Objectives for Student Learning
The Michigan Technological University¹s Vision Statement issued in November, 1992 states that:
Michigan Technological University will be a nationally and internationally
recognized leader I meeting the challenges of the future through
undergraduate and graduate education and research in sciences and
engineering. At the undergraduate level, we will have comprehensive,
forward-looking curricula in sciences and engineering that will educate
technically competent, intellectually vital graduates who are at the same
time effective communicators and aware of the social, economic and cultural
contexts of their work. . . At each educational level and within each
segment of the University community, we will increase the proportion of
individuals from under-represented racial and gender groups.
Augmenting this declaration, the College of Sciences and Arts Vision
Statement of 1997-98 adds that:
The College will host programs which educate exceptional undergraduate
majors and graduate researchers in their respective fields. These programs
will also provide the basic foundations, fundamental principles, and areas
of enrichment required by all areas of specialized education at MTU.
These goals are echoed by the Department of Humanities Mission Statement:
The Department is committed to achieving and maintaining excellence in all
its programs by supporting curricula that are both rich and varied, and
that add breadth and depth to the technological education of students who
will seek and find careers in an increasingly global society.
In keeping with these aims of the university¹s undergraduate programs,
the Department of Humanities has developed a set of educational goals for
the students in its five degree programs (as listed on the following pages)
which we believe will lead to the attainment of these aspirations
-Students will be technically competent in a variety of pragmatic skills in various areas of communication, production and media: among them print, still photography, technical communication, verbal and non-verbal communication, and various forms of digital information and their means of distribution.
-Students will obtain the intellectual, social and practical skills
necessary to become highly competent communicators in technological
contexts, to manage communication production and exchange in such contexts,
and to teach others about communication
skills.
- Students will develop global communication skills and be aware of and
understand cultural differences.
-Students will develop effective communication skills, using texts from a range of rhetorical purposes, audiences, and forms.
-Students will acquire the ability to interpret and critique texts from different genres, periods and cultures for their implicit and explicit meanings and for their aesthetic quality.
-Students will be adequately prepared to think and read critically, analyze
logically, and be familiar with major theories and works in communication,
language, literature, philosophy, linguistics and composition.
Our assessment plan proposes to examine and evaluate to what degree these
goals are being achieved and then recommend any necessary steps to be taken
and changes to be implemented to improve our academic programs in keeping
with our stated missions.
The Department of Humanities has just completed a curriculum revision to change and update our course offerings to better prepare students for the world of the 21st Century. As part of this process, the humanities faculty re-examined all of our degree programs in light of the university, college, and departmental mission and vision statements and revised our offerings accordingly. The assessment procedures will help us to determine how successful our altered curriculum is in meeting these goals and likewise give us the opportunity to make any further changes which will be necessary.
ASSOCIATE DEGREE IN HUMANITIES
Because of the unique nature of this degree, we have been informed that it will not be necessary to assess it.
-There are only a small number of students involved--at most, one degree a year is granted.
-No ne is relying on it for a credential.
-It is more of an administrative device than an academic program with specific goals.
-Makes it easier for students to transfer credits.
-Maintained primarily as a service to local students.
BACHELOR OF ARTS DEGREE IN ENGLISH
Goals:
Students will develop an awareness and understanding of and analyze texts from a variety of discourse communities exhibiting a wide range of different rhetorical purposes, audiences and styles.
Students will develop the ability to interpret and critique texts from different genres, periods and cultures for their implicit and explicit meanings and for their aesthetic quality.
Students will learn to research literary, compositional and/or linguistic topics and to communicate that researched information in oral and written forms.
Student Learning Outcomes:
Students will be able to write effectively for a variety of rhetorical purposes, audiences and styles.
Students will develop the ability to interpret and critique texts from different genres, periods and cultures.
Students will be able to research and analyze literary, compositional and/or linguistic topics.
Assessment Tools:
The Capstone Course will be extended to include the English majors so that they will have to propose, outline and complete an extended research project in one or more of the academic areas represented in their degree. They will then present both a written and oral form of this project which will be evaluated and critiqued by a jury of faculty and peers from outside the course to ascertain if the students can produce and employ a sound research plan, organize their material with careful synthesis and prepare accurate documentation.
Each student will maintain a portfolio of major papers and essay exams from their upper division courses, a sampling of which will be read by the Undergraduate Assessment Committee to determine if the students can successfully locate a work of literature in terms of major genres, periods and cultures.
BACHELOR OF ARTS DEGREE IN INTERDISCIPLINARY LIBERAL ARTS:
Goals:
Students will be able to read and think critically, analyze logically and
be familiar with major theories and works in communication, language,
literature, philosophy, linguistics or composition.
Students will develop an awareness of intellectual achievement in the
literatures and philosophies of various cultures in order to foster
perspective, critical thinking and rational problem solving.
Students will achieve a coherent concentration of upper division course work in a field which complements or builds upon the foundation of liberal studies.
Student Learning Outcomes:
Students will be able to write effectively for a variety of rhetorical purposes, audiences and styles.
Students will be able to recognize and analyze major theories and texts in communication, modern languages other than English, literature, philosophy, linguistics or composition.
Students will develop the ability to interpret and critique the major theories and texts of various civilizations and cultures.
Assessment Tools:
Each student will maintain a portfolio of the major papers and essay exams from their upper division courses, a sampling of which will be collected and analyzed by the Undergraduate Assessment Committee for clarity, logical development, critical thought and cultural perspective
HU471, the Capstone Course, will be revised to require that the Liberal Arts majors propose, outline and complete an extended research project covering two terms which will integrate material from the various disciplines of the major area. This will then be presented in an oral and written form which will be evaluated by a jury of peers and faculty from outside the course for rhetorical effectiveness, clarity, completeness and critical thinking.
BACHELOR OF SCIENCE DEGREE IN SCIENTIFIC & TECHNICAL COMMUNICATION.
Goals:
Students will be technically competent in a variety of pragmatic skills in various areas of communication production and media--among them print, still photography, technical communication, verbal and non-verbal communication, and various forms of digital information-and their means of distribution.
Students will develop the intellectual, social, and practical skills necessary to become highly competent communicators in technological contexts, using a range of rhetorical strategies.
Students will develop the ability to produce competent technical writing and use other communication/presentation skills.
Student Learning Outcomes:
Students will be able to apply and understand appropriate communication technologies.
Students will be able to research technical information and present it to an appropriate audience.
Students will be able to produce effective technical communication.
Assessment Tools:
1) Each student will take HU470 - the STC Capstone Course - where all
enrolled will perform the following tasks:
-Investigate client needs with attention to audience analysis
-Write a proposal for the client(s)
-Create and deliver a time line to the client(s)
-Research and produce content of the project
-Write progress memos
-Write an evaluation of the project, including documentation of
research process and integration of student justification for
previous course choices
2) Each student will give a juried presentation of the major assignments and projects they¹ve completed from the upper division courses in communication and technical writing as well as in their chosen technical field, a sample of which will be collected and analyzed by the Undergraduate Assessment Committee to determine if the students have been able to understand and apply appropriate communication technologies.
3) An alumni survey of post-graduates-one, three, and five years past
graduation-will be
conducted every five years. Questions will be included which will
help to evaluate the
current benefit of our department goals and stated learning outcomes.
BACHELOR OF ARTS DEGREE IN SCIENTIFIC AND TECHNICAL COMMUNICATION
Goals:
Students will be technically competent in a variety of pragmatic skills in various areas of communication production and media--among them print, still photography, technical communication, verbal and non-verbal communication, and various forms of digital information--and their means of distribution.
Students will develop the intellectual, social, and practical skills necessary to become highly competent communicators in technological contexts, using a wide range of rhetorical strategies.
Students will be able to read and think critically, analyze logically and be familiar with major theories and works in communication, language, literature, philosophy, linguistic or composition.
Student learning Outcomes:
Students will be able to apply and understand appropriate communication technologies.
Student will be able to research technical information and present it to an appropriate audience.
Students will be able to read and think critically.
Assessment Tools:
1) Each student will take HU470--the STC Capstone course--where all
enrolled will perform
the following tasks:
-Investigate client needs with attention to audience analysis
-Write a proposal for the client(s)
-Create and deliver a time line to the client(s)
-Research and produce content of the project
-Write progress memos
-Write an evaluation of the project, including documentation of the
research process and integration of student justification for previous
course choices.
2) Each student will give a juried presentation of the major assignments
and projects completed from the upper division courses in
communication and technical writing as well as in their chosen
technical field, a sample of which will be collected and analyzed by the
Undergraduate Assessment Committee.
3) An alumni survey of post-graduates - one, three, and five years past
graduation - will be conducted every five years. Questions
will be included which will help to evaluate the current benefit of
our department goals and stated learning outcomes.
Undergraduate Steering Committee:
Chuck Nelson, Chair
Jon Colman, Student Member
Amy Graham, Student Member
Nancy Grimm
Barbara Lide
William Sewell
PE CORE QUESTIONS FOR TEACHING EVALUATIONS
Please rate your instructor on a scale of 1-5 for the following departmental questions:
The instructor provided a class syllabus that communicated :
1) clear expectations
2) organization
The evaluation procedures were:
3) made clear from the beginning
4) fair
5) The instructor was aware of student expectations from the class.
6) The instructor encouraged use of the activity/material outside of class.
7) The instructor helped you understand how this activity/material could be used to enhance the rest of your life.
8) The instructor built a positive, fear-free climate in the classroom.
9) The instructor was knowledgeable about teaching this course.
10) You would freely recommend this instructor to a friend.