm • Nursing-1118, 2118 • Science and Math- Peggy McBeath-Intermediate Algebra,
McAlester- Microbiology (Idabel)
Revised Critical Thinking Rubric Used for Assessment Fall 2016
Performance
Element
context
perspective inaccurately and fails
Identifies simple solutions,
conclusion altogether
evidence presented
complete
whole
manner without order
simple pattern
coherent
Performance
Element
perspective inaccurately and
perspective
conclusion altogether
manner without order
Performance
Element
HUMAN 2113
perspective inaccurately and
perspective
conclusion altogether
manner without order
Performance
Element
perspective inaccurately and fails
to present a solution/
conclusion altogether
manner without order
Information Literacy Assessment Spring 2017
• 25 question “survey” • consists of multiple choice and true/false questions • try to insert it in a course with some sort of research
element • questions cover subjects such as plagiarism, citing
sources, using library resources, evaluating sources
Question MCOMM 1113 (N=8) BIOL 2103 (N=16) AVG.
MC: Plagiarism is AVG: 100 AVG: 100 100
T-F: Thoroughly reading your assignment and
understanding what your professor expects when
you turn in your paper is a key step in the
research process.
MC: While doing your background research, if you
find that there is too much information, you will
need to _________ your topic.
MC: In researching steroid use, you look up your
topic on the web and find an article in a personal
blog that claims the use of steroids by high school
girls increased from 1.2 percent in 1991 to 5.3
percent in 2003. Your next best step:
AVG: 75
SD: 1.86
AVG: 93.75
SD: 1.0
documenting the sources you use in your paper?
AVG: 50
SD: 2.14
AVG: 50
SD: 2.07
to
purpose of your research paper.
AVG: 100
SD: 0
AVG: 93.75
SD: 1.0
96.875
MC: I read a book for a course I was taking at
EOSC. It contained the footnote: Bonilla-Silva, E.
(1997) “Rethinking racism: Toward a structural
interpretation.” American Sociological Review, 62,
June 1997, 465-480. This citation is for:
AVG: 12.5
SD: 1.42
AVG: 68.75
SD: 1.92
AVG: 62.5
SD: 2.08
AVG: 81.25
SD: 1.62
MC: Which is a correct Works Cited entry? AVG: 0
SD:
when writing a research paper.
AVG: 87.5
SD: 1.42
AVG: 87.5
SD: 1.37
even if you do credit the source, is still considered
plagiarism.
68.75
MC: A lot of broken links on a web site may
indicate that the information is not
____________.
SD: 2.08
AVG: 75
SD: 1.79
the Journal of Nutrition Education and Behavior?
AVG: 62.5
SD: 2.08
AVG: 87.5
SD: 1.37
based on the title of the source.
AVG: 12.5
SD: 1.42
AVG: 37.5
SD: 2
25
MC: In general an index to a book can be found: AVG: 50
SD: 2.14
AVG: 75
SD: 1.79
MC: APA and MLA style both refer to AVG: 100
SD:
T/F: All of the letters at the beginning of call
numbers are based on the name of the
department—A is Agriculture, C is Commerce, D is
Defense and so on.
culture first developed in the 1950s due to the
increasing economic independence of young
people. Is this statement a thesis or a fact?
AVG: 62.5
SD: 2.08
AVG: 75
SD: 1.79
Oklahoma State College Library, you should use:
AVG: 87.5
SD: 1.42
AVG: 81.25
SD: 1.62
source of information for every topic.
AVG: 37.5
SD: 2.08
AVG: 56.25
SD: 2.05
would you go to for research studies written by
an expert and focused on a very narrow topic?
AVG: 87.5
SD: 1.42
AVG: 56.25
SD: 2.05
focused enough that a person researching it
would not be overwhelmed with information.
AVG: 62.5
SD: 2.08
AVG: 81.25
SD: 1.62
71.875
T/F: A Works Cited list is not required of all in-text
citations have the author(s) and the page
number(s) of the source.
71.875
• Which of these is NOT a reason for documenting the sources you use in your
paper? (50%) *rethink or reword this question
• All of the letters at the beginning of call numbers are based on the name of the
department—A is Agriculture, C is Commerce, D is Defense and so on. (50%)
• The Web is the most current and accurate source of information for every topic.
(46.875%) *bad question
• I read a book for a course I was taking at EOSC. It contained the footnote: Bonilla-
Silva, E. (1997) “Rethinking racism: Toward a structural interpretation.” American
Sociological Review, 62, 465-480. This citation is for: (40.625%)
• An MLA Works Cited list is alphabetized based on the title of the source. (25%)
• Which is a correct Works Cited entry? (18.75%)
50% or lower
• Work on proper citations—Works Cited page?
• Explain classification system?
Essay Assessment- Penny Jones ENGL 1213- Already have
Technology Literacy- Janet Wansick OLS 1111 & CIS 1113
Quantitative & Sci Reasoing-Maye Durant CHEM 1315 & BIOL 2103
Co Requisite to Scale
CO-REQUISITE TO SCALE REPORT
CO-REQUISITE TO SCALE REPORT
CO-REQUISITE TO SCALE REPORT
Eastern will have co-requisite courses in place for Mathematics and English for Fall 2017
Math update-
English update-
CURRICLUM MAPPING
3. Information & Technology Literacy
4. Quantitative & Scientific Reasoning
5. Cultural,Global Awareness, & Social
Responsibiliy
Course prefix Course ID 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 3.5 3.6 4.1 4.2 4.3 4.4 4.5 5.1 5.2 5.3 5.4 5.5
ACCT 1113 R I I I I R R R I I I I
ACCT 2103 R I R R I R R R R R I R
ACCT 2203 R R R R R R R R R R R R
AG 2113 R R R R I M I I I R I R
AGCOM AGCOM R R I R R M I I I I I I
AGEC 1114 R R R R I M I I R R R R
AGRON 1213 R R R R I M I I R R R R
AGRON 2124 R R R R I W I I R R R R
ANSI 1124 R R R I M I I R R R R
AOT 1243 R R R R R R
AOT 2303 R R R R R R
AOT 2333 R R R R R R
BIOL 1114 R R R R R R
BIOL 2114 M R R R R I
BIOL 2103 R R R R R
BIOL 2204 R R R R R R
BIOL 2204 M R R R M I
BIOL 2214 R R R R R R
BIOL 2114 R R R R
BIOL 2224 R I R R I I
BIOL 2224 R R R R R R
BIOL 2225 R R R R R R
BUSAD 1023 R R R R R R
EOSC Faculty Developed Map