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Roots of Contemporary Issues [ROOT] Assessment
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Introduction
Roots of Contemporary Issues [ROOT] courses are foundational first-year experience courses for UCORE. The courses introduce students to five of WSU’s Seven Learning Goals of Undergraduate Education (Critical & Creative Thinking, Information Literacy, Communication, Diversity, and Depth, Breadth & Integration of Learning) by asking students to explore and understand the historical and global roots of various issues facing the world today.
Assessment
Roots of Contemporary Issues Assessment is intended to provide [ROOT] faculty with information for program improvement, as well as gauge student learning on WSU Learning Goals at the first-year level in the context of the UCORE curriculum. Each academic year, beginning in AY 2012-13, [ROOT] faculty evaluate a random sample of students’ papers from all campuses using a faculty-developed rubric. [ROOT] Assessment includes the Final Papers Assessment (aligned with Critical Thinking, Information Literacy, and Integrative Learning) and the Diversity & Inequality Papers Assessment (aligned with Diversity and Written Communication), conducted biennially in alternating years starting in AY 2016-17. The Roots of Contemporary Issues program, in collaboration with the WSU Libraries and Office of Assessment for Curricular Effectiveness (ACE), coordinates the assessment, reporting and data analysis for these Roots of Contemporary Issues Assessment projects.
Evidence of Student Learning
Each year, beginning in 2012-13, Roots of Contemporary Issues Assessment results are compiled to provide a summary of student learning on WSU Learning Goals at the first-year level in the context of the UCORE curriculum. Click on the links below for recent summaries of results of Roots of Contemporary Issues [ROOT] Assessment. (For all current and past summaries of results of Roots of Contemporary Issues [ROOT] Assessment, see Results of [ROOT] Assessment.)
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Information Literacy, Integrative Learning, and Critical Thinking Achievement at the First-Year Level: AY 2020-21 Roots of Contemporary Issues [ROOT] Final Papers Assessment Results
As reported in the AY 2020-21 [ROOT] Final Papers Assessment Summary of Key Evidence for UCORE, assessment results indicated that, on average, 78% of first-year students met or exceeded expectations at the first-year undergraduate level at the end of their UCORE first-year experience [ROOT] course on rubric outcomes related to Information Literacy. Additionally, 88% met or exceeded expectations on the outcome related to Integrative Learning and 80% met or exceeded expectations on the outcome related to Critical Thinking.
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Diversity and Written Communication Achievement at the First-Year Level: AY 2019-20 Roots of Contemporary Issues [ROOT] Diversity & Inequality Papers Assessment Results
As reported in the AY 2019-20 [ROOT] Diversity & Inequality Papers Assessment Summary of Key Evidence for UCORE, assessment results indicated that, on average, 75% of first-year students met or exceeded expectations at the first-year undergraduate level at the end of their UCORE first-year experience [ROOT] course on rubric outcomes related to Diversity. Additionally, on average, 84% met or exceeded expectations for outcomes related to Written Communication.
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Assessing Student Learning at the First-Year Level: AY 2018-19 Roots of Contemporary Issues [ROOT] Final Papers Assessment Results
As reported in the AY 2018-19 [ROOT] Final Papers Assessment Summary of Key Evidence for UCORE, assessment results indicated that, on average, 67% of first-year students met or exceeded expectations at the first-year undergraduate level at the end of their UCORE first-year experience [ROOT] course on rubric outcomes related to Information Literacy. Additionally, on average, 66% met or exceeded expectations for outcomes related to Depth, Breadth, & Integration of Learning.
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Uses of Assessment
The Roots of Contemporary Issues Steering Committee and faculty review assessment results each year and suggest actions for improved assessment or use to inform decision-making. The Roots of Contemporary Issues program also works closely with the WSU Libraries’ research services librarians to use assessment to develop and refine information literacy curriculum. For more information about this partnership, see Research Services Librarians Conduct and Use Information Literacy Assessment.
Below are some examples of how student learning evidence from Roots of Contemporary Issues Assessment contributes to decision making intended to support student learning and quality educational programs.
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Final Papers Assessment Project Participation Influences Teaching and Learning in UCORE First-Year Experience [ROOT] Courses
Participation in assessment offers ways for faculty to think about student learning in the curriculum and about how to support it most effectively in their own classes. For example, rubric use and participation in norming sessions can deepen a common understanding of program goals among faculty, and, over time, can help focus instruction and improve communication and feedback to students. While difficult to capture, these impacts also accumulate and contribute over time to promoting student learning and more effective curriculum.
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Using Final Papers Assessment Project Results to Improve UCORE First-Year Experience [ROOT] Courses
The Final Papers Assessment Project results provide Roots of Contemporary Issues [ROOT] faculty with information about students’ grasp of program outcomes. In this way, rubric scores from student papers evaluated by program faculty can be used to direct and improve instruction.
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